2012-13 campus improvement plan for tomas rivera

Campus Improvement Plan 1 of 40 10/4/12

2012-13

Campus Improvement Plan for

Tomas Rivera Elementary School

Denton Independent School District


Mission Statement

Denton Independent School District’s Mission Statement …in pursuit of excellence… The mission of the Denton Public Schools, in partnership with home and community, is to provide the best educational opportunities in a challenging yet supportive environment where individuals and cultural diversity are respected, so that our students become knowledgeable and responsible citizens, capable of life-long learning and demonstrate the necessary skills to contribute productively in a complex and ever-changing world.

Tomas Rivera Elementary School’s Mission Statement Our mission is to do whatever is necessary to help our students achieve academic excellence. We will strive to create a nurturing, child-centered environment where children will become life-learners, readers and writers, will be exposed to global wonders beyond the walls of the school, and will be prepared for the 21st century. We will promote unity, respect for one another and good citizenship. We will create a partnership between the school, the parents and the community to successfully achieve our mission.


Board Goals

Denton Independent School District’s Board Goals I. Vision … In pursuit of excellence, the district will:

• cultivate a network of professional learning communities addressing the educational needs of every child in our district • develop and maintain a culture where learning remains our first priority • remain committed to providing equitable and outstanding opportunities for every student on every campus • establish goals for individual campuses that incorporate both measurable and intangible factors • develop a budget focused on student and professional learning • effectively communicate achievements and recognitions to the Denton ISD community • prepare our students to be successful in a global society while instilling an appreciation for community service

II. Teaching & Learning… In pursuit of excellence, the district will:

• cultivate a consistent, strong, district-wide balanced curriculum based on ongoing needs assessments that supports all students • establish high expectations with a curriculum that fosters inquiry and critical thinking • develop academic skills and interpersonal relationships necessary for student success in college, the workplace and for life. • expect full curriculum implementation on each campus by instructional leaders • establish quality staff development programs that promote professional learning communities • strive to deliver all academic programs through teachers possessing advanced degrees and demonstrable competence in their areas of professional responsibility • stay abreast of and incorporate best practices into teaching, learning, technology and leadership • advocate and practice true accountability based on measurement of individual student progress over time, regardless of external mandates • actively pursue, foster and support an advanced digital learning environment

III. Climate… In pursuit of excellence, the district will:

• celebrate, respect, and promote the value of diversity in our Denton ISD Community. • encourage and nourish a safe learning and compassionate working environment which ensures open and transparent communication and is supportive, cooperative,

and ethical. • establish a high expectation level for success for all students, staff, parents, and community • instill in students a love of life-long learning • motivate and prepare students to embrace their full responsibilities and obligations as active citizens of their community, nation, and world


IV. Parent and Community Involvement…In pursuit of excellence, the district will:

• foster a positive and welcoming environment that encourages parent and community partnerships to achieve success for all our students • work continuously with the community in planning and facility development • utilize citizens’ advisory committees to focus on short and long-term tasks • provide support services and promote health, wellness and safety for students and families • establish and promote programs to develop and enhance parenting skills and participation in the schools • promote child advocacy across the state and nation

V. Human Resources…In pursuit of excellence, the district will:

• develop and expect a consistently high level of, and respect for, professional performance by all staff • recruit, select, employ and retain teachers in every classroom because of substantive experience in the discipline they teach, rather than in auxiliary functions • maintain a diverse workforce with respect to qualifications, expertise, and commitment to excellence • encourage all teachers and staff to pursue advanced professional development and degrees within their specialty area • promote health and wellness in our workforce

VI. Growth, Change & Fiscal Responsibility…In pursuit of excellence, the district will:

• review and adjust policies and procedures as appropriate to address the challenges of rapid growth and changing demographic characteristics while maintaining and enhancing our strong sense of community

• create and continuously modify strategies to mitigate increasing stresses on our children, our schools, and our community • be environmentally responsible and aggressively pursue energy efficiency and conservation principles in building design, transportation alternatives, and operating

procedures • work continuously with our community to adjust and enhance district goals as appropriate • demonstrate effective and efficient management of district resources • provide leadership and/or oversight to ensure District meets all fiscal, legal and regulatory requirements.


Tomas Rivera Elementary School Campus Improvement Plan

2012-13 Comprehensive Needs Assessment Summary

In accordance with state and federal legislative requirements, the staff at Tomas Rivera Elementary School conducted a comprehensive needs assessment for the 2012-13 school year. Data and findings from the comprehensive needs assessment were then used to develop the activities/strategies in the additional sections of the Campus Improvement Plan.


