Florence Hill Elementary SchoolPrincipal Patty Cunningham

Campus Improvement Plan2012-2013

Mission Statement

Campus Overview

CO N T E N T S

Florence Hill Elementary School is located at 4213 Robinson Road in the far southern sector of Grand Prairie Independent School District between Interstate 20 and Joe Pool Lake. Established in 1898 the Florence Hill community was founded by two families, the Florences and the Hills. The first Florence Hill community school was built in 1915. Destroyed by fire a second school was built on the property in 1939. Today’s building, located on the same property, and was built in 1990. The concrete cornerstones from the two previous buildings are prominently displayed in the foyer. A display case in the entryway showcases memorabilia dating back to the 1920’s. Located on the Florence Hill property is a library that once served the Florence Hill community and is now utilized by Scout troops and also a large rock fireplace can be seen that was part of the “teacherage” of the 1915 school. The staff and students of Florence Hill are very proud of the history of which we are now a part. Today’s student population is 36% African American, 37% Hispanic, 14% Anglo and 13% Asian. Florence Hill operates a Title I, Part A Schoolwide program and is ranked by the Texas Education Agency as an Exemplary campus.For the 2011 – 2012 school year Florence Hill met Adequate Yearly Progress (AYP) as required by the federal government.

Florence Hill Elementary will provide a positive, safe, and secure environment that will empower students to learn while building self-esteem. Students will be afforded the opportunity to experience success and mutual respect which will prepare

them to be life-long learners. The Florence Hill community will cooperate to produce responsible individuals who are able to adapt to an ever-changing society.

Grand Prairie Independent School District Improvement Plan Executive Summary

Campus Comprehensive Needs Assessment (CNA)

CNA Data Documentation

CNA Narrative

Campus Improvement Plan Executive Summary

Campus Improvement Plan Strategy Charts

State Compensatory Education Program Overview

Title I, Part A Program Overview

Campus Improvement Committee Roster 2011-2012

Formative Evaluation Process and Documentation

Attachments

Grand Prairie ISD District Improvement Plan Executive Summary

1) Parents and community members will be full partners with educators in the education of GPISD students. [TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)Performance Objective 1.1: GPISD will develop a standardized documentation process for campus and district parent and community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness of the programs.Performance Objective 1.2: GPISD will increase participation in current parent and community involvement efforts such as the Home Instruction for Parents of Preschool Youngsters program, Health Fairs and adult language classes by 10% annually for previously underrepresented groups and campuses.

2) Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Performance Objective 2.1: GPISD will increase instructional time by raising student attendance to the exemplary level of 98%.Performance Objective 2.2: GPISD will review and revise the process for identifying at-risk students to provide longitudinal student data to more effectively focus instruction, interventions and related services.Performance Objective 2.3: GPISD will standardize the process for developing prescriptive academic services for identified LEP, Gifted and Talented and Special Education students.Performance Objective 2.4: GPISD will increase the percentage of students meeting state requirements on TAKS to 95% in all student groups in order to achieve a district rating of Exemplary.

3) Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)Performance Objective 3.1: GPISD will implement a standardized documentation process to monitor the utilization of the CSCOPE online curriculum to establish baseline data to measure core content curriculum implementation.Performance Objective 3.2: GPISD will coordinate efforts between the departments of Teaching and Learning, Staff Development and Instructional Technology to increase the CSCOPE effective lesson plan database by 10% annually.Performance Objective 3.3: GPISD will document state required curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence.

4) Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)Performance Objective 4.1: GPISD will provide communication and training based on improved data regarding students at-risk of dropping out of school. (See Performance Objective 2.2.)Performance Objective 4.2: GPISD will reduce dropout rates and increase graduation rates for all students to the exemplary rate set by the Texas Education Agency.Performance Objective 4.3: GPISD will increase the number of students graduating within four years of entering high school by 10% per year.

5) Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)Performance Objective 5.1: GPISD will annually document the Highly Qualified Continuous Improvement Plan equity analysis for 100% compliance with proper certifications and equitable assignments for experienced teachers.Performance Objective 5.2: GPISD will document a staff development plan that addresses compliance with certifications, advanced degrees, instructional technology applications and the relationship capacity necessary for effective teaching and learning.

6) Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data Driven Management)Performance Objective 6.1: GPISD will increase STaR ratings in the Leadership, Administration and Instructional Support category to Advanced Technology for 100% of campuses (18 remaining).Performance Objective 6.2: GPISD will increase STaR ratings in Educator Preparation and Development to Advanced Technology for 100% of campuses (18 remaining).Performance Objective 6.3: GPISD will increase STaR ratings in Teaching and Learning to Advanced Technology for 100% of campuses (27 remaining)

7) GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)Performance Objective 7.1: GPISD will review and revise the process for campus discipline referrals and for removal of students to a disciplinary alternative education setting to establish a standardized process to improve student interventions.Performance Objective 7.2: GPISD will implement curriculum and student activities to address behavioral issues through curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence. (See Performance Objective 3.3)

Campus CNA Data Documentation

Campus Academic Excellence Indicator System AEIS Report TAKS ReturnPublic Education Information Management System Reports Demographic DataAttendance Data At-Risk DataEduphoria Training Records STaR Chart DataCSCOPE and RTI Data Staff Development EvaluationsStaff Annual Evaluation Data Parent Involvement Records

Comprehensive Needs Assessment Narrative

Parent InvolvementFlorence Hill Elementary has a Parent Volunteer Coordinator and a Community Liaison that ensure improved communication with parents. Currently approximately 25 parents are actively involved in the planning and execution of parent and family activities for the school. The PTA sponsors numerous events throughout the year including special restaurant nights, a carnival, and fund-raising activities all benefiting student activities. The largest project of the PTA is the sending of all fifth grade students to Camp Grady Spruce for 2 nights and 3 days. This exceptional outdoor education experience is of no cost to the students. Our Watch D.O.G.S. (Dads of Great Students) program is very active. Seventy two (72) dads attended the kickoff event in September. This is an increase over the 43 dads attending last year. And as of October 15 we have had 7 Dads spend a day at FH in the role of Watch D.O.G.S. Our school supports the efforts of the Parent Involvement Center (PIC) and this year will host technology classes as well as nutrition and parenting classes. Last spring we hosted a Volunteer Breakfast and had over 50 parents in attendance.

Florence Hill is now in the second year as a Title I, A Schoolwide program. We are committed to involving our parent and community supporters to assist with a comprehensive and effective program. Title I surveys are distributed to all families. A weekly newsletter highlighting Florence Hill activities and events is sent to all parents on Tuesdays from the principal and is written in English and Spanish. This year, in addition to a hard copy letter being sent home, the letter is also sent through Skyward email. The Skyward email system is now being utilized as often as need to keep parents informed of events at Florence Hill.

Student AchievementFlorence Hill serves over 150 at risk students, some with multiple indicators as to why they are classified “at risk”. Current enrollment includes 37 students who have been retained at some point during their school career and 7 fifth grade students who did not pass TAKS on the 2011 administration when they were in 3rd grade. Additionally our “at risk” population shows concentrations in the indicators: reading readiness and Limited English Proficiency. (There are nine languages spoken at Florence Hill) Most recent TAKS scores (Spring 2011) for all students are: Reading – 94%, Math – 96%, Science – 96% and Writing – 93%. The raw data provided to GPISD from TEA on the STAAR test administered in Spring 2012 indicated that Florence Hill was above average but in order to maintain our exemplary status we will need to include various forms of RtI interventions for many of our students. After school enrichment is this year known as Camp STAARDOM.

