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Spring Independent School District

Hoyland Elementary

2021-2022 Campus Improvement PlanAccountability Rating: Not Rated: Declared State of Disaster

Board Approval Date: September 7, 2021 Public Presentation Date: September 2, 2021

Hoyland ElementaryGenerated by Plan4Learning.com 1 of 40

Campus #101919125September 10, 2021 3:53 PM

Mission StatementHoyland Elementary School will be a scholar-centered learning environment that lays the foundation on which children become independent, lifelong learners who have the

strong desire and skill to lead in the future.

VisionThe vision of Hoyland Elementary is to prepare scholars to thrive academically, emotionally, and socially in an ever changing world

Core BeliefsHoyland Pioneers have a heart for teaching and learning!

H-HONESTY: We value integrity

E-ENGAGED: Every student, Every teacher, Every parent

A-ACCOUNTABLE: We hold ourselves accountable

R-RESPECTFUL: We treat each other with respect at all times

T-TEAMWORK: We work as a team

Motto:

Educating our children in the richness of their past, the diversity of their present and the possibilities for their future.



Table of Contents

Comprehensive Needs Assessment 4Needs Assessment Overview 4Demographics 4Student Learning 5School Processes & Programs 8Perceptions 9

Priority Problem Statements 10Comprehensive Needs Assessment Data Documentation 11Goals 13

Goal 1: STUDENT OUTCOMES-Achieve excellent, equitable outcomes for all students 14Goal 2: EQUITY-Remove unacceptable barriers to student and staff success 30Goal 3: ENGAGEMENT-Empower family and student voices in support of positive student outcomes 31Goal 4: WELL-BEING-Ensure all schools are welcoming, safe environments where social and emotional needs are met 32

State Compensatory 33Budget for Hoyland Elementary 34Personnel for Hoyland Elementary 34

Title I Schoolwide Elements 35ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 361.1: Comprehensive Needs Assessment 36ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 362.1: Campus Improvement Plan developed with appropriate stakeholders 362.2: Regular monitoring and revision 362.3: Available to parents and community in an understandable format and language 362.4: Opportunities for all children to meet State standards 372.5: Increased learning time and well-rounded education 372.6: Address needs of all students, particularly at-risk 37ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 373.1: Develop and distribute Parent and Family Engagement Policy 373.2: Offer flexible number of parent involvement meetings 38

Title I Personnel 38Campus Funding Summary 39



Comprehensive Needs AssessmentNeeds Assessment Overview

Hoyland Elementary has many new or novice leaders. Therefore, clear roles and responsibilities have been established for each role along with systems to ensure they areexecuting the right work, and using data to guide decision-making. Systems have been established to monitor the key performance indicators for each role. Continuous cycles ofobservation feedback and professional development will support an increase in leader capacity. All leaders will support teachers in the DDI process to improve, data analysis,planning, content knowledge and instructional delivery.

Teachers use a corrective instruction action planning process, individually and in PLCs to analye data, identify trends in student misconceptoins, determine root cause as to whystudents may not have learned the concept and create plan to reteach. All teachers create and submit daily lesson plans that include clear objectives, opening activitie, timeallotments that indicate the mout of time spent on each step of the lesson, multple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meetthe speific needs of students with disabilities and English learners among other student groups, and daily formative assessments along with exemplar responses.

Professional development is provided based on monitoring and walkthrough data. Teacher instruction is monitored daily and feedback that will improve their performance isprovided. Professional development is planned according to the needs of the teachers as dictated by student data and walkthrough documentation.

Student growth is monitored through a series of data templates and data walls inside of each classroom. Students are taught to set goals and monitor them after each assessments. Parental engagement is crucial to the success of our students at Hoyland. Monthly parental engagement activities are planned to assist parents in helping their child succeed atHoyland Elementary. We believe in the "Village Approach" to educating our students at Hoyland Elemenary.



Demographics

Demographics Summary

Hoyland Elementary is an eleven year old pre-k - 5th grade Title I school in Spring ISD located in the northern area of Houston, Texas. The campus is a neighborhood school andserves students who live in several apartment complexes surrounding the school and homes.

Our 2020-2021 demographic data shows an enrollment of 681 students which is a decrease from previous years. Our African American and Hispanic groups were the largest at59.9% and 33.9% respectively. The remaining 6.2% of the student population is comprised of the following student groups: white, Asian, Hawaiian Pacific Islanders, and Two ormore races. Hoyland's teacher demographics include 56.2% African American, 22.9% Hispanic, 19.5% white and 1.4 % Asian. About 20% of the staff has between 0 to 5 yearsof experience.

The attendance rate at Hoyland Elementary is 95%, which is lower than the district. The student groups at Hoyland Elementary are as follows: 93.8% Economicallydisadvantaged, 52.6% At-risk, 10% Special Education, 2.6% Gifted and Talented, 25% LEP, 5.7% ESL and 1.2% Homeless.

Demographics Strengths

Traditionally the African American student populatoin at Hoyland Elementary has been the majority population. Currently the Hispanic population is 33.9% which is an increaseof 5% since the 2018-2019 school data. Hoyland's teacher demographics include 26% African, American, 11% Hispanic and 9% Caucasion. Hoyland Elementary is becomingincreasingly more diverse. The advantages of a more diverse population allows ours students to learn life long skills that enables them to function in a divers society. Diversitypromotes empathy and reduces prejudices, Improve student achievement, builds student confidence and encourages critical thinking, problem solving and creativity.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): There is a high percentage of students identified as special education. Root Cause: The campus has not monitored RtI systems to ensurethat students' academic and behavioral needs are met.



