Sulphur Springs Independent School District CIP Fall 2… · · 2016-11-18The mission of the...

Sulphur Springs Independent School District

Early Childhood Learning Center

Campus Improvement Plan

2016-2017

Sherry Finney

Principal

390 North Hillcrest Sulphur Springs, TX 75482

[email protected] 903-439-6170 x 6100

Early Childhood Learning Center Campus Improvement Plan

Board of Trustees

Leesa Toliver President

Robbin Vaughn Vice President

Robert Cody Secretary Jason Dietze Trustee Clay Johnson Trustee Don Sapaugh Trustee Kerry Wright Trustee

ECLC Site Base Advisory Committee

Sherry Finney ECLC – Principal

Ana Aguilar SSISD – Bilingual/ESL/Migrant Director

Hillary Young ECLC – Head Start Director

Sherry Sinclair ECLC – Head Start Education Specialist

Kara Ballard ECLC – Head Start MHDS

Emily Emerine ECLC – Head Start 3 Teacher

Monica Weeks ECLC – Head Start 4 Teacher

Cheryl Blount ECLC – Academic Specialist/Counselor

Kelly Robinson ECLC – Pre-Kindergarten Teacher

Mary Surber ECLC – Kindergarten-Summer Hall Teacher

Mickie Wilson ECLC – Kindergarten-Fall Hall Teacher

Sonja Bolton ECLC – Transitional First Grade Teacher

Danette Sears ECLC – Special Services

Misty Teer ECLC – Early Literacy Teacher

Delaina Russell Parent Representative

Maria Chavarria Business Representative – Florindita’s Pupuseria

Deanna Grant Community Representative

Early Childhood Learning Center Campus Plan

Vision

Educating All Students to Their Fullest Potential

Mission Statement The mission of the Sulphur Springs Independent School District is to provide students with the skills that will prepare them to adapt and excel in a fast-

changing world, enabling them to lead productive lives. The district shares with parents and the community the responsibility of promoting high

standards and expectations as we provide opportunities for all students within our diverse community to attain personal growth and to become lifelong

learners.

Belief Statement

Partnerships among teachers, students, parents/guardians, administrators and the community will be necessary for success

in school.

All instruction will be learner centered with high expectations for every student. A positive

school climate will be evident through trust, cooperation and respect.

Pride, self-discipline, acceptable social behavior and academic success will be apparent in all students.

A challenging curriculum will be offered to all students.

Effective communication will be an integral facet of the total educational process for all students.

High standards will be established for graduation, and students will be well prepared to continue higher education.

Staff and students will empower one another to achieve educational goals with excellence.

School personnel and the community will be open to the concept of change to promote educational experiences.

Students will be provided the opportunity to learn through advanced technology and innovative instructional practices.

CAMPUS NEEDS ASSESSMENT

Introduction

The ECLC campus advisory committee met on November 2, 2016, to consider the campus’ goals,

develop a comprehensive needs assessment, and formulate strategies to meet the goals and needs

identified. During the meeting, members of the committee discussed the strengths and needs of the

district focusing on four areas: academic achievement, student safety, highly qualified staff, and

parental involvement. In doing so, the committee considered the results of state and local assessments,

experience in the school and community, surveys, and professional opinions to determine the strengths

and needs of the district discussed here.

Campus Improvement Plan Purpose

ECLC has made a commitment to create a strategic plan with the involvement of all stakeholders. The

strategic planning process seeks to involve parents, teachers, community members, and district staff to

provide the best educational opportunities possible for ECLC students. The ECLC Campus Improvement

Plan also serves as the Head Start Strategic Plan.

Comprehensive Needs Assessment Purpose

The comprehensive needs assessment is the centerpiece of the planning process and is the driving force

most impacting the district improvement plan. Using internal and external data assists the planning

team in developing its vision of the future in a systematic effort to acquire an accurate, thorough picture

of a school district. The comprehensive needs assessment should identify the educational strengths and

areas in need of improvement by examining student performance, staff and curriculum objectives,

parent and community involvement, and campus facilities.

Comprehensive Needs Assessment – Narratives and Data Analysis

Campus Profile:

The Early Childhood Learning Center serves a current enrollment of 581 students. The campus houses

five programs of the Sulphur Springs ISD located in Hopkins County, Texas. It provides services for

students in PPCD, Head Start 3 & 4, Pre-Kindergarten, Kindergarten and Transitional First Grade.

Culture and Climate:

The vision of Sulphur Springs ISD is “Educating All Students to Their Fullest Potential.” Like our district,

the ECLC campus believes that all children can learn, and can be motivated to reach their full personal

potential.

The Early Childhood Learning Center provides a safe, friendly, and engaging environment for its

students. Students and staff function in a learner-centered climate that promotes success for all

students.

Student Demographics:

The Early Childhood Learning Center serves an ethnically diverse student population with an

economically disadvantaged student population higher than state averages. Texas Academic

Performance Report (TAPR) data is pending December 2016 release. Current PEIMS data reveals:

ECLC Ethnic Distribution and Sub-Demographics

Ethnic Distribution Percent Sub-Demographic Percent

African American 15.2% Economically Disadvantaged 70.2%

Hispanic 28.2% English Language Learners 17.4%

White 47.0% At-Risk 32.9%

American Indian 0.2% Gifted and Talented 0.2%

Asian 1.6% Special Education 5.7%

Pacific Islander 0.7%

Two or More Races 7.2%

The campus utilizes state compensatory and federal Title funding to provide supplementary services to

provide additional support for students who are economically disadvantaged and/or at risk. The

ongoing use of these funding sources helps to ensure that all ECLC students reach their fullest potential.

ECLC views the ethnic diversity of its student population as a strength that enriches learning

opportunities for all students.

Student State Assessment Performance:

ECLC is an early childhood campus and does not have the state assessment requirement of STAAR. In former years, ECLC was paired with Lamar Elementary School for the AEIS state accountability rating. Beginning in 2012-2013, ECLC and the three primary schools were paired with the 3rd and 4th grade campus, Sulphur Springs Elementary School (SSES). SSES received a met standard rating in 2015-2016, so the ECLC and the primaries met standard as well. The ECLC Professional Learning Committee (PLC) reviewed STAAR student performance data for each

index from a variety of sources including: TAPR for 2012-2013, 2013-2014, and 2014-2015; TEA

Accountability Reports for 2014-2015; Performance-Based Monitoring Analysis System (PBMAS) data;

and district assessments. Beyond the goals identified in each section (by subject/subpopulation), the

data analysis determined specific district strengths and areas for improvement. The ECLC PLC and

campus curriculum teams meet weekly to purposefully plan instruction that supports strengths and

targets areas for improvement.

ECLC administers the K and T1 ELAR and Math Formative Assessment, CogAT, and Istation Assessments and Universal Screeners in Reading and Math for K and T1 students. Head Start students are also assessed using CLI Engage, ASQ-S, ATI Galileo and Kindergarten Readiness Test.

Data for the locally developed formative assessments for ELAR and Math are included. The assessments

are given to kindergarten and T1 students three times per year – BOY (Beginning of Year), MOY (Middle

of Year), and EOY (End of Year). The assessments are tracked through Eduphoria and allow teachers and

RtI teams to track students’ progress individually. Assessing student’s individual growth is of primary

concern.

The standard for satisfactory performance is 90% and the standard for advanced performance is 100%.

It is the goal that every student assessed meets satisfactory performance.

The math assessment was revised both in content as well as its scoring rubric. Future assessment results

may vary in comparison.

After assessment one kindergarten student was identified as G/T.