Florence Hill utilizes the services of both a Math/Science Strategist and a Literacy Strategist to assist with data analysis, lesson planning and improved instructional delivery. Camp STAARDOM for students in need of such is available from classroom teachers on Mondays (math) and Tuesdays (reading). Two retired educators are currently assisting with small group “pull-out” instruction several days a week to serve our RtI-Tier 3 students. The content strategists assist with identifying students in need and with the planning and delivery of these instructional sessions. Florence Hill teachers and administrators participate in the Kilgo TEKS training and in Capturing Kids Hearts training. This program focuses on the relational capacity necessary on a campus to assure student success. Campus based training efforts focus heavily on data analysis for improved lesson planning and instructional delivery. Grade level teams meet with administrators and strategists on a regular basis to review data and plan for future content delivery. Campus administrators conduct weekly walk-through evaluations of all instructional staff in order to assure that lesson planning and delivery is of the proper rigor and relevance to assure learning for all. Any weaknesses can be addressed in a timely manner to further enhance the learning environment.

Curriculum ImplementationCurrent information regarding new state assessments of student achievement, STAAR, show a strong correlation to scope, sequence and content with CSCOPE core curriculum. Teachers spent two days over the summer learning more about CSCOPE and planning their lessons utilizing this new knowledge. Focusing on the specificity of each new concept to be taught, and utilizing the key components of CSCOPE teachers now plan lessons with more focus on rigor and vocabulary. Content Strategists will assist with training and classroom follow-up. New curriculum being utilized this year is Daily Five – a comprehensive approach to reading. On-going training on Daily Five and Guided Reading will continue throughout the school year. A TEA sponsored computer based math program – Thinking through Math is also being implemented this year.

To support the Science TEKS objectives and integrated learning experiences, the Florence Hill Outdoor Habitat is fully utilized. All grade levels have sections in the garden for which they are responsible. 3rd, 4th and 5th grade students participate in “Green Team” activities for maintenance of the area and the implementation of a recycling program. All fifth grade students travel to Camp Grady Spruce in the spring to further enhance their knowledge of science and the environment. (this trip is sponsored by the Florence Hill PTA)

Specialized programs at Florence Hill include 2 CARE (children with autism and related exceptionalities). One class is for students in grade levels K-1-2 and the other for grades 3-4-5. Florence Hill also has a newly designed class/program that serves as a PPCD (preschool program for students with disabilities) in coordination with a tuition based Pre-K. Currently these specialized programs serve a total of 38 students.

Florence Hill addresses the requirements of specialized curriculum as well. By assuring the implementation of both Capturing Kids Hearts and Rachel’s Challenge curriculum, Florence Hill is focusing on Relational Capacity and continuing to teach kindness and compassion to all students. These programs also support the district’s suicide prevention plan. In addition, our Pillars of Character program focuses on one character trait per month to provide our students with essential qualities to be successful in a global society.

Dropout Prevention Campus informational sessions and necessary training will continue to include the “at risk” categories and training regarding effective identification and interventions. As a campus, the more we know each student, their strengths, weaknesses and outside factors that may impact their learning (positively and/or negatively) the more we can guide them on a pathway that will include both the desire and skills necessary to achieve their high school diploma. Florence Hill has an aggressive plan in place to move our average attendance rate of 96% to the desired rate of 98%. It is also our desire that students arrive on time and do not leave early. Time out of class is instruction lost. Parents are informed when their students have had excessive tardies and/or excessive “early leavers”. To attain the 98% we award perfect attendance every two weeks at Pride Rally (a campus assembly to celebrate all aspects of success at Florence Hill)

Highly Qualified and Effective Personnel/Professional development and trainingThe federal requirement for placement of properly certified teachers in all classrooms is addressed at the district level. Reports are submitted by central staff as well. The charge in this area for the campus is to ensure training and technical assistance for teachers to become increasingly more effective. Florence Hill has seven new staff members this year. All Florence Hill staff is certified as Highly Qualified. Each staff member is encouraged to be a life long learner and guided toward additional certifications and leadership roles as their interest and skill set indicate. Currently nine staff has earned Master’s Degrees and two are in school at this time to further their education. In addition to the principal and assistant principal, two staff members hold administrator certification.