Student Learning

Student Learning Summary

The information below outlines how the students at Hoyland are performing on state assessments from 2019-2021. As you can see our meets percentage has increased in thirdgrade reading and math, and fifth grade reading and math. Our masters percentage has also increased in third grade reading, and fourth grade math. We are working hard tochange this reality at Hoyland Elementary. Additional resources have been provided by the district and we are certain of our growth for the 2021-2022 school year.

Subject Math Reading Science WritingYear 2019 2021 2019 2021 2019 2021 2019 2021

Third Grade Approaches 63% 56% 72% 62% Meets 29% 33% 36% 39% Masters 9% 8% 20% 22% Fourth Grade Approaches 29% 30% 42% 45% 35% 33%Meets 15% 10% 18% 18% 13% 11%Masters 5% 6% 6% 6% 1% 2%Fifth Grade Approaches 36% 51% 65% 59% 31% 37% Meets 20% 24% 26% 28% 13% 9% Masters 12% 7% 10% 10% 3% 1%

BOY to EOY TPRI and Tejas LEE English and Spanish 2022-2021

2020-2021 MOY to EOY MAP Reading 2020-2021

Grade Level BOY: On or Above GradeLevel

BOY Below Grade Level EOY: On or Above GradeLevel

EOY Below Grade Level

Kindergarten 8% 92% 70% 30%First Grade 27% 73% 58% 43%Second Grade 39% 61% 70% 30%



Grade Level BOY: On or Above GradeLevel

BOY Below Grade Level EOY: On or Above GradeLevel

EOY: Below Grade Level

Third Grade 63% 38% 73% 27%Fourth Grade 67% 33% 57% 43%Fifth Grade 58% 42% 66% 34%

2020-2021 Wave 1 and 2 Circle Results

Wave 1 Wave 2 Wave 1 Wave 2Spanish Needs Support Needs Support On Track On Track

Language Literacy 86% 47% 13% 52%Math 18% 10% 13% 52%Social Emotional 4% 15% 95% 84%

English Needs Support Needs Support On Track On TrackLanguage Literacy 28% 57% 71% 43%Math 28% 27% 71% 72%Social Emotional 2% 20% 97% 80%

2020-2021 TELPAS Results

Proficiency Beginning Intermediate Advanced Advanced HighSpeaking 43% 44% 12% 1%Listening 31% 23% 28% 18%Writing 42% 28% 25% 5%Reading 42% 32% 14% 12%

Student Learning Strengths

Student STAAR results at Hoyland are continuing to grow in every content area. However, the content area of reading has shown the most growth and continue to be a strenght atHoyland Elementary. This is attributed to reading being a campus and district focus.

Hoyland's combined English and Spanish TPRI and Tejas Lee kindergarten students scoreed 70% on track and second grade students scored 70% on tack for their EOYassessments.

Map EOY results show that 66% of our fifth graders and 73% of our third grade students are on track.



Circle EOY results show that 72% of our English students are on track. The Circle results for Social Emotial show that 84% of our English students and 80% of our Spanishstudents are on track.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 2021 STAAR data reveals 11% of our fifth grades and 9% of our fourth grade students were on grade level in math and science. RootCause: The campus did not monitor the instructional delivery of each content across grade levels.

Problem Statement 2: The learning expectations across grade levels are inconsistent. Root Cause: The campus did not monitor schoolwide expectations and processes forparental contact, and student learning.

Problem Statement 3: Student intervention is not consistent campus wide. Root Cause: The campus did not create a plan to monitor intervention consistently.

Problem Statement 4: Teachers are unable to perform a deep dive to successfully analyze student STAAR, MAP and TPRI data. Root Cause: The campus did not provideprofessional development in this area.



School Processes & Programs

School Processes & Programs Summary

At Hoyland we utilize the district curriculum and instructional delivery process. Teachers submit weekly lesson plans and attend professional learning communities weekly. Currently there are twenty-eight pre-k through 5th grade classroom teachers at Hoyland Elementary. The instructional leadership team consist of four interventionist, an assistantprincipal, instructional specialist, student support specialist, new teacher development specialist and literacy coach.

Student culture is a major concern at Hoyland Elementary. We utilize the PBIS program to help maintain a positive student culture. Students earn points to purchase incentivesfor good behavior on a daily basis. This program also helps to deter bullying at the campus.

Teacher retention is low at Hoyland Elementary. The veteran teachers at Hoyland remain, but there is a high turnover rate with the new teachers. Therefore, I've acquired a newteacher development specialist for the campus. The person is responsible for making sure the new teachers have a mentor, providing professional development for the newteachers and ensuring that they are proficient in using the SpringWay routines and procedures.

School Processes & Programs Strengths

The instructional delivery process is a major strength at Hoyland Elementary. Teachers attend professional learning communities weekly to practice, learn and at-bat theinstructional delivery.

The structures and processes are also a strength at Hoyland Elementary. These structures are embedded in our campus culture and include how students, teachers and parents actwith eachother while on campus.

The 21st. Century program is also very popular at Hoyland Elementary. Students receive afterschool tutorials and enrichment for two hours after regular school hours. Thisprogram also bridge the gap between parents and the campus by hosting or providing resources for family engagement activities.

Teacher professional development is tracked and reviewed at the beginning of the year goal setting meeting and middle of the year review to ensure that teachers are receiving theneeded PD.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1 (Prioritized): African American males are being suspended at a much higher rate than any other race Root Cause: The campus did not implement therestorative discipline practices

Problem Statement 2 (Prioritized): There is a lack of consistent progress monitoring of targeted student groups. Root Cause: The campus did not successfully monitor targetedstudent groups.

