killeen independent school district alice w. douse ...€¦ · we will help students develop a...

Killeen Independent School District

Alice W. Douse Elementary School

2019-2020 Campus Improvement PlanAccountability Rating: B

Distinction Designations:Top 25 Percent: Comparative Academic GrowthTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Alice W. Douse Elementary SchoolGenerated by Plan4Learning.com 1 of 64

Campus #140October 6, 2019 10:14 am

Mission StatementWe will help students develop a growth mindset, so that they are able to learn at high levels and

achieve their maximum academic potential.

VisionAt Alice W. Douse, we commit to build a solid foundation of learning for all students to becomecritical thinkers who live with integrity and are prepared for their role as responsible citizens of

the future.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 7School Processes & Programs 15Perceptions 17

Priority Problem Statements 22Comprehensive Needs Assessment Data Documentation 25Goals 27

Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare all learners for graduation and post-secondary success. 27Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success. 41Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, andpartnerships in accomplishing the district's goals. 50Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community. 54Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff. 57

State Compensatory 59Personnel for Alice W. Douse Elementary School: 59

Title I Schoolwide Elements 60ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 601.1: Comprehensive Needs Assessment 60ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 602.1: Campus Improvement Plan developed with appropriate stakeholders 602.2: Regular monitoring and revision 602.3: Available to parents and community in an understandable format and language 612.4: Opportunities for all children to meet State standards 612.5: Increased learning time and well-rounded education 612.6: Address needs of all students, particularly at-risk 61ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 613.1: Develop and distribute Parent and Family Engagement Policy 613.2: Offer flexible number of parent involvement meetings 61

Title I Personnel 632019-2020 Site Based Decision Making Team 64



Comprehensive Needs Assessment

Demographics

Demographics Summary

Students

Alice W. Douse Elementary is in its third year of existence. We are located in the Splawn Ranch subdivision and honored to continue the legacy and mantraof our school's namesake, Alice W. Douse. Mrs. Douse instilled in everyone she encountered the desire to make excellence a habit. Our staff members arepassionate about helping students develop a growth mindset so they can learn at high levels and achieve their maximum potential.

We are home to approximately 1018 students from diverse backgrounds and experiences. The student population in Alice. W. Douse is also ethnicallydiverse with 31.24% African American, 26.13% Hispanic, 29.86% Caucasian, 2.65% Asian, 1.08% Pacific Islander, and 8.84% Two or More Races. Bycomparison, our teacher ethnicity, although diverse, does not mirror the diversity of our student population. Teacher ethnicity includes 12.8% AfricanAmerican, 12.8% Hispanic, 69.4% Caucasian, 1.8% Asian, 0.0% Pacific Islander, 0.0% American Indian, and 3.2% Two or More Races. Students identifiedfor other programs and services include Dyslexia (5.8%), Gifted and Talented (3.83%), Special Education (12.18%), and English as a Second Language(7.07%).

Staff members are committed to encouraging students to exceed their expectations by creating safe and respectful learning environments, meeting the needsof each individual student, and nurturing student academic and social growth to develop the whole child to become a productive, knowledgeable, andglobally-cognizant individual. Additionally, we are committed to building relationships with all stakeholders through the formation of well-roundedindependent thinkers with great character and strong critical thinking skills. We strongly believe in advocating for our students and supporting one another.

Attendance

Attendance is tracked daily, an automated system is utilized to make calls, PEIMS attendance clerk makes phone calls, teachers have parent/studentconference, attendance letters sent home, and the district truancy officer will make home visits as needed. Technology is utilized to assist with trackingstudent tardies with the software program, School Check-In. Our 2018 - 2019 attendance rate of 95.75% meets the minimum acceptable student attendancestate average. Several of our families have a military background which supports our mobility rate of 27.7%.

Staff

The staff for the 2019-2020 school year will consist of 57 classroom teachers. There are three self-contained SPED classes. Alice W. Douse Elementary hasone principal and three assistant principals. There are also two instructional specialists and a technologist to support the curriculum and instructional needs



of both students and staff. All teachers meet Texas Education Agency certification requirements while all paraprofessional staff members meet the highlyqualified requirements of Every Student Succeeds Act. Our team at Douse, which includes approximately 120 total professional and auxiliary staff, isretained through our mentoring program and through support from professional learning communities. One reading and one math coach were added to helpsupport instruction and teacher growth.

Staff Allocation Projections for the 2019-2020 School Year:

Prekindergarten 4 5 Reading Coach 1Kindergarten 7 Math Coach 1First Grade 8 ESL Teacher 1Second Grade 7 SPED Teacher 5Third Grade 8 Dyslexia Teacher 1.5Fourth Grade 7 Music Teachers 2.5Fifth Grade 6 PE Coaches 3.5

Staff members have a range of education experience. Several of our teachers have been an important part of Killeen ISD for many years and others bring awealth of knowledge from other school districts. A consistent, well trained in content, and highly qualified staff is a critical part of a successful school. Werecruit new staff members by attending the district's annual job fair. New staff members are given information on supports given by the campus as well asthe district. New teachers are assigned a mentor teacher to assist them understanding and implementing best instructional practices based on the TexasEssential Knowledge & Skills (TEKS).

Teachers by Years of Experience

Beginning Teachers 8.2%1-5 Years Experience 38.4%6-10 Years Experience 23.7%11-20 Years Experience 26.0%Over 20 Years Experience 3.7%

Demographics Strengths

Data analysis revealed the following demographic strengths:

As a neighborhood school, Douse has a student population that is ethnically diverse and reflects the community it serves.Our teachers are all highly qualified and 100% of our teachers hold a bachelor's degree and/or master's degree from an accredited college oruniversity. Many are also ESL or SPED certified.



Alice W. Douse has a reading instructional coach and math instructional coach.

Problem Statements Identifying Demographics Needs

Problem Statement 1: From 2017-18 to 2018-19, the attendance rate has maintained a consistent average at about 95%. Root Cause: Campuscommunication and incentive strategies to increase student attendance to include addressing tardies has not consistently reached parents.



Student Academic Achievement

Student Academic Achievement Summary

STAAR Component - Performance on STAAR Assessments

For the 2018-2019 school year, scores for the State of Texas Assessment of Academic Readiness (STAAR) were reported using the categories of: Did NotMeet, Approaches, Meets, and Masters Grade Level Standards.

Did Not Meet - Performance in this category indicates that students are unlikely to succeed in the next grade or course without significant, ongoingacademic intervention. Students in this category do not demonstrate a sufficient understanding of the assessed knowledge and skills.

Approaches - Performance in this category indicates that students are likely to succeed in the next grade level or course with targeted academicintervention. Students in this category generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts.

Meets - Performance in this category indicates that students have a likelihood of success in the next grade level or course but may still need some short-term, targeted academic intervention. Students in this category generally demonstrate the ability to think critically and apply the assessed knowledge andskills in familiar contexts.

Masters - Performance in this category indicates that students are expected to succeed in the next grade level or course with little to no academicintervention. Students in this category demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, bothfamiliar and unfamiliar.

MATHEMATICS - STAAR ASSESSMENT

3RD Approaches Meets Masters2018-2019 86% 55% 27%

+/- +1% +7% +3%2017-2018 85% 48% 24%

4TH Approaches Meets Masters2018-2019 78% 56% 36%

+/- -6% +11% +8%2017-2018 84% 45% 28%



READING - STAAR ASSESSMENT


+/- -5% -21% -15%2017-2018 95% 75% 45%

WRITING - STAAR ASSESSMENT

SCIENCE - STAAR ASSESSMENT

Student Demographic STAAR Overview:

3RD Approaches Meets Masters2018-2019 83% 46% 25%

+/- +8% +2% +5%2017-2018 75% 44 20%


+/- +6% -11% -2%2017-2018 75% 54% 25%


+/- -4% -5% +3%2017-2018 90% 56% 25%


+/- -3% -6% +2%2017-2018 74% 44% 7%


+/- -10% -2% -2%2017-2018 81% 39% 15%



category generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts.