Content Strategists will continue to assist campus administration with assessment of teacher needs for training. The Campus Principal will ensure that all staff attends required training at the district level. The campus based training plan will address the instructional strategies and interventions noted in the final CIP. Florence Hill is also committed to continued utilization of Kilgo training regarding data analysis of student achievement for driving instruction. Content Strategists address the need to support all training with follow-up and assistance in the classroom. Teachers who are in need of assistance over and above that which the Strategists can offer will meet with the principal and write collaboratively will write a “comprehensive growth plan” focusing on their area(s) of need.

Specific training opportunities this year focus on:

Instructional technology Professional Learning Communities (collaborative planning and interventions) Daily Five (a reading program being utilized in grades K-5)

Instructional TechnologyReviewing StAR Chart data and conducting a teacher survey makes it apparent that Florence Hill has tremendous need for additional technology within the building and in the hands of teachers. Florence Hill has one computer lab, 12 additional computers for use in the library, the teachers each have an “elmo” but beyond that the campus is technologically lacking. On a campus an increased number of teachers are part of the technology generation, we are missing educational opportunities by not having the resources necessary. Teachers are using their personal iPads and other devices to link into specialized learning opportunities.

Student involvement with technology is ever increasing. Several teachers now have a “blog” and students are now being afforded the opportunity to create their own blog by utilizing kidblog.org.

However the use is not campus wide at this time. Student achievement data supports the need for a variety of supplemental strategies, including the use of instructional technology, to address individual needs and to accelerate learning. In addition it is noted that the readiness of teachers to use new technology will need to be assessed and on-going training provided by our IMS. 2012-2013 will be a year of emphasis on improving the instructional technology used at Florence Hill. Currently the programs Achieve 3000 and FastForward are being used by our at risk students.

District fiscal requirements for the purchase of supplies and materials include a noted connection to strategies in the CIP. Instructional technology purchases will be reviewed for effectiveness prior to purchase.

Safe and Secure EnvironmentThe discipline plan at Florence Hill focuses primarily on the implementation of Capturing Kids Hearts. With a social contract in every classroom and students being responsible for “checking” their own behavior as well as that of their peers, discipline that results in an office referral has been greatly reduced. As new students enroll they are taught the behaviors expected in the classroom and throughout the building and with reinforcement of the expectations daily it increases the positive behaviors of all students.

As a Rachel’s Challenge campus we have this year, under the guidance of our counselor, incorporated Rachel’s Challenge into what was formerly our Student Council. They are now the KC Club (Kindness and Compassion) The Student Council officers who were recently trained at a TEPSA training held in Southlake are the “club officers” and all former student groups have been included in the KC Club spectrum.

To assist with our At Risk students our Handprints on Heart program has taken on an even greater role at Florence Hill. Every adult in the building will mentor at least one student. This project is also being led by our school counselor.

Further, to engage students in being active and maintaining good grades and behaviors we will implement after school “Clubs” this year beginning November 1. These are being led by teachers and parents and include such activities as knitting, chess, book studies, technology, writing, theater, music, running, etc.

Goal 1: Parents and community members will be full partners with educators in the education of GPISD students. [TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)Summative Evaluation Measurement Tool(s): Final documentation of parent involvement / volunteer effortsFunding Information: 199, Title I APerformance Objective 1.1: Implement a standardized documentation process for campus and district parent and community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness of the programs.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible1.1.1: Review and improve the current documentation system for parent and community involvement and volunteer efforts to include type of activity, attendance and participant feedback.

NovemberDocumentation formsFeedback formsPurchase and utilize a computer based sign in system

Campus PrincipalCampus SecretaryParent Liaison

1.1.2: Increase the number of parents involved in campus activities by 15% over last year.