Problem Statement 3 (Prioritized): 2020 STAAR data indicates a need for professional development in the area of first instruction. Root Cause: The campus did not monitorthe professional development implementation plan of action for teachers.



Perceptions

Perceptions Summary

Our values and beliefs drive our culture and climate at Hoyland Elementary. To ensure that they are at the forefront of all decisions made on the campus, they are included on allcommunication sent to parents and at every campus meeting.

There is a need to understand the needs of the community as it relates to instructional, technology and emotinal supports. A survey will go out at the beginning of the school yearto assess the needs of our parents so that parent engagement will be more beneficial to them.

A Book Give A Way is planned two times a year. Books are based on student interest according to student classroom surveys.

The 21st Century Enrichment programs will headline each parent engagement meeting.

In an effort to showcase 21st Century and the benefits it has to offer, students participating in karate, dance and coding will perform or showcase their talents during assemblies.

Perceptions Strengths

A survey completed in the Fall of 2020, yielded the following perceptions.

Sixty-eight percent of the teacher feel that are opportunities for professional growth and the community has high expectations for their children

Eighty-nine percent of the faculty feel the scool is clean and safe

Seventy- eight percent of the staff values diversity

Seventy-one percent of the faculty feel they are treated respectfully

Problem Statements Identifying Perceptions Needs

Problem Statement 1 (Prioritized): The interest level of students are not considered during instructional planning. Root Cause: The campus did not implement systemicmotivational activities throughout the school year.

Problem Statement 2 (Prioritized): There is a perception that parent conferences do not meet the needs of the parent. Root Cause: The campus did not provide professionaldevelopment on teacher/parent conferences.



Priority Problem StatementsProblem Statement 1: 2021 STAAR data reveals 11% of our fifth grades and 9% of our fourth grade students were on grade level in math and science.Root Cause 1: The campus did not monitor the instructional delivery of each content across grade levels.Problem Statement 1 Areas: Student Learning

Problem Statement 2: African American males are being suspended at a much higher rate than any other raceRoot Cause 2: The campus did not implement the restorative discipline practicesProblem Statement 2 Areas: School Processes & Programs

Problem Statement 3: There is a high percentage of students identified as special education.Root Cause 3: The campus has not monitored RtI systems to ensure that students' academic and behavioral needs are met.Problem Statement 3 Areas: Demographics

Problem Statement 4: The interest level of students are not considered during instructional planning.Root Cause 4: The campus did not implement systemic motivational activities throughout the school year.Problem Statement 4 Areas: Perceptions

Problem Statement 5: There is a perception that parent conferences do not meet the needs of the parent.Root Cause 5: The campus did not provide professional development on teacher/parent conferences.Problem Statement 5 Areas: Perceptions

Problem Statement 6: There is a lack of consistent progress monitoring of targeted student groups.Root Cause 6: The campus did not successfully monitor targeted student groups.Problem Statement 6 Areas: School Processes & Programs

Problem Statement 7: 2020 STAAR data indicates a need for professional development in the area of first instruction.Root Cause 7: The campus did not monitor the professional development implementation plan of action for teachers.Problem Statement 7 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 goalsCampus/District improvement plans (current and prior years)Planning and decision making committee(s) meeting data

Accountability Data

Student Achievement DomainEffective Schools Framework data

Student Data: Assessments

State and federally required assessment information(STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsPrekindergarten Self-Assessment Tool

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progressSpecial programs data, including number of students, academic achievement, discipline, attendance, and progressSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation dataEconomically 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 dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Homeless dataGifted and talented dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsSchool safety data

Employee Data

Professional learning communities (PLC) dataHoyland ElementaryGenerated by Plan4Learning.com 12 of 40


Staff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataTTESS data

Parent/Community Data

Parent engagement rate

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures dataAction research results



GoalsGoal 1: STUDENT OUTCOMES-Achieve excellent, equitable outcomes for all students

Performance Objective 1: By June 2022, 80% of students will reach at least Meets on the Spring 2022 STAAR Reading (3rd-5th grade) assessment.Additionally, by June 2022, 40% of GT students will reach the Masters level on the Spring 2022 STAAR Reading (3rd-5th) assessment. By June 2022, theachievement gap between student groups will decrease.

Targeted or ESF High Priority

Evaluation Data Sources: Exit Tickets, district and campus benchmarks, Unit assessments, Interim and STAAR 2021-2022 STAAR Reading Assessment

Summative Evaluation: Met Objective

Strategy 1 Details ReviewsStrategy 1: Acquire two reading interventionist to support teachers in planning, instructional delivery, data analysis andsmall group instruction.

Strategy's Expected Result/Impact: Result: Increased teacher capacity and target reading intervention.Impact: This strategy is expected to increase student improvement by 50% in reading on campus , district andSTAAR assessments.Staff Responsible for Monitoring: Principal and Asst. PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Improve low-performing schools

Formative SummativeOct Dec Mar June

Strategy 2 Details ReviewsStrategy 2: Acquire a Literacy Coach to support teachers and student literacy across content.

Strategy's Expected Result/Impact: Result: Increased teacher capacityImpact: This strategy is expected to yield a 50% increase in student literacy by the end of the school year.Staff Responsible for Monitoring: Instructional SpecialistAssistant PrincipalPrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools




Strategy 3 Details ReviewsStrategy 3: Provide Guided Reading professional development and ensure implementation is all classrooms.

Strategy's Expected Result/Impact: Result: Increased teacher capacity as measured by daily observationsand Impact: Increased student comprehension by 50% as measured by the 2021-2022 EOY district screenerand STAAR assessment.Staff Responsible for Monitoring: Instructional SpecialistLiteracy CoachPrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals,Build a foundation of reading and math


Strategy 4 Details ReviewsStrategy 4: Provide targeted reading intervention to all student sub-groups during the school day.

