campus improvement plan humble elementary school 2019 …...school organization: the large range of...

Campus Improvement Plan

Humble Independent School District, Humble, Texas

20252 Fieldtree * Humble, TX 77338

2019-2020

Humble Elementary School

No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido

Printed: 1/8/2020, 4:55 pmHumble Elementary School (#101-913-101)

ADMINISTRATORS

Veronica Hernandez Principal

Monica Poche Assistant Principal

COMMITTEE

Veronica Hernandez Principal

Jose Aguilar Parent

Alejandra Cardenas Early-Childhood Specialist

Kelly Cox Non-Teaching Staff

Karen Fitzsimmons Community Member/Kids Hope

Erika Gonzalez Teacher

Gwen Lopez Teacher

Amy Mitchell Teacher

Desiree Moore Teacher

Aracely Ortega Teacher

Tara Rogers Teacher

Miriam Romero Parent

Larry Thomas Business Representative and KidsHope Mentor

MISSION

Our mission as a school community is to work together to provide a positive learning environment by meeting our students' individual needs ,

so they can be successful in an ever-changing world.

Campus Improvement Plan Humble Independent School District


VISION

We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools

that encourage collaboration and cultivate a sense of belonging.

We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and problem solving. Ultimately,

we see schools that prepare students for many paths and that empower them with skills to successfully live in a rapidly changing world.

PROFILE

Humble Elementary School opened in 1949 and serves 575 students in grades PK through 5. The student population is 20.00% African

American, 62.78% Hispanic, 11.83% White, **% American Indian, **% Asian, **% Pacific Islander, **% Two Or more Races, 52.70% Male,

47.30% Female.

Humble Elementary School serves 7.48% Special Education students, 70.61% Economically Disadvantaged students, 33.91% English

Language Learners, 63.83% At-Risk students, 2.96% Gifted & Talented students.

Dual Language

Humble Elementary is proud to be a 2 Way Dual Language campus and we are the only 2 Way program in the district. We serve native

English speakers and native Spanish speakers in the same classroom.

Demographics: Due to our transient population, we must rely on informal data and teacher records to best support the learning of all

students, which consumes a lot of the teacher's time, to collect data for new students (ongoing).

Student Achievement: Reading is a concern across the campus, but we believe it needs to involve phonics instruction, vocabulary, and oral

language in the primary grades. There is also a need to have continuous coaching and professional development for teachers through grades

3-5, so that students can continually grow in vocabulary, comprehension as well as oral language.

School Culture and Climate: We need parent training and nominal student incentives for monitoring attendance of all students to support

academic achievement.

Staff Quality, Recruitment and Retention: Our staff are committed to our students and campus, but more campus specific training is

requested, so our teachers remain energized and can maximize their efforts .

Curriculum, Instruction and Assessment: Data drives decisions, but not everyone knows how to interpret data or how to create a quality

assessment, with proper amount of time to develop the assessments.

Family and Community Involvement: Parents are more visible in our school (via volunteers, PTO, etc.), but the amount providing feedback

on surveys needs to increase. With their increased input, we can make better plans for parent/family nights.



School Organization: The large range of student needs is hard to reach within the classroom, solely by the teacher. Master schedule allows

for planning time, but does not have data meetings, etc. built in to the day.



Comprehensive Needs Assessment



Demographics

Strengths

1 We are a diverse campus and appreciate each other's differences.

Needs

A1 We are a very transient campus.

A2 Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward

Summary

Due to our transient population, we must rely on informal data and teacher records to best support the learning of all students, which consumes a lot of the

teacher's time, to collect data for new students (ongoing).

Data

PEIMS records

Student Enrollment Data

Student Demographic Data

Mobility Rates

RtI Data

Teacher classroom data



Student Achievement

Strengths

1 Small groups have been including phonemic awareness when needed.

2 Data from district and campus checkpoints are used as indicators for success.

3 Small group instruction is planned, using data.

Needs

B1 Based on reading growth charts and RTI data, there is a need to increase teacher capacity through coaching and modeling in grades 3-5.

B2 Based on reading growth charts and RtI data, there is a need to increase phonemic awareness and oral language in the primary grades.