Each 9 weeks period

Title I parent surveyReports generated by Positive Proof sign in system

Campus PrincipalCampus SecretaryParent Liaison.

1.1.3 Increase communication with all parents.

Each Week Weekly letters and newsworthy events sent by Skyward email to all parents

Campus Principal

Goal 1: Parents and community members will be full partners with educators in the education of GPISD students. [TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)Summative Evaluation Measurement Tool(s): PIC records, attendance recordsFunding Information: Title I APerformance Objective 1.2: Increase participation in current parent and community involvement efforts by 10% annually, including previously underrepresented groups.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible1.2.1: Inform parents of GPISD Special Education PTA monthly meetings and assign two campus representatives to attend each meeting.

2012 – 2013 School year

Schedule of meeting dates and representative assigned.Sign-in sheets, handouts

Campus Principal Representatives as assigned

1.2.2: Support the classes and activities provided by the Parent Involvement Center (PIC) through improved communication of opportunities.

Monthly Parent letters – English and SpanishPostersPIC Workshop Activities Schedule

Parent LiaisonPIC Staff

1.2.3: Continue Watch D.O.G.S. - Dads of Great Students program.

September Kickoff Event

Program documentationCalendar of Dads DaysSign in Sheets

Assistant PrincipalLead TeacherDads GroupParent Liaison

1.2.4: Enhance campus efforts with computer keyboarding classes for job skills and access to student records and information.

Each 9 weeks

Program documentation Parent Liaison

Goal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): Attendance records, PEIMS dataFunding Information: 199, 199 SCE, private partner fundingPerformance Objective 2.1: Increase instructional time by raising student attendance to the exemplary level of 98%.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible2.1.1: Support and implement the Superintendent’s General Initiative Every Child, Every Seat, Every Day

Monthly Prizes awarded monthly at Pride RallysParent communication Tues. Letters and emailIncentives given for classes with highest % attendance

Campus AdministratorsCounselorClassroom TeachersAttendance Clerk

Goal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): PEIMS data, process documentationFunding Information: 199, 199 SCEPerformance Objective 2.2: Review and revise the process for identifying at risk students to provide longitudinal student data to more effectively focus instruction, interventions and related services.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible2.2.1: Attend central training and information sessions on at risk identification and the PEIMS process.

September Program agenda and sign-in Campus Administrators(Principal and AP)Counselor

2.2.2: Provide campus based sessions on PEIMS process improvements and at risk designations as well as extended session on effective interventions for at risk students

OctoberMonthly

Agenda and sign-inRtI training of all staffRtI meetings held monthly – RtI plans reviewed and updated at each monthly meetingCampus based training calendar

Campus Administrators(Principal and AP)Counselor

2.2.3: Camp STAARDOM – an after school enrichment/tutorial program to serve at risk/RtI students.

October – April Mon & Tues

Number of students attending weekly as documented by sign in sheets and the number of snacks provided

Campus AdministratorsVolunteer teachers

Goal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): ARD/IEP records, LEP records, GT records, purchasing documentationFunding Information: 199, Title I A, Title III, SPEDPerformance Objective 2.3: Standardize the process for developing prescriptive academic services for LEP, Gifted and Talented and Special Education students.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible2.3.1: Ensure timely purchases and implementation of identified prescriptive academic services for LEP, Gifted and Talented and Special Education students (particularly to ensure immediate response time for ARD/IEP recommendations for required purchases of adaptive equipment and/or materials).

Process review, September

Daily communication, as necessary

ARD/IEP recordsLEP/GT recordsPurchasing documentationAchieve 3000 (LEP/RtI students served)Fast ForWord (SPED students served)

SPED, LEP, GT department staff

Campus Administrators

ARD ChairRtI committee

GT committee reviews testing data on a regular basis to assure identified GT students are served.