Strategy's Expected Result/Impact: Result: Closing academic gaps in student learningImpact: Increased student performance by 50% as measured by campus, district and state assessments andscreenersStaff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools


Strategy 5 Details ReviewsStrategy 5: Decision Point Meetings will be held every reporting period to discuss student progress and develop/editIndividualized reading plans.

Strategy's Expected Result/Impact: Result: Closing achievement gaps in readingImpact: Increased student performance by 50% as measured on EOY screeners, and state assessments.Staff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools




Strategy 6 Details ReviewsStrategy 6: Purchase district approved supplemental resources for accelerated learning and intervention.

Strategy's Expected Result/Impact: Result: Closing the student achievement gapImpact: Increased student performance by 50% on MOY and EOY screeners and the STAAR assessment.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: Supplemental Resources, Kamico, Teach UP, and StemScopes - 211 Title I, Part A - $40,000


Strategy 7 Details ReviewsStrategy 7: Contract with Golden Touch Reading Consultant (Muses3 LLC) to provide reading and writingprofessional development.

Strategy's Expected Result/Impact: Result: Increased teacher knowledge in the area of reading and writingand improved instructional delivery.Impact: Improved STAAR results to meet our 80% goal.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4Funding Sources: - 211 Title I, Part A - 2112.11.125.30.51.6299.00 - $15,000


No Progress Accomplished Continue/Modify Discontinue



Goal 1: STUDENT OUTCOMES-Achieve excellent, equitable outcomes for all students

Performance Objective 2: By June 2022, 80% of students will reach at least Meets on the Spring 2022 STAAR Math (3rd-5th grade) assessment.Additionally, by June 2022, 40% of GT students will reach the Masters level on the Spring 2022 STAAR Math (3rd-5th) assessment. By June 2022, theachievement gap between student groups will decrease.


Evaluation Data Sources: Exit Tickets, district and campus benchmarks, Unit assessments, Interim and STAAR 2021-2022 STAAR Math Assessment


Strategy 1 Details ReviewsStrategy 1: Develop a monitoring schedule to ensure teachers are teaching the new curriculum with fidelity.

Strategy's Expected Result/Impact: Result: Intentional planningImpact: Students at the MEETS level will increase to 80%Staff Responsible for Monitoring: Instructional SpecialistInterventionistPrincipalAsst. PrincipalTitle I Schoolwide Elements: 2.4, 2.6


Strategy 2 Details ReviewsStrategy 2: Purchase Think Up math and Measuring Up math intervention and instructional district approved resources.

Strategy's Expected Result/Impact: Result: Multiple teacher resources for instruction and instructionImpact: Student performance at the MEETS level will increase to 80%Staff Responsible for Monitoring: PrincipalAsst. PrincipalMath InterventionistTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: Think Up Material - 211 Title I, Part A - $20,000


Strategy 3 Details ReviewsStrategy 3: Calendar weekly PLCs for math.

Strategy's Expected Result/Impact: Result: Deeper understanding of the content and lesson deliveryImpact: Student performance at the MEETS level will increase to 80%Staff Responsible for Monitoring: Math InterventionistPrincipalAsst. PrincipalTitle I Schoolwide Elements: 2.4, 2.6Problem Statements: Student Learning 1




Strategy 4 Details ReviewsStrategy 4: Teachers will complete a deep dive analysis (DDAP) after each campus and district assessment.

Strategy's Expected Result/Impact: Result: Teacher knowledge of own dataImpact: Increase ability to focus on the needs of the students identified by the data.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and mathProblem Statements: Student Learning 1


Strategy 5 Details ReviewsStrategy 5: Students will utilize a daily math journal.

Strategy's Expected Result/Impact: Result: Increased student understanding of the content.Impact: Student performance at the MEETS level will increase to 80%Staff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalMath InterventionistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and mathFunding Sources: Student Journals - 211 Title I, Part A - $5,000



Performance Objective 2 Problem Statements:

Student LearningProblem Statement 1: 2021 STAAR data reveals 11% of our fifth grades and 9% of our fourth grade students were on grade level in math and science. Root Cause: Thecampus did not monitor the instructional delivery of each content across grade levels.




Performance Objective 3: By June 2022, 80% of students will reach at least Meets on the Spring 2022 STAAR Science (5th grade) assessment.Additionally, by June 2022, 40% of GT students will reach the Masters level on the Spring 2022 STAAR Science (5th) assessment. By June 2022, theachievement gap between student groups will decrease.


Evaluation Data Sources: Exit Tickets, district and campus benchmarks, Unit assessments, Interim and STAAR 2021-2022 STAAR Science Assessment


Strategy 1 Details ReviewsStrategy 1: Acquire an instructional specialist for science and math to support planning, instructional delivery and andintervention

Strategy's Expected Result/Impact: Result: Provide support for teachers and build capacity in teachersImpact: Increased science scores by 30%Staff Responsible for Monitoring: PrincipalAsst. PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Improve low-performing schools


Strategy 2 Details ReviewsStrategy 2: Implement resources K-12 Summit, Think Up Science and Measuring Up science.

Strategy's Expected Result/Impact: Result: Multiple resources for science instruction and intervention.Impact: Increased percentage of students at the MEETS level in science.Staff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalLiteracy CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Improve low-performing schoolsProblem Statements: Student Learning 1Funding Sources: Think Up, Measuring UP, K-12 Summit - 211 Title I, Part A - $25,000




Strategy 3 Details ReviewsStrategy 3: Create a schedule for the science lab to ensure that each grade level is providing students with labexperience.