B3 Some students are not academically progressing at the same rate as their peers, and need additional instructional time and more personalized

instruction.

B4 Based on campus data, vocabulary instruction needs to be increased and aligned across the campus.

B5 Students need hands-on activities in Science to make the learning relevant; teachers need assistance in incorporating Math into science lessons.

B6 Need more professional development trainings/activities that focus on whole group vs small group instruction, differentiation, strategies to enhance

rigor and relevance, and development of appropriate assessments .

B7 Support for our newcomers and ELL is needed.

B8 Incentives for students to get motivated for their learning.

B9 Students lack access to some materials to enhance learning (books with relevant subjects), supplies and manipulatives for Math and Science, or

technology tools. Additionally, students need to participate in Action Based Learning lab activities that connect to academics .

Summary

Reading is a concern across the campus, but we believe it needs to involve phonics instruction, vocabulary, and oral language in the primary grades. There

is also a need to have continuous coaching and professional development for teachers through grades 3-5, so that students can continually grow in

vocabulary, comprehension as well as oral language.

Data

STAAR/EOC Data

Attendance Data

Discipline Referrals

RtI Data


Curriculum Guides

Benchmark data and other curriculum-based assessments (CBAs)



School Culture and Climate

Strengths

1 Attendance rates were consistent maintaining 95% most of the year.

2 Office referrals decreased from the previous year.

Needs

C1 Not reaching district's target of 96%+ on an on-going basis.

C2 Incidents of hallway misbehavior is the area of the building that had an increase in referrals.

C3 5th grade students have social and academic issues when transitioning to 6th grade. Students need to participate in Action Based Learning lab

activities that connect to academics.

Summary

We need parent training and nominal student incentives for monitoring attendance of all students to support academic achievement.

Data

Attendance Data

Referral form/processes



Staff Quality, Recruitment and Retention

Strengths

1 High retention of staff.

2 Many staff hold additional certifications, such as ESL, GT, Masters degree, etc.

Needs

D1 Smaller class sizes to help with our students' needs and to not drain our staff's skills.

D2 Students have so many needs, both academically and behaviorally, so more interventions and time with support is needed.

Summary

Our staff are committed to our students and campus, but more campus specific training is requested, so our teachers remain energized and can maximize

their efforts.

Data

Teacher/Staff Retention Data

Survey Data (Teachers/Staff)



Curriculum, Instruction and Assessment

Strengths

1 District provided frameworks with the opportunity to be flexible at the campus level.

2 Teachers use data to plan for their instruction.

3 Time given for team planning with ALT support.

4 Students are setting their own goals in 3rd-5th grades.

Needs

E1 Resources are not always available in both English and Spanish.

E2 Curriculum frameworks from the district need to align with the report cards, in K-2nd.

E3 Vertical teaming, so that everyone can interpret and understand the data.

E4 District needs to provide assessment bank with quality questions, so the teachers can create an assessment to determine if the concept/instruction

was grasped.

E5 Differentiate professional development by the district, so it is a valuable use of time for all teachers.

E6 Maintain organization and alignment of instructional materials

Summary

Data drives decisions, but not everyone knows how to interpret data or how to create a quality assessment, with proper amount of time to develop the

assessments.

Data

Lesson Plans

RtI Data




Family and Community Involvement

Strengths

1 Quantity of parent surveys has increased (slightly).

2 Family and/or parent participation in school events, after hours.

3 Strong PTO in place and several outreach opportunities to the community . We have been adopted by two organizations...Kohls and Chickfila (in the

mall).

4 More parent volunteers in our school, as well as KidsHope Mentors from Humble First Baptist Church.

Needs

F1 Parents may lack specific academic skills to help their child with homework and understanding concepts in specific subjects.

F2 Provide various opportunities for parents to respond to the surveys.

F3 Considering work times of families for events to happen, while being considerate of staff's time too.

F4 Families are not always responding to communications from school; teachers sometimes limit the manner in which they communicate with parents.

Summary

Parents are more visible in our school (via volunteers, PTO, etc.), but the amount providing feedback on surveys needs to increase. With their increased

input, we can make better plans for parent/family nights.