3RD - Pass Rate & Growth Report for Demographics STAAR ReadingALL Hisp AA White ED Title

1LEP SPED GT At

Risk2018-2019 83% 82% 76% 93% 78% 83% 77% 71% 100% 64%

+/- -10% +12% +22 -6% +8% -6% +21% -- +19%2017-2018 75% 92% 64% 78% 84% 75% 83% 50% -- 45%

3RD - Pass Rate & Growth Report for Demographics STAAR MathALL Hisp AA White ED Title

1LEP SPED GT At

Risk2018-2019 86% 86% 78% 93% 84% 86% 85% 57% 100% 74%

+/- -10% -3% +10% +2% +1% -15% -22% -- +3%2017-2018 85% 96% 81% 83% 82% 85% 100% 79% -- 71%

4TH - Pass Rate & Growth Report for Demographics STAAR MathALL Hisp AA White ED Title

1LEP SPED GT At

Risk2018-2019 78% 93% 65% 76% 73% 78% 100% 64% 100% 65%

+/- +15% -22% -10% -5% -6% -29% -11% - -1%2017-2018 84% 78% 87% 86% 78% 84% 71% 75% 100% 66%

4TH - Pass Rate & Growth Report for Demographics STAAR ReadingALL Hisp AA White ED Title

1LEP SPED GT At

Risk2018-2019 81% 89% 73% 79% 75% 82% 100% 57% 100% 60%

+/- +4% +3% +9% +5% +7% +21% +15% - +7%2017-2018 75% 85% 70% 70% 70% 75% 79% 42% 100% 53%



4TH - Pass Rate & Growth Report for Demographics STAAR WritingALL Hisp AA White ED Title

1LEP SPED GT At

Risk2018-2019 71% 85% 53% 76% 67% 72% 80% 40% 83% 44%

+/- +9% -14% +2% - - +16% +23 -17% -3%2017-2018 72% 76% 67% 74% 67% 72% 64% 17% 100% 47%

5TH - Pass Rate & Growth Report for Demographics STAAR MathALL Hisp AA White ED T1 LEP SPED GT At

Risk2018-2019 90% 98% 82% 92% 83% 90% 92% 57% 100% 84%

+/- -8% -16% -3% -12% -5% -- -26% - -8%2017-2018 95% 90% 98% 95% 95% 95% -- 83% 100% 92%

*STAAR- April & May, 2nd Admin Combined

5TH - Pass Rate & Growth Report for Demographics STAAR ReadingALL Hisp AA White ED T1 LEP SPED GT At

Risk2018-2019 86% 92% 79% 85% 77% 86% 77% 48% 100% 73%

+/- +2% -16% -5% -16% -7% -- -35% -- -14%2017-2018 93% 90% 95% 90% 93% 93% -- 83% 100% 87%

*STAAR- April & May, 2nd Admin Combined

5TH - Pass Rate & Growth Report for Demographics STAAR ScienceALL Hisp AA White ED Title

1LEP SPED GT At

Risk2018-2019 71% 67% 62% 78% 58% 72% 62% 30% 100% 48%

+/- -7% -20% - -18% -6% - -31% - -21%2017-2018 78% 74% 82% 78% 76% 78% -- 61% 100 69%



Measurement of Academic Performance

The NWEA MAP is a nationally normed universal screener administered to students in grades K-8, Reading, Mathematics and Science, three times a year. The MAP assessment is aligned toTexas Essential Knowledge and Skills standards (TEKS). The data table indicates Spring, End Of Year data with a comparison to district averages and EOY growth.

Grade Reading Growth Math Growth Science GrowthKindergarten Campus RIT

159.2

District RIT 157

+2.2

Campus RIT161.1

District RIT 158.8

+2.3

Not tested NA

1st Grade Campus RIT176.3

District RIT175.7

+0.6

Campus RIT182.7

District RIT 180.3+2.4

Not tested NA

2nd Grade Campus RIT188.1

District RIT186.1

+2.0

Campus RIT190.7

District RIT 189+1.7

Not tested NA

3rd Grade Campus RIT199.9

District RIT196.6

+3.3

Campus RIT199.9

District RIT 203.3

-3.4

Campus RIT201.3

District RIT196.4

+4.9

4th Grade Campus RIT207.8

District RIT203.6

+4.2

Campus RIT218.7


Campus RIT207.4

District RIT202.4

+5.0

5th Grade Campus RIT210.8

District RIT 210+0.8

Campus RIT222.1


Campus RIT211.4

District RIT209.3

+2.1



Pre-Kindergarten CIRCLE Assessment

Students in Pre-Kindergarten participate in CIRCLE assessments periodically through the school year. The CIRLCE assessments for PK are given at the Beginning of the Year (BOY), Middleof the Year (MOY), and at the End of the Year (EOY). The CIRCLE assessment provides teachers with immediate feedback on student progress in several areas: Rapid Letter Naming, RapidVocabulary Naming, Letter-Sound Correspondence, Phonological Awareness, Book and Print Knowledge, Story Retell, Early Writing, Mathematics, Science, Social Studies, and Social-Emotional Development. Pre-K teachers align the CIRCLE data with the Pre-K Guidelines to drive instruction and intervention for students.

Alice W.Douse

% On Track

RLN

BOY

RLN

EOY

RLN

GROWTH

BOY/EOY

RV

BOY

RV

EOY

RV

GROWTH

BOY/EOY

PA

BOY

PA

EOY

PA

GROWTH

BOY/EOY

MATH

BOY

MATH

EOY

MATH

GROWTH

BOY/EOY2018-2019 41% 94% 53% 55% 77% 22% 79% 92% 13% 89% 95% 6%

+/- -1% +11% +10% +31% +30% -1% -3% +22% +1% +7% +8% +2%2017-2018 42% 85% 43% 24% 47% 23% 82% 70% -12% 82% 87% 4%

RLN = Rapid Letter Naming

RV = Rapid Vocabulary

PA = Phonological Awareness

Instructional Focus

Improvement is needed in the area of challenging all students to interact and think at high cognitive levels. In order to achieve this goal, we will collaboratewith and assist teachers in aligning goals, targets, and tasks through work in PLCs and with our Momentum Plan for 2018-2019 school year. Response toIntervention and small group interventions in Reading and Math will be implemented with fidelity. Instructional Coaches for Reading and Math have beenadded as part of the instructional focus to assist teachers with data-driven TEKS implementation.

We will work to improve our Reading achievement by addressing difficult TEKS. To achieve this, we will continue providing instructional aides to work insmall groups with students in reading. Targeted instruction to improve students receiving special education services will be implemented. Our teachers willbe a part of the Collaborative Teaching and coaching this year. Teachers will be provided professional development in Next Generation Balanced Literacy,Developing Assessment Capable Learners, Vocabulary Development, Gradual Release of Responsibility Instructional Models, Who's Doing the Work,Close Reading, Better Learning Through Structured Teaching (GRR), and Empowering Writers.

Classroom teachers will have use of two Science lab to plan and implement hands-on scientific experience to enhance instruction based on formative and



TEKS. The 5th grade STAAR Science scores decreased from 81% in 2018 to 71% in 2019. As a result, targeted instruction is needed for all subgroups.

Student Academic Achievement Strengths

A thorough analysis of the achievement data, identifies the following areas of strength:

Prekindergarten students have made BOY/EOY growth in the Rapid Letter Naming, Rapid Vocabulary, and Phonological Awareness areas on theCIRCLE assessment compared to BOY/EOY district averages.

Most of the Campus MAP averages are close to or above the District MAP averages.

Students demonstrated an increase in Approaches, Meets, and Masters grade level averages for 3rd grade Math & Reading from 2018 to 2019.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: 4th grade STAAR Math declined by 6% from 84% to 78% and 5th grade STAAR Math declined by 5% from 95% to 90% inApproaches Grade Level from 2018 to 2019. Root Cause: Formative and summative data was not consistently reviewed in a timely manner and used todetermine needed interventions.

Problem Statement 2: Writing scores on STAAR decreased from 74% in 2018 to 71% in 2019. Root Cause: Teachers need a better understanding of howto implement Empowering Writers across all grade levels and revising and editing using authentic pieces of student writing.

Problem Statement 3: Science scores on STAAR decreased from 81% in 2018 to 71% in 2019. Several student groups (Hisp, AA, At-risk, SPED, ED, &LEP) performed below the ALL Student group. Root Cause: Science instruction lacks rigor, specificity of the science TEKS, lack of academic vocabulary,and authentic lab experiences.

Problem Statement 4: While there was an increase in Approaching grade level averages from 2018 to 2019 in 3rd & 4th grade, several student groups,(Hisp. AA, ED, LEP, SPED, and At Risk in grade 3 and AA, White, ED, SPED, and At Risk in grade 4) performed below the ALL Students group onSTAAR Reading. Root Cause: Formative and summative data was not consistently reviewed in a timely manner and used to determine neededinterventions and Balanced Literacy was not implemented with fidelity across K-5 grade levels.

Problem Statement 5: Writing scores on STAAR decreased for G/T students (17%), AA students (14%) , and At-Risk students (3%) from 2018 to 2019.Root Cause: Enrichment and differentiation have not been consistently implemented with fidelity across all grade levels.

Problem Statement 6: The AA, Econ. Dis., SPED, and At-Risk student groups performed below the All Student group in all tested subject areas forSTAAR. Root Cause: Teachers struggle to implement differentiated instructional practices that address the needs of all learners.Alice W. Douse Elementary SchoolGenerated by Plan4Learning.com 13 of 64


Problem Statement 7: Reading scores on STAAR for 5th grade decreased from 90% in 2018 to 86% in 2019. Several student groups (White, AA, At-risk,SPED, ED, & LEP) performed below the ALL Student group. Root Cause: Formative and summative data was not consistently reviewed in a timelymanner and used to determine needed interventions and Balanced Literacy was not implemented with fidelity across K-5 grade levels.