Strategy's Expected Result/Impact: Result: Increased student exposure to scienceImpact: Increased performance on science assessments.Staff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6Problem Statements: Student Learning 1Funding Sources: Science Lab Materials - 211 Title I, Part A - $5,000


Strategy 4 Details ReviewsStrategy 4: Hold a science data meeting after each science assessment to review student performance and create nextsteps.

Strategy's Expected Result/Impact: Result: Laser focus on student science dataImpact: Increased percentage of student at the MEETS level.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6Problem Statements: Student Learning 1



Performance Objective 3 Problem Statements:

Student LearningProblem Statement 1: 2021 STAAR data reveals 11% of our fifth grades and 9% of our fourth grade students were on grade level in math and science. Root Cause: Thecampus did not monitor the instructional delivery of each content across grade levels.




Performance Objective 4: By June 2022 (Wave 3), 90% of PK students will reach On Target on CLI Engage/CIRCLE in the areas of PhonologicalAwareness, Letter-Sound Correspondence, and Early Writing. By June 2022, the achievement gap between student groups will decrease.


HB3 Goal

Evaluation Data Sources: 2022 Wave 3 CLI Engage/Circle Assessment


Strategy 1 Details ReviewsStrategy 1: Daily schedule will include a daily reading intervention time.

Strategy's Expected Result/Impact: Result: Closing achievement gapsImpact: Improved student achievement by 50% on the MOY and 40% on the EOY screener.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools


Strategy 2 Details ReviewsStrategy 2: Purchase district approved supplemental resource, Teaching Strategies to assess and track the progress ofall pre-k students.

Strategy's Expected Result/Impact: Result: Increased student achievementImpact: Improved student achievement by 50% on the MOY and 40% on the EOY screener.Staff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: Student readers in English and Spanish - 211 Title I, Part A - $5,000






Performance Objective 5: By June 2022 (Wave 3), 90% of PK students will reach On Target on CLI Engage/CIRCLE in the area of Overall Math. ByJune 2022, the achievement gap between student groups will decrease.


HB3 Goal

Evaluation Data Sources: 2022 Wave 3 CLI Engage/ CIRCLE Assessment


Strategy 1 Details ReviewsStrategy 1: Create a pre-k data tracker to track the math and reading progress of all pre-k students monthly.

Strategy's Expected Result/Impact: Result: Targeted InterventionImpact: Increased student achievement by 50% on the MOY and 40% on the EOY screenersStaff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: Paper - 211 Title I, Part A - $600


Strategy 2 Details ReviewsStrategy 2: Create monthly pre-k math and reading assessments.

Strategy's Expected Result/Impact: Result: Just in time supportImpact: Increased student improvement by 50% on the MOY and 40% on the EOY screenerStaff Responsible for Monitoring: Instructional SpecialistPrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: Assessments for Pre-K - 211 Title I, Part A - $1,200






Performance Objective 6: By June 2022 (EOY), 65% of 3rd-5th grade students will exceed their growth expectations on MAP Reading. By June 2022, theachievement gap between student groups will decrease.


Evaluation Data Sources: 2022 EOY MAP 3-5 Reading Assessment


Strategy 1 Details ReviewsStrategy 1: Provide professional development to all teachers on MAP and utilization of MAP data.

Strategy's Expected Result/Impact: Result: Increased teacher capacityImpact: Targeted student intervention and increased student growth expectation in 70% of 3-5 students.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistLiteracy CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals,Build a foundation of reading and math, Improve low-performing schools


Strategy 2 Details ReviewsStrategy 2: Build intervention time in the daily schedule to address student learning deficits as identified by MAP.

Strategy's Expected Result/Impact: Result: Targeted interventionImpact: Closing student achievement gaps by 50%Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistInterventionistLiteracy Coach


Strategy 3 Details ReviewsStrategy 3: Teachers will progress monitor intervention students on academic deficits identified by MAP data weekly.

Strategy's Expected Result/Impact: Result: Targeted interventionImpact: Increased student growth of 70% of 3-5 students.Staff Responsible for Monitoring: Instructional SpecialistPrincipal Assistant PrincipalInterventionistLiteracy CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools




Strategy 4 Details ReviewsStrategy 4: Provide daily reading intervention to Tier III and Tier II students.

Strategy's Expected Result/Impact: Result: Increased student reading performanceImpact: Increased student growth expectation by 70% of students in grades 3-5.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInterventionistLiteracy CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools






Performance Objective 7: By June 2022 (EOY), 65% of KG-5th grade students will exceed their growth expectations on MAP Math. By June 2022, theachievement gap between student groups will decrease.


HB3 Goal

Evaluation Data Sources: 2022 EOY MAP K-5 Math Assessment

Strategy 1 Details ReviewsStrategy 1: Provide professional Development on MAP Math data sources

Strategy's Expected Result/Impact: Result: Increase teacher capacityImpact:Targeted student intervention and increased student growth expectation in 70% of K-5 students.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers andprincipals, Build a foundation of reading and math, Improve low-performing schoolsFunding Sources: RtI materials - 211 Title I, Part A - $5,000


Strategy 2 Details ReviewsStrategy 2: Provide daily pull -out or push in math intervention to all Tier II and III students

Strategy's Expected Result/Impact: Result: Decreased achievement gapImpact: Increased student growth expectation in 70% of K-5 students.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: RtI Intervention Materials - 211 Title I, Part A - $5,000




Strategy 3 Details ReviewsStrategy 3: Teachers will progress monitor intervention students on academic deficits identified by MAP math dataweekly

Strategy's Expected Result/Impact: Result: Targeted interventionImpact: Increased student growth of 70% of K-5 students.Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools


Strategy 4 Details ReviewsStrategy 4: Build math intervention time in the daily schedule to address student learning deficits as identified byMAP.