Campus Leadership Team (CLT)

Campus Leadership Team (CLT) Composition

Position of CLT Member Name of CLT Member

1) Classroom Teacher Kena Gandy

2) Classroom Teacher Jennifer Robinson

3) Classroom Teacher Mindy Hennigan

4) Classroom Teacher Lisa Mayfield

5) Classroom Teacher Veronica Miller

6) Classroom Teacher Joya Elam

7) Campus-based Nonteaching Professional Connie Kim

8) Campus-based Paraprofessional and Operations Staff Jorge Flores

9) District-level Professional Barb Haflich

10) Parent

11) Parent

12) Community Member Diana Mitchell

13) Community Member Wallene Thomas

14) Business Representative Dorothy Watts

15) Business Representative

CLT Meetings for 2012-13

# Date Time Location

1 9/17/2012 3:15 Library

2 10/22/2012 3:15 Library

3 12/17/2012 3:15 Library

4 2/18/2013 3:15 Library

5 3/25/2013 3:15 Library

6 4/15/13 3:15 Library

7 5/20/13 3:15 Library

Comprehensive Needs Assessment 7 of 40 10/4/12

Demographics: Demographics refer to the characteristics or make-up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs. Potential Data Sources:

Enrollment

Attendence

Ethnicity

Gender

Mobility/Stability

Special Program Participation

At-Risk by Category

Teacher-Student Ratios

Graduation, Completion, Droupout and GED rates

Course/Class Assignments

College/University/Dual Credit/Advanced Placement Enrollment

Data Sources Reviewed Demographic data are very important for us to understand as they are part of our educational system over which we have no control, but from which we can observe trends and learn for purposes of prediction and planning. – Victoria Bernhardt List the actual data sources reviewed below.

PEIMS Report

Special Education Manager

Enrollment Binder

Benchmark Data

See page 7 of the guide for probing questions related to demographics.


Findings/Analysis “The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.” Look for patterns in the data that reveals trends or insights about the district/school. A brief statement for each of the dimensions helps introduce or frame the discussion of trends which emerge in the data, particularly across data sources. Identify below statements about the strengths, as well as the priority need areas of the district/school.

Strengths Needs

Enrollment has been pretty consistent over the past 3 years.

AA, White, and Other ethnicities are underrepresented in GT.

Rivera has low transient numbers. 62% of SPED students are male.

100% of the 4th grade SPED students referred for testing qualified for services.

10 of 24 students referred for SPED testing did not qualify for services.

The Rivera staff is fairly diverse. All 3rd grade students referred for SPED testing did not qualify.

The 5th grade Bilingual homeroom, where teacher to student ratio was lowest, consistently scored higher on benchmarks and assessments.

Only 3 students out of 71 students have been dismissed from SPED this year.

65% of the Rivera students are coded at-risk.

Increased 5th grade class sizes, have negatively impacted learning.

Summary of Needs

Professional development is needed to clarify what is a good SPED referral.

Professional development is needed to identify the characteristics of a "true" dyslexia student

Teachers and parents need training in identifying GT students.

More rigorous instruction is needed at all grade levels.

Fifth grade needs lower class sizes, or an additional monolingual teacher to meet these students' instructional and behavioral needs.


Student Achievement Student Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study. Potential Data Sources:

State Assessment Data

LEPAS and AMAO Results

SAT/ACT/PSAT Results

Advanced Course/Dual Enrollment Data

Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures

State and AYP Data Tables

Texas Success Initiative (TSI) Data

Course/Class Grades

Graduation, Completion, Droupout, and GED Rates; Diploma Types

Promotion/Retention Rates

Classroom and Program Assessments and Other Data

Student Work

Data Sources Reviewed We want to gather and analyze data that will help us understand the system that produces the results we are getting. We also want to move our district continuous improvement efforts from random acts of improvement to focused improvement that centers on our ultimate purpose: improving learning for all students. – Victoria Bernhardt

List the actual data sources reviewed below.

Math Placement Test

SRI

Math and Reading District Benchmarks

Math Intervention and STAAR Intervention data

Math and Reading Released STAAR

Reading Recovery Data

Math and Reading Common Assessment

ELI/SELI

See page 8 of the guide for probing questions related to Student Achievement



Strengths Needs

Kindergarten reduction of at risk students in Reading 3-5 classroom instruction and assessments need to be more closely aligned to STAAR

1st grade billingual students 92.8% on level by mid year in Reading

Need for consistent Reading and Math intervention for all grade levels and sub-populations

2nd grade Math performance English and Spanish More Reading intervention needed in 2nd grade

More teachers are creating common assessments and using the data to guide their success groups and interventions.

More students in Kindergarten should be on level by mid year in Reading

Increase in white population performance in 3rd and 5th grade in Reading.

More students in 1st grade should be on level by mid year in Reading

Males performed higher than females overall in Math

Grades 3-5 decreased performance from early assessments to STAAR Released tests

Summary of Needs

There is great need for buildingwide increased rigor and stronger instruction in the area of reading and math.

More Reading interventions needed in Kinder - 2nd grades

3-5 classroom instruction must improve and assessments must be created that increase rigor and match STAAR standards.

Teachers need training in writing common assessments with increased rigor and are aligned to STAAR.

Because of the increase in 2nd grade Math, we need to explore what they are doing and try to implement the best practices buildingwide

3-5 classroom instruction and assessments need to be aligned to STAAR


School Culture and Climate School culture refers to the organization’s values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system Potential Data Sources

Surveys

Questionnaires

Focus Groups

Interviews

Feedback Data

Classroom and School Walkthrough Data

Parent Conferences, Meetings, etc.

Data Sources Reviewed Culture is the underground stream of norms, values, beliefs, traditions, and rituals that build up over time as people work together, solve problems, and confront challenges. This set of informal expectations and values shapes how people think, feel, and act in schools. – Author unknown. List the actual data sources reviewed below.

