AES Campus Improvement Plan
ATLANTA EL Campus Improvement Plan 2016/2017 AES Motto "Pride in Effort Reward in Excellence"
Todd Marshall 902 ABC Lane Atlanta, Tx 75551 903-796-7164 [email protected]
Date Reviewed: 10/10/16 DMAC Solutions ®
Date Approved: Page 1 of 42
12/1/2016
ATLANTA EL Mission The mission of Atlanta Elementary School is to provide a high quality broad based program of instruction that challenges and motivates each student to reach their full educational potential and become successful, productive citizens. When we promote an interest in learning, students develop a respect for themselves and others.
Vision Our AISD vision is to create and nurture a systemic district-wide 21st century classroom environment that enables our learners to be successful in a global society.
Nondiscrimination Notice ATLANTA EL does not discriminate on the basis of race, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act of 1973; as amended. DMAC Solutions ®
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ATLANTA EL Site Base
Name
DMAC Solutions ®
Position
Booth, Elizabeth
Assistant Principal-Math Specialist
Brieby, Kevin
Physical Education Coach
Clements, Tammi
Teacher-Interventionist/Special Ed
Conly, Geniece
Teacher
Finley, Jacqueline
Parent
Holland, Amy
AES Counselor
James, Lori
Technology
Marshall, Todd
Campus Administrator
Mcclure, Tammy
Teacher
Rushing, Karen
AES Nurse
Saffel, Loree
Teacher-Reading Specialist/ESL
Shaw, Crissy
Teacher
Solomon, Christy
Teacher-Math Interventionist
Stewart, Amy
Business Owner
Tidwell, Susan
AES Librarian
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Resources
Resource
DMAC Solutions ®
Source
IDEA Special Education
Federal
Title I
Federal
Title VI, Part B Rural/Low Income
Federal
Atlanta Education Foundation
Local
Local Funds
Local
foundation grant
Other
Local Districts
Other
Grant funds
State
Rural & Low-Income Schools Prog.
State
Special Education
State
State Compensatory
State
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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 in reading/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.
DMAC Solutions ®
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ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy 1. Coordinate funding sources to achieve maximum effectiveness to address the academic needs of AES students. (Title I SW: 10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2)
Person(s) Responsible
Resources
Evaluation
Monthly
(F)Title I
Formative - Efficient use of funds to improved academic performance of students
2. Use of emerging technologies & innovative Principal, Teacher(s), practices will be implemented to enhance Technology Staff instruction. Critical thinking skills in problem solving, integrated subject areas, inclusionary practices including some Marcia Tate strategies in brain research. Technology personnel has been assisting teacher in enhance instruction through use of technology. (Title I SW: 1,2,3,4,9) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3)
Weekly lesson plan documentation
(F)Title I
Summative - 6 wk period assessment results
3. All staff will be made aware of STAAR/TEKS objectives and updates. Test objectives will be disseminated, explained and updated through staff meetings. (Title I SW: 1,2,3,4,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3)
Counselor(s), Principal, Special Ed Teachers, Specialists, Teacher(s)
August, January & May STAAR test training
(F)IDEA Special Education, (F)Title I
Summative - State Performance rating and distinctions
4. Use parents, community volunteers, and community business participants in the campus committee to plan goals and make adjustments to the CIP. (Title I SW: 1,6,8,9,10) (Target Group: All) (NCLB: 1,2,3,4)
Community/Business, Counselor(s), Interventionists, Parents, Principal, School Nurse, Special Ed Teachers, Specialists, Support Staff, Teacher(s), Technology Staff
2 meetings annually, Sept/July
(L)Local Funds
Summative - Annual revisions of campus improvement plan
DMAC Solutions ®
Campus Administrators, Campus Instructional Technologist, Support Staff, Teacher(s)
Timeline
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ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
5. Instructional materials, strategies and Campus Administrators, assessments will coincide with STAAR tests Specialists, Teacher(s) format. Updated material will be investigated for our purposes before purchases. Faye Whitlow review and updates for tested grades (3rd and 4th) in math will be attended by math teachers where presented strategies for STAAR objectives can be implemented in addition to Sharon Wells Curriculum training each 6 weeks. Writing workshops, Balanced Literacy and SIPPS training will enhance ELAR areas. (Title I SW: 1,2,3,4,8,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3)
August September
(F)Title I, (L)Local Funds, (S)Special Education, (S)Student Success Initiative
Summative - student continuous improvement in academic areas that are assessed
6. Periodic evaluations and adjustments of the effectiveness of the after school tutorials regarding the participation of African American, at risk and economically disadvantaged students. Pre/Post evaluations as students enter and exit the program. (Title I SW: 1,2,3,4,5,6,8,9,10) (Target Group: AA, ECD, AtRisk, 2nd, 3rd, 4th) (NCLB: 1,2,3)
BOY August, MOY January, EOY June
(F)IDEA Special Education, (F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory, (S)Student Success Initiative