Data

Community Input

Survey Data (Parents)

Family education and engagement

STAAR/EOC Data



School Organization

Strengths

1 Master scheduled created to give teams time to plan with their ALTs.

2 The Support team is helpful and resourceful.

Needs

G1 Our students are needing foundational interventions, to help close their learning gap, during the instructional day.

G2 Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward

in their academic progress.

G3 Staff are not always aware of their own strengths and weaknesses in teaching skills, classroom management, and communication.

G4 Provide time during the day to plan lessons with rigor and relevance.

G5 Maintain and gain highly effective staff that can implement plans to meet the needs of our students.

G6 Create a schedule that allows for data discussions, planning, and intervention times for the students.

Summary

The large range of student needs is hard to reach within the classroom, solely by the teacher. Master schedule allows for planning time, but does not have

data meetings, etc. built in to the day.

Data


RtI Data

Master/class schedules; time on task



Technology

Strengths

1 District provided chromebooks this spring, which increased the ratio of student to device.

2 Teachers and students enjoy using technology in instruction.

Needs

H1 Not an adequate amount of equipment, such as smartboards.

H2 Training is needed to help embed technology with instruction.

H3 Need funds to maintain technology. Ex: headphones, bulbs, cords, etc.

Summary

While technology devices are desired, there needs to be training and district embedded technology in the pacing guides.

Data




PRIORITIZED NEEDS

A: Demographics

We are a very transient campus.A1

Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in

moving students forward

A2

B: Student Achievement

Based on reading growth charts and RTI data, there is a need to increase teacher capacity through coaching and modeling in

grades 3-5.

B1

Based on reading growth charts and RtI data, there is a need to increase phonemic awareness and oral language in the

primary grades.

B2

Some students are not academically progressing at the same rate as their peers, and need additional instructional time and

more personalized instruction.

B3

Students need hands-on activities in Science to make the learning relevant; teachers need assistance in incorporating Math

into science lessons.

B5

Need more professional development trainings/activities that focus on whole group vs small group instruction, differentiation,

strategies to enhance rigor and relevance, and development of appropriate assessments .

B6

Support for our newcomers and ELL is needed.B7

Incentives for students to get motivated for their learning.B8

Students lack access to some materials to enhance learning (books with relevant subjects), supplies and manipulatives for

Math and Science, or technology tools. Additionally, students need to participate in Action Based Learning lab activities that

connect to academics.

B9

C: School Culture and Climate

Not reaching district's target of 96%+ on an on-going basis.C1

Incidents of hallway misbehavior is the area of the building that had an increase in referrals.C2

5th grade students have social and academic issues when transitioning to 6th grade. Students need to participate in Action

Based Learning lab activities that connect to academics.

C3

D: Staff Quality, Recruitment and Retention



Students have so many needs, both academically and behaviorally, so more interventions and time with support is needed.D2

E: Curriculum, Instruction and Assessment

Differentiate professional development by the district, so it is a valuable use of time for all teachers.E5

Maintain organization and alignment of instructional materialsE6

F: Family and Community Involvement

Parents may lack specific academic skills to help their child with homework and understanding concepts in specific subjects.F1

Provide various opportunities for parents to respond to the surveys.F2

Considering work times of families for events to happen, while being considerate of staff's time too.F3

Families are not always responding to communications from school; teachers sometimes limit the manner in which they

communicate with parents.

F4

G: School Organization

Staff are not always aware of their own strengths and weaknesses in teaching skills , classroom management, and

communication.

G3

Maintain and gain highly effective staff that can implement plans to meet the needs of our students.G5



Actions



ACTIONS

District Goal #1: In addition to providing high quality instruction and learning opportunities in core areas (reading, math, writing,

science, etc.), provide opportunities for students to develop important skills (POG) through modern, personalized instructional

strategies that promote engagement, retention, and transfer of content and skills.

Campus Goals: The performance of students in the "African American" subgroup as well as "All Students" will increase by at least 4% for the

2019-2020 school year in the area of academic achievement for reading and math on STAAR .