A review of Rivera webpages informal discussion and observations

Data shared with CLT in May 2012 related to behavior

Data shared with CLT in May 2012 related to parent and teacher surveys

Data received related to PDAS Classroom Walkthrough, Informal Observations and Teacher Consultations

Current ELI/SELI, Kathy Richardson, and benchmark scores

See page 9 of the guide for probing questions related to School Culture and Climate



Strengths Needs

Staff remember the most important part of the mission statement - the action portion (Doing whatever it takes)

Mission statement needs to be shortened to something that can be easily learned and remembered.

Interactions between staff and students are done with dignity and respect nearly 90% of the time

Staff need more training and accountability to effectively implement CHAMPS in classrooms

Staff want more training on CHAMPS Staff need training in Early Behavioral Interventions

Parents report they know the expectations of the school

Summary of Needs

Rivera's mission statement needs to be reviewed and revised

Staff need more CHAMPS training/coaching and accountability to implement CHAMPS

Staff need training to implement Early Behavioral Interventions for students who do not respond to CHAMPS

For optimal learning to take place, the 5th grade student to teacher ratio must decrease; lower class sizes

Familiarize students and parents with the mission and vision of the campus


Staff Quality, Recruitment and Retention Staff Quality, Recruitment and Retention refers to the school organization’s level of high-quality, highly-effective staff, particularly in high-poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns Potential Data Sources

Teacher Certification/Qualification Data

Paraprofessional and Other Staff Qualifications

Staff Effectiveness in Relation to Student Achievement

PDAS and/or Other Staff Effectiveness Data

Staff Mobility/Stability

Special Programs Qualifications; e.g., Bilingual/ESL/, Special Education, etc.

Professional Development Data

Teacher-Student Ratios

Graduation, Completion, Dropout, and GED rates

Course/Class Completions, Grades, and Other Data

Recruitment and Retention Strategies and Other Data

Data Sources Reviewed An empowered organization is one in which individuals have the knowledge, skill, desire, and opportunity to personally success in a way that leads to collective organizational success. –Stephen Covey List the actual data sources reviewed below.

AEIS Reports - over the last 3 years

PLC Learning Logs Staff Lists - past & present

Aesop - Staff Attendance Reports

HR Employee Recommendations

HR NCLB Report




Strengths Needs

Most teachers are on "continuing" contract. In order to continue to grow, we need to retain our teachers/"new" hires

Rivera does not have a high staff turn-over rate. Staff Development - Continue to build our PLCs

Rivera has assigned mentors for new teachers. Staff Development - Common Assessments

We have two PDAS leaders on campus to train new and existing staff.

Continue to gain staff buy in to the mission and vision of the campus.

Professional development is provided on a regular basis. Rivera has several transfer staff that are in need of improvement.

Most of the Rivera staff is committed to the mission and vision of the campus.

Rivera's PLCs are working well.

Moral is good at Rivera.

The Rivera climate survey is very positive.

Summary of Needs

We need to develop a way to attract the "best" teachers to Rivera.

Staff development is needed to conitnue to build our Professional Learning Communities.

Training is needed to assist teachers in writing rigorous and aligned common assessments.

Continue to gain staff "buy in" to the mission and vision of the campus

We need to highlight and "celebrate" staff & Rivera accomplishments and good work more often.


Curriculum, Instruction and Assessment The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes. Potential Data Sources

Standards-Based Curriculum Resources and Materials

Scope and Sequence, Pacing Guides; and/or Other Focus Documents

Foundation Course/Class Materials

Enrichment Course/Class Materials

Technology

Instructional Design/Delivery; High-Yield Strategies

Lesson Study/Delivery Processes

Collaborative Horizontal and Vertical Team Alignment Processes

Student-Specific/Differentiated Strategies and processes

Common benchmark Assessments and/or Other Assessments

Class, School, and Special Program Schedules

Data Sources Reviewed There are three kinds of curricula; they must be considered together and improved together: written curriculum, taught curriculum, and tested curriculum. – Fenwick English List the actual data sources reviewed below.

Rivera Staff Calendar/Schedules

RtI Minutes and Notes Benchmarks on Aware

Common Assessments on Aware

Scope and Sequence

PDAS walk-throughs




Strengths Needs

PLCS are consistently scheduled

Either common assessments are being written at too high of a level or the rigor of classroom instruction needs to increase

All grade levels are holding PLCs regularly Grade level PLCs need more strategies for intervening when students are struggling.

PLCs address the primary concerns across the building. Approximately 33% of students are coming to RtI, which demonstrates the core curriculum needs to be stronger

Math and Writing Core PLCs have made clear changes to the required curriculum, ensuring a guaranteed and viable curriculum

PDAS walk-throughs demonstrate a need for more higher order thinking and self-directed learning in the classrooms.

RtI Meetings are held regularly to address all student needs.

Grade level PLCs are effective in identifying needs and assessing those needs.

Summary of Needs

There is a need for further training on using higher-order thinking/problem solving and self-directed learning in the classrooms.

The core curriculum needs to be re-evaluated to better meet the needs of all students and reduce the number of students in Tier 2-3 RtI

Teachers need more intervention strategies to catch students before they fail rather than waiting to respond, or waiting for a specialist.

Teachers and interventionists need to ensure that common assessments are properly aligned with STAAR-- this is unknown until scores and test questions are released.