Strategy's Expected Result/Impact: Result: Targeted interventionImpact: Closing student achievement gaps by 50%Staff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: RtI Student books - 211 Title I, Part A - $5,000






Performance Objective 8: By June 2022 (EOY), 65% of KG-2nd grade students will be "on grade level" as measured by mCLASS (may be adjustedfollowing review of baseline data). By June 2022, the achievement gap between student groups will decrease.


HB3 Goal

Evaluation Data Sources: 2022 EOY K-2 mCLASS Assessment

Strategy 1 Details ReviewsStrategy 1: Provide professional development on Utilizing mCLASS data to all K-2 teachers.

Strategy's Expected Result/Impact: Result: Increased teacher capacityImpact: A decreased student achievement gap of sub groups.Staff Responsible for Monitoring: PrincipalAssistant PrincipalLiteracy CoachInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals,Build a foundation of reading and math, Improve low-performing schools


Strategy 2 Details ReviewsStrategy 2: Build intervention time in the daily schedule to address student learning deficits as identified by mCLASS.

Strategy's Expected Result/Impact: Result: Decreased student deficitsImpact: a 50% increase of student on grade level by the MOY and a 20% increase of the students on gradelevel by as measured by EOY mCLASS.Staff Responsible for Monitoring: PrincipalAsst. PrincipalInstructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools


Strategy 3 Details ReviewsStrategy 3: Teachers will progress monitor intervention students on deficits identified by mCLASS weekly.

Strategy's Expected Result/Impact: Result: Targeted InterventionImpact: Increased student growth by 50%




Staff Responsible for Monitoring: PrincipalAPInstructional SpecialistLiteracy CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools





Performance Objective 9: By June 2022, attendance rates will improve by 1.5% when compared to the final campus rate in 2019.


Evaluation Data Sources: 2022 Final Campus Attendance Rating

Strategy 1 Details ReviewsStrategy 1: Reconcile attendance weekly to ensure the capture of all students with attendance concerns.

Strategy's Expected Result/Impact: Result: Just in time supportImpact: Increased attendance rate by 1.5%Staff Responsible for Monitoring: PrincipalAttendance ClerkAt-risk counselorAsst. PrincipalTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schools


Strategy 2 Details ReviewsStrategy 2: Provide attendance incentives for students and parents.

Strategy's Expected Result/Impact: Result: Recognition for attendanceImpact: Increased student attendance by 2%Staff Responsible for Monitoring: PrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools


Strategy 3 Details ReviewsStrategy 3: Contact parents of absent students on the day of the absence.

Strategy's Expected Result/Impact: Result: Decreased student attendanceImpact: Increased student attendance by 2% by the end of the 2021-2022 school year.Staff Responsible for Monitoring: Principal Assistant PrincipalAttendance ClerkTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools




Strategy 4 Details ReviewsStrategy 4: Create an attendance tracker for each teacher to document parental contact of absent students.

Strategy's Expected Result/Impact: Result: Documented parental contactImpact: Increased student attendance by 2 %Staff Responsible for Monitoring: PrincipalAssistant PrincipalAt-risk counselorAttendance ClerkTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schools





Goal 2: EQUITY-Remove unacceptable barriers to student and staff success

Performance Objective 1: By June 2022, achievement gaps between student groups will be decreased.


HB3 Goal

Evaluation Data Sources: Unit assessments, Data trackers, Benchmarks,

Strategy 1 Details ReviewsStrategy 1: Acquire a .5 Bilingual interventionist to provide services to the ELL population at Hoyland Elementary.

Strategy's Expected Result/Impact: The EL Meets category will increase by 20% on the 2022 STAAR.Staff Responsible for Monitoring: Principal, AP, Instructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and mathFunding Sources: - 211 Title I, Part A - $13,000


Strategy 2 Details ReviewsStrategy 2: Purchase STAAR resource material in Spanish and English

Strategy's Expected Result/Impact: Result: Equal opportunity to learn Impact: Decrease the meets percentage gap by 15% between sped and non-sped students.Staff Responsible for Monitoring: Principal, AP, Interventionist, Instructional SpecialistTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and mathFunding Sources: RtI instructional resources for students and teachers - 211 Title I, Part A - $2,000


Strategy 3 Details ReviewsStrategy 3: Purchase resources and supplies to ensure students and teachers have all materials and resources needed tosuccessfully participate in the learning environment. (pencils, paper, markers, crayons, folders, chart paper, scissors,staplers, journals, paper clips, chart paper index cards, construction paper, science supplies and resources, chromebooks, iPads, cameras, etc.)

Strategy's Expected Result/Impact: Result: Increased student engagementImpact: Decrease in the achievement gap of all sub groupsStaff Responsible for Monitoring: PrincipalAsst. PrincipalTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: Classroom resources and supplies - 211 Title I, Part A - $50,000





Goal 3: ENGAGEMENT-Empower family and student voices in support of positive student outcomes

Performance Objective 1: By June 2022, campuses will implement at least two high-leverage strategies to engage families and communities that best meetthe needs of the stakeholders. Campus will determine the measure of success.


Evaluation Data Sources: Sign-in sheets, parent survey

Strategy 1 Details ReviewsStrategy 1: Host Family Learning Workshops at the beginning of each report period.