Campus Goals: During the 2019- 2020 school year, all classroom teachers will provide multiple opportunities for students to develop writing skills for a

variety of purposes as applied to writing across the curriculum. All teachers will embed a writing goal to their SLO and track students’ developing skills

three times during the year (BOY, MOY, EOY) as evidenced in the Strive. Students will demonstrate an increase of at least one skill level.

Action: Employ a Discovery Lab Teacher to incorporate Math and Science into Tier I instruction with teachers in grades 3-5. 1

Person(s) Responsible: Administrators

Science Coach

Classroom Teachers 3rd-5th grades

Evidence of Implementation: Calendars, schedules,

instructional labs

Evidence of Impact (Formative): Labs, Eduphoria lesson

plans, instruction.

Evidence of Impact (Summative): improved STAAR and campus

assessment results

Funding: Local Funds 1.00 FTEs; Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B5; D2; E5

Action: Employ academic Interventionists and instructional aides (Professional and/or Paraprofessionals) to work with students,

from all subgroups, needing RtI interventions, academic interventions, or enrichment/extension.

2


Interventionists - Professional (H.Lopez .75, S.Brown 1.0)

Interventionist Aide - Paraprofessional (McElmurray 1.0)

Evidence of Implementation: Schedules, strategies

implemented, increase in student performance

Evidence of Impact (Formative): Higher impact of instruction,

students engaged and successful in their learning

Evidence of Impact (Summative): Increased assessment scores

(Istation, DRAs, campus assessments)

Funding: Local Funds 1.00 FTEs; Title I, Part A $109,846.00;

2.25 FTEs;

Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B2; B3;



Action: Provide supplemental instruction/support/materials and timely interventions for ALL students, including but not limited to

those who are in the targeted focus subgroup of White students.

3


RtI Case Managers

Classroom teachers

Evidence of Implementation: Progress Monitoring data and

assessment data

Evidence of Impact (Formative): small group/intervention

calendars

Evidence of Impact (Summative): Student growth on district and

state assessments

Funding: Title I, Part A $1,333.00; Timeline: 8/20/2019 - 6/1/2020 (Daily)

Needs: B3

Action: Employ a facilitator for RtI data management, student interventions, and student assessment data. 4


Core Team

RtI Facilitator

Evidence of Implementation: calendars, meeting documents,

small group planning sheets, student assessment

Evidence of Impact (Formative): higher impact of instruction

for student achievement

Evidence of Impact (Summative): student achievement increases

Funding: Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: A1; B3;

Action: Attend quality Professional Development trainings in or outside of the district. Teachers will use learning from district PD

sessions to provide whole group and small group instruction daily to students in core content, to support their learning needs and

help them achieve their instructional goals. During PLC and team planning, differentiated strategies will be discussed and planned for

students who are struggling with the content, as well as planning core instruction, with integration of contents.

5


Classroom Teachers

ALTs

Evidence of Implementation: Workshop attendance,

implemented strategies

Evidence of Impact (Formative): quality strategies

implemented for student instruction

Evidence of Impact (Summative): increased student achievement

Funding: Title I, Part A $6,035.00; Timeline: 8/14/2019 - 6/1/2020 (As needed)

Needs: B6;



Action: Teachers will be paid extra-duty to help maintain the Instructional Materials Library, so the ease and benefit of using the

materials during Tier I instruction can be maximized.

6

Person(s) Responsible: Admin

Staff designated to help maintain (after hours)

Evidence of Implementation: Organized instructional library

and materials being used consistently

Evidence of Impact (Formative): benefits Tier I instruction Evidence of Impact (Summative): student progress made with

the use of instructional materials

Funding: Timeline: 7/1/2019 - 7/1/2020 (As needed)

Needs: E6

Action: The Attendance plan will consist of a level of communication made by the school to the parent when a child falls below 90%

per nine weeks. The incentive plan for students making 96%+ attendance per nine weeks will consist of a certificate and

small/nominal reward.

7


Counselor

Classroom Teachers

Evidence of Implementation: Letters sent home

Spreadsheet showing the type of communication received.

Evidence of Impact (Formative): Students are present for the

majority of their school days to support academic achievement

Evidence of Impact (Summative): Increase in attendance rate,

per student, and as a whole campus.