Universal Screener ELAR

2016-17 Kindergarten ELAR Universal BOY

Total

Students

Raw

Score

Percent

Score Satisfactory Advanced

Date

Taken

ECLC 254 45.05 43.76% 2.36% 0% 09/16/16

Economic Disadvantage 125 48.63 47.24% 3.2% 0% 09/16/16

Asian 3 66.33 64.33% 0% 0% 09/16/16

Black/African American 40 49.63 48.18% 2.5% 0% 09/16/16

Hispanic 44 38.75 37.68% 0% 0% 09/16/16

Native Hawaiian/Pacific

Islander 1 4 4% 0% 0% 09/16/16

Two or More Races 15 44.13 42.87% 0% 0% 09/16/16

White 151 45.61 44.31% 3.31% 0% 09/16/16

Female 129 47.01 45.61% 3.1% 0% 09/16/16

Male 125 43.02 41.86% 1.6% 0% 09/16/16

First Year of Monitoring 0

LEP 13 38.92 37.85% 0% 0% 09/16/16

Special Ed Indicator 7 42.29 41.14% 0% 0% 09/16/16

2016-17 T1 ELAR Universal BOY

Total Students

Raw Score

Percent Score

Satisfactory Advanced Date

Taken

ECLC 31 93.74 90.94% 64.52% 6.45% 10/03/16

Economic Disadvantage 18 92.83 90.06% 55.56% 11.11% 10/03/16

Asian 1 96 93% 100% 0% 10/03/16

Black/African American 2 102 99% 100% 50% 10/03/16

Hispanic 5 95 92% 80% 0% 10/03/16


Islander 1 98 95% 100% 0% 10/03/16

Two or More Races 2 92 89.50% 50% 50% 10/03/16

White 20 92.45 89.70% 55% 0% 10/03/16

Female 17 95.35 92.53% 82.35% 11.76% 10/03/16

Male 14 91.79 89% 42.86% 9.02% 10/03/16


LEP 1 96 93% 100% 0% 10/03/16

Special Ed Indicator 0

2016-17 Spanish Kindergarten SLAR Universal BOY

Total

Students

Raw

Score

Percent


Date

Taken

ECLC 47 52.23 45.34% 0% 0% 10/27/16

Economic Disadvantage 28 53.89 46.79% 0% 0% 10/27/16

Hispanic 46 51.89 45.04% 0% 0% 10/27/16

White 1 68 59% 0% 0% 10/27/16

Female 21 53 46% 0% 0% 10/27/16

Male 26 51.62 44.81% 0% 0% 10/27/16


LEP 47 52.23 45.34% 0% 0% 10/27/16


Universal Screener Math

2016-17 Kindergarten Math Universal BOY

Total

Students

Raw

Score

Percent


Date

Taken

ECLC 302 24.75 62.12% 9.6% .99% 09/26/16

Economic Disadvantage 154 24.86 62.41% 7.14% .65% 09/26/16

Asian 3 31.67 79.33% 0% 0% 09/26/16

Black/African American 40 24.70 61.93% 2.5% 0% 09/26/16

Hispanic 91 24.04 60.38% 7.69% 0% 09/26/16


Islander 1 5 13% 0% 0% 09/26/16

Two or More Races 15 22.53 56.60% 13.33% 0% 09/26/16

White 152 25.40 63.74% 12.5% 1.97% 09/26/16

Female 150 24.16 60.65% 6% 0% 09/26/16

Male 152 25.34 63.57% 13.16% 1.97% 09/26/16


LEP 61 24.43 61.30% 8.2% 0% 09/26/16

Special Ed Indicator 7 19.57 49.29% 0% 0% 09/26/16

2016-17 T1 Math Universal BOY

Total

Students

Raw

Score

Percent


Date

Taken

ECLC 31 36.42 22.84% 0% 0% 09/27/16

Economic Disadvantage 18 36.06 22.67% 0% 0% 09/27/16

Asian 1 35 22% 0% 0% 09/27/16

Black/African American 2 37.50 23.50% 0% 0% 09/27/16

Hispanic 5 36.80 22.80% 0% 0% 09/27/16


Islander 1 40 25% 0% 0% 09/27/16

Two or More Races 2 39 24.50% 0% 0% 09/27/16

White 20 35.85 22.55% 0% 0% 09/27/16

Female 17 36.53 22.88% 0% 0% 09/27/16

Male 14 36.29 22.79% 0% 0% 09/27/16


LEP 1 35 22% 0% 0% 09/27/16


2016-17 Kindergarten Math Universal BOY Part 2

Total Students

Raw Score

Percent Score


Taken

ECLC 302 30.23 30.23% 7.62% 5.63% 09/29/16


Asian 3 32.67 32.67% 0% 0% 09/29/16

Black/African American 40 30.80 30.80% 5% 5% 09/29/16

Hispanic 91 29.52 29.52% 8.79% 6.59% 09/29/16


Islander 1 13 13% 0% 0% 09/29/16

Two or More Races 15 34.07 34.07% 13.33% 13.33% 09/29/16

White 152 30.18 30.18% 7.24% 4.61% 09/29/16

Female 150 31.67 31.67% 6.67% 4% 09/29/16

Male 152 28.80 28.80% 8.55% 7.24% 09/29/16


LEP 61 27.61 27.61% 8.2% 4.92% 09/29/16

Special Ed Indicator 7 21.71 21.71% 14.29% 14.29% 09/29/16

2016-17 T1 Math Universal BOY Part 2

Total

Students

Raw

Score

Percent


Date

Taken

ECLC 31 76.29 76.29% 64.52% 61.29% 10/03/16


Asian 1 100 100% 100% 100% 10/03/16


Hispanic 5 87.80 87.80% 80% 80% 10/03/16


Islander 1 100 100% 100% 100% 10/03/16

Two or More Races 2 74.50 74.50% 50% 50% 10/03/16

White 20 68.85 68.85% 55% 50% 10/03/16

Female 17 78.82 78.82% 70.59% 64.71% 10/03/16

Male 14 73.21 73.21% 57.14% 57.14% 10/03/16


LEP 1 100 100% 100% 100% 10/03/16

Special Ed Indicator

2016-17 Kindergarten Math Universal BOY Part 3

Total Students

Raw Score

Percent Score


Taken

ECLC 302 6.51 32.53% 6.95 4.64% 09/29/16

Economic Disadvantage 154 6.40 31.98% 3.9 3.25% 09/29/16

Asian 3 10 50% 0 0% 09/29/16

Black/African American 40 5.38 26.88% 0 0% 09/29/16

Hispanic 91 5.82 29.12% 2.2 2.2% 09/29/16


Islander 1 0 0% 0 0% 09/29/16

Two or More Races 15 6 30% 6.67 0% 09/29/16

White 152 7.24 36.18% 11.84 7.89% 09/29/16

Female 150 6.20 31% 4 2.67% 09/29/16

Male 152 6.81 34.05% 9.87 6.58% 09/29/16


LEP 61 5.82 29.10% 1.64 1.64% 09/29/16

Special Ed Indicator 7 2.86 14.29% 0 0% 09/29/16

2016-17 T1 Universal BOY Part 3

Total

Students

Raw

Score

Percent


Date

Taken

ECLC 31 13.87 69.35% 48.39% 41.94% 10/03/16

Economic

Disadvantage 18 12.50 62.50% 38.89% 27.78% 10/03/16

Asian 1 0 0% 0% 0% 10/03/16


Hispanic 5 18 90% 80% 80% 10/03/16

Native Hawaiian/Pacific Islander

1 10 50% 0% 0% 10/03/16

Two or More Races 2 15 75% 50% 50% 10/03/16

White 20 13 65% 40% 30% 10/03/16

Female 17 15.29 76.47% 52.94% 52.94% 10/03/16

Male 14 12.14 60.71% 42.86% 28.57% 10/03/16


LEP 1 0 0% 0% 0% 10/03/16

Special Ed Indicator

Graduation Rate (5-Year Extended Longitudinal Rate 9-12) (TAPR 2015-2016):

The 5-Year Extended Longitudinal graduation for the state of Texas for the class of 2014 was 90.4%.