Strategy's Expected Result/Impact: Result: Empowered parentsImpact: Increased parent ability to help students at home.Staff Responsible for Monitoring: PrincipalAssistant Principal21st Century CoordinatorTitle I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schoolsFunding Sources: Supplies for Parent Center - 211 Title I, Part A - $2,000


Strategy 2 Details ReviewsStrategy 2: Utilize the campus translation device during all parent meetings to support parents of ELL students

Strategy's Expected Result/Impact: Result: Inclusion of all parentsImpact: Increased parental involvementStaff Responsible for Monitoring: PrincipalAsst. PrincipalTitle I Schoolwide Elements: 2.4, 2.6, 3.1 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schools


Strategy 3 Details ReviewsStrategy 3: Purchase more translation device kits for family engagement activities at the campus.

Strategy's Expected Result/Impact: Result: Inclusion of all parentsImpact: Increased parental involvementStaff Responsible for Monitoring: PrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.4, 3.1 - TEA Priorities: Build a foundation of reading and math, Improvelow-performing schoolsFunding Sources: Translation Kits - 211 Title I, Part A - $3,300





Goal 4: WELL-BEING-Ensure all schools are welcoming, safe environments where social and emotional needs are met

Performance Objective 1: By June 2022, campuses will implement at least two high-leverage SEL strategies that meet the needs of the students, staff, andthe community. Campus will determine the measure of success.


Evaluation Data Sources: Sign-In Sheets (participants)AgendasImpact data

Strategy 1 Details ReviewsStrategy 1: SEL time will be built into the master schedule. Each teacher will include a SEL strategy in their dailylesson plan.

Strategy's Expected Result/Impact: Result: Campus wide implementationImpact: increased self-awareness, academic achievement and positive behaviors in studentsStaff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional SpecialistLiteracy CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Improve low-performing schools


Strategy 2 Details ReviewsStrategy 2: Include a SEL strategy at the beginning of each faculty meeting, and each parent engagement function.

Strategy's Expected Result/Impact: Result: Adult self-awarenessImpact: Adults with the ability to recognize, understand, label and regulate their own emotions.Staff Responsible for Monitoring: PrincipalAssistant PrincipalTitle I Schoolwide Elements: 3.1, 3.2 - TEA Priorities: Improve low-performing schoolsFunding Sources: Light Snacks - 211 Title I, Part A - $600


Strategy 3 Details ReviewsStrategy 3: Purchase and implement PBIS Rewards

Strategy's Expected Result/Impact: Create a positive school culture.Staff Responsible for Monitoring: PrincipalAssistant PrincipalTitle I Schoolwide Elements: 2.6Funding Sources: PBIS Program - 211 Title I, Part A - 2112-13-125-3051-6299.00 - $3,100





State CompensatoryBudget for Hoyland Elementary

Account Code Account Title Budget

6100 Payroll Costs

1992-11-125-11-51 6118 Extra Duty Stipend - Locally Defined $5,500.00

6100 Subtotal: $5,500.00

6300 Supplies and Services

1992-11-125-24-58 6321 Textbooks $3,000.00

1992-11-125-24-58 6399 General Supplies $2,000.00

6300 Subtotal: $5,000.00

6400 Other Operating Costs

1992-11-125-24-58 6494 Reclassified Transportation Expenses $750.00

1992-36-125-99-58 6494 Reclassified Transportation Expenses $250.00

6400 Subtotal: $1,000.00



Personnel for Hoyland Elementary

Name Position Program FTE

Brittany Bacarisse Instructional Specialist State Comp. Ed. 1

Erin McClendon Interventionist State Comp. Ed. 1

Laura Hicks Student Support Specialist State Comp. Ed. 1

Najered Ross At-risk counselor State Comp. Ed. 1



Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

The Title I, Part A Campus Improvement Plan is based on a Comprehensive Needs Assessment (CNA) of the entire school. It reflects the status of academic achievement of ourscholars in relation to the challenging state academic standards focusing on students who are failing to or are at-risk of failing to meet the rigorous state academic standards andthose determined by local policy. The Comprehensive Needs Assessment (CNA) includes a deliberate focus on achievement for special populations such as At-Risk, SpecialEducation, English Learners, Economically Disadvantaged and Gifted & Talented.

The most recent date the Comprehensive Needs Assessment (CNA) was developed/reviewed/revised/approved is noted in the CNA section of Plan4Learning. The comprehensivelist of stakeholders engaged in the development, review, revisions, and approval of the CNA will be documented in the Committees section of Plan4Learning. The committee, aswell as specialized subcommittees, will meet throughout the school year as new data becomes available and/or when the needs of scholars require campus-level action. Thedistrict goal is to conduct at least 2 meetings during the 2021-2022 fall semester (July 2021-December 2021) and at least 3 meetings during the 2021-2022 spring semester(January 2022-July 2022).

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

The Campus Improvement Plan (CIP) is developed in collaboration with parent(s), community member(s), and campus personnel including teachers, paraprofessionals, campusleaders and leadership team members, and district administration. The committee may include additional stakeholders such as specialized instructional support, technical-assistance personnel, and other campus staff, as needed. Secondary-level (MS/HS) campuses may also include student input through membership on the CIP team. The list ofstakeholders who participate in the development and review of the CIP may be found in Plan4Learning in the Committees section.

2.2: Regular monitoring and revision

The CIP remains in effect for the duration of the school's identification as a Title I campus. The plan and its implementation shall be regularly monitored and revised as necessary,based on scholars' needs to ensure that all students are provided opportunities to meet the challenging state academic standards. (ESSA Sec. 12114(b)(3)). The monitoring mustinclude students defined as economically disadvantaged, each major racial and ethnic group, students with disabilities, English learners (ESSA Section 1111(c)(2)) and "at-risk"students [TEC 42.152(d)].