Funding: Local Funds; Title I, Part A $448.00; Timeline: 10/1/2019 - 5/1/2020 (9 weeks)

Needs: C1;

Action: Purchase supplemental supplies/materials/licenses, and learning activities to support student learning in all Core Academic

subjects, including, but not limited to, materials for stem writing, anchor charts, small group/independent reading literature books,

graphic organizers, and science labs, Technology equipment, technology licenses/apps, Action Based Learning "ABL" lab supplies

(activities connected to core academics learning), academic software licenses, and on-site academic-based programs for students.

8


ALTs

Classroom teachers

Evidence of Implementation: Materials being used during

instruction

Purchase orders

Evidence of Impact (Formative): Students using these

materials, when appropriate, during instruction to support their

learning.

Evidence of Impact (Summative): Student success on local and

state assessment.

Funding: Title I, Part A $57,399.00; Timeline: 8/1/2019 - 5/1/2020 (Ongoing)

Needs: B9; C3



Action: Provide supplemental instruction/support and timely interventions for students identified as "At-Risk" for dropping out of

school.

9

Person(s) Responsible: Principal

Classroom Teachers

Evidence of Implementation: # of FTEs assigned;

- 1.5 interventionists

- 1.0 PK Para

- 0.5 PK Teacher

Evidence of Impact (Formative): Improved at-risk

performance on check-point assessments

Evidence of Impact (Summative): Gap between at-risk and

non-at-risk student performance and drop-outs reduced

Funding: Local Funds; State Comp Ed Funds $151,877.00;

3.00 FTEs;

Timeline: 8/28/2019 - 5/30/2020 (Daily)

Needs: A2; B3;

Action: Implement a new district-wide instructional framework for dyslexia instruction and timely interventions for dyslexic students. 10


Dyslexia Teacher(s)

Counselor

Evidence of Implementation: - Conduct needs assessment

- Dyslexia program evaluation

- Teacher and Advisory Committee surveys

Evidence of Impact (Formative): Progress Monitoring mastery

checks; improved Istation trends

Evidence of Impact (Summative): Student growth between

Beginning and End of Year Performance through multiple measures

(e.g., Istation, DRA, Barton, Fluency, Comprehension, spelling)

Funding: Local Funds; Title I, Part A $4,876.00; Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B3;



Action: Provide challenging learning experiences using differentiated instruction and incorporating pacing , depth and complexity to

enable ALL students (including, but not limited to those receiving "Gifted and Talented" services) to demonstrate self-directed

learning, thinking, research, and communication.

11


ELT

Classroom Teachers

Evidence of Implementation: - Implementation of G/T 3 yr

plan

- PD records

- Meeting minutes

- Student work samples

# of FTEs assigned; - 0.10 teacher

Evidence of Impact (Formative): Improved performance of

G/T identified students on district assessments

Evidence of Impact (Summative): Improved performance of G/T

identified students on state assessments

Funding: Gifted & Talented $3,294.25; 0.10 FTEs; Local Funds;

Title I, Part A $5,731.00;

Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: A2; A3;

Action: Provide supplemental instruction/support and timely interventions for students identified as English Learners (EL). 12


ELT

Classroom Teachers

Evidence of Implementation: - Professional development

records

# of FTEs assigned;

- 1.00 teacher

Evidence of Impact (Formative): Increase in student

attendance; success in core academics; meeting expectations

on check-point and benchmark assessments

Evidence of Impact (Summative): Improved standardized test

data

Funding: Bilingual/ESL (199) $22,125.00; 1.00 FTEs; Local

Funds;

Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B3; B7;



Action: Provide supplemental instruction/support and timely interventions for students receiving Special Education (SpEd) services.. 13


SPED Teachers and Staff

Classroom Teachers

Evidence of Implementation: - Training for SB1196 (Behavior

Support) and SB1727 (support for general education teachers

who instruct special education students) completed

# of FTEs;

- 10.4 teachers/staff

Evidence of Impact (Formative): Improved performance of

special education students on district assessments

Evidence of Impact (Summative): Improved performance of

special education students on state assessments

Funding: Special Education Funds (199) $359,620.00; 8.10

FTEs; Special Education Funds (Federal) $85,704.00; 2.30

FTEs;

Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B3;

Action: Ensure students participate in moderate to vigorous physical activity 14

Person(s) Responsible: Health Coord.