Though SSISD has outperformed the state graduation rate by 3.9%, the district seeks to further increase

the graduation rate through student tracking and the strategies described within the district

improvement plan. Graduation/Dropout Prevention is a primary initiative of the school district. The

Early Childhood Learning Center campus supports this district goal by participating in “My College

Monday,” “Dare to Dream,” and by engaging students in purposeful and meaningful conversations

about wants versus needs, earning a living, and how technology has changed job opportunities as

outlined by our Social Studies TEKS.

Attendance Rate (TAPR 2015-2016):

Attendance rates are reported for the prior year, thus 2015-2016 TAPR data reports attendance as of

2014-2015. District attendance rates are based on the percentage of days students were present over

the entire school year for grades 1-12 only.

The most recent attendance rate for ECLC is 94.62. The campus has a dedicated office clerk to

specifically address attendance, absentee notes and parent contacts regarding absences. This additional

staffing is expected to improve parent communication regarding attendance expectations and result in

improved attendance rates. The attendance goal for ECLC for 2016-2017 is 96%.

Community and Student Engagement:

House Bill 5 included a local evaluation requirement that is referred to as the community engagement

requirement. The community engagement requirement is an opportunity for districts to showcase

areas of excellence and success as well as recognize areas in need of improvement and set future goals

valued in the community.

SSISD completed the self-assessment process for 2015-2016 collaboratively through the district advisory

committee. As required by law, the district assigned a rating of either exemplary, recognized,

acceptable, or unacceptable to each required component. Overall district ratings for 2015-2016 and

corresponding goals for 2016-2017 are as follows:

SSISD Community and Student Engagement Ratings

Component Assigned and Reported

Rating for 2015-2016 2016-2017 Goal

Fine Arts Exemplary Exemplary

Community and Parental Involvement Exemplary Exemplary

2nd Language Acquisition Recognized Exemplary

Dropout Prevention Strategies Recognized Exemplary

Wellness and Physical Education Recognized Exemplary

21st Century Workforce Development Exemplary Exemplary

Digital Learning Environment Exemplary Exemplary

Educational Programs for GT Students Exemplary Exemplary

Compliance and Policy Reporting Requirements

YES YES

Curriculum, Instruction, and Assessment:

The curriculum, instruction, and assessment department works with ECLC teachers and administrators

to develop and implement a guaranteed and viably aligned curriculum based on state standards and

student needs. The department provides ongoing and relevant professional development to support

curriculum implementation and promote the effective use of research-based instructional practices.

ECLC teachers continue to modify and implement the vertically aligned Kindergarten Scope and

Sequence documents.

ECLC staff members collaborate to develop formative and summative assessment tools such as Spalding

checkpoints, and Six-Week checkpoints in all four core curriculum areas that are used to measure

student growth and success. Teachers have direct input through the campus’s PLC, where assessment

data is used to plan instruction.

Professional Development:

Professional development is an on-going activity planned with the input of teacher/staff surveys,

requests, and feedback as tracked through Eduphoria. Extensive professional development is provided

for best instructional practices, curriculum development, and special programs. Additional staff

development is tailored to meet students’ individual needs. Kindergarten and T1 teachers received

training during the summer in the Daily 5 management framework. with HS and Pre-K scheduled to be

trained during the fall semester. Staff also received training in Capturing Kids’ Hearts to elevate

academic and behavioral standards.

The Early Childhood Learning Center campus operates as a professional learning community which is a

critical part of ongoing staff development and training activities. Staff development in the areas of

instructional technology and effective discipline techniques remain a critical component of the campus’s

educational process.

Parent and Community Involvement/Communication:

Parents and community members are encouraged to participate by volunteering on the ECLC campus

and by serving on the ECLC Parent Committee, the Head Start Parent Committee and PTO. ECLC

continues to partner with GSC Enterprises through the local Support our Campuses and Kids (SOCKS)

program as Book Buddies. These local business men and women continue to serve as mentors to our

students.

Automated systems such as Skyward, Blackboard Connect and Remind for parent, staff and community

notifications. These are used regularly to efficiently and effectively communicate with parents and

other stakeholders in an expedient manner.

Facilities:

Facilities are reviewed on a regular basis and needs are addressed in a timely manner. The fenced T-ball

area has been relocated. Sprinkler heads have also been replaced as well as interior and exterior touch-

up painting. Classroom signage has also been replaced. Noted was the need for a sidewalk connecting

the visitor parking area and the north crosswalk.

Technology:

As the district continues to progress toward a 1:1 technology initiative for its students, ECLC classrooms

are acquiring additional iPads to be utilized during instruction and WIN time. Kindergarten and T1

classrooms received 4 additional iPads and one laptop for teacher use. The need for additional iPads and

resources for their acquisition were investigated by the campus advisory committee as ECLC continues

to move towards this 1:1 district goal. Kindergarten and T1 classrooms need approximately 225

additional tablets to reach this goal. One hundred and forty iPads were purchased for Pre-K and Head

Start 4 students through the High Quality Pre-K Grant. Head Start 3 classrooms have one first

generation tablet each. PPCD/Special Services classrooms as well as Pre-Kindergarten and Head Start 4

classrooms received Promethean Boards. The campus has also had an infrastructure upgrade resulting

in much improved Wi-Fi capability.

A campus technology committee has been created to address policies and procedures to address cyber

bullying, social networking, and web filters are designed and implemented to keep students safe while

using technology.

Federal Funding and Programs:

a. Generally

Federal programs provide for supplemental needs of the district. Services provided by federal funding

sources will be coordinated with state and local funds to meet the needs of all students.

Federal Program Federal Funding (Original NOGA)

Title I, Part A $1,207,978

Title II, Part A $169,187

Title III, LEP $51,372

Special Education – IDEA B Formula $795,924

Special Education – IDEA B Preschool $19,544

Rural and Low Income Schools $89,008

High Quality Pre-K Grant $142,243

b. Title I, Part A

Sulphur Springs ISD has written policies and procedures for district and campus involvement policies and

parent compacts. Title I, part A funds allotted to the district total $1,207,978 per the original notice of

grant award. Sulphur Springs ISD has a school wide Title I program. Campuses currently being served

are Douglas Intermediate, Sulphur Springs Elementary School, Bowie Primary, Lamar Primary, Travis

Primary, and the Early Childhood Learning Center. Title I, Part A funds are used to meet reasonable and

necessary supplemental student needs.

Title 1 funds provide funding for the digital curriculum programs – Istation/online assessments and

intervention and Reading A-Z / individualized reading program and Brain Pop online resources. It also

provides funding for CogAT testing which is used for RtI. Staff positions supplemented with Title 1 funds

include four kindergarten aides and Literacy Support.

The campus has identified additional student needs for reading and math. To meet these needs,

campus Title I, Part A funding will be used to train teachers with Capturing Kids’ Hearts. In addition, the

campus will purchase iPads to integrate technology to improve reading and math instruction.

Title I, Part A funding will also be used for summer remediation and acceleration.

Total full time equivalent, FTEs, funded through Title I, Part A at the ECLC campus are 5.0.