Summative - Data meeting evaluations of each students' progress
Campus Administrators, Interventionists, Special Ed Teachers, Specialists, Support Staff, Teacher(s)
7. Intensive instructional efforts will be focused Campus Administrators, on specific target groups needing improvement Principal, Specialists, Support campus wide. Differentiated grouping for Staff, Teacher(s) targeted intervention needs during school day scheduled advisory time. (Target Group: All, ECD, ESL, SPED, GT, AtRisk, Dys, 2nd, 3rd, 4th) (NCLB: 1,2,3,4)
DMAC Solutions ®
August and each (F)IDEA Special Education, 6 weeks period (F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory, (S)Student Success Initiative
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Closing achievement gap between all sub-populations on our campus Summative - Data meeting to evaluate progress monitoring of academic growth
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
8. A coordinated effort will be made by students, parents, and staff members to maintain at least 96% average daily attendance for the year. They will attend each official school day except with absences due to illness or extenuating circumstances. (Title I SW: 1,2,3,6,8,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, Daily Community/Business, Interventionists, Librarian, Office Staff, Parents, Principal, School Nurse, Special Ed Teachers, Specialists, Support Staff, Teacher(s)
(F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory
Summative - *Recognition of class and individual high attendance at six weeks ceremony and end of the year awards *Daily phone contact for accountability due to student absence. Class perfect attendance recognized daily with poster and shout outs in the morning announcements.
9. Reduce the number of students served under IDEA through effective use of the RtI/CIT process. Staff will be trained in these processes and the effective strategies for atrisk situations. Revisions to the process will be made annually as required by PBMAS. (Title I SW: 1,2,3,4,6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, Counselor(s), Special Ed Teachers, Specialists, Teacher(s)
(F)IDEA Special Education, (F)Title I, (S)Special Education, (S)State Compensatory
Summative - Reduce the number served in IDEA: PBMAS annual report
Intervention groups adjusted every 6 weeks
10. Staff development will be conducted Campus Administrators, through in-service workshops/faculty meetings. Counselor(s), Principal, Surveys will be used to evaluate needs and Specialists effectiveness. Monitoring evaluations and lesson plans will be used to measure the level of implementation/impact professional development has had on instruction. (Title I SW: 1,2,3,4,5,9) (Title I TA: 1,2,3,4,5,6) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
August, October, (F)Title I, (L)Local Funds, January (S)Special Education
Summative - Student performance on state and local evaluations
11. Highly qualified personnel, including minority teachers, and the retention of those teachers will promote diversity and tolerance plus provide good role models for all students. (Title I TA: 5) (Target Group: All, AtRisk, 2nd, 3rd, 4th) (NCLB: 2,3)
May
Summative - School-wide improvement in academic and behavior performance
DMAC Solutions ®
Campus Administrators, Counselor(s), Human Resources, Principal, Specialists, Teacher(s)
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(F)Title I
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
12. All grade levels will continually address, monitor and re-evaluate student progress through ongoing instructional and assessment activities including Response to Intervention techniques, released STAAR and extended day/year data. (Title I SW: 2,3,4,5,6,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, CIT Committee, Interventionists, Principal, Specialists, Support Staff, Teacher(s)
Each grading period (6 wks)
(F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory
Summative - Six Week report card and assessment performances. Distinctions in state rating for assessment performance
13. Data meetings with staff stakeholders will be conducted to ensure proper level of support for all students. Progress monitoring sheets will be reviewed periodically to evaluate/adjust levels of support for all students. (Title I SW: 1,2,3,4,6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, Counselor(s), Interventionists, Specialists, Support Staff, Teacher(s)
Each six weeks
(L)Local Funds
Summative - Continuous student improvement
14. School-wide Enrichment Model called Campus Administrators, Support Weekly SEM BEST (Believing in Every Student's Talents) Staff, Teacher(s) activity encourages AES learners to experience a wide variety of areas gaining a broad range of base knowledge no matter the ethnicity, academic or economic status of each student. This builds background knowledge that has contributed in all tested areas. Many TEKS are addressed through SEM activities. SEM coordinators attended Confratude training with Renzoli, a GT education expert, and then presented to staff on implementation of BEST. (Title I SW: 1,2,3,6,10) (Target Group: All) (NCLB: 1,2)
(L)Atlanta Education Foundation, (L)Local Funds
Summative - Formative - Weekly updates on student activities and products shared campus-wide through technology. Six weeks Awe"SEM" Assembly with rewards and recognition for participants.