School Processes & Programs

School Processes & Programs Summary

CURRICULUM, INSTRUCTION AND ASSESSMENT

Teachers spend time studying the curriculum in grade level collaborative teams to gain clarity of the standards. Our teachers strive to develop a deeperunderstanding of the standards and the depth and complexity required to provide our students with rigorous learning experiences that challenge them tothink at higher levels. Our teachers have a varying degree of knowledge and experience related to providing research based instructional strategies in eachcontent area. Teachers strive to align their instructional practices with the state standards as outlined in the Instructional Focus Document, which serves as aguide for the intended purpose and specificity of the TEKS. Through the Gradual Release of Responsibility (GRR), each lesson is designed to providestudents with focused instruction, guided instruction, collaborative learning, and independent learning. It is a campus expectation that all teachers willinclude the learning target, task, and purpose of why the standard/skill is being taught in their lesson plans. Teachers are also expected to have the learningtarget and task posted in the classroom for students to understand, interact with, and refer to during instruction. Teachers will use the STRIVE FOR 5 as aninstructional strategy to reinforce the learning of the posted target and task throughout the lesson.

Teachers use the Performance Assessments and/or teacher created formative assessments to monitor students' understanding of the standards and makeappropriate adjustments to their instructional practices. Additionally, TEKS Resource Unit Assessments will be used as summative assessments to measurestudents' level of mastery of the curriculum. Teachers will use the results of these assessments to determine the next levels of work of instruction needed toensure students grasped the skills and concepts taught. Universal screening data such as CIRCLE Testing for Pre-Kindergarten and MAP (Math andReading) for Kindergarten through Fifth grade, will be used to identify students performing below grade level. Additionally, the Fountas & Pinnell ReadingAssessment will be administered to obtain specific reading levels of students. Teachers will analyze and use the screening data to determine appropriateinstructional support and intervention plans for students at the end of each unit.

The Response to Intervention (RTI) process is designed to identify students at risk of failing. The RTI process also addresses student behavior and helpsteachers with behavior strategies. Through the RTI process, the committee and the classroom teacher develop a Student Success Plan (SSP) to track studentprogress. The RTI committee meets regularly to discuss what interventions are working and not working in order to provide the most effective teachingmethod to meet student needs. The RTI Committee which includes classroom teachers will also work collaboratively to monitor the progress of theinterventions. The RTI Committee will meet weekly to discuss student academic progress and intervention.

Of our 1018 students, 7.07% are ELL. Elementary Title 1 campuses have the opportunity for Pre-K through 3rd grades to participate in through the iLearnprogram where they receive iPads, learning tools and premium apps to use with their students. The ELL and classroom teachers are required to attendtraining and networking sessions and document student usage. iLearn licenses allow ELL student to learn and participate in this web-based instruction toimprove acquisition of the English language. Continued professional development is essential for our ELL teacher as well as classroom teachers who needto build vocabulary in specific content areas of math, reading, science and social studies. Parents of our ELL identified students often ask for ways to helptheir children/students at home. The parents express concern about not speaking and fully understanding the English language and curriculum which



impacts their ability to help their students/children at home.

SCHOOL CONTEXT AND ORGANIZATION

The goal of our teachers is to continue the work of facilitating student learning at high cognitive levels. Teachers meet weekly for 90 minutes in grade levelProfessional Learning Communities (PLC). Teachers will collaborate in the PLC Unit Planning Process to gain a deeper understanding of the TEKS, Depthof Knowledge levels, and the Gradual Release of Responsibility Instructional Moves. The PLC Unit Planning process will be instrumental in strengtheninginstruction as teachers continue to address the four essential PLC questions: What do we want students to know and be able to do? How will we know ifthey have learned? What will we do if they don’t learn? What will we do if they already know it? However, we need to learn more about what we will dowhen students don't learn as well as what will we do if students already know it to address providing adequate and appropriate intervention and enrichment.

Internal Instructional Rounds are used by schools in Killeen ISD to enhance the pedagogical skills of teachers as well as to develop a culture ofcollaboration across the district to enhance student learning and achievement. Teachers will have the opportunity to participate in and collaborate with othereducators in District-Level Network Instructional Rounds and Campus-Level Internal Instructional Rounds. IR teams will participate in two internalinstructional rounds visits during the 2019-20 school year. The data collected from these visits will be used to identify campus instructional needs that willbe addressed in the Campus Momentum Plan. Additionally, IR teachers will have to opportunity to participate in Network Rounds within the district.

Spring Internal Instructional Rounds data indicated 31% of the learning tasks were misaligned with the learning target and 76% of learning tasks were atDOK 1 and DOK 2. During PLCs and grade level planning days, teachers will continue the practice of using Hess's Cognitive Rigor Matrix to alignlearning targets and tasks at the depth and complexity that will foster student learning and achievement at DOK 2 or higher. PLC's will also be used foranalyzing assessment data, unit planning and determining appropriate interventions for students. This valuable time is an opportunity for teachers to worktogether to ensure the success of our students. The teaching staff is also encouraged to participate and provide input on all decision-making committees i.e.Site-Based Decision-Making Committee (SBDM), Campus Conduct Committee (CCC), Campus Employee Advocacy Committee (CEAC), and the SocialCommittee.

Teachers at Alice W. Douse will continue to participate in a variety of learning experiences to include; Region XII training sessions, Dufour's PLCConference, KISD Balanced Literacy Institute, KISD iLearn - Connecting the Toolkit to Technology, KISD Math Academy, CAMT, ResponsiveClassroom, as well as Restorative Discipline and other high quality professional development. Staff members will participate in additional learningexperiences to include book studies that will enhance student learning and assist with student social-emotional development. Learning experiences will beshared during grade level meeting, PLCs, and/or during after school professional development sessions.

TECHNOLOGY

Our campus has a variety of hardware, software, and access to online resources. All classrooms are networked with high-speed internet. Data projectors,document cameras and interactive whiteboards are utilized to enhance the learning experience of our students because we realize the importance oftechnology integration. Instruction drives technology. Teachers incorporate a variety of curriculum based programs and applications to integrate technologyinto regular lessons and student learning. An assortment of digital assessment tools and applications are available for teacher and/or student use including:ST Math, ScienceFlix, TrueFlix-Scholastic, Accelerated Reader, Square Panda, Starfall, Learning A-Z, RAZ Kids. and other technology-based learning



programs. Our Special Education students will also gain learning experiences through technology with SuccessMaker and Waterford software programs.Diamondback TV is live-stream daily news.

School Processes & Programs Strengths

Teachers benefit from full planning days to gain a deeper understanding of the standards to improve student achievement.Staff members have a variety of professional development learning experiences that enhance student achievement.Our campus is well-equipped with technology to enhance student learning.Teachers have multiple opportunities to learn about and incorporate technology in their instructional practices.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Teachers struggle with addressing PLC Essential Question #3, What will we do when they don't learn? and PLC Question #4, Whatwill we do if they already know it? Root Cause: Teachers have a varying degree of teacher knowledge and experience related to Professional LearningCommunities.

Problem Statement 2: Parents of our ELL identified students often ask for ways to help their children/students at home. Root Cause: The parents expressconcern about not speaking and fully understanding the English language and curriculum which impacts their ability to help their students/children at home.

Perceptions

Perceptions Summary

School Culture and Climate

Our school has an encouraging and positive learning environment. We are home to approximately 1018, Pre-K through 5th-grade students and address theneeds of all students, to include Special Education, Gifted and Talented, ESL, and Dyslexia students. Intervention time is provided during the school day forstudents to receive dyslexia intervention, RtI intervention, Speech services. During that time, teachers provide classroom intervention for students in need ofindividual or small group instruction. No students are losing valuable instruction time. Teachers are a part of a variety of school-wide committees tofacilitate the various needs on campus. Site-based Committee consists of administrators, teachers, staff, parents, and community members who meet sixtimes a year.

Support is provided to teachers with content based planning days and our district provides opportunities for teachers to attend professional development.The school a facilitated students participation in clubs and morning interventions. The school also provides an opportunities for teachers to attendAlice W. Douse Elementary SchoolGenerated by Plan4Learning.com 17 of 64


conferences to improve student growth in the area of Music, PE, ESL, and G/T as well as the DuFour PLC Conference.

Staff members will focus on creating lasting relationships with student through Restorative & Responsive initiatives combined to facilitate positive studentconnections. Teachers will participate in ongoing professional development of Restorative Discipline this school year. Through these practices the goal is todecrease the number of discipline referrals by helping students feel safe and a part of their learning. Morning Meetings and Learning Circles will be used tofacilitate strong classroom cultures where students will have input in creating their learning environment. The teaching staff will continue to receive trainingby attending Restorative Discipline conferences throughout the school year. This will assist with maintaining the focus on student excellence in academicsand behavior. Part of the campus culture will be to instill what "make excellence a habit," truly means for staff and students.

Student safety is a priority at our school. Staff and students participate in monthly fire drills and lock down drills. We also practice tornado drills eachsemester. Teachers are highly encouraged to practice with students in the event of real-time, real-world situations. All classroom doors remain lockedthroughout the instructional day per district guidelines to keep student safe. Parents visiting students for lunch are not allowed to roam the building forstudent safety.