October and as needed throughout the year

Number of students recommended for testingcompared to the number who qualify.Number of students served daily in GT classes

Campus AdministratorsGT teacher

Goal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): purchasing documentation, tutoring recordsFunding Information: Title I A, 199 SCE, Title III, SPED, all special revenuePerformance Objective 2.4: Increase the percentage of students meeting state requirements on state tests to 95% for all student groups in order to achieve a campus rating of Exemplary.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible2.4.1: Require review of programs and materials, including instructional technology applications, for effectiveness, rigor and teacher readiness for implementation prior to purchase. Ensure purchase orders are noted properly with CIP connections.

Each 9 weeks period

Content Strategists review notesInstructional Technologist review notesPurchase orders

Content StrategistsInstructional StrategistsCampus AdministratorsOffice Manager

2.4.2: Provide both school day and extended time tutoring to increase instructional time and to maximize prescribed interventions. Ensure that programs and materials for tutoring meet the requirements in strategy 2.4.1.

Each 9 weeks period

Tutoring schedulesContent Strategists schedulesBenchmark assessments

Contract interventionistsContent StrategistsClassroom Teachers

2.4.3: Implement supplemental programs for intervention and accelerated learning. (Achieve 3000, Fast ForWord)

Each 9 weeks

Lesson plansProgram documentation

Classroom TeachersContent Strategists

2.4.4: Continue Outdoor Habitat and Green Team efforts to support Science objectives.

Each 9 weeks

Lesson plansProgram documentation

Classroom TeachersParent Volunteer Coordinator of Habitat

Goal 3: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)Summative Evaluation Measurement Tool(s): CSCOPE data, training recordsFunding Information: 199, 199 SCEPerformance Objective 3.1: Implement a standardized documentation process to monitor the utilization of CSCOPE online curriculum to establish baseline data to measure core content curriculum implementation.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible3.1.1: Improve CSCOPE core curriculum adherence and effectiveness of implementation.

Each 9 weeks period

Lesson PlansLearning WalksWeekly Walk-throughsPDAS

Campus AdministratorsContent StrategistsGrade Level Chairs

3.1.2: Continue training for and implementation of collaborative lesson planning focusing on the IFD and specificity.

Weekly throughout the year

Sign In sheets for data & planning meetings Campus AdministratorsContent StrategistsGrade Level Chairs

3.1.3: Conduct data talks with teachers following the administration of 3 week, 6 week and 9 week assessments. Also TPRI/DRA/QUI assessments.

Every 3 weeks or as data results are available

Sign in sheetsReflective journals

Campus AdministratorsContent StrategistsGrade Level Chairs

3.1.4 Create a data wall with nine week assessment scores color coded by ethnicity for all grade levels.

Every nine weeks

Data walls in room 208 Classroom teachers

Goal 3: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)Summative Evaluation Measurement Tool(s): program records, training records, monitoring recordsFunding Information: Title I APerformance Objective 3.2: Document the implementation of state required curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible3.2.1: Train the staff and students in how to utilize the CKH program in every classroom and throughout the campus. Social contracts, process champions, Leadership Blueprint.

Daily Observe the use of Social ContractsObserve the use of student raters in the classroom

Document the number of office referrals written and reference CKH when discussing consequences for behaviors.

Campus AdministratorsCounselorProcess Champions

3.2.2 Implement Rachel’s Challenge and Acts of Kindness in all classroom settings. Grade level kindness competition.

Daily Review number of “chains” on hallway bulletin board

Counselor and Rachel’s Challenge committee members.

3.2.3: Pillars of Character incorporated in all aspects of campus life.

Daily Morning Announcements stating Pillar of the MonthStudents of Character awards each monthSchool wide Student of Character recognized at GPISD School Board meetings.

Campus AdministratorsCounselorClassroom teachers

Summative Evaluation Measurement Tool(s): PEIMS data, process improvement documentationFunding Information: 199 SCEPerformance Objective 4.1: Provide communication and training based on improved data regarding students at risk of dropping out of school. (See Performance Objective 2.2.)