Family and Community Involvement Family and Community Involvement refers to how these stakeholders and informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievements for all students Potential Data Sources:

Family and Community Participation Counts by Type of Activity

Parent Volunteer Information

Parent Activity Evaluations and Feedback

Parent and Community Partnership Data

Mobility/Stability

Demographic Data

Community Service Agencies and Support Services

Data Sources Reviewed The family is changing, not disappearing. WE have to broaden our understanding of it, look for the new metaphors. – Mary Catherine Bateson List the actual data sources reviewed below.

Rivera Counselors

CIS Mentor Documentation Rivera Parent Survey

Rivera Staff Survey

Volunteer Hours

Sign in Computer Log




Strengths Needs

We strive to include parents in every facet of their child's education. Continue to build community partnerships

Parents are invited to attend after school activities. Low number of AA mentors

Rivera has an active Watch D.O.G.S. program. Work to build parent involvement

Rivera conducts Practical Parenting Nights to educate parents.

Build home/school partnerships and communication with parent

Rivera has cultural programs yearly. Student performances seem to be the most effective way to get parents into the school.

Rivera embraces diversity!

Rivera has three "active" members of PTA, and no more than 10% of the current student enrollment are members (@ 50).

We strive to communicate with parents on a regular basis. Rivera has been unable to sustain community members and parents on school committees.

Teachers and admin work to include parents in the decision making process. Low number of male mentors

Rivera's community partnerships have increased. Not enough mentors to meet the school's needs

Rivera does not have a "main" adopter

Summary of Needs

Search to find ways, other than student performances and the required yearly conference, to get parents into the school.

Solicit additional mentors and volunteers, especially African-American and male mentors.

Solicit additional PTA members and encourage those who are members to be "active" members of the organization.

Continue to build communication with parents and strengthen home/school partnerships.

We need to find effective ways to build parent and community involvement.

Obtain and maintain an individual or organization to adopt and sponsornRivera

Increase mentorship program by providing transportation to Rivera for Robson Ranch mentors


School Context and Organization School Context and Organization refers to the processes, structures, decision-making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning. Potential Data Sources:

School Structure or Make-Up, e.g., Teaming, Looping, etc

Decision Making Processes

Master Schedule

Leadership: Formal and Informal

Supervision Structure

Support Structures: Mentor Teachers

Duty Rosters

Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc.

School Map and Physical Environment

Program Support services, e.g., Extracurricular Activities, After School Programs, etc.

Communication: Formal and Informal

Data Sources Reviewed Create the kind of climate in your organization where personal growth is expected, recognized and rewarded. – Author Unknown List the actual data sources reviewed below.

Team Leaders

Staff Survey




Strengths Needs

Teachers are writing Common Assessments. Parents do not have as big of a voice on the campus, due to lack of involvement, as teachers and students.

PLCs are working well. Some teachers feel like they don't have input on most committees.

Benchmark and common assessment, as well as other data is used to guide interventions, lesson planning, and instruction.

There is usually one representative or district mandate that tells teachers what to do.

Some teachers feel heard, but others feel we are mostly told one thing, and then another.

Paras don't have time to talk with the classroom teacher about SUCCESS Time objectives.

K & 1 teachers are often told by inerventionists not to put certain kids in interventions due to their behavior or low cognitive levels.

Need clarification on what determines a "good" office referral

There seems to be a schoolwide disrespect from students toward staff.

School expectations are not matching respect or behavioral expectations.

Summary of Needs

Parents need a forum to voice their opinions.

Teachers need a forum to voice their opinions and need to "feel" connected to the mission and vision of the campus

Cafeteria staff and lunchroom monitors need Customer Service training.

Paraprofessionals need to be more involved in SUCCESS Time planning.

All students need "quality" interventions from "quality" personnel.

Training is needed to address staff questions regarding discipline and what offenses warrant an office referral.

Align school expectations to behavioral expectations.


Technology Technology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real-world experiences, including post-secondary opportunities. Potential Data Sources

Technology Infrastructure, Networks, etc.

Technology Hardware and Software

Classroom Technology Needs by Area, Class, Department, etc.

STaR Chart

Professional Development/Teacher Preparation Needs in Technology

Leadership and Administrative Support Structures for Technology Implementation

Resource Allocations

Technology Policies and Procedures

Technology Plan

Assessment of Technology Skills for Students, Staff and Other Stakeholders

Data Sources Reviewed The traditional way we “do school” will change as students have more access to the worlds around them. If we are producing globally competitive students, we have to adopt to the world they will encounter. – Superintendent List the actual data sources reviewed below.

STaR Chart

Staff Survey

COW Sign Out Sheet

Campus Tech (CTS)




Strengths Needs

Every classroom has a teacher workstation & 3 student computers

Teachers are at an early stage of technology use as an instructional tool.

Classworks is used as a supplement to Science, Reading, & Math content areas.

Teachers are at an early stage in connecting technology use to content TEKS and Tech TEKS.

Promethean Boards are utilized in a Science, Math, ELL, and SPED classroom on a regular basis.

Most teachers are not aware of SBEC standards in regards to technology use in the classroom.

Many teachers use streaming videos. Teachers need assistance with how to use technology in meaningful ways in the classroom.

The COW (Computer on Wheels) Cart is being checked out daily. Some teachers continue to avoid instructional technology.

There is an infrastructure in place for the use of technology.