PE Teacher

Evidence of Implementation: FitnessGram data analysis used

to design PE lessons

Evidence of Impact (Formative): Check-point fitness

assessments

Evidence of Impact (Summative): Increasing percentage of

students meeting all six standards on the FitnessGram Assessment

Funding: Timeline: 8/1/2019 - 5/1/2020 (Daily)

Needs: 2; 2; 8

Action: Employee a teacher for class size reduction in grade 5. 15

Person(s) Responsible: Administrator Evidence of Implementation: class size reduction

Evidence of Impact (Formative): Formal and informal

assessments that indicate improvement in student performance.

Evidence of Impact (Summative): Improved STAAR and campus

data, as well as teacher feedback and parent/student survey data.

Funding: Title I, Part A $57,338.00; 1.00 FTEs; Timeline: 8/1/2019 - 6/10/2020 (Daily)

Needs: B1; B9



Action: During PLC, data will be analyzed to monitor progress of student subgroups identified by TEA as needing targeted support .

Timely interventions will be provided to address needs.

16

Person(s) Responsible: Administrator

Math and Reading ALT

Interventionist

Evidence of Implementation: PLC agenda

progress monitoring forms

Interventionist anecdotal notes

Evidence of Impact (Formative): Formal and informal

assessments that indicate improvement in student performance.

Evidence of Impact (Summative): Improved STAAR scores in the

targeted subgroups

Funding: Timeline: 10/1/2019 - 5/1/2020 (Weekly)

Needs: A1; B3



District Goal #2: Study, plan and implement best practices in school safety to provide the most safe and secure schools possible.

Campus Goals: By the end of October of 2019, the Humble El Threat Assessment Team will collaborate with the district’s Emergency Management

personnel (Lupe Garza) to plan, evaluate and implement a viable emergency plan in order to provide a highly safe and secure school.

Campus Goals: As a campus, we will utilize the safety systems implemented by the district, and conduct all required safety drills according to the

district timeline.

Action: Provide magnets for the doors, key fobs to staff so all exterior doors can stay locked, drill practice 1


Staff

Evidence of Implementation: all doors to classrooms/offices

will be locked, but a magnet will be used to help the ease of

entering the classroom during the day. Staff will use keyfobs on

the machines to enter the building.

Evidence of Impact (Formative): disruptions to instruction will

be minimized, daily

Evidence of Impact (Summative): safety for all

Funding: Local Funds $200.00; Timeline: 7/1/2019 - 7/1/2020 (Daily)

Needs: A1

Action: Implement strategies for violence prevention and intervention 2

Person(s) Responsible: Principal, Assistant Principal,

Counselor

Evidence of Implementation: - No Place for Hate

activities/curriculum

- Individual and group counseling logs

Evidence of Impact (Formative): Reduced discipline referrals,

improved grades, increased attendance rates

Evidence of Impact (Summative): Year-over-year comparison

demonstrates reduced discipline referrals, improved grades, increased

attendance rates, and improved retention rates

Funding: Timeline: 8/1/2019 - 5/1/2020 (Daily)

Needs: 1; 2; 2



District Goal #3: Attract and retain the most talented staff available for our students.

Campus Goals: During the 2019-2012 school year, The principal will recognize staff members in the weekly newsletter as well as leaving feedback

notes to all staff members at least 3 times a year.

Campus Goals: There will continue to be staff input about instructional materials and training needed through PLC and planning with ALTs and at least

$5,000 of Title funds allocated to purchase these items/needs in the Fall semester.

Action: Campus administrators and colleagues will provide feedback to staff on their work , so they continuously strive for

improvement and gain validation for their efforts.

1


Peers

ALTs

Evidence of Implementation: Notes, emails, and conferences

Evidence of Impact (Formative): Validation for staff's efforts,

positive work environment

Evidence of Impact (Summative): Improved student performance

and classroom environments

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: G3;

Action: Staff will participate in professional development in multiple subjects and strategies in order to maximize effectiveness of Tier

I instruction and differentiation.