Students will continue to have the opportunity to participate and be a part of a variety of clubs. Some of the clubs will include, Science Olympiad, Art,Student Council, and Battle of the Books, Douse Boys to Men Club, to name a few. All of our clubs will encourage students to have high expectations forthemselves and to be mindful of behavior practices that can and will have you removed from participation.

Family and Community Engagement

We will remain committed to improving Parent Involvement on our campus. Parents are key stakeholders and are vital to building a lasting partnership ineducating our students. The Alice W. Douse Site-Based Decision Making Committee (SBDM) consists of administrators, teachers, staff, parents, business,and community members who meet monthly to address review and discuss academic goals. Our Parent Advisory, expressed they would like consistentcommunication from school staff. Parents also expressed the need for curriculum nights and a monthly newsletter. The staff at Alice W. Douse Elementaryrecognizes the importance of strong home-school communication and will continue to work toward strengthening relationships with parents and thecommunity. Parents will continue to be given opportunities to volunteer on campus during the 2019-20 school year. Additionally, parents will continue toreceive school information through our Wednesday folders. Our teachers are highly encouraged to maintain constant and consistent communication withparents. The Alice W. Douse Family will be continue to be a part of the school's culture, climate, values and beliefs. Little Rattlers serves pre-school agedsiblings twice a month at Douse.

Discipline

We will continue to work on lowering the number of discipline referrals generated by a campus-wide focus on behavior management through buildingrelationships and Restorative Discipline practices Teachers and students will work together in creating positive classroom cultures built on trustingrelationships.

Restorative Discipline is designed to teach students appropriate behavior and change the way staff approaches student misconduct. Since there were somany new staff members, Restorative Discipline practices have been implemented in chunks with the focus this year on Respect Agreement and Circles.This year, we will continue the implementation of Restorative Discipline and send teachers to professional development to gain additional insight onAlice W. Douse Elementary SchoolGenerated by Plan4Learning.com 18 of 64


building relationships and improving classroom cultures through Restorative Discipline practices to address the increasing number of students receivingincident referrals.

Number of incident referrals bygrade level 17-18 18-19

Pre-Kindergarten - PK 69 52Kindergarten - K 148 108First Grade - 1st 121 118Second Grade - 2nd 79 136Third Grade - 3rd 49 75Fourth Grade - 4th 122 71Fifth Grade - 5th 154 96

Total Number of incident referrals 743 678

Number of Students w/referrals by gradelevel 17-18 18-19

Pre-Kindergarten - PK 11 26Kindergarten - K 19 42First Grade - 1st 17 39Second Grade - 2nd 28 33Third Grade - 3rd 16 34Fourth Grade - 4th 27 27Fifth Grade - 5th 44 47

Students with referrals/Enrolled Students 162/882

18.3%

248/1018

24.3%

Perceptions Strengths



High parental involvement through volunteer opportunities and PTA.Early literacy training provided for parents.Diamondback Student of the Month held.Parents and the community are invited to all campus programs and activities.Parents have lunch with students, daily.Clubs provide extracurricular and participation activities for our students.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: During the 2018-2019 school year, 24% of student enrollment of 1018 received incident referrals for discipline. Root Cause: Westruggle to implement effective campus-wide discipline strategies. A deeper toolbox of classroom management strategies through Restorative DisciplineProfessional Development is needed to address the various needs of our students.

Problem Statement 2: Parent Advisory members indicated there was a lack of consistent communication from school staff. Root Cause: Lack of schooland teacher outreach to develop and promote communication and relationships with parents and guardians.

Problem Statement 3: Parent Advisory members indicated there was a lack of information regarding the curriculum expectations from teachers. RootCause: Lack of school and teacher outreach to develop and promote communication regarding curriculum expectations across all grade levels.



Priority Problem Statements

Problem Statement 1: 4th grade STAAR Math declined by 6% from 84% to 78% and 5th grade STAAR Math declined by 5% from 95% to 90% inApproaches Grade Level from 2018 to 2019.Root Cause 1: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions.Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: Writing scores on STAAR decreased from 74% in 2018 to 71% in 2019.Root Cause 2: Teachers need a better understanding of how to implement Empowering Writers across all grade levels and revising and editing usingauthentic pieces of student writing.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: Science scores on STAAR decreased from 81% in 2018 to 71% in 2019. Several student groups (Hisp, AA, At-risk, SPED, ED, &LEP) performed below the ALL Student group.Root Cause 3: Science instruction lacks rigor, specificity of the science TEKS, lack of academic vocabulary, and authentic lab experiences.Problem Statement 3 Areas: Student Academic Achievement

Problem Statement 4: While there was an increase in Approaching grade level averages from 2018 to 2019 in 3rd & 4th grade, several student groups,(Hisp. AA, ED, LEP, SPED, and At Risk in grade 3 and AA, White, ED, SPED, and At Risk in grade 4) performed below the ALL Students group onSTAAR Reading.Root Cause 4: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions and BalancedLiteracy was not implemented with fidelity across K-5 grade levels.Problem Statement 4 Areas: Student Academic Achievement



Problem Statement 5: Writing scores on STAAR decreased for G/T students (17%), AA students (14%) , and At-Risk students (3%) from 2018 to 2019.Root Cause 5: Enrichment and differentiation have not been consistently implemented with fidelity across all grade levels.Problem Statement 5 Areas: Student Academic Achievement

Problem Statement 6: Teachers struggle with addressing PLC Essential Question #3, What will we do when they don't learn? and PLC Question #4, Whatwill we do if they already know it?Root Cause 6: Teachers have a varying degree of teacher knowledge and experience related to Professional Learning Communities.Problem Statement 6 Areas: School Processes & Programs

Problem Statement 7: During the 2018-2019 school year, 24% of student enrollment of 1018 received incident referrals for discipline.Root Cause 7: We struggle to implement effective campus-wide discipline strategies. A deeper toolbox of classroom management strategies throughRestorative Discipline Professional Development is needed to address the various needs of our students.Problem Statement 7 Areas: Perceptions

Problem Statement 8: The AA, Econ. Dis., SPED, and At-Risk student groups performed below the All Student group in all tested subject areas forSTAAR.Root Cause 8: Teachers struggle to implement differentiated instructional practices that address the needs of all learners.Problem Statement 8 Areas: Student Academic Achievement

Problem Statement 9: Reading scores on STAAR for 5th grade decreased from 90% in 2018 to 86% in 2019. Several student groups (White, AA, At-risk,SPED, ED, & LEP) performed below the ALL Student group.Root Cause 9: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions and BalancedLiteracy was not implemented with fidelity across K-5 grade levels.Problem Statement 9 Areas: Student Academic Achievement



Problem Statement 10: Parent Advisory members indicated there was a lack of consistent communication from school staff.Root Cause 10: Lack of school and teacher outreach to develop and promote communication and relationships with parents and guardians.Problem Statement 10 Areas: Perceptions

Problem Statement 11: Parent Advisory members indicated there was a lack of information regarding the curriculum expectations from teachers.Root Cause 11: Lack of school and teacher outreach to develop and promote communication regarding curriculum expectations across all grade levels.Problem Statement 11 Areas: Perceptions

Problem Statement 12: Parents of our ELL identified students often ask for ways to help their children/students at home.Root Cause 12: The parents express concern about not speaking and fully understanding the English language and curriculum which impacts their ability tohelp their students/children at home.Problem Statement 12 Areas: School Processes & Programs



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataFederal Report Card DataPBMAS 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 versionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators



Attendance dataMobility rate, including longitudinal dataDiscipline records

Employee Data

State certified and high quality staff data

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices



GoalsRevised/Approved: August 20, 2019

Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare all learners for graduationand post-secondary success.

Performance Objective 1: By the end of 2019-2020 school year, student achievement in reading on campus, district, and state assessments will increase by5%.

Evaluation Data Source(s) 1: STAAR Assessment, CIRCLE - EOY Benchmark, MAP - EOY Benchmark

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June





Additional Targeted Support StrategyTEA Priorities

Build a foundation of reading and math1) Teachers will use a balanced literacyapproach to strengthen the ELARinstructional core. Teaching staff will use avariety of instructional strategies that willinclude Next Generation Balanced Literacy,Close Reading, Comprehension at the Core,Vocabulary development, and PhonemicAwareness to enhance reading instruction forall students.

Collaborative Teaching model will providetargeted instruction to close the achievementgap between general education and specialeducation for students.

2.4, 2.4, 2.5,2.5, 2.6, 2.6

TeachersReading Coach CISAPPrincipals

Improve academic performance in reading forall students.

Problem Statements: Student Academic Achievement 4, 7


Build a foundation of reading and math2) Provide professional developmentthroughout theschool year and assist classroom teachers, toinclude strategies that develop andstrengthen the instructional core includingthe development of content area literacy;rigorous, well-alignedcontent; differentiated instruction; meetingtheneeds of under-resourced learners, andaccountabletalk/student discourse.

Classroom teachers, special educationteachers and ESL teachers will developstrategies to teach literacy concepts andskills through the Gradual Release ofResponsibility framework.