Teachers are at an early stage in regards to tech teaching and learning and professional development.

Staff desire to increase their use of technology. CTS is not effectively and efficiently utilized.

Technology is being used in the Specials' classrooms.

Summary of Needs

More training is needed in the area of technology and how to use it in the classroom to support learning and student engagement.

Teachers need to be aware of SBEC standards in regards to technology in schools.

Staff should be encouraged to use different forms of technology in and out of the classroom on a regular basis.

More professional development is needed for effective technology integration.

The campus may need to purchase another Computers on Wheels cart in the near future due to demand.

Effectively use the CTS (Campus Tech) to assist in technology integration and lesson planning.


Comprehensive Needs Assessment Summary of Priority Needs Tomas Rivera Elementary

Demographics: Student Achievement:

Professional development is needed to clarify what is a good SPED referral.

There is great need for buildingwide increased rigor and stronger instruction in the area of reading and math.

Professional development is needed to identify the characteristics of a "true" dyslexia student

More Reading interventions needed in Kinder - 2nd grades

Teachers and parents need training in identifying GT students.

3-5 classroom instruction must improve and assessments must be created that increase rigor and match STAAR standards.

More rigorous instruction is needed at all grade levels. Teachers need training in writing common assessments with increased rigor and are aligned to STAAR.

Fifth grade needs lower class sizes, or an additional monolingual teacher to meet these students' instructional and behavioral needs

Because of the increase in 2nd grade Math, we need to explore what they are doing and try to implement the best practices buildingwide

3-5 classroom instruction and assessments need to be aligned to STAAR

School Culture and Climate: Teacher Quality:

Rivera's mission statement needs to be reviewed and revised

We need to develop a way to attract the "best" teachers to Rivera.

Staff need more CHAMPS training/coaching and accountability to implement CHAMPS

Staff development is needed to conitnue to build our Professional Learning Communities.

Staff need training to implement Early Behavioral Interventions for students who do not respond to CHAMPS

Training is needed to assist teachers in writing rigorous and aligned common assessments.

For optimal learning to take place, the 5th grade student to teacher ratio must decrease; lower class sizes

Continue to gain staff "buy in" to the mission and vision of the campus

Familiarize students and parents with the mission and vision of the campus

We need to highlight and "celebrate" staff & Rivera accomplishments and good work more often.

Curriculum, Instruction and Assessment: Family and Community Involvement:

There is a need for further training on using higher-order thinking/problem solving and self-directed learning in the classrooms.

Search to find ways, other than student performances and the required yearly conference, to get parents into the school.

The core curriculum needs to be re-evaluated to better meet the needs of all students and reduce the number of students in Tier 2-3 RtI

Solicit additional mentors and volunteers, especially African-American and male mentors.

Teachers need more intervention strategies to catch students before they fail rather than waiting to respond, or waiting for a specialist.

Solicit additional PTA members and encourage those who are members to be "active" members of the organization

Teachers and interventionists need to ensure that common assessments are properly aligned with STAAR-- this is unknown until scores and test questions are released.

Continue to build communication with parents and strengthen home/school partnerships.

We need to find effective ways to build parent and community involvement.

Obtain and maintain an individual or organization to adopt and sponsornRivera


Increase mentorship program by providing transportation to Rivera for Robson Ranch mentors

School Content and Organization: Technology:

Parents need a forum to voice their opinions. More training is needed in the area of technology and how to use it in the classroom to support learning and student engagement.

Teachers need a forum to voice their opinions and need to "feel" connected to the mission and vision of the campus.

Teachers need to be aware of SBEC standards in regards to technology in schools.

Cafeteria staff and lunchroom monitors need Customer Service training.

Staff should be encouraged to use different forms of technology in and out of the classroom on a regular basis

Paraprofessionals need to be more involved in SUCCESS Time planning.

More professional development is needed for effective technology integration.

All students need "quality" interventions from "quality" personnel.

The campus may need to purchase another Computers on Wheels cart in the near future due to demand.

Training is needed to address staff questions regarding discipline and what offenses warrant an office referral.

Effectively use the CTS (Campus Tech) to assist in technology integration and lesson planning.

Align school expectations to behavioral expectations.


Campus Improvement Plan Tomas Rivera Elementary School

WIG 1

To improve Rivera teachers in the performance areas of PDAS Domain I (Student Participation) and Domain II (Learner-Centered Instruction) from 85% proficiency or above to 95% proficiency or above by the end of the academic school year (June 2013). Domain I - Student Participation - Students engaged in learning, successful in learning, and connecting learning Domain II - Learner-Centered Instruction - Goals & Objectives communicated, appropriate questioning /inquiry techniques used to challenge students, instructional strategies promote critical thinking/problem-solving, and value & importance of content empahisized

Lead (Action Steps) Resources Fund Source

FTE Evidence of

Implementation Evidence of

Impact

Title I Components

Title I, A SCE SW TA

Rivera teachers will use data to create Reading, Math, and Science SMART goals, and will use progress monitoring and scoreboards to document progress toward accomplishing these goals Person(s) Responsible: Administration, Teachers, Specialists Completion Date: Sept. - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time = 4.5 hour Friday POWER PLC Budget for Instructional Materials