State Compensatory Education:

Sulphur Springs ISD has written policies and procedures for at-risk students. Total State Compensatory

Education funding allotted to the district is $2,989,114. Total full time equivalents, FTEs, funded

through state compensatory funds at the district are 33.28. ECLC receives State Compensatory Funds,

which are used within the Pre-Kindergarten and Transitional First Grade programs.

Total full time equivalent, FTEs, funded through state compensatory funds at the campus are 5.5.

Comprehensive Needs Assessment Summary of Findings

District Strengths:

Sulphur Springs ISD has once again earned a “Met Standard” accountability rating for the 2015 – 2016

school year. The district met every performance index and most campuses earned distinction

designations in various areas of individual strength.

District Areas for Improvement:

a. State Accountability

The state accountability reports indicate state system safeguards (SSS above) that identify

underperforming student subpopulations. The report indicates that the district has its greatest need for

improvement in the following areas:

1. Reading – African American, Special Education, ELL 2. Mathematics – African American, Special Education

3. Writing – African American, Special Education

4. Science – African American, Special Education, ELL

5. Social Studies – Special Education, ELL

The current accountability system relies greatly on students’ meeting/exceeding progress as well as

meeting the advanced standard, Level 3, performance on STAAR exams. As a result, the district is

focusing its campus based instructional strategies to meet these focused accountability requirements.

b. PBMAS (Performance Based Monitoring Analysis System)

The PBMAS indicated areas for improvement similar to those identified by the state accountability

reports. The PBMAS reported that the district has its greatest need for improvement in the following

areas:

1. Reading – Special Education

2. Mathematics – Special Education

3. Writing – Special Education

4. Science – ESL, Special Education

5. Social Studies – ESL, Special Education

6. English Language Arts (EOC) – Special Education

The district currently has no “staging status” within the ISAM system. Though overall the report is

favorable and no submissions are required, the district is proactively engaged in the TAIS, Texas

Accountability Intervention System, process to ensure that there is a viable and active plan being

executed to remedy these areas of concern. PENDING

District Goals and Objectives

Goal 1 – Students will be encouraged and challenged to meet their full educational potential.

o Objective 1 – Increase academic rigor and engage students to optimize student learning

and maximize core academic performance.

o Objective 2 – Ensure college and/or career readiness for all SSISD graduates.

o Objective 3 – Design and implement ongoing curriculum development and alignment.

o Objective 4 – Provide supplementary services to meet the individual needs of at-risk

students with fidelity via the implementation of a research-based RtI program.

o Objective 5 – Provide supplementary services to meet the individual needs of students

receiving special education services.

o Objective 6 – Provide supplementary services to meet the need of bilingual/ESL, LEP,

migrant students.

o Objective 7 – Provide supplementary services to meet the needs of students receiving

504 and/or dyslexia services.

o Objective 8 – Provide supplementary services via the district’s school wide NCLB federal

Title program (Title I, Title II, Title III, Rural and Low Income Schools).

o Objective 9 – Ensure 21st century learning opportunities by continuing to integrate

technology and technology training into the SSISD educational program.

o Objective 10 – Assist preschool students in the successful transition from early

childhood programs to the local elementary school-wide program.

o Objective 11 – Provide services to meet the needs of students identified as

gifted/talented.

Goal 2 – Students will be educated in learning environments that are safe, drug free, and

conducive to learning.

o Objective 1 – Provide safe and secure learning environments for all students.

o Objective 2 – Promote safe and healthy lifestyles while teaching the importance of

respect, honor, and citizenship.

Goal 3 – Students will be taught by highly qualified and exceptionally trained staff.

o Objective 1 – Ensure that instruction by highly qualified staff will be provided to all

students.

o Objective 2 – Provide high quality and ongoing professional development.

o Objective 3 – Attract and retain highly qualified teachers and staff.

Goal 4 – Sulphur Springs ISD will encourage parent/guardian and community involvement in

school activities.

o Objective 1 – Communicate effectively and meaningfully with parents and other

stakeholders.

o Objective 2 – Encourage parent involvement in school activities.

EARLY CHILDHOOD LRN CTRGoal 1. Students will be encouraged and challenged to meet their full educational potential.

Objective 1. Increase academic rigor and engage students to optimize student learning and maximize core academic performance.

Activity/Strategy Person(s) Responsible Timeline Resources Evaluation

1. Promote school readiness todramatically improve early literacy,language, math, and socialdevelopment for Pre-K eligiblechildren. (Title I SW: 1,2,7,9,10) (Target Group: ECD,ESL, LEP, AtRisk, PRE K) (NCLB: 1,5)

Academic Specialist, DualLanguage Teacher(s), ESLTeacher(s), Instructional Aide,Principal, Teacher(s)

Daily (F)Title I, (F)Title VI, Part BRural/Low Income, (S)LocalFunds, (S)State Compensatory

Formative - Eligible Pre-Kstudentsdemonstrate increasedschool readiness inpreparation forkindergarten.

2. Provide a developmentallyappropriate Kindergarten programwhich supports the K TEKS throughthe use of phonemicawareness/oral language activities,literacy/math stations,manipulatives, Reading A-Z, McGraw-HillReading and Math Programs, andSpalding, "Writing to Read". (Title I SW: 1,2,9,10) (Target Group: All, PREK, K) (NCLB: 1,5)

Academic Specialist, DualLanguage Teacher(s),Instructional Aide, Principal,Teacher(s)

Daily (F)Title I, (F)Title IIA Principaland Teacher Improvement,(S)Local Funds, (S)StateCompensatory

Formative - Completed Fall,Winter,& Spring IstationAssessments andK & T1 Assessments; progressreports/individualassessments each sixweeks; RAZ reading levels;teacherobservation

3. Provide Early Literacy Support andGuided Reading opportunities forstruggling K and T1 students to have 80% of K& T1 as readers by the end of the school year. (Title I SW: 1,2,3,9,10) (Target Group:AtRisk, K) (NCLB: 1,5)

Computer Aide, InstructionalAide, Interventionist, Principal,Teacher(s)

Daily (F)Title I, (F)Title IIA Principaland Teacher Improvement,(S)Local Funds

Formative - Studentimprovement inbeginning reading skillsand in Istation readinginventory; 80% of K & T1students will be readers by theend of the school year

Summative - See CNA Goals.

4. Provide instructional aide supportservices for struggling Pre-Kstudents. (Title I SW: 1,2,9,10) (Target Group: AtRisk,PRE K) (NCLB: 1,5)

Academic Specialist, DualLanguage Teacher(s), Principal,Teacher(s)

Daily (F)Title I, (S)Local Funds,(S)State Compensatory

Summative - Studentimprovement inearly literacy and mathskills. (See CNA Goals)

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5. Provide second year kindergarten(T1) program for students who havecompleted Kindergarten but stillneed additional time to mature andbe ready to accept theresponsibilities and requirements ofRegular First Grade. T1 supports K and 1stgrade TEKS. (Title I SW: 1,2,3,8,9,10) (Target Group: ESL,AtRisk, K) (NCLB: 1,5)

Academic Specialist,Counselor(s), Instructional Aide,Principal, Teacher(s)


Formative - Administered Gesellassessment todetermine T1 eligibility;completed Fall, Winter,& Spring Istation Assessmentsand K & T1 Assessments; progress reports given toparents each six weeks; RAZreading levels;teacher observation

6. Provide instructional aide supportservices for struggling DLE K,K, and T1 students. (Title I SW: 1,2,9,10) (Target Group: AtRisk,K) (NCLB: 1,5)

Academic Specialist, ComputerAide, Director of SpecialPrograms, Instructional Aide,Interventionist, Principal,Teacher(s)


Formative - Studentimprovement inbeginning reading andmath skills and inIstation Assessments and K &T1 Assessments for DLE K, K,and T1.