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible4.1.1: Attend central training and information sessions on at risk identification and the PEIMS process.

October Program agenda and sign-in Campus AdministratorsCounselorPEIMS clerk

4.1.2: Provide campus based sessions on PEIMS process improvements and at risk designations as well as extended session on effective interventions for at risk students

OctoberMonthly

Agenda and sign-inCampus based training calendar

Campus Principal/APCounselorClassroom teachers

Goal 4: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)Summative Evaluation Measurement Tool(s): training plan documentation, counselor’s and social worker’s documentationFunding Information: State Compensatory Education and 199 fundsPerformance Objective 4.2: Implement strategies to address academic and psycho-social needs of at risk students identified by campus data.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible4.2.1: Include effective interventions for at risk students in campus based training plan and schedule classroom time for counselors and social workers to address student needs.

Each 9 weeks period

Campus based training planCounselor’s materials and scheduleSocial Worker’s materials and schedule

Campus AdministratorsCounselor Social WorkerClassroom teachers

4.2.2 Provide a wide variety of after school clubs that encourage students to further their interests, maintain good grades and good attendance.

6 , 12 & 30 week sessions beginning Nov. 1

Number of clubs formed.Attendance at the clubs.Survey of students and parents as to enjoyment and effectiveness.Review attendance and discipline records.

Club sponsors – teachers and parents

Goal 5: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): Eduphoria recordsFunding Information: 199, 199 SCE, Title I A, Title III, SPEDPerformance Objective 5.1: Document 100% required attendance for all campus staff in District training.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible5.1.1: Ensure 100% required attendance for all campus staff in district training.

As scheduled Eduphoria records Campus AdministratorsContent Strategists

Goal 5: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): training records, EduphoriaFunding Information: 199, 199 SCE, Title I A, Title III, SPEDPerformance Objective 5.2: Develop, implement and document a campus based staff development plan to address specific needs identified in the comprehensive needs assessment.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible5.2.1: Collaboratively develop a campus based training plan based on PDAS assessments, teacher feedback, student achievement data and input from Content Strategists

October Campus based training plan Campus AdministratorsContent StrategistsClassroom Teachers

5.2.2: Ensure system and scheduling for training support, follow-up and technical assistance in the classroom.

Each 9 weeks period

Content Strategists records and scheduling Content Strategists

5.2.3: Ensure campus based training plan supports the concepts noted in the CIP and supports any purchases of programs and materials:

Technology integration in curriculum/classrooms

CSCOPE implementation focusing on the rigor and specificity of lessons taught

Selection of effective materials Guided Reading CKH, Rachel’s Challenge Parental Involvement

Training held weekly

Campus based training planContent Strategists scheduling and recordsWeekly Wednesday meeting sign in sheets

Campus AdministratorsContent StrategistsCounselorLead SPED teacherDistrict trainers

Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data Driven Management)Summative Evaluation Measurement Tool(s): technology inventory, content strategists’ reviews, purchasing recordsFunding Information:Performance Objective 6.1: Increase or maintain STaR ratings to Advanced Technology for the categories of:Leadership, Administration and Instructional Support, Educator Preparation and Development, Teaching and Learning

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible6.1.1: Complete a campus inventory of all current software and review levels of usage and classroom effectiveness. Schedule support as necessary to improve usage and effectiveness.

October Campus InventoryContent Strategists notes of reviewContent Strategists support schedule

Campus PrincipalContent StrategistsInstructional Strategists

6.1.2 Teachers will increase the amount of tech devices utilized in classrooms to include interactive devices and blogs.

Sept – June Teacher lesson plansStudent products

Campus administratorsIMSClassroom teachers

Goal 7: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)Summative Evaluation Measurement Tool(s): process documentationFunding Information: 199, 199 SCEPerformance Objective 7.1: Implement a revised process for campus discipline referrals and for removal of students to a disciplinary alternative education setting to improve student interventions.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible7.1.1: Provide input to central team on the revisions of forms and process for discipline removals to reduce disruptions in the instructional process and to improve student interventions. (Removal to a DAEP is an automatic PEIMS designation of at risk of dropping out of school.)