The date the CIP and District Improvement Plan (DIP) were developed/reviewed/revised/approved is noted in Plan4Learning under the Goals tab for the District and for eachcampus.

2.3: Available to parents and community in an understandable format and language

The CIP is readily available to parents and the community on our campus website. Upon request, an electronic or paper copy will be provided to interested parties. The CIP hasbeen translated into Spanish and both versions are posted on our web page. The campus and/or district will, to the extent possible, provide translations into other languages.Communication will be provided to families at the beginning of the year and during the fall Open House to address this option. (ESSA, Sec. 1114(b)(4)) Hoyland ElementaryGenerated by Plan4Learning.com 36 of 40


2.4: Opportunities for all children to meet State standards

Campus-wide Reform Strategies: Sec. 1114(b)(7)(A)(i-iii) The school determines campus-wide reform strategies based upon formative and summative student achievement data.The CIP includes a description of how such strategies will provide opportunities for all children, including each of the student populations (economically disadvantaged students,students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2]) to meet the challenging state academic standards.

This requirement is documented at the strategy level in Plan4Learning. Each strategy meeting the requirements of 2.4 include this Element designation above the strategy.

2.5: Increased learning time and well-rounded education

The campus will use methods and instructional strategies that strengthen the academic program, increase the amount and quality of learning time, and help provide an enrichedand accelerated curriculum through programs, activities, and courses necessary to provide a well-rounded education.Within the Goals, Performance Objectives and Strategies sections in Plan4Learning, the campus lists and describes methods and instructional strategies that strengthen itsacademic program, increase the amount and quality of learning time, and provide an enriched and accelerated curriculum necessary to a well-rounded education. The campusidentifies at least 1 (one) instructional strategy and as many as necessary to address the identified needs. For validation, the campus will submit 1-5 (one to five) strategies.

2.6: Address needs of all students, particularly at-risk

The campus will address the needs of all students it serves with a focus on the needs of students identified as “At Risk” of unsuccessfully demonstrating mastery of thechallenging State academic standards.Within the Goals, Performance Objectives and Strategies sections in Plan4Learning, the campus identifies how it will address the needs of all students including a particular focuson students deemed “At Risk” of not meeting State standards. The campus identifies at least 1 (one) instructional strategy addressing the needs of all students especially the needsof “At Risk” students and student populations and as many as necessary to address the identified needs. For validation, the campus will submit 1-5 (one to five) strategies.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

The school jointly developed a written parent and family engagement policy and a school parent compact with parents and family members of our students. The policy describesthe ways Spring ISD fulfills the requirements for partnering with parents and families as we provide a high quality education. Our school believes that this partnership is essentialfor students to succeed. This partnership includes:

• Assisting parents to understand the state standards (TEKS) and curriculum• Understanding state (STAAR/EOC) and local assessment standards• How to work with the school to improve their child’s achievement• Providing materials and training to help parents work with their child, such as literacy and technology training• Parent curriculum workshopsThe School Parent compact outlines how parents, the entire school staff and students will share the responsibility for improved academic achievement. Spring ISD also embracesfamily and community engagement as it is clearly outlined in our 5-year Strategic Plan as one of our 5 imperatives:

Engaged Stakeholders in Every CommunityOur Parent and Family Engagement performance indicators include:



• Increase percentage of schools with an active PTA or PTO• Increase percentage of stakeholders participating and engaged/highly engaged with Spring ISD• Increase parent rating of overall quality of education provided by Spring ISD• Increased two-way communication with parents and stakeholders• Increase the number of student-enrichment opportunities with higher education or business partners

A list of the individuals and their roles who assisted with the development of the Parent and Family Engagement Policy and Compact can be found in the Committees section ofPlan4Learning. The Parent and Family Engagement Policy is published on the school's website and distributed throughout our community.

3.2: Offer flexible number of parent involvement meetings

The school provides a flexible number of meetings for parents. At the district level, the parents meet 4 times annually and serve on a Parent Advisory Council. At the school levelwe encourage our parents to participate in all enrichment activities as well as academic focused training and workshops such as Language Acquisition courses, technology trainingand many academic and social/emotional focused workshops. We also have a volunteer program in place where parents may donate their time and their talents in the schools, suchas reading in the classroom, participating in College and Career Days as well as serving on the Watch DOGS committee.



Title I PersonnelName Position Program FTE

Jannete Licea Teacher Title I 0.5



Campus Funding Summary211 Title I, Part A

Goal Objective Strategy Resources Needed Account Code Amount1 1 6 Supplemental Resources, Kamico, Teach UP, and StemScopes $40,000.00

1 1 7 2112.11.125.30.51.6299.00 $15,000.00

1 2 2 Think Up Material $20,000.00

1 2 5 Student Journals $5,000.00

1 3 2 Think Up, Measuring UP, K-12 Summit $25,000.00

1 3 3 Science Lab Materials $5,000.00

1 4 2 Student readers in English and Spanish $5,000.00

1 5 1 Paper $600.00

1 5 2 Assessments for Pre-K $1,200.00

1 7 1 RtI materials $5,000.00

1 7 2 RtI Intervention Materials $5,000.00

1 7 4 RtI Student books $5,000.00

2 1 1 $13,000.00

2 1 2 RtI instructional resources for students and teachers $2,000.00

2 1 3 Classroom resources and supplies $50,000.00

3 1 1 Supplies for Parent Center $2,000.00

3 1 3 Translation Kits $3,300.00

4 1 2 Light Snacks $600.00

4 1 3 PBIS Program 2112-13-125-3051-6299.00 $3,100.00

Sub-Total $205,800.00

Budgeted Fund Source Amount $205,800.00

+/- Difference $0.00

Grand Total $205,800.00



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