2


ALTs

Professional Staff

Instructional paras

Evidence of Implementation: Campus staff development

sign-in sheets, PLC agendas, attendance at weekly team

planning, Eduphoria workshop registrations, data that drives

instruction.

Evidence of Impact (Formative): Delivery of instruction that

focuses on rigor, relevance, and data to increase in student

performance.

Evidence of Impact (Summative): Increased performance on

campus and state assessments.

Funding: Local Funds; Timeline: 8/1/2019 - 5/1/2020 (As needed)

Needs: B6;



Action: Campus administrators and staff teams will recruit at district and local job fairs . Interviews for qualified staff will be

conducted through HumanEx screening.

3


Campus teams of teachers

Evidence of Implementation: Attendance at local job fairs,

hiring of only highly qualified staff.

Evidence of Impact (Formative): Improved student

performance and classroom environments.

Evidence of Impact (Summative): Improved student performance

on state and campus assessments.

Funding: Local Funds; Timeline: 1/1/2018 - 6/1/2020 (Annually)

Needs: G5;



District Goal #4: Humble ISD is family - maintain and grow the family-like culture of Humble ISD in the best interest of the

students, staff, and community.

Campus Goals: Build trusting work relationships among the principal and staff . The principal will keep staff informed by providing a weekly newsletter

(s’more) throughout the year as well as providing at least two opportunities for off campus leisure activities .

Campus Goals: Staff and families positive input, as measured by our Parent Survey, will increase by 2% in the overall score.

Action: The campus will provide Parent and Family Engagement training sessions to support the core academic subjects. The

Parent and Family Engagement Liaison will help bridge the internal and external clients in an effort to better their child 's success and

facilitate/organize training events, communications, and meetings.

1

Person(s) Responsible: PFE Liaison (Ms. Todd)

Administrators

Evidence of Implementation: Flyers, calendars, sign-in sheets

Evidence of Impact (Formative): Parents will be more involved

in their child's school and education.

Evidence of Impact (Summative): Students will be successful on

homework and assessments

Funding: Title I, Part A $1,754.00; Timeline: 8/1/2019 - 5/1/2020 (As needed)

Needs: 1; 2; 4

Action: Provide programs to empower Parents and Families by having teachers assist in providing trainings at least one time per

semester.

2

Person(s) Responsible: Campus Staff Evidence of Implementation: Advertising to parents,

attendance logs

Evidence of Impact (Formative): Number of parents/families

attending different events

Evidence of Impact (Summative): Increased parental/family

involvement


Needs: 1; 2



Action: Promote the importance of communicating with parents, by updating team web pages to include important academic

information for parents, sending bi-monthly newsletters, sending daily folders with information, Remind accounts by teacher, making

positive phone calls, entering grades into electronic gradebook weekly, etc.

3

Person(s) Responsible: Classroom Teachers Evidence of Implementation: Phone logs

Daily folder communication sheets

Webpages

Evidence of Impact (Formative): Parent surveys Evidence of Impact (Summative): Parent surveys


Needs: 1; 3; 4



District Goal #5: Align all resources (time, money, and talent) with the highest priorities of Humble ISD - safety, talent,

instruction, and culture.

Campus Goals: During the 2019 - 2020 the Humble El administration and bookkeeper will collaborate with Title I coordinator Cathy Eubanks a

minimum of four times per year to identify ways of effectively maximizing Title I funds .

Campus Goals: Attendance plan will continue to monitor students' attendance per nine weeks, to inform parents of the importance for their student to

be in school. We will strive to decrease the students with 18+ absences, for the year, by 1%.

Action: Campus staff will coordinate the use of Title I, State Comp Ed, Intervention and local funds to maximize student instruction

and reduce duplication of effort

1


ALTs/Coaches

Classroom Teachers

Evidence of Implementation: Time-sheets, lesson plans

Evidence of Impact (Formative): Increase in student

achievement

Evidence of Impact (Summative): Increase in STAAR


Needs: G6;

Action: The Site-Based Decision Making Committee (consisting of staff and parents) will annually conduct in the Spring a

comprehensive needs assessment using multiple data sources, a comprehensive schoolwide plan, and an evaluation of the

schoolwide plan.