7. Promote the connection between music andmath by initiating a new learning opportunity tostimulate the mind and to improve STAAR 3rdgrade mathematics scores. The program isentitled MEOW Time: M–music & math,E–enrichment, O–opportunities for,W–Wildcats. Rationale: Music engages thebrain. It stimulates the connections for abstractthinking, empathy, and mathematics. Musichelps with the development of memory andlanguage. It develops motor skills, cooperation,self-esteem, and teamwork. (Title I SW:1,2,10) (Target Group: All) (NCLB: 1,5)

Academic Specialist, MusicTeacher, Principal, Teacher(s)


Formative - Teacher observationof improved thinking skills;improved assessment results onthe K & T1 Assessment;improved STAAR 3 Mathematicsresults.






8. Incorporate Daily Five classroommanagement framework in ELAR and Mathinstructional blocks for K and T1 students, andprovide Pre-K and Head Start teachers with theframework training. (Title I SW: 2,3,4,7)(Target Group: All, PRE K, K)

Academic Specialist,Interventionist, Principal,Teacher(s)

Daily (S)High Quality Pre-K Grant,(S)Local Funds

Summative - Studentparticipation.



Objective 2. Ensure college and/or career readiness for all SSISD graduates.


1. Promote College and CareerReadiness through "Careers onWheels" event in November and throughweekly wearing of college or university shirts.(Title I SW: 6) (Target Group: All) (NCLB: 1,5)

Academic Specialist,Counselor(s), PE Teacher,Principal, Teacher(s)

Weekly (L)Campus Funds Summative - Studentparticipation.

2. Promote soft skills, character education, andviolence preventionthrough developing good interpersonalcommunication and conflict resolutionskills by continuing the implementation of thedistrict-wide WILDCATS program,as well as Dare to Dream, Love and Logictechniques, Capturing Kids' Hearts andConscious Discipline methods. PromoteCompassion Kids project. (Title I SW: 2) (Target Group: All)

Counselor(s), Head StartDirector, Head Start Specialist,Principal, Teacher(s)

Daily (F)Title IV Safe and Drug Free,(S)Local Funds

Summative - Studentparticipation and feedback.



Objective 3. Design and implement ongoing curriculum development and alignment.


1. Implement and promote the principles ofProfessional Learning Communities byattending weekly team collaborationmeetings (PLC/PAWS-Purposeful Activities forWonderful Students) with a focus on studentlearning, measuring effectiveness,and systematically responding tostudent needs; develop team normsto create a collaborative teamculture; and establish team roles toenhance the effectiveness of theteam and meetings. (Title I SW: 1,2,8,9,10)(Target Group: All, K) (NCLB: 1,5)



Formative - ongoing review ofcurriculum development(Eduphoria - lesson plans,planning guides, scopes andsequences) and implementation(classroom and PLCobservation).

2. Continue to utilize SSISD Scopeand Sequence documents asdistrict adopted curriculum via Eduphoria'sForethought, with afocus on horizontal and verticalalignment of TEKS instruction, and anan emphasis on Fundamental 5. (Title I SW: 1,2,8) (Target Group: All) (NCLB:1,5)

Academic Specialist, LeadTeacher, Principal, Teacher(s)


Formative - Routinely reviewlessonplans on Forethought forTEKS documentation. Completeclassroom observations toassess implementation ofFundamental 5.Increased studentmastery of TEKS asmeasured by K and T1Assessment and Istation.

3. Facilitating a transition to Kindergarten by providing a developmentallyappropriate curriculum for Pre-K and HS4students to support PK Guidelinesthrough the use of varied phonemicawareness/oral language activities,literacy stations, manipulatives,Frog Street, CIRCLE, High 5Mathematize, and PicturingAmerica. Head Start utilizes the Head StartEarly Learning Framework. (Title I SW: 1,7,9)(Target Group: All, AtRisk) (NCLB: 1,5)

Academic Specialist, DualLanguage Teacher(s), ESLTeacher(s), Instructional Aide,Principal, Teacher(s)

Daily (F)Head Start, (S)Local Funds,(S)State Compensatory

Formative - Completed ASQ-SETests; CIRCLEAssessments; portfolios;individual assessmentsper six weeks; progressreports each twelveweeks; teacherobservation



Objective 4. Provide supplementary services to meet the individual needs of at risk students with fidelity via the implementation of a research based RtI program.


1. Provide Intervention Toolkit and flowchart for RtI purposes. TheIntervention Toolkit and Intervention Centralonline will assist inproviding teachers some studentmanagement resources andintervention suggestions regardingacademic, behavior, and speechconcerns. (Title I SW: 2,9) (Target Group: All) (NCLB:1,5)

Academic Specialist,Counselor(s), Principal,Teacher(s)

Daily (F)Title I, (S)Local Funds Formative - Ongoing analysis ofRtI data in Aware.

2. Promote and incorporate RtIprocess by administering Istationassessments and K & T1 Assessments in Fall,Winter, & Spring; providing intervention opportunities for all early childhood students,i.e.,academic, behavior, and speech. (Title I SW: 1,2,8,9) (Target Group: All, K)(NCLB: 1,5)

Academic Specialist, ComputerAide, Director of SpecialPrograms, Instructional Aide,Interventionist, Principal,RTI/Testing Facilitator,Teacher(s)


Formative - Ongoing analysis ofRtI data (macro and micro view),local assessment data.

Summative - See CNA goals.

3. Incorporate the use of Eduphoria's Aware tostore, recall, and review pertinent student datato use in determining interventions for WIN, etc.(Title I SW: 1,2,8,9) (Target Group: All)(NCLB: 1,5)


Daily (F)Title I, (S)Local Funds Formative - ongoing analysis ofRti data in aware.

4. Provide Istation as reading and mathassessment/intervention program for all tiers.(Title I SW: 8,9) (Target Group: All, AtRisk)(NCLB: 1,5)

Academic Specialist, ComputerAide, Instructional Aide,Interventionist, Principal,Teacher(s)

Daily (F)Title I, (S)Local Funds Summative - See CNA goals.



Objective 5. Provide supplementary services to meet the individual needs of students receiving special education services.


1. Address the instructional needs of studentswho receive special education services byproviding services outlined in IEPs. Servicesinclude individualized instruction, co-teaching,classroom models, teacher support, andrelated services. (Title I SW: 1,2,9,10) (TargetGroup: SPED) (NCLB: 1,5)

Academic Specialist, Head StartDirector, Instructional Aide,Principal, Special EducationTeacher(s), Teacher(s)

Daily (F)Head Start, (F)IDEA SpecialEducation, (F)Title IIA Principaland Teacher Improvement,(S)Local Funds

Formative - Standards-basedIEPScompleted; modificationsgiven to inclusionteachers; progressreports sent home eachsix weeks; teacherobservation.

2. Provide staff support as needed forSTAR program, Strategies forTeaching Based Upon AutismResearch. STAR program usesapplied behavioral analysis (ABA)methodology to meet needs ofstudents with severe communicationdisorders. (Title I SW: 1,2,4) (Target Group: SPED)(NCLB: 1,5)

Principal, Program Directors,Special Education Teacher(s)

Yearly (F)IDEA Special Education,(S)Local Funds

Summative - Completed anddocumented trainingsessions

3. Conduct ID & R activities at springPre- K/Head Start/Kindergartenregistrations. (Title I SW: 1,9) (Target Group: All) (NCLB:1,5)

Head Start Director, Head StartSpecialist, Principal, Registrar

Daily (F)Head Start, (F)Title IIIBilingual / ESL, (S)Local Funds

Formative - Completed ID & Ractivities; completedsurveys and COEs.