2.4, 2.5, 2.6 Principal APCIS Reading CoachTeachers


Problem Statements: Student Academic Achievement 4, 7Funding Sources: 211 - ESEA, Title I Part A - 6972.70






Build a foundation of reading and math3) Resource/Inclusion and Self-ContainedSpecial Education teachers will ensure SPEDidentified students receive adequate readingintervention through the Waterford andSuccessMaker programs.

2.4, 2.5, 2.6 Principal APCIS SPED Teachers

Improve academic performance in reading allstudents.

Problem Statements: Student Academic Achievement 4, 6, 7


Build a foundation of reading and math4) Teachers will attend district CurriculumStudy Sessions each 9-week grading periodand share information with colleagues toaddress the instructional needs of students inELAR.

PK-5, ESL Teacher, & SPED Teachers willimplement/integrate reading strategies in allcontent areas.

2.4, 2.5, 2.6 PrincipalAP CIS Reading CoachTeachers




Build a foundation of reading and math5) Teachers will participate weekly inResponse to Intervention (RtI) meetings todetermine appropriate Tier 2 or Tier 3reading interventions to address the needs ofstruggling learners in a timely manner.

2.4, 2.5, 2.6 PrincipalAPCISReading Coach


Problem Statements: Student Academic Achievement 6


Build a foundation of reading and math6) Teaches will provide differentiatedinstruction to maximize learning for allstudents regardless of skill level orbackground to address the needs ofindividual learners.

2.4, 2.5, 2.6 PrincipalAPCISReading CoachTeachers

Improve academic performance in corecontent areas for all students.


Alice W. Douse Elementary SchoolGenerated by Plan4Learning.com

28 of 64 Campus #140October 6, 2019 7:26 am



TEA PrioritiesBuild a foundation of reading and math

7) Dyslexia teachers will use the WilsonReading System to provide explicit,systematic, sequential, multi-sensory phonicsinstruction to students identifies as dyslexicin dyslexia lab.

2.4, 2.5, 2.6 PrincipalAPDyslexiaTeachers




8) Teachers will collaborate on creating andutilizing CFA documents aligned with theUnit Planning Process to plan lessons.



Problem Statements: Student Academic Achievement 4, 6, 7TEA Priorities

Build a foundation of reading and math9) Teachers will utilize the KISD lesson plantemplate and administrators will reviewlesson plans weekly to ensure alignment toUnit Maps and the Pacing Calendar.



Problem Statements: Student Academic Achievement 4, 6, 7TEA Priorities

Build a foundation of reading and math10) Special Education teachers willparticipate in weekly grade level PLCmeetings and participate in scheduleddepartment planning days to enhance andstrengthen instruction in core content areasfor students.

2.4, 2.5, 2.6 PrincipalAPCISSPED Teachers

Improve academic performance in reading.


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 4: While there was an increase in Approaching grade level averages from 2018 to 2019 in 3rd & 4th grade, several student groups, (Hisp. AA, ED, LEP, SPED, andAt Risk in grade 3 and AA, White, ED, SPED, and At Risk in grade 4) performed below the ALL Students group on STAAR Reading. Root Cause 4: Formative and summative data wasnot consistently reviewed in a timely manner and used to determine needed interventions and Balanced Literacy was not implemented with fidelity across K-5 grade levels.



Student Academic AchievementProblem Statement 7: Reading scores on STAAR for 5th grade decreased from 90% in 2018 to 86% in 2019. Several student groups (White, AA, At-risk, SPED, ED, & LEP) performedbelow the ALL Student group. Root Cause 7: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions and BalancedLiteracy was not implemented with fidelity across K-5 grade levels.

Problem Statement 6: The AA, Econ. Dis., SPED, and At-Risk student groups performed below the All Student group in all tested subject areas for STAAR. Root Cause 6: Teachersstruggle to implement differentiated instructional practices that address the needs of all learners.



Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare all learners for graduation and post-secondary success.

Performance Objective 2: In 2018-2019, the percentage of fourth grade students who scored Approaching Grade Level on STAAR Writing test was 71%.By the end of the 2019-20 school year, 75% of fourth grade students will "approach grade level performance" on the STAAR Writing Assessment.

Evaluation Data Source(s) 2: STAAR assessment





Additional Targeted Support Strategy1) Teachers will use a balanced literacyapproach to strengthen the ELA - Writinginstructional core. Teaching staff will usecomponents of Balanced Literacy -Shared/Interactive Writing, and EmpoweringWriters to enhance writing instruction for allstudents.


2.4, 2.4, 2.5,2.5, 2.6, 2.6

Principal AP CISReading CoachTeachers

Improve academic performance in writing forall students.


Additional Targeted Support Strategy2) Teachers will analyze common formativewriting samples and Curriculum UnitAssessments - Compositions to determinespecific areas of growth for all students andprovide those opportunities.

Implement writer's workshop to ensurestudents in grades K-5 are writing everydayand conferencing about their writing.

2.4, 2.4, 2.5,2.5, 2.6, 2.6

PrincipalAPCISTeachers







Additional Targeted Support Strategy3) Teachers will attend district CurriculumStudy Sessions each 9-week grading periodand share information with colleagues toaddress the instructional needs of studentswith writing.

PK-5, ESL Teacher, & SPED Teachers willimplement/integrate writing across allcontent areas.

2.4, 2.5, 2.6 PrincipalAP CISTeachers




Build a foundation of reading and math4) Teaches will provide differentiatedinstruction to maximize learning for allstudents regardless of skill level orbackground to address the needs ofindividual learners.

2.4, 2.5, 2.6 Principal AP CISReading CoachTeachers




2.4, 2.5, 2.6 PrincipalAPCISTeachers


Problem Statements: Student Academic Achievement 2, 5, 66) Teachers will utilize the KISD lesson plantemplate and administrators will reviewlesson plans weekly to ensure alignment toUnit Maps and the Pacing Calendar.






Student Academic AchievementProblem Statement 2: Writing scores on STAAR decreased from 74% in 2018 to 71% in 2019. Root Cause 2: Teachers need a better understanding of how to implement EmpoweringWriters across all grade levels and revising and editing using authentic pieces of student writing.



Student Academic AchievementProblem Statement 6: The AA, Econ. Dis., SPED, and At-Risk student groups performed below the All Student group in all tested subject areas for STAAR. Root Cause 6: Teachersstruggle to implement differentiated instructional practices that address the needs of all learners.

Problem Statement 5: Writing scores on STAAR decreased for G/T students (17%), AA students (14%) , and At-Risk students (3%) from 2018 to 2019. Root Cause 5: Enrichment anddifferentiation have not been consistently implemented with fidelity across all grade levels.




Performance Objective 3: In 2018-2019, the percentage of fifth grade students who scored Approaching Grade Level on STAAR Science test was 71%.By the end of the 2019-20 school year, 76% of fifth grade students will "approach grade level performance" on the STAAR Science Assessment.

Evaluation Data Source(s) 3: STAAR Assessment





Additional Targeted Support Strategy1) Provide professional developmentthroughout theschool year and assist classroom teachers, toinclude strategies that develop andstrengthen the instructional core in science;rigorous, well-aligned content; differentiatedinstruction; meeting the needs of under-resourced learners, and accountabletalk/student discourse.


Classroom teachers, special educationteachers and ESL teachers will developstrategies to teach literacy concepts and skillsthrough the Gradual Release ofResponsibility framework.

2.4, 2.4, 2.5,2.5, 2.6, 2.6


Improve academic performance in science forall students.






Additional Targeted Support Strategy2) Teachers will utilize the science labs aswell as real world experiences to supportmastery of grade level concepts.

In continuing to improve scienceachievement and instruction, students will behave access to research-based onlineprograms such as Education Galaxy andreading/comprehending expository text tostrengthen and develop science vocabularyand concepts.

2.4, 2.4, 2.5,2.5, 2.6, 2.6



Problem Statements: Student Academic Achievement 3Funding Sources: 211 - ESEA, Title I Part A - 1205.00, 166 - State Comp Ed - 8312.50

Additional Targeted Support Strategy3) Teaches will provide differentiatedinstruction to maximize learning for allstudents regardless of skill level orbackground to address the needs ofindividual learners.




Additional Targeted Support Strategy4) Students in grades 1 - 5 will participate ina campus Science Fair.

Parents will be invited to the Science Fairshowcase as part of Science CurriculumFamily Night,

2.4, 2.5, 2.6 Principal APCISTeachers

Improve academic performance in thescience content area for all students.

Problem Statements: Student Academic Achievement 3Funding Sources: 211 - ESEA, Title I Part A - 1000.00

5) The fifth grade team will departmentalizethis school year to implement a morestructured and focused teaching approach inaddressing the Science TEKS.

2.4, 2.5, 2.6 PrincipalAPCISTeacher


Problem Statements: Student Academic Achievement 36) Teachers will collaborate on creating andutilizing CFA documents aligned with theUnit Planning Process to plan lessons.








7) Teachers will utilize KISD lesson plantemplate and administrators will reviewlesson plans weekly to ensure alignment toUnit Maps and the Pacing Calendar.






