A. E. Joe Elementary School School Improvement Plan (SIP)

Transformational leadership works generally when you have the four following elements: creativity, goals, vision, and commitment. (Lunenburg & Ornstein, 2012)

VISION To create a highly effective professional learning community environment through the use of positive expectations, proven instructional practices, and collaboration among all stakeholders to ensure all students have an opportunity to learn.

MISSION In partnership with parents and the community, is dedicated to developing the academic and social excellence of all students.

GOAL Continue to develop, implement and monitor a quality educational program including curriculum, instruction, assessment and professional development which considers the specific needs of each student and the community, supports high academic standards and addresses Texas state requirements.

School Improvement Plan “NCLB requires states to identify for “school improvement” those Title I schools that fail for two consecutive years to make adequate yearly progress as the state defines it.” (Brady, 2003)“NCLB requires states to identify for “school improvement” those Title I schools that fail for two consecutive years to make adequate yearly progress as the state defines it.” (Brady, 2003)

Demographics

Data Review: Problem The chart to the left reflects the mastery levels for each grade level on the state assessments for Math and Reading for the school year. Reading Assessment Math Assessment Grade 350%46% Grade 452%48% Grade 547%59% Grade 654%49%

Action Plan Root CausesStategiesEvidence of Implementation Persons Respons- ible Time- line ALIGNMENT: Monitor effectiveness of instructional strategies, curriculum alignment intensively and consistently prior to the administration of the state assessment. The teacher will utilize the new curriculum provided from HISD to create lessons. Participate in training for lead teachers and content mangers on implement of instruction for all students. Scores on the bi-weekly or tri-weekly common assessments will improve, including the district-created curriculum benchmarks. Ultimately the test scores will improve. The evidence will also include classroom observations. Principal and Assistant Principal August May 2018 ACHIEVEMENT GAP: There is an achievement gap between “all” students and special needs students The students’ progress must be much more consistently and intensively monitored (e.g. through monitoring bi- weekly or tri-weekly assessment results.) Teacher should implement interventions, accomodations and modifications as per student’s IEPs. More professional development in best practices for this group and continue to monitor for best practices in walk-through’s. These student’s progress must be much more consistently and intensively monitored (e.g. through monitoring bi-weekly or tri-weekly assessment results.) Principal, Assistant Principal, and Special Education Department Chair August May 2018

Action Plan Root CausesStrategiesEvidence of Implementation Persons responsible Timeline DATA: Tracking/consistent system of accountability We will have two teacher assigned as the data tracker and analysis specialist. They will be charged with assisting teachers in best practices in data analysis. Scores on the bi-weekly or tri- weekly common assessments will improve, including the district-created curriculum benchmarks. Ultimately, the test scores will improve. Principal and Assistant Principal August 2013-May 2018 TUTORING: Some students did not master content in the classroom. We will have 16 teachers to provide tutoring in the after school tutoring program. Scores on common assessments and state assessments. Principal and Assistant Principal August 2013-May 2018 Rigor (IIM): There is a need to increase the level of rigor in the Reading and Math classes. Help the students make the connections between the assignment given and its connection to real life events so that it may be relevant to the students’ lives. Lesson Plans Gradebook Classroom observations Common assessments Principal, Assistant Principal, and TDS August 2013-May 2018

Professional Development Professional Learning Community (PLC)Professional Learning Community (PLC) –Early Dismissal Math Technology trainingMath Technology training –SMART Board Data Tracking TrainingData Tracking Training I-Station TrainingI-Station Training

Goal 1: Reading Strategies D.E.A.R (Drop Everything And Read) Daily 5 Literacy Nights (One for Fall, one for Spring) I-Station Academic Vocabulary Saturday Tutorials Afterschool Tutorials Cross-curriculum Kurzweil (Special Education) Writing Portfolio AR (Accelerated Reader) Resources Reading Materials (Grade level books) Computer Lab/Portable Lab Data Analysis Specialist PLC (Early Dismissal Days) Funds for Tutorials Funds for Rewards (Incentives for tutorial attendance) Funds for tutorial snacks Neihaus Trainings.

5-Year Plan for Reading

Goal 2: Math By the end of the ‘17-’18 school year, 3 rd -6 th grade students will reach an 80% mastery level on the state assessment for Math. Strategies Cross Curriculum Math Nights Think Through Math Academic Vocabulary BrainPop Calendar Math Activities using manipulatives HOT Questions Afterschool Tutorials Saturday Tutorials EnVision Resources Computer Lab/Portable Lab Math Coach Manipulatives for classrooms Teachers for Tutorials PLC (Early Dismissal) Professional Development opportunities

5-Year Plan for Math

Tutoring Calendar Month Weekdays (Mon., Tue., Wed.) Saturdays (STAAR) October15 2 (every other Saturday) November9 2 (every other Saturday) December9 2 (every other Saturday) January123 (every Saturday) February124 (every Saturday) March93 (every Saturday) April93 (every Saturday) Tutoring

“NCLB requires that local districts provide technical assistance to their low-performing schools. This may include assistance in analyzing achievement data, developing professional development programs designed to address weaknesses in the school’s instructional program, and reworking the school budget. …it is the district’s obligation to see that it is provided.” (Brady, 2003)

Proposed Budget Items Program/MaterialsProgram/Materials Afterschool tutorial programAfterschool tutorial program Bus service for after school tutorialsBus service for after school tutorials Core academic supportCore academic support Classroom suppliesClassroom supplies Academic trackingAcademic tracking

Fund Allocation Job Title Number Persons Required RateTotalSelect FocusStrategy Academic Tutor15/week25/hour$9,375/yearReading/Math Tutors assist in small group and individual support of students to improve the rate of students achieving mastery in Reading and Math skills. STAAR Tutor6/Saturday25/hour$10,800State Assessment Tutors assist in small group and individual support of students to improve the rate of students achieving Satisfactory on the STAAR test. Budget All funds will be allocated from the General Funds-Instructional Budget Stream provided by the district.

Non-Salary Items Select Budget ItemEnter AllocationFocusStrategy/Notes Tutoring Materials$2,500/yearReading This will cover various supplies to carry out tutorials. Tutoring materials$2,500/yearMath This will cover various supplies to carry out tutorials. Classroom Supplies$10,000/yearSupport in classroom This will cover various materials (such as copies, pencils, paper, library books, etc) to support learning in the classroom. Other- specify in notes$2,500Professional Development This will cover the cost of materials needed for professional development (ie snacks, raffle items) in order to encourage teacher participation. Other- specify in notes$2,500Parental InvolvementThis will cover the cost of materials needed for parent nights (i.e. snacks, freebies) in order to encourage teacher participation. *All funds will be allocated from the General Funds provided by the district.

Every Hand Helps Students Attain Academic Success

Brady, Ronald C. (2003). Can Failing Schools Be Fixed? (Thomas B. Fordham Foundation) Retrieved May 1, 2003 from ols.html ols.html Lunenburg, F. C. & Ornstein, A. C.(2012). Educational Administration: Concepts and Practices (6 th ed). Belmont, CA: Wadsworth. References

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