4. Review Special Education laws, IDEAupdates, Response to Intervention (RtI)process, inclusion strategies, CPI restrainttraining/behavior strategies, referral process,assessment process, and confidentiality. (Title I SW: 1,3,4,5) (Target Group: All,SPED) (NCLB: 1,3,5)

Interventionist, Principal, SpecialEducation Teacher(s)

Yearly (F)IDEA Special Education,(S)State Compensatory

Summative - Completed anddocumented trainingsessions.



Objective 6. Provide supplementary services to meet the needs of bilingual/ESL, LEP and/or migrant students.


1. Provide dual language servicesusing the Gomez & Gomez modelfor limited English proficientstudents through use of DualLanguage Literacy (DLL)program inDual Language Enrichment (DLE) programin PK, HS3, HS4, and K as well as traditionalEnglish as a Second Language(ESL) program per ESL clusterteachers. (Title I SW: 1,2,9,10) (Target Group: ESL,Migrant, LEP, AtRisk) (NCLB: 2)

Academic Specialist, Director ofBilingual/ESL Instruction, DualLanguage Teacher(s), ESLTeacher(s), Head Start Director,Head Start Specialist,Instructional Aide, Principal,Teacher(s)

Daily (F)Title I, (F)Title III Bilingual /ESL, (S)Local Funds, (S)StateFunding

Summative - Completed OralProficiency Tests (E andS in HS and K; only E inPK); K report card withtranslated bilingualobjectives and TEKS;portfolios; individualassessments per sixweeks; daily teacherobservations.

2. Promote oral language development of all students, targeting limited Englishproficient students, through the use ofGomez & Gomez Model in Dual LanguageLiteracy (DLL) program in HS3 andDual Language Enrichment (DLE)program in PK, HS4, and K as wellas use of English as a SecondLanguage program per ESL clusterteachers. (Title I SW: 1,2,9,10) (Target Group: ESL,Migrant, LEP) (NCLB: 2)

Academic Specialist, Director ofBilingual/ESL Instruction, DualLanguage Teacher(s), HeadStart Director, Head StartSpecialist, Interventionist,Principal, Teacher(s)

Daily (F)Head Start, (F)Title I, (F)TitleIII Bilingual / ESL, (S)LocalFunds, (S)State Compensatory

Summative - Completed Pre-LAS OralProficiency Tests;TELPAS.

3. Continue DLE and ESL meetingsand staff training sessions: LPACTraining; Math ELPS; ELAR ELPS;DLE and ESL staff meetings; DLEand ESL K and PK planningmeetings with DLE/ESL Director; and,TELPAS Training during Springtesting cycle. (Title I SW: 1,4,8,9) (TargetGroup: ESL, Migrant, LEP) (NCLB: 2)

Academic Specialist, Director ofBilingual/ESL Instruction, HeadStart Director, Principal,Teacher(s)

Ongoing /Monthly

(F)Title I, (F)Title IIA Principaland Teacher Improvement,(F)Title III Bilingual / ESL,(S)Local Funds, (S)StateCompensatory

Formative - Completed anddocumented training ormeeting sessions



Objective 6. Provide supplementary services to meet the needs of bilingual/ESL, LEP and/or migrant students.


4. Survey all students at the beginningof each school year to determinepossible eligibility; include survey inenrollment packets to screen newenrollees for possible eligibility. (Title I SW: 9) (Target Group: ESL, Migrant,LEP) (NCLB: 2)

Principal, Registrar, Teacher(s) Yearly (F)Title I, (F)Title III Bilingual /ESL

Summative - Completed surveys



Objective 7. Provide supplementary services to meet the needs of students receiving 504 and/or dyslexia services.


1. Provide state-required staff training aboutdyslexia program, and implement theMultisensory Teaching Approach (MTA). HeadStart teachers will receive specific trainingon use of checklists to identify dyslexiccharacteristics in young children. (Title I SW: 1,4,9) (Target Group: Dys, 504)(NCLB: 1,5)

Dyslexia Coordinator,Instructional Aide, Principal,Teacher(s)

Yearly / Daily (F)Head Start, (F)Title I,(S)Local Funds, (S)StateCompensatory

Summative - Completed anddocumented trainingsessions; increasedunderstanding of dyslexicindicators



Objective 8. Provide supplementary services via the district's school wide NCLB federal Title program (Title I, Title II, Title III, Rural and Low Income Schools.)


1. Continue to provide a Title I, Part A schoolwide program that provides supplementaryservices to meet the needs of economicallydisadvantaged students. Programs includesupplementary staff and programs such asSpalding, CogAT, Brain Pop, Istation, andReading A-Z. (Title I SW: 1,2,9,10) (TargetGroup: All, ECD, AtRisk) (NCLB: 1,5)

Campus Administrator(s), HeadStart Director, Head StartSpecialist, Instructional Aide,Teacher(s)

Daily (F)Head Start, (F)Title I, (F)TitleIIA Principal and TeacherImprovement, (F)Title IIIBilingual / ESL, (S)StateCompensatory

Summative - local assessment,universal screeners. See CNAgoals.

2. Provide summer school opportunities forreading remediation. (Title I SW: 1,9) (TargetGroup: All) (NCLB: 1)

Assistant Superintendent(s),Principal

Summer (F)Title I Summative - Universal screenerand Reading A-Z.

3. Attend Capturing Kids' Hearts training tosupport behavior intervention. (Title I SW:1,2,3) (Target Group: All) (NCLB: 5)

Assistant Superintendent(s),Principal

Yearly (F)Title I Summative - Yearly review ofdisciplinary records.



Objective 9. Ensure 21st century learning opportunities by continuing to integrate technology and technology training into the SSISD educational program.


1. Provide staff learning opportunitiesin technological trends, tools, andtactics appropriate for classroominstruction, including iPods, iPads,Promethean interactive boards, Istation and implementation of Reading A-Z. (Title I SW: 1,4,10) (Target Group: All)(NCLB: 1,5)

Computer Aide, Head StartDirector, InstructionalTechnologist, Principal

Ongoing (F)Title I, (F)Title VI, Part BRural/Low Income, (S)HighQuality Pre-K Grant, (S)LocalFunds, (S)State Compensatory

Summative - Completed anddocumented trainingsessions; Classroomobservations.

2. Continue to provide all studentswith developmentally appropriatelearning materials for classroom useincluding toys, manipulatives, andgames. Continue to incorporate the use ofiPads in listening and learning stations. (Title I SW: 1,10) (Target Group: All) (NCLB:1,5)

Academic Specialist, ComputerAide, Head Start Director,Principal, Teacher(s)

Daily (F)Head Start, (F)Title I, (F)TitleVI, Part B Rural/Low Income,(S)High Quality Pre-K Grant,(S)Local Funds, (S)StateCompensatory

Formative - ongoing classroomobservation.

Summative - See CNA goals.

3. Purchase and integrate technologicaldevices to provide K, T1, Pre-K and HS4students with 1:1 access for technologyapplications and independent e-learning. (TitleI SW: 1,2,4,7,8,9,10) (Target Group: All)(NCLB: 1,2,4,5)

Computer Aide, Director ofTechnology, Head Start Director,Instructional Technologist,Principal, Teacher(s)

First Semester (F)Title I, (S)High Quality Pre-KGrant

Summative - Acquisition ofiPads, tablets or othertechnological devices.



Objective 10. Assist preschool students in the successful transition from early childhood programs to the local elementary school-wide program.