Student Academic AchievementProblem Statement 3: Science scores on STAAR decreased from 81% in 2018 to 71% in 2019. Several student groups (Hisp, AA, At-risk, SPED, ED, & LEP) performed below the ALLStudent group. Root Cause 3: Science instruction lacks rigor, specificity of the science TEKS, lack of academic vocabulary, and authentic lab experiences.





Performance Objective 4: By the end of the 2019-20 school year, student achievement in math on campus, district, and state assessments will increase by5%.

Evaluation Data Source(s) 4: STAAR AssessmentCIRCLE - EOY BenchmarkMAP - EOY Benchmark






Build a foundation of reading and math1) Based on CUA and MAP data, teacherswill progress monitor student understandingof math concepts, provide differentiatedinstruction in flexible groups, implementindependent-work stations, and practiceindividualized math concepts.

Additional math strategies will includeBuilding Number Sense, Math Talk, GuidedMath, and the use of grade level problemsolving strategies to help studentsunderstand and interact with math learningtargets and tasks.

2.4, 2.5, 2.6 Principal APCISMath CoachTeachers

Improve academic performance in math forall students.







Build a foundation of reading and math2) Teaching staff will attend districtCurriculum Study Sessions each 9-weekgrading period and share information withcolleagues to address the instructional needsof students in math.

PK-5, ESL Teacher, & SPED Teachers willdevelop grade level problem solvingstrategies to improve math comprehension.

2.4, 2.5, 2.6 PrincipalAPCISTeachersReading CoachMath Coach




Build a foundation of reading and math3) Teachers will participate weekly inResponse to Intervention (RtI) meetings todetermine appropriate Tier 2 or Tier 3 mathinterventions to address the needs ofstruggling learners in a timely manner.

2.4, 2.5, 2.6 PrincipalAPCISMath CoachTeachers






Improve academic performance in the mathcontent area for all students.

Problem Statements: Student Academic Achievement 1, 6TEA Priorities

Build a foundation of reading and math5) Teachers will utilize the KISD lesson plantemplate and administrators will reviewlesson plans weekly to ensure alignment toUnit Maps and the Pacing Calendar.


Improve academic performance in the mathcontent area for all students.






Student Academic AchievementProblem Statement 1: 4th grade STAAR Math declined by 6% from 84% to 78% and 5th grade STAAR Math declined by 5% from 95% to 90% in Approaches Grade Level from 2018to 2019. Root Cause 1: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions.




Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactivelyengages students for success.

Performance Objective 1: As teacher knowledge increase and instruction/interventions improve, 95% of student achievement will increase in all subjectareas by 5%.

Evaluation Data Source(s) 1: Professional Learning Communities, Campus and District Professional Development






Recruit, support, retain teachers andprincipals

1) In Professional Learning Communities,teachers and support staff will examine datafrom common assessments as well as datafrom progress monitoring to identify specificstrengths and weaknesses for all students.

2.4, 2.4, 2.5,2.5, 2.6, 2.6


Collaboration to improve academicperformance for all students.

Problem Statements: School Processes & Programs 1Funding Sources: 211 - ESEA, Title I Part A - 7885.18





TEA PrioritiesRecruit, support, retain teachers and

principals2) (Gifted and Talented)Every teacher assigned to teach a GT coursehas attained required 30 hours of GT trainingin:a) Nature and needsb) Assessing and identifyingc) Curriculum and instructiond) Assessing social and emotional needse) Creativity and instructional strategies

Teachers will attend ongoing and annualtraining to effectively address the uniqueneeds of G/T identified students. Studentswill be provided instructional materials toenhance project-based learning.

G/T certified teachers will attend the annualTexas Association for the Gifted & Talentedconference.

2.4, 2.4, 2.5, 2.5 G/T certifiedteachersCISAssistantPrincipalsPrincipals


Increase G/T identified students to 5% from3.83% by EOY.








Build a foundation of reading and math3) Teachers will participate in research-based instructional professionaldevelopment. In-district Professionaldevelopment opportunities includes: NextGeneration Balanced Literacy, PhonicsCollaborative, Math Academy. Teachers willhave the opportunity to sign-up foradditional in-district professionaldevelopment.

Additionally, certified teachers may have theopportunity to attend the Texas Associationfor the Gifted & Talented conference, ELLTexTESOL Conference, and RestorativeDiscipline to improve student achievementand social-emotional wellness.

2.4, 2.4, 2.5,2.5, 2.6, 2.6

PrincipalAPCISInstructionalCoachesTeachers


Problem Statements: Student Academic Achievement 5, 6 - School Processes & Programs 1 - Perceptions 1Funding Sources: 211 - ESEA, Title I Part A - 4500.00


Build a foundation of reading and math4) Certified Teachers will serve asInstructional Coaches to provide additionalsupport to teachers in addressing the needsof at-risk and disadvantaged learners in allcore content areas. Priority will be given tothe Sped, Econ. Dis. and At-Risk studentgroups to provide Additional TargetedSupport and improve Student Success inMath and Reading.

2.4, 2.4, 2.5,2.5, 2.6, 2.6

PrincipalAPCIS InstructionalCoachesTeachers.


Problem Statements: Student Academic Achievement 6Funding Sources: 211 - ESEA, Title I Part A - 62181.60, 166 - State Comp Ed - 68360.37







Build a foundation of reading and math5) A momentum plan will be developedcollaborativelyand will outline a cohesive year-longprofessionaldevelopment plan to address the district-wide problem of practice. The focus of ourmomentum plan:1. Are we implementing the curriculum?2. Is our instruction aligned with thecurriculum?

2.4, 2.5, 2.6 PrincipalAPCIS




principalsBuild a foundation of reading and math

6) Douse will host district IR in the Fall andconduct Spring internal IR to providecampus- wide feedback on essentialquestions:1. Are we implementing the curriculum?2. Is our instruction aligned with thecurriculum?

2.4, 2.5, 2.6 PrincipalAPCISReading CoachMath CoachTeachers





Build a foundation of reading and math7) We will continue to provide planning daysthroughout the year to design lessons, createcommon formative/summative assessments,share best instructional practices, analyzeinstructional data.

2.4, 2.5, 2.6 PrincipalAPCIPReading CoachMath CoachTeachers

Improve academic performance for allstudents.







principalsBuild a foundation of reading and math

8) Teachers will provide after school tutoringfor struggling learners in reading and math.

2.4, 2.6 PrincipalAPCISTeacher


Problem Statements: Student Academic Achievement 1, 4, 6, 7Funding Sources: 211 - ESEA, Title I Part A - 3000.00


principals9) We will hire a Campus InstructionalSpecialist to provide additional support forteachers. The CIS will assist teachers instrengthening the instructional core bymodeling research-based instructionalpractices, observe teaching practices, andprovide instructional guidance throughoutthe school year. The CIS will also serve asone the Mentor coordinators for newteachers.

2.4, 2.5, 2.6 PrincipalCIS

Improve academic performance in corecontent areas for all students



principals10) Administrators will review lesson plansweekly to ensure alignment to Unit Mapsand the Pacing Calendar.

Administrators will continue with assistingteachers in strengthening the instructionalcore through monitoring and coachinginstructional practices, observe teaching, andprovide instructional guidance throughoutthe school year.

2.5, 2.6 PrincipalAPCISTeachers




11) We will continue funding InterventionAides to provide additional support toteachers in addressing the needs of at-riskand disadvantaged learners in all corecontent areas.


Improve academic progress in reading andmath.






12) Teachers will use the Strive for 5instructional strategy to reinforce thelearning of posted targets and tasksthroughout the lesson.

2.6 PrincipalAPCISTeachers





Student Academic AchievementProblem Statement 5: Writing scores on STAAR decreased for G/T students (17%), AA students (14%) , and At-Risk students (3%) from 2018 to 2019. Root Cause 5: Enrichment anddifferentiation have not been consistently implemented with fidelity across all grade levels.

Problem Statement 6: The AA, Econ. Dis., SPED, and At-Risk student groups performed below the All Student group in all tested subject areas for STAAR. Root Cause 6: Teachersstruggle to implement differentiated instructional practices that address the needs of all learners.Problem Statement 1: 4th grade STAAR Math declined by 6% from 84% to 78% and 5th grade STAAR Math declined by 5% from 95% to 90% in Approaches Grade Level from 2018to 2019. Root Cause 1: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions.

Problem Statement 4: While there was an increase in Approaching grade level averages from 2018 to 2019 in 3rd & 4th grade, several student groups, (Hisp. AA, ED, LEP, SPED, andAt Risk in grade 3 and AA, White, ED, SPED, and At Risk in grade 4) performed below the ALL Students group on STAAR Reading. Root Cause 4: Formative and summative data wasnot consistently reviewed in a timely manner and used to determine needed interventions and Balanced Literacy was not implemented with fidelity across K-5 grade levels.Problem Statement 7: Reading scores on STAAR for 5th grade decreased from 90% in 2018 to 86% in 2019. Several student groups (White, AA, At-risk, SPED, ED, & LEP) performedbelow the ALL Student group. Root Cause 7: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions and BalancedLiteracy was not implemented with fidelity across K-5 grade levels.