[ ] [ ] Intervention/Enrich-ment Student Grouping Lists, SMART Goals' Worksheet

Teacher Scoreboards, Student Folders

[X] CNA [X] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [X] A [ ] AA [ ] C

[ ] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [ ] PD [ ] PI [ ] PCI

Provide a school wide, targeted intervention /enrichment time Person(s) Responsible: Administration, Teachers Completion Date: Sept. - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time = SUCCESS Time = 30-45 min. per day

[ ] [ ] Success Time STAAR data, Benchmarks & Assesssments

[X] CNA [X] RS [X] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C




FTE Evidence of


Impact

Title I Components


High quality training and staff development will be provided to all with an emphasis on school improvement, progress monitoring, student engagement, differentiated instruction, the use of best practices, and providing rigor depth in the classroom Person(s) Responsible: Admin, Curriculum Specialists, District Curriculum Personnel Completion Date: Sept. - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [ ] Final (Summative)

Staff Development ($3,000)

[X] [ ] Documentation of Registration, Sign-In Sheets, Hand-outs

Benchmark & STAAR Data, Common & EnVisions Assessments, PDAS data,

[X] CNA [X] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [X] A [ ] AA [ ] C


Continue grade level and content specific PLCs to address the 4 Critical Questions: 1) What do we do when they don't get it, 2) What do we do when they do, 3) How will we know they did not get it, 4) How will we know when they do? Person(s) Responsible: All Staff Completion Date: Sept. - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time = 4.5 hour Friday POWER PLCs & 1 x per montth CORE PLCs

[ ] [ ] PLC agendas & notes RtI data, benchmarks, At-Risk Lists, Teacher Scoreboards



Provide instructional resources, materials, supplies, software, and manipulatives to support student learning Person(s) Responsible: Administration Completion Date: Sept. - April 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Budget for materials ($3,000)

[X] [X] Lesson plans PDAS Walkthroughs

Benchmarks & Assessments

[X] CNA [ ] RS [X] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C




FTE Evidence of


Impact

Title I Components


The Rivera Math, Reading, and Curriculum Specialist will take an active role in coaching struggling teachers and serve as resources and mentors to all professional staff Person(s) Responsible: Math, Reading, and Curriculum Specialists & Administration

Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time [ ] [ ] Specialists' Notes, Walkthroughs, PDAS data

Benchmark & Assessment Data

[X] CNA [X] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C


Continue to support 1/2 the salary of the Rivera Math Interventionist Person(s) Responsible: Principal Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Budget for Salary 1/2 Title = $26,315

[X] [ ] .5 Monthly Reports Benchmark & Assessment Data

[X] CNA [ ] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C


Continue to support 1/2 the salary of the Rivera Reading Interventionist Person(s) Responsible: Principal Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Budget for Salary 1/2 Title =$31,485

[X] [ ] .5 Monthly Reports Benchmark & Assessment Data





FTE Evidence of


Impact

Title I Components


Continue to utilize a Curriculum Administrator to develop curricula, select instructional materials, assess educational programs for quality, and to mentor, train, and coach teachers Person(s) Responsible: Principal Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time $ for Instructional Materials = ($2,500)

[X] [ ] Walkthrough & Coaching Notes, PO's, Teacher Reports

Lesson Plans, PDAS data, Benchmarks & Assessments

[X] CNA [ ] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [X] A [X] AA [ ] C


Contine the use of Classworks as an on-line targeted intervention/enrichment tool that may be used at home and/or school Person(s) Responsible: Campus Technology Specialists (CTS), Administrator, Classworks Champions, Teachers Completion Date: Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Computer Lab Schedule, Classworks' IEPs

Benchmarks & Assessments, Classworks Implementation Data

[X] CNA [ ] RS [X] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [X] A [X] AA [ ] C


Provide quality staff development that encourages the use of technology in the classroom to enhance teaching and learning Person(s) Responsible: Administration, CTS Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for Technology ($2,000)

[X] [ ] Lesson Plans, PDAS Data, PO's, Sign-In Sheets, & Certificates

Walkthroughs, Benchmarks & Assessments

[X] CNA [X] RS [ ] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C




FTE Evidence of


Impact

Title I Components


Work with teams and departments to review TEKS, identify essential learnings, and create Six Weeks' roadmaps in Math and Reading Person(s) Responsible: Administration, CLT, Team Leaders, Curriculum Specialists Completion Date: Sept. - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time [ ] [ ] Roadmaps, Implementation Plans

Benchmarks & Assessments, Year long Roadmap

[X] CNA [X] RS [ ] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [X] A [ ] AA [ ] C


Provide time for lesson planning, the discussion of data, instructional planning, identificaiton of essential learnings, reflection, and goal setting Person(s) Responsible: Administration, CLT, Teams & Team Leaders, Curriculum Specialists Completion Date: Sept. - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time [ ] [ ] Lesson Plans, Roadmaps, Agendas & Notes

Benchmarks & Assessments, Year long Roadmap, SMART Goals

[X] CNA [X] RS [ ] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [X] A [ ] AA [ ] C


Additional support will be hired to provide targeted, research-based interventions to at-risk students in the areas of Reading, Math, and Science Person(s) Responsible: Principal Completion Date: October - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for additional support = $10,000 [X] [ ] Walkthroughs, Time sheets