1. Pre-K and HS4 students will prepare fortransition into Kindergarten duringthe last six weeks of Pre-K by: (1)having Pre-K and HS4 teachers scheduleclassroom visits in Kindergartenclassrooms prior to the end of thePre-K and HS4 school year; (2) by office staffscheduling appointments with Pre-K and HS4parents for individualized enrollmentin Kindergarten; (3) by providingPre-K and HS4 parents with a transitionpacket of Kindergarten informationsuch as links to K TEKS, samplesof Kindergarten work, etc.; and, (4)by providing K skill pages, Kschool-to-home simple activities,etc. to Pre-K and HS4 students. (Title I SW: 7) (Target Group: All, AtRisk,PRE K) (NCLB: 1,5)

Academic Specialist, Head StartDirector, Head Start Specialist,Principal, Teacher(s)

Yearly / Ongoing (F)Head Start, (F)Title I,(S)Local Funds, (S)StateCompensatory

Summative - Completion oftransitionactivities and successfultransition to 2016-2017.

2. To prepare for transition to kindergarten,provide Head Start ParentMeetings...Policy Council; Parent Committee;Computer Training;Monday Folders; Monthly Informative Sessionssuch as Diabetes Awareness or CholesterolEducation, etc. (Title I SW: 6,7) (Target Group: All, PRE K)(NCLB: 1,5)

Head Start Director, Head StartSpecialist, Parent Volunteers,Teacher(s)

Monthly (F)Head Start, (L)CampusFunds

Summative - Completedmeetings andsession minutes; completedsign-in sheets.



Objective 11. Provide services to meet the needs of students identified as gifted/talented.


1. Identify via CoGAT, NNAT and Renzulliscale, and provide appropriate services forgifted and talented K and T1 students throughuse of Gifted and Talented (GT) Program. (Title I SW: 9) (Target Group: GT)


Yearly / Ongoing (F)Title I, (S)Local Funds Formative - ongoing classroomobservation of GT activities andlesson plan monitoring.

Summative - completed formalidentification results.

2. K and T1 classroom teachers willindependently earn six hours of annual GT stafftraining. (Title I SW: 4) (Target Group: All, GT)

Academic Specialist, Principal,Teacher(s)

Yearly (S)Local Funds Summative - Completed anddocumented trainingsessions.


EARLY CHILDHOOD LRN CTRGoal 2. Students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Objective 1. Provide safe and secure learning environments for all students.


1. Provide a variety of emergencydrills including evacuation drills,lockdown drills, tornado/severeweather drills, and reverseevacuation/shelter-in-place drills.Work to enhance morning securityas parents are bringing students toschool. (Title I SW: 6) (Target Group: All) (NCLB: 4)

Head Start Director, Head StartSpecialist, Principal, Teacher(s)

Monthly / Daily (F)Title IV Safe and Drug Free,(S)Local Funds

Formative - Completedsuccessfuland documented drillsand ongoing security evaluation.

2. Continue Emergency OperationsManagement Plan (EOP) to fulfillthe NIMS (National IncidentManagement System) emergencypreparedness/crisis managementrequirements. Continue to trainadditional staff in CommunityEmergency Response Training(CERT) and in ALICE Training. (Title I SW: 4,6) (Target Group: All) (NCLB:4)

Head Start Director, Principal,Program Directors, SchoolResource Officer, Teacher(s)

Yearly (F)Title IV Safe and Drug Free,(S)Local Funds

Summative - Evaluation andupdate campus EOP.

3. Continue to provide acomprehensive safety unit to useschoolwide during the first sixweeks of school that will teachsafety, rules, and routines in the followingareas: bus;car; hall; playground; cafeteria;restroom; stranger; etc. (Title I SW: 3) (Target Group: All) (NCLB: 4)

Academic Specialist, Head StartDirector, Head Start Specialist,Principal, Teacher(s)


Formative - Completed safetyunitdocumented in lessonplans; classroom observation.

4. Follow established officeregistration system for all visitors bysigning them in at office withRAPTOR visitor-monitoring safetysystem. (Target Group: All) (NCLB: 4)

Head Start Director, Principal,Staff

Daily (S)Local Funds Formative - Ongoing systemimplementation and monitoring.


EARLY CHILDHOOD LRN CTRGoal 2. Students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Objective 2. Promote safe and healthy lifestyles while teaching the importance of respect, honor, and citizenship.


1. Schedule classroom guidanceactivities to promote drugawareness, appropriate peerrelationships, and goodchoices. (Target Group: All) (NCLB: 4)

Counselor(s), Head StartDirector, Head Start Specialist,Principal

Daily (F)Title IV Safe and Drug Free,(S)Local Funds

Summative - Ongoing review oflesson plans and classroomobservation.

2. Promote drug awareness andprevention through activeparticipation in Red Ribbon Week inOctober, including special days todress in common Drug Free themesthroughout the District. (Title I SW: 6) (Target Group: All) (NCLB: 4)

Counselor(s), Head StartDirector, PE Teacher, Principal


Formative - Observance ofcompleted Red RibbonWeek activities.

3. Present "Teach Pieces for Kids" toHS3 and HS4 students such as"Give a Kid a Smile," "HealthyBones," "Not-So-Nice Head Lice,""Healthy Snacks," etc. See attached files:Health Teach Pieces Revised June 2015;Health Teach Pieces SR Domains RevisedJune 2015. (Target Group: All, AtRisk) (NCLB: 4)

Head Start Director, Head StartSpecialist, Teacher(s)

Ongoing (F)Head Start, (L)CampusFunds, (S)Local Funds

Formative - Ongoing review oflesson plans and observation.

4. Promote the coordinated schoolhealth program...efforts to becoordinated between cafeteria, P.E.teacher, classroom teachers,parents, and principal. (Title I SW: 6) (Target Group: All) (NCLB: 4)

Nurse, PE Teacher, Principal,Staff, Teacher(s)

Daily (F)Head Start, (L)CampusFunds

Formative - Ongoing programmonitoring.


EARLY CHILDHOOD LRN CTRGoal 3. Students will be taught by highly qualified and exceptionally trained staff.

Objective 1. Ensure that instruction by highly qualified staff will be provided to all students.


1. Conduct screening and assessment prior toemployment to ensure that prospectiveemployees meet highly qualified teacherrequirements (state and federal). (Title I SW:3) (Target Group: All) (NCLB: 3)

Assistant Superintendent(s),Director of Human Resources,Principal

Yearly / Ongoing (F)Title IIA Principal andTeacher Improvement, (S)StateCompensatory, (S)StateFunding

Formative - ongoing monitoringfrom human resource office.

Summative - Federal HighlyQualified report - November;ongoing remediation plan.



Objective 2. Provide high quality and ongoing professional development.


1. Continue Fundamental 5 training for all stafftosupport district goals. (Title I SW: 4) (Target Group: All, PRE K, K)(NCLB: 3)

Academic Specialist, Head StartSpecialist, Principal, Staff,Teacher(s)

Yearly (S)Local Funds Summative - Completed anddocumented trainingsessions.

2. Provide CIRCLE/PhonemicAwareness staff training for PK andHS teachers with Region 8 ESC EarlyLiteracy Consultant. (Title I SW: 2,4) (Target Group: All) (NCLB:3)


Ongoing (F)Head Start, (S)Local Funds Summative - Completed anddocumented trainingsessions.

3. Continue to provide updates totraining for Eduphoria, Skyward,Forethought, Workshop and Awareprograms. (Title I SW: 4) (Target Group: All)(NCLB: 3)

Computer Aide, Director ofTechnology, InstructionalFacilitator, Program Directors

Ongoing (F)Title I, (F)Title VI, Part BRural/Low Income, (S)LocalFunds

Formative - Ongoing observationof utilization ofprograms.