School Processes & ProgramsProblem Statement 1: Teachers struggle with addressing PLC Essential Question #3, What will we do when they don't learn? and PLC Question #4, What will we do if they alreadyknow it? Root Cause 1: Teachers have a varying degree of teacher knowledge and experience related to Professional Learning Communities.

PerceptionsProblem Statement 1: During the 2018-2019 school year, 24% of student enrollment of 1018 received incident referrals for discipline. Root Cause 1: We struggle to implement effectivecampus-wide discipline strategies. A deeper toolbox of classroom management strategies through Restorative Discipline Professional Development is needed to address the various needsof our students.



Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success.

Performance Objective 2: As teacher knowledge increase and instruction/interventions improve, 95% of student achievement will increase in all subjectareas by 5%.

Evaluation Data Source(s) 2: PD






Recruit, support, retain teachers and principals1) The ELL Teacher and Classroom Teachers ofELL Students will attend the TexTESOLConference to learn about instructionalstrategies to improve the academic achievementof ELL learners.

2.4, 2.5, 2.5,2.6, 2.6

ELL TeacherClassroomTeachersCISPrincipalAP

Improve academic performance in core contentareas for all students.

Problem Statements: Student Academic Achievement 3, 4, 7Funding Sources: 165/ES0 - ELL - 3748.50






Build a foundation of reading and math2) The ELL teacher will provide research-basedinstructional strategies, tools, and interventionto ELL identified students. Instructionalstrategies will focus on increasing academicvocabulary.

Research-based strategies include:- Focus on academic language, literacy, andvocabulary;- Link background knowledge and culture tolearning;- Increase comprehensible input and languageoutput;- Promote classroom interaction; and- Stimulate higher order thinking and the use ofclassroom/grade level learning strategies.

The ELL teacher will collaborate withclassroom teachers to ensure that vocabularyand other skills taught are transferring tostudents' work in class.

2.4, 2.5, 2.5,2.6, 2.6

ELL TeacherClassroomTeachersCISPrincipalAP


Problem Statements: Student Academic Achievement 3, 5, 6Funding Sources: 263 - ESEA, Title III Part A - 1290.30



Student Academic AchievementProblem Statement 3: Science scores on STAAR decreased from 81% in 2018 to 71% in 2019. Several student groups (Hisp, AA, At-risk, SPED, ED, & LEP) performed below the ALLStudent group. Root Cause 3: Science instruction lacks rigor, specificity of the science TEKS, lack of academic vocabulary, and authentic lab experiences.

Problem Statement 4: While there was an increase in Approaching grade level averages from 2018 to 2019 in 3rd & 4th grade, several student groups, (Hisp. AA, ED, LEP, SPED, andAt Risk in grade 3 and AA, White, ED, SPED, and At Risk in grade 4) performed below the ALL Students group on STAAR Reading. Root Cause 4: Formative and summative data wasnot consistently reviewed in a timely manner and used to determine needed interventions and Balanced Literacy was not implemented with fidelity across K-5 grade levels.



Student Academic AchievementProblem Statement 7: Reading scores on STAAR for 5th grade decreased from 90% in 2018 to 86% in 2019. Several student groups (White, AA, At-risk, SPED, ED, & LEP) performedbelow the ALL Student group. Root Cause 7: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions and BalancedLiteracy was not implemented with fidelity across K-5 grade levels.

Problem Statement 5: Writing scores on STAAR decreased for G/T students (17%), AA students (14%) , and At-Risk students (3%) from 2018 to 2019. Root Cause 5: Enrichment anddifferentiation have not been consistently implemented with fidelity across all grade levels.




Goal 3: All Killeen ISD personnel will promote effective parental and community involvement throughcommunication, participation, and partnerships in accomplishing the district's goals.

Performance Objective 1: Through family and community partnerships, we expect a 3% increase in family/community participation in the educationalprocess.

Evaluation Data Source(s) 1: Volunteer hours, sign-in sheets





1) Develop and communicate campus-wideexpectations for parent communication.-Monthly newsletter-Wednesday Folder-Classroom Planners-School Website

3.1, 3.2 PrincipalAssistantPrincipalCounselorsTeachers

Improve parent communication

Problem Statements: Perceptions 2, 32) Conduct Parent Advisory monthly meetings. 3.2 Principal Agendas

Attendance RecordsProblem Statements: Perceptions 2Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 200.00

3) Parent/Teacher conferences held to discussstudent progress, learning concerns, andstudents at risk of retention.-October-February

3.2 PrincipalAssistantPrincipalsTeachersCounselors

Conference logs

Problem Statements: Perceptions 2, 3






4) Open House/Curriculum nights.

Teachers will give an overview of thecurriculum standards and expectations, as wellas resources that may be available (i.e.,classroom website, curriculum websites etc...).Examples of strategies that are modeled in theclassroom will be modeled for parents. This willgive parents the tools to help their child masterconcepts.

We will continue the early literacy program toencourage parent involvement in preschoolacademic readiness.

3.2, 3.2 TeachersPrincipalAssistantPrincipalCIS

Sign-in sheets

Problem Statements: Student Academic Achievement 1, 3, 4, 6 - Perceptions 3Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 2251.00

5) Title I meetings will be held to communicateTitle I services, resources and expectations. Thiswill happen once in the Fall and once in theSpring.

Parents will be notified in advance of themeetings. Theagenda for the meetings will includeinformation aboutTitle I programs, a description/explanation ofthecurriculum, and an opportunity for parents toprovidesuggestions relating to the education of theirchildren.

Monitor the implementation of school andcommunity collaboration through parent,student and teacher surveys to see if events arebeneficial, as well as school website.

3.1, 3.2, 3.2 Principal AgendaClimate SurveysSign-In sheets


6) Career Day:Various community members, includingparents, present to classes about their careerchoices and paths to chosen careers.

2.4, 2.5, 2.6, 3.2 CIS Counselors

Parent/Community Involvement

Problem Statements: Perceptions 2





7) Parents and family members will be invitedto review/revise the Parent and FamilyEngagement Policy and the Home-SchoolCompact. These meetings will be held annuallyin the early spring. The Parent and FamilyEngagement Policy will be included in theParent Handbook, posted on the campus web-site, and hard copies will be available uponrequest. The Home-School Compact will bediscussed and signed at a parent-teacherconference held each fall.

3.1, 3.2, 3.2 Principal Parents and family members will have a role indeveloping, reviewing/revising PAFE & Home-School Compact.



8) Douse will host a Fall and SpringParent/Family Event for parents of ELLidentified students. Parents will be providedadditional academic information and support onhow to help their students at home.

2.4, 2.6, 3.1, 3.2 PrincipalAPELL TeacherCIS


Problem Statements: School Processes & Programs 2



Student Academic AchievementProblem Statement 1: 4th grade STAAR Math declined by 6% from 84% to 78% and 5th grade STAAR Math declined by 5% from 95% to 90% in Approaches Grade Level from 2018to 2019. Root Cause 1: Formative and summative data was not consistently reviewed in a timely manner and used to determine needed interventions.

Problem Statement 3: Science scores on STAAR decreased from 81% in 2018 to 71% in 2019. Several student groups (Hisp, AA, At-risk, SPED, ED, & LEP) performed below the ALLStudent group. Root Cause 3: Science instruction lacks rigor, specificity of the science TEKS, lack of academic vocabulary, and authentic lab experiences.

Problem Statement 4: While there was an increase in Approaching grade level averages from 2018 to 2019 in 3rd & 4th grade, several student groups, (Hisp. AA, ED, LEP, SPED, andAt Risk in grade 3 and AA, White, ED, SPED, and At Risk in grade 4) performed below the ALL Students group on STAAR Reading. Root Cause 4: Formative and summative data wasnot consistently reviewed in a timely manner and used to determine needed interventions and Balanced Literacy was not implemented with fidelity across K-5 grade levels.




School Processes & ProgramsProblem Statement 2: Parents of our ELL identified students often ask for ways to help their children/students at home. Root Cause 2: The parents express concern about not speakingand fully understanding the English language and curriculum which impacts their ability to help their students/children at home.

PerceptionsProblem Statement 2: Parent Advisory members indicated there was a lack of consistent communication from school staff. Root Cause 2: Lack of school and teacher outreach todevelop and promote communication and relationships with parents and guardians.

Problem Statement 3: Parent Advisory members indicated there was a lack of information regarding the curriculum expectations from teachers. Root Cause 3: Lack of school andteacher outreach to develop and promote communication regarding curriculum expectations across all grade levels.



Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff,families and community.

Performance Objective 1: By the end of 2019-20 school year, the number of incident referrals received for discipline will decrease by 5%.

Evaluation Data Source(s) 1: # Disciplinary Referrals Data





Additional Targeted Support Strategy1) The Campus Conduct Committee whichconsists of a representative from each gradelevel will meet to discuss strategies,techniques, and/or behavior interventionplans to address discipline concerns.

PrincipalAP CounselorsStaff Members

Meeting Minutes Staff Feedback


2) RtI committee members will closelymonitor behavior referrals, attendance, andprovide interventions through behaviorintervention plans.