OctoberNovember

Written input submission Campus AdministratorsCIC

7.1.2: Include at risk interventions in campus based training plan. See 5.2.3:

Each 9 weeks period

Campus based training plan Campus AdministratorsCounselor

7.1.3: Use of Response to Intervention (RTI) process to document and address student discipline issues

Each 3 Weeks

RTI discipline intervention documentation Campus AdministratorsCounselor

Goal 7: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)Summative Evaluation Measurement Tool(s): program records, counselor’s recordsFunding Information: 199, Title I APerformance Objective 7.2: Implement curriculum and student activities to address behavioral issues through curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence. (See Performance Objective 3.2.)

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible7.2.1: Continue and improve CKH implementation.

Monthly Number of office referrals – charted monthly Campus AdministratorsCounselorProcess Champions

7.2.2: Continue and improve Rachel’s Challenge implementation by having a campus wide competition as to the number of “links” earned per grade level.

Kick off for parents – PTA in Oct.

Kickoff of students – Nov. 9

Number of links earnedMonthly photos of bulletin board documenting the classroom leaders

CounselorRachel’s Challenge Committee

7.2.3: KC Club (kindness and compassions) will be formed for students to serve both the campus and the community.

Begin Nov. 1 meet twice monthly

Sign in sheetsPictures and stories of projects completed

CounselorLead teachers

State Compensatory Education Program Overview

The per pupil allocation for Florence Hill Elementary School is currently set at $45.00 for a total allocation of $9,090.00. 0% of this allocation supports the following personnel.

Position(s) SCE Justification Statement

The remaining allocation of $9090.00 supports the following strategies or activities:

Strategy or Activity SCE Justification Statement

Hire interventionist to work with Tier 3 students in ELA two days per week.Hire interventionist to work with Tier 3 students in Math two days per week.

Title I, Part A Program Overview

The per pupil allocation for Florence Hill Elementary School is currently set at $___, for a total allocation of $___. __ % of this allocation supports the following personnel.

Position(s) Title I, Part A Justification Statement

ELA StrategistMath/Science Strategist

The remaining allocation of $___ supports the following strategies or activities:

Strategy or Activity Title I, Part A Justification Statement

Campus Improvement Committee Roster

Name Position TermPatty Cunningham Principal N/ABeth Fleener Teacher 2011-2013Lanette Stewart Teacher 2010-2013Janet Smith Teacher 2010-2012Shannon Brown Teacher 2011-2013Chris Gibson Teacher 2011-2013Garvera Green Teacher 2012-2014Kimberly Williams Non-Teaching Professional 2011-2013

Ester Jackson Para 2011-2013Ty Jones District Rep 2011-2013

TBD Parent (PTA rep) 2012-2014Oscar Galvan Parent 2012-2014Brea & Brian Foster Parent 2012-2014Alphonso Bates Parent 2011-2013

Pat Young Community Member 2011-2013TBD Community Member 2012-2014

Liz Wilson Business Member 2011-2013TBD Business Member 2012-2014

Tiffany Foster Ad Hoc N/A

Formative Evaluation Process

The Campus Improvement Plan (CIP) must be reviewed, at a minimum, twice per school year. The Campus Improvement Committee must convene utilizing a formal agenda and sign-in for documentation of the formative evaluation process. Minutes of the meeting must be complied and kept on file as an attachment to the CIP. The agenda must include the following:

Date(s) of the CIC meetings Review of the current CIP Executive Summary Review of Evidence and Documentation of Implementation for each CIP Strategy Chart Review of CNA Worksheet statements Summary of any changes or updates to the CIP