2


SBDM Committee

Campus Staff

Evidence of Implementation: Templates with their input, notes

of the discussions, calendar, sign in sheets

Evidence of Impact (Formative): To have more of a

comprehensive plan to address the needs of our students and

campus, to positively impact student learning.

Evidence of Impact (Summative): Success on state and campus

assessments

Funding: Local Funds; Timeline: 1/1/2019 - 6/1/2020 (Annually)

Needs: 2; 4



Action: All teachers will meet district and state certification requirements for classes they are teaching; all instructional

paraprofessionals will meet ESSA "Highly-Qualified" requirements.

3

Person(s) Responsible: Administrators Evidence of Implementation: 100% of teachers meet state

certification requirements.

100% of all instructional paraprofessionals meet ESSA Highly

Qualified requirements.

Evidence of Impact (Formative): Student instruction and

success will be positively impacted due to high quality teachers

and highly qualified instructional paraprofessionals.

Evidence of Impact (Summative): Success on state and campus

assessments.


Needs: 1; 2; 5

Action: Attendance incentives will be provided and monitoring of compulsory attendance for those falling below 90%. 4


Counselor

Teachers

Evidence of Implementation: Incentive calendar with list of

students earning the incentives

List of students receiving warning letters and/or phone calls or

conferences for failing to meet compulsory attendance.

Evidence of Impact (Formative): Students will be more

engaged and successful in their learning

Evidence of Impact (Summative): Decrease in students failing to

meet compulsory attendance. (90%)

Funding: Local Funds; Timeline: 10/1/2019 - 5/1/2020 (9 weeks)

Needs: C1;



FUNDING

$22,125.00 1.00Bilingual/ESL (199) FTEs

$3,294.25 0.10Gifted & Talented FTEs

$200.00 2.00Local Funds FTEs

$151,877.00 3.00State Comp Ed Funds FTEs

$359,620.00 8.10Special Education Funds (199) FTEs

$85,704.00 2.30Special Education Funds (Federal) FTEs

$246,000.00 3.25Title I, Part A FTEs



Title I

This campus is consolidating Title I, Part A funds only.

Title I Element #1: Conduct a Comprehensive Needs Assessment

During PLC, data will be analyzed to monitor progress of student subgroups identified by TEA as needing targeted support .

Timely interventions will be provided to address needs.

* Goal #1, Action #16

The Site-Based Decision Making Committee (consisting of staff and parents) will annually conduct in the Spring a


schoolwide plan.


Title I Element #2: Prepare a Comprehensive Schoolwide Plan

Campus staff will coordinate the use of Title I, State Comp Ed, Intervention and local funds to maximize student instruction

and reduce duplication of effort


The Site-Based Decision Making Committee (consisting of staff and parents) will annually conduct in the Spring a


schoolwide plan.




Title I Element #3: Implement programs, activities, and procedures for the involvement of parents and family members

The Attendance plan will consist of a level of communication made by the school to the parent when a child falls below

90% per nine weeks. The incentive plan for students making 96%+ attendance per nine weeks will consist of a certificate

and small/nominal reward.


The campus will provide Parent and Family Engagement training sessions to support the core academic subjects. The

Parent and Family Engagement Liaison will help bridge the internal and external clients in an effort to better their child 's

success and facilitate/organize training events, communications, and meetings.


Provide programs to empower Parents and Families by having teachers assist in providing trainings at least one time per

semester.


Promote the importance of communicating with parents, by updating team web pages to include important academic

information for parents, sending bi-monthly newsletters, sending daily folders with information, Remind accounts by

teacher, making positive phone calls, entering grades into electronic gradebook weekly, etc.




TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES

#1: Recruit, support, and retain teachers and principals

#2: Build a foundation of reading and math

#3: Connect high school to career and college

#4: Improve low-performing schools

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their

potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the

conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens . It is further

grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement

in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and

who can understand and productively function in a free enterprise society.

Objective #6: Qualified and highly effective personnel will be recruited , developed, and retained.

Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards .

Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #10: Technology will be implemented and used to increase the effectiveness of student learning , instructional management, staff development, and

administration


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