Section 504 and Sped BIP's will be closelymonitored and adjusted to maintain thesafety of the individual student and otherstudents as well.

Teachers will provide adequate andappropriate supervision while closelymonitoring student behavior during recess.

PrincipalAPCounselorsTeachers

SSP DataDiscipline Data






Additional Targeted Support Strategy3) Teachers will be provided ongoingprofessional development RestorativeDiscipline processes and practices in orderto provide a safe, healthy, secure, andorderly environment.

Teachers will conduct "Morning Meetings"and/or "Learning Circles" to facilitatecommunity building, decrease bullying,improve social-emotional awareness, andimprove student achievement.

Campus-wide discipline expectations will beaddressed throughout the school.

2.6, 2.6 PrincipalAPTeachersCounselors

Discipline data


4) Staff members will attend Non ViolentCrisis Intervention classes to learn how todefuse challenging and disruptive behaviorbefore an incident escalates to a crisissituation, as needed.

Trained staff members will participate inmonthly refresher training on campus toensure correct de-escalation strategies arefollowed for student safety.

2.6 PrincipalAPStaff Members

Discipline Data






5) Bully Prevention strategies will be used atDouse to help decrease the number inincident referrals for discipline and a createsafe and welcoming learning environmentfor all students. Teachers will use thefollowing strategies to help prevent bullying:-Build trusting relationships with all of yourstudents.-Have open communication with yourstudents.- Talk about forms of bullying with students.- Staff and teachers will be visible andadequately supervise students, especiallyduring unstructured times(hallway/classroom transitions, recess,lunch).- Be mindful of verbal and physical bullyingindicators.- Talk to students about being effectivebystanders and to tell someone if theysuspect bullying.- Take all reports of bullying seriously so itcan be thoroughly investigated.- Report all incidents to administration.

2.5 PrincipalAP

Decrease in behavior incidents.




PerceptionsProblem Statement 1: During the 2018-2019 school year, 24% of student enrollment of 1018 received incident referrals for discipline. Root Cause 1: We struggle to implement effectivecampus-wide discipline strategies. A deeper toolbox of classroom management strategies through Restorative Discipline Professional Development is needed to address the various needsof our students.



Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations tomaximize learning for all students and staff.

Performance Objective 1: Through efficient and effective management of resources and operations, campus support will be maximized to meet ALL local,state, and federal requirements.

Evaluation Data Source(s) 1: Local, State, and Federal Requirements






Build a foundation of reading and math1) Technology will be utilized to increasestudent achievement in reading, math,science, social studies by allowing studentsto actively engage with specific content andskills.

ST Math, Education GalaxyStarfall, BrainPop, iLearn, Learning A-Z,Accelerated Reading, Square Panda,Waterford, SuccessMaker

Student have access to mobile computerlabs to enhance instruction in all contentareas.

2.4, 2.5, 2.6 PrincipalAPCISTeachersReading CoachMath CoachTechnologistTechnologyAide


Problem Statements: Student Academic Achievement 6 - School Processes & Programs 2Funding Sources: 166 - State Comp Ed - 9802.13


2) Monitor library resources to ensure theability to meet curricular needs andadequately address national and state librarystandards.

2.4, 2.5, 2.6 PrincipalLibrarian

Increased resources in place for teachers andstudents to use; improved BrightBytesfeedback








Student Academic AchievementProblem Statement 6: The AA, Econ. Dis., SPED, and At-Risk student groups performed below the All Student group in all tested subject areas for STAAR. Root Cause 6: Teachersstruggle to implement differentiated instructional practices that address the needs of all learners.

School Processes & ProgramsProblem Statement 2: Parents of our ELL identified students often ask for ways to help their children/students at home. Root Cause 2: The parents express concern about not speakingand fully understanding the English language and curriculum which impacts their ability to help their students/children at home.



State Compensatory

Personnel for Alice W. Douse Elementary School:

Name Position Program FTE

Terrell, Neonisha Teacher PCN 21316 Reading Coach Grades PK - 5 1.0



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentThe comprehensive needs assessment begins during the second semester of each school year as the Site-Based Decision Making Committee begins todiscuss data from a wide variety of sources. We analyze end of the year data from universal screening, CUA data, and STAAR scores. Attendance rates,retention and number of incident/discipline referrals are reviewed and discussed as well. BrightBytes data helps us reflect on how technology is used oncampus. As the summative evaluation of our current CIP is reviewed and discussed, more data is collected that can also be used in the CNA. Problemstatements and root causes are developed to address areas of concern to address student achievement and campus concerns.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholdersKilleen ISD School Board policies BQB Legal and BQB Local outline the stakeholders who are required to be a part of SBDM. Our committee iscomprised of classroom teachers from each grade level, parents of students who are currently enrolled in our school, a community and a businessrepresentative, a district level professional and professional non-teaching staff. Our CIP is reviewed, discussed and revised by SBDM members. This teamworks together review current campus information, make decisions on what is still needed to improve student achievement and to develop strategies in theCIP to address the needs of students per CNA information and improving parent involvement.

2.2: Regular monitoring and revisionSBDM members, including additional teaching staff, do a formative review of CIP strategies in November, January, and March each year. Teachers andmembers of SBDM provide input during these times of what is needed and what instructional strategies/practices are actually being implemented per theCIP strategies. Strategies are discussed, modified, r or discontinued so that the needs of students are met as well as expectations of the teaching staff.



2.3: Available to parents and community in an understandable format andlanguageThe CIP is posted on our campus website where it is available to parents and our community, and the CIP can be translated into any one of 103 languages.If a parent or community member does not have internet access or the language they speak is not one of those available online, they may contact our schooloffice to request a hard copy of the document or a translation to the language they speak.

2.4: Opportunities for all children to meet State standardsSee CIP strategies tagged with Title I element 2.4.

2.5: Increased learning time and well-rounded educationSee CIP strategies tagged with Title I element 2.5.

2.6: Address needs of all students, particularly at-riskSee CIP strategies tagged with Title I element 2.6.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement PolicyParents and family members are invited to review our parent and family engagement policy and our home-school compact for the coming school year. Thisreview takes place in conjunction with one of our SBDM meetings and Title I parent information meetings. Parents may suggest changes that may beneeded or may recommend that no changes are needed at all. As a result of this meeting, both documents are ready to be part of Meet the Teacher night andthe fall Title I information meeting for the next school year. They are then posted on the campus website at the very beginning of the new school year. Wealso distribute the parent and family engagement policy at parent conferences in October. The home-school compact is also discussed and signed duringparent-teacher conferences that are held during the first nine weeks of school.



3.2: Offer flexible number of parent involvement meetingsTo encourage as many parent and family members as possible to attend parent involvement meetings, we offer activities at a variety of times and days. We hold events in the mornings and evenings. Events are publicized in advance.



Title I Personnel

Name Position Program FTE

Abbygayle Brewington Teacher PCN 21369 Math Coach Grades PK - 5th 1.0Angelica Rodriguez CIS PCN 22783 Campus Instructional Specialist 1.0Chipman, Griselda Aide PCN 21318 E: 8-26-19 1.0Joyce Simmons Aide PCN 21319 Intervention Aide Grades K - 5th 1.0Samira Rivera Aide PCN 21318 Intervention Aide K - 5th 1.0



2019-2020 Site Based Decision Making Team

Committee Role Name PositionAdministrator/Chair Stephanie Ford PrincipalAdministrator Desiree Bentley Assistant PrincipalAdministrator Laura Montes Assistant PrincipalAdministrator Stacey Sebesta Assistant PrincipalCIS Christy Galloway Campus Instructional SpecialistCIS Angelica Rodriguez Campus Instructional SpecialistNon-classroom Professional Abbygayle Brewington Instructional CoachNon-classroom Professional Neonisha Terrell Instructional CoachClassroom Teacher Khadija Jawaid PK TeacherClassroom Teacher Amber Condrey K - TeacherClassroom Teacher Kristyn Carlisle K - TeacherClassroom Teacher Donita Stubblefield 1st Grade -TeacherClassroom Teacher Ashli Maxwell 2nd Grade - TeacherClassroom Teacher Amanda Bevan 3rd Grade - TeacherClassroom Teacher Matthew Condrey 2nd Grade - TeacherClassroom Teacher Jane Hess 4th Grade - TeacherClassroom Teacher Amsecy Ross 4th Grade - TeacherClassroom Teacher Christina Srock 4th Grade - TeacherClassroom Teacher Sharae Robinson 5th Grade - TeacherClassroom Teacher Erin Dudley SPED Resource/Inclusion TeacherClassroom Teacher Davis Hamilton Music TeacherClassroom Teacher Elizabeth Price Physical Education Teacher



Committee Role Name PositionDistrict-level Professional Sherri Worley MemberCommunity Representative Charles Robinson MemberBusiness Representative Cindy Schoel MemberParent Kim Singer MemberParent Laura Melton MemberParent Daiquiri McClelland Member



killeen independent school district alice w. douse ...€¦ · we will help students develop a...

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