Benchmarks & Assessments, CARE Team data, RtI data

[X] CNA [ ] RS [X] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C




FTE Evidence of


Impact

Title I Components


Continued implementation of the Gomez & Gomez One-Way Dual Language model in K-2 Person(s) Responsible: Administration, Dual Language Teachers, Bilingual/ESL Dept. Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for supplies

[ ] [X] Lesson Plans Walkthroughs

Gomez & Gomez Observations & Evaluations

[ ] CNA [ ] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C


Continue to train teachers in Inclusion co-teaching techniques Person(s) Responsible: SPED Teachers, Admin Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Eduphoria Sign-In Sheets, Presentation Notes

Staff Feedback & Lesson Plans

[ ] CNA [ ] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C


Continue "Interventions that Work" - Rivera staff presenting and providing on campus, targeted mini-trainings to other Rivera staff Person(s) Responsible: All Professional Staff Completion Date: October - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time for Staff Developmet [ ] [ ] Eduphoria Sign-In Sheets & Presentation Notes

Surverys, Lesson Plans, walkthroughs





FTE Evidence of


Impact

Title I Components


Continue to provide books, magazines, videos, CDs, software, literature, and supplies to the Rivera campus library Person(s) Responsible: Principal & Library Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for books & supplies = ($1,500)

[X] [X] PO's Library Survey [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C


Continue to recruit and hire Q1 & Q2 teachers and "highly qualified" staff Person(s) Responsible: Principal Completion Date: August - July 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Job Fair Attendance, Searchsoft Saves & Notes

PDAS data, Surveys [X] CNA [ ] RS [X] IHQ [ ] OPD [X] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C


Promoting the professional growth of teachers by implementing school wide book studies that increase instructional knowledge Person(s) Responsible: All Professional Staff Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for books ($2,000)

[X] [ ] Agendas & Notes Notes, PDAS data, observations

[X] CNA [X] RS [ ] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C




FTE Evidence of


Impact

Title I Components


The Rivera RtI (Response to Intervention) Committee will meet weekly to discuss struggling students and create academic plans that promote Tier I, II, & III interventions Person(s) Responsible: RtI Committee, Teachers, Admin, Counselors Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time for Meetings [ ] [ ] RtI & AWARE Notes RtI data, At-risk forms, Retention List AWARE Notes



Continue to host family Math, Science, and Literacy educational nights to reinforce learning and encourage parental involvement Person(s) Responsible: Curriculum Specialists, Teachers, CORE PLC Members, Admin Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Sign-In Sheets, Planning notes & emails

Parent, Teacher, & Staff surveys

[ ] CNA [ ] RS [X] IHQ [ ] OPD [ ] AHQ [X] PI [X] T [ ] A [ ] AA [ ] C


Provide training and resources to improve staff members' capacity to effectively educate minority students Person(s) Responsible: Principal Completion Date: October - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for resources & training ($800)

[X] [ ] [X] CNA [ ] RS [ ] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C



Campus Improvement Plan Tomas Rivera Elementary School

WIG 2

Decrease overall student discipline referrals from 221 occurences to 122 occurences (- 45%) by the end of the academic school year (June 2013).


FTE Evidence of


Impact

Title I Components


Increase student engagement by building student, parent, and staff relationships and trust Person(s) Responsible: All staff Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Surveys, walkthroughs Surveys, feedback, and PDAS data

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [X] T [ ] A [ ] AA [ ] C


Continue to provide student Service Learning opportunities, such as StarWorks, Student Council, and Star Safety Patrol to enrich the learning experience, teach civic responsibility, and strengthen the learning community Person(s) Responsible: Admin, Counselors, Student Council Sponsors Completion Date: November - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

School jobs for students $ for supplies & materials

[ ] [X] service log, observations Survey of all campus stakeholders

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [X] C




FTE Evidence of


Impact

Title I Components


The CHAMPS PLC will meet monthly to discuss classroom management and develop strategies for dealing with building wide disruptive behaviors Person(s) Responsible: CHAMPS PLC members, Principal Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time to meet [ ] [ ] PLC Agendas & Minutes, CHAMPS signs & videos

Discipline Data, Educator's Handbook



Campus leaders will engage in a book study to gain knowledge of how to effectively educate and work with minority students Person(s) Responsible: Team Leaders & Principal Completion Date: November - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for books ($600)

[X] [ ] Minutes, Notes, Agendas

Student surverys, Assessment & benchmark data for this subgroup

[X] CNA [ ] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [X] T [ ] A [ ] AA [ ] C


Continue the 21st Century Grant and Communities in Schools' programs to address the needs of the whole child by providing mentors, homework support, extended day interventions, enrichment, needed resources, and positive educational opportunities Person(s) Responsible: 21st Century Site Coordinator, Principal Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Newsletters, daily attendance, observations

21st Century end of year reports, Parent, Staff, & Student surveys

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [X] C




FTE Evidence of


Impact

Title I Components


Promote student engagement and reinforce learning by working with the Rivera CTS to appropriately integrate technology in the classroom Person(s) Responsible: Campus CTS, Teachers, Principal Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Lesson plans, CTS minutes

PDAS data [X] CNA [ ] RS [X] IHQ [X] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C


Recruit professional parent and community volunteers and mentors to provide academic support to students and participate in campus activities Person(s) Responsible: Principal & Assistant, DISD Publications Director, CIS Site Coordinator Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time & fliers [ ] [ ] Sign up sheets, fliers, CIS training log