4. Head Start will receive training on CLASSInstructional Suites, Conscious Discipline Bookand Video Study, NCQTL Practice-BasedCoaching Initiative, Head Start PerformanceStandards Forum and H.G Jones ERSEACertification. (Target Group: All, PRE K)(NCLB: 4)

Head Start Director, Head StartSpecialist, Staff, Teacher(s)

Ongoing (F)Head Start Summative - Completedattendance logs.



Objective 3. Attract and retain highly qualified teachers and staff.


1. Attract and retain exceptionally trained staffby providing a teacher mentor program thatsupports new teachers in the areas of PLCs,curriculum & instruction, Fundamental 5, Daily5 classroom management framework, andassessment (data collection anddisaggregation). (Title I SW: 3,4) (TargetGroup: ECD, ESL, LEP, SPED, AtRisk, PRE K)(NCLB: 1,2,3,4,5)

Academic Specialist, AssistantSuperintendent(s), Head StartDirector, Principal, Teacher(s)

Ongoing (F)Head Start, (F)Title I, (F)TitleIIA Principal and TeacherImprovement, (S)StateCompensatory, (S)StateFunding

Summative - Yearly analysis ofexit surveys and new (1-3 year)teacher retention.


EARLY CHILDHOOD LRN CTRGoal 4. Sulphur Springs ISD will encourage parent/guardian and community involvement in school activities.

Objective 1. Communicate effectively and meaningfully with parents and other stakeholders.


1. Provide parent orientation activitiesand information to meet the varied needsof students through Meet the Teacheropportunitiesand encourage parent and family engagement.

(Title I SW: 6) (Target Group: All)

Head Start Director, Principal,Staff, Teacher(s)

Yearly (S)Local Funds Summative - Documentation ofparents/guardiansattending orientation meetings.

2. Parents will be provided access tostudent attendance, grades andother instructional support materialsvia Skyward. (Title I SW: 6,9) (Target Group:All) (NCLB: 1,5)

Principal, Registrar, Teacher(s) Daily (F)Title I, (S)Local Funds Formative - Ongoing support forparent access.

3. Promote improved studentattendance by providing parentswith excessive absences letters asappropriate and needed, in accordance withnew truancy prevention requirements. (Title I SW: 6,9) (Target Group: All) (NCLB:1,5)

Counselor(s), Head StartDirector, Head Start Specialist,Principal, Registrar, Staff

Daily (S)State Funding Summative - Improved dailystudentattendance; achievinggoal of 97%average annualattendance.

4. Use report cards, checklists,portfolios, anecdotal records, homevisits, Eduphoria parent contact log etc. as themeans ofcommunicating progress andassessment results to parents. (Title I SW: 6,9) (Target Group: All) (NCLB:1,5)


Six Weeks /Ongoing

(S)Local Funds Summative - Ongoingdocumentation of parentcontact.

5. Initiate a routine daily call system to parentsregarding student absences as a preventivetruancy measure, in accordance with newtruancy requirements. (Title I SW: 6,9) (TargetGroup: All) (NCLB: 4)

Principal, Registrar, Staff,Teacher(s)

Ongoing (S)Local Funds Formative - ongoing review ofattendance tracking records.




Objective 1. Communicate effectively and meaningfully with parents and other stakeholders.


6. Promote Parent Literacy night and otheropportunities such as "1K Before K" initiativewith Sulphur Springs Public Library,informparents of grade specific curriculum thatencourage active parent and communityengagement, with recognition of effortsrecognized at the MVP Bash. (Target Group:All)

Community Members,Counselor(s), Dual LanguageTeacher(s), Head StartSpecialist, Parent Volunteers,Principal, Teacher(s)

Yearly (F)Head Start Summative - Documentaion ofparents/guardians attendingliteracy event.

7. Promote Title 1/Parent Literacy Night toinform K & T1 parents of grade specificcurricula such as the Daily 5 framework,Istation assessments and Spalding toencourage active parent engagement. (Title ISW: 2,6) (Target Group: All, K) (NCLB: 1,2)

Academic Specialist,Interventionist, Principal, Staff,Teacher(s)

Annual (L)Campus Funds Summative - Completed sign-insheets.

8. Conduct goal-oriented home visits and/orparent conferencesto identify strengths interests and needs byscheduling a Fall and Spring home visit and/or parentconference in accordance tothe High Quality Pre-K Grant FamilyEngagement Plan and campus objectives. (Target Group: All, PRE K)

Staff, Teacher(s) Ongoing (F)Head Start, (S)Local Funds Summative - Completed parentcontact log.



Objective 2. Encourage parent involvement in school activities.


1. Conduct Title I Parent Meetings in the falland spring to provideparents with Parent InvolvementPolicy, School-Parent Compact, andHome to School Connection topromote importance of parentinvolvement in educational process. (Title ISW: 2,6) (Target Group: All) (NCLB: 1)

Head Start Director, Principal Yearly (F)Title I, (L)Campus Funds Summative - Title I Meetingagenda, minutes, and sign-insheets.

2. Organize Parent TeacherOrganization(PTO) with Kand T1 to work in coordination withParent Committee in HS3, HS4, andPreK. (Title I SW: 6) (Target Group: All) (NCLB:1,4)

Head Start Director, Principal Ongoing (S)Local Funds Summative - Meeting agendas,minutes, and sign-in sheets.

3. Provide volunteer training topromote the importance ofvolunteering and being a part ofeducation of child through variousactivities such as reading withchildren, flashcard drill, special artprojects, working with manipulatives,etc. (Title I SW: 6) (Target Group: All) (NCLB:1,5)

Academic Specialist, Head StartDirector, Principal

Ongoing (F)Title I, (S)Local Funds Summative - Completed anddocumented training andvolunteer sign-in sheets

4. Provide volunteer opportunitiesthrough planned student-directedactivities including spirit decals,seasonal PE-related obstaclecourses, Trike-a-Thon, FreedomWalk, Mini Relay for Life, etc. (Title I SW: 6,9) (Target Group: All)

Counselor(s), Head StartDirector, Music Teacher, PETeacher, Principal

Ongoing (L)Campus Funds, (S)LocalFunds

Formative - Ongoing monitoringof volunteer participation.



Objective 2. Encourage parent involvement in school activities.


5. Promote the active participation ofparents in the educational processhaving two special programs: FACE, FathersActivelyInvolved in Childrens Education;MAKE, MothersActive in Kids Education.Discussion topics: schoolreadiness, brain development, BrainGym, rituals & transitions, andConscious Discipline. (Title I SW: 6) (TargetGroup: PRE K) (NCLB: 1)

Head Start Director, Head StartSpecialist

Daily (F)Head Start, (S)Local Funds Summative - Completed anddocumentedparticipation of fathersand mothers.

6. Regular, daily parent participationthrough "WatchDOG" Dads and"Moms on the MOVE" Moms...twosafety and security volunteerprograms utilizing parents as schoolvolunteers. (Title I SW: 6) (Target Group: All) (NCLB: 4)

Head Start Director, Head StartSpecialist, Parent Volunteers,Principal

Ongoing (L)Campus Funds, (S)LocalFunds

Summative - Documentedparentparticipation.


No Child Left Behind Performance Goals(These goals have not been updated by the U.S. Department of Education as of the 2016/2017 school year.)

Goal 1. By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Goal 2. All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better inreading/language arts and mathematics.

Goal 3. By 2005-2006, all students will be taught by highly qualified teachers.

Goal 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Goal 5. All students will graduate from high school.


Sulphur Springs Independent School District CIP Fall 2… · · 2016-11-18The mission of the...

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Transcript of Sulphur Springs Independent School District CIP Fall 2… · · 2016-11-18The mission of the...