CIS end of year data, volunteer hours

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [ ] AA [ ] C


Provide presentations for and materials and literature to parents, students, and staff from varied backgrounds, cultures, and ethnicities Person(s) Responsible: Principal, Counselors, Site Coordinators Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for literature ($800)

[X] [ ] Sign-in sheets, Presentation notes, Literature, newsletters, and fliers

Parent surveys [X] CNA [ ] RS [ ] IHQ [X] OPD [ ] AHQ [X] PI [X] T [ ] A [ ] AA [ ] C




FTE Evidence of


Impact

Title I Components


Continue to recruit and sustain staff from diverse backgrounds Person(s) Responsible: Principal & Assistant Completion Date: August - July 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Resumes, Job Fair attendance

Search Soft data, Interview notes

[X] CNA [ ] RS [ ] IHQ [ ] OPD [X] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C


Provide literature to and make parenting education classes available to parents in order to build the home/ school partnership Person(s) Responsible: Principal, Counselors, Site Coordinators Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Copies of materials ($700)

[ ] [ ] Sign-in sheets Parent surveys [X] CNA [ ] RS [ ] IHQ [X] OPD [ ] AHQ [X] PI [X] T [ ] A [ ] AA [ ] C


The Rivera RtI (Response to Intervention) Committee will meet weekly to discuss struggling students and create behavioral plans that promote Tier I, II, & III interventions Person(s) Responsible: RtI members, Admin, specialists, counselors Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Student IEPs, AWARE notes, RtI agendas

AWARE notes, RtI data, discipline data

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [X] A [X] AA [ ] C




FTE Evidence of


Impact

Title I Components


Work with the Rivera Campus Leadership Team (CLT) to create parent, student, and staff surveys, assess campus needs, and develop plans to improve the school's climate and overall learning environment Person(s) Responsible: CLT, Principal Completion Date: August - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Time to meet [ ] [ ] CLT agendas & minutes, surveys

Survey results [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [ ] AA [ ] C


Continue to support Rivera content specific and extracurricular programs and clubs Person(s) Responsible: Principal Completion Date: Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for materials [ ] [X] PO's, observations Surveys [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [ ] AA [ ] C


Continue the Watch Dads of Great Students' (D.O.G.S.) program to promote campus safety and a positive learning environment Person(s) Responsible: Counselors, Principal Completion Date: November - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for supplies, materials, and meetings

[ ] [X] Meeting sign-in & presentation slides

Surveys & volunteer hours

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [X] AA [X] C




FTE Evidence of


Impact

Title I Components


Utilize media and technology fomats to effectively communicate with and provide information to parents regarding campus academic and behavioral expectations and ways they can support the campus mission Person(s) Responsible: All staff Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for technology ($2,000)

[X] [X] Presentation notes, fliers, blogs, facebook, conference notes

Surveys [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [X] T [ ] A [ ] AA [ ] C


Advocate for and seek out an "active" Rivera adopter to sponsor student and staff incentives, volunteer, and provide mentoring and tutoring assistance Person(s) Responsible: Principal & AP, DISD Publicist, CIS Coordinators Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Meeting atttendance, fliers

Volunteer hours, CIS data

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C


Provide opportunites, such as educational classes and training and evening activites and events, for parents, teachers, and students to interact socially and academically Person(s) Responsible: Admin, Teachers, Counselors, CIS Completion Date: Sept. - May 2103 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Sign-in sheets Surveys [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [X] T [ ] A [ ] AA [X] C




FTE Evidence of


Impact

Title I Components


Provide a forum for parents and students to have a "voice" in school decision-making Person(s) Responsible: Principal Completion Date: October - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] committee sign-in sheets, blogs

Surveys [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [ ] AA [ ] C


The Communities in Schools' case manager will provide community resources, services, and activities to address the needs of the whole child and to increase the participation of parents in students' educational experiences Person(s) Responsible: CIS Site Coordinator Completion Date: August - June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] CIS sign-in sh eets & entry logs

CIS data & surveys [X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [ ] AA [X] C


Provide training and resources to improve staff members' capacity to work effectively with minority students and parents Person(s) Responsible: Principal Completion Date: Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

$ for books, materials, etc. ($200)

[X] [ ] Newsletters, meeting logs

observation of involvement, discipline data

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [X] PI [ ] T [ ] A [ ] AA [ ] C




FTE Evidence of


Impact

Title I Components


Continue to utilize Golden Tickets as a means of rewarding and reinforcing campus behavioral and CHAMPS expectations Person(s) Responsible: Counselors, Principal Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Copies of Golden Tickets [ ] [X] Golden Tickets Discipline & Behavioral data

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C


Continue to partner with UNT to provide on-campus Play Therapy services to Rivera's most needy and at-risk Kinder - 2nd grade students Person(s) Responsible: UNT students & staff, Principal, Rivera counselors Completion Date: October - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] Counseling logs Play Therapy data & reports

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C


Rivera teachers will use data to set behavioral SMART Goals, and will use progress monitoring and scoreboards to document progress towards goals Person(s) Responsible: Principal, Counselors, Teachers Completion Date: September - May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

[ ] [ ] SMART Goals, meeting agendas, and notes

Scoreboards, CHAMPS surveys

[X] CNA [X] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C