15. SIPPS phonics program will continue to enhance 3rd grade reading curriculum to vertically align with the 2nd grade reading curriculum and building reading fluency for all students. (Title I SW: 1,2,3) (Target Group: All) (NCLB: 1,2)
(L)Local Funds
DMAC Solutions ®
Campus Administrators, Specialists, Teacher(s)
Four days each week
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Resources
Evaluation
Summative: Yearly teacher and student reflections used to adjust for next sessions.
Summative - September, January and May TPRI data results
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
16. Early Birds Math practice is available daily Specialists for students from 7:25 until 7:55 in the computer lab. (Title I SW: 1) (Target Group: All, AA, ESL, SPED, AtRisk) (NCLB: 1)
Daily
17. Math enrichment added to the TAGS Campus Administrators, curriculum to build critical thinking. (Title I SW: Specialists, Teacher(s) 3) (Target Group: GT) (NCLB: 1)
2 times per week (L)Local Funds
DMAC Solutions ®
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(L)Local Funds
Evaluation Participation
Increase in Advanced Performance on STAAR
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 2.
AES will encourage students to meet their full educational potential using incentives/self motivating techniques.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. Accelerated Reading rewards will provide Campus Administrators, incentives. Accelerated reading incentives can Librarian, Special Ed Teachers, be purchased with points earned individually. Specialists, Teacher(s) Class totals can earn additional class awards. (Title I SW: 1,2,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2)
Each semester
(F)Title I, (L)Local Funds
Summative - Student reading performance will continuously improve
2. Reward academic achievement and improved student performance using a Y.E.S., Youth Experiencing Success, assembly. AES STAAR Game Day (kickball tournaments, classroom games and activities, and bounce houses included) will be used to reward effort and success. (Title I SW: 1,6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Specialists, Support Staff, Teacher(s)
Each 6 week period
(F)Title I, (L)Local Funds
Summative - Student participation: teacher evaluation of student effort, improvement and achievement
3. Incorporation of Toolbox of Social Emotional Learning skills, Relationship Building with AISD Student strategies and class meetings to build relationships and develop ownership in the class culture. This engages students to be aware of their actions and those of their classmates for self checking/correcting. It builds good character and creates a positive learning environment. (Title I SW: 1,2,6,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Campus Administrators, Counselor(s), Interventionists, Librarian, Office Staff, Principal, School Nurse, Specialists, Support Staff, Teacher(s)
BOY August, Monthly Character Lessons
(F)Title I, (L)Local Funds
4. Individual attendance incentives using classroom rewards, as well as, class competitions at the campus and grade levels with awards announced at award ceremonies at the end of each 6-weeks. Daily recognition for perfect attendance in each classroom also has been implemented (Title I SW: 6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Campus Administrators, Counselor(s), Office Staff, Parents, Teacher(s)
Each six weeks
(F)Title I, (L)Local Funds, Summative - High percentage in (S)Rural & Low-Income Schools attendance campus-wide Prog.
DMAC Solutions ®
Summative: End of Year Recognitions and Awards
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Summative - Reduced number of behavior office referrals Improved student behavior
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 3.
Objective 3: Relationship Building with AISD Students and Character Counts Programs will be used to recognize and reward good character. Positive Behavior Interventions and Support Program, District Bullying Policy, Be a Bucket Filler Not a Bucket Dipper Program, Character Education classes and Knight Vision are used to challenge students to have good character. Leadership will be recognized through a Responsible Rabbit Program.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. Toolbox of Social Emotional Learning skills, Campus Administrators, Relationship Building with AISD Students, Counselor(s), Support Staff, Knight Vision, PBIS, District Bullying Policy, Be Teacher(s) A Bucket Filler Not a Bucket Dipper Program, Character lessons and Responsible Rabbit programs to build relationships and the implementation of classroom meetings will promote/recognize good character and leadership skills. (Title I SW: 1,2,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
August then each (F)Title I, (L)Local Funds six weeks
Summative - Reduced number of office referrals: End of year referral report
2. Responsible Rabbits chosen weekly to lead Counselor(s), Principal, class/school in activities to build/recognize Teacher(s) leadership skills. (Title I SW: 1,8,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Weekly
Summative - School-wide improved behavior Leadership quality recognition
DMAC Solutions ®
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(L)Local Funds
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 4.
Objective 4: AES will integrate technology into the classroom as well as in the computer lab and the Sci-Tech lab. AES will implement emerging technologies and innovative practices for classroom communication, instruction and assessment.
Activity/Strategy
Person(s) Responsible
Timeline
1. Students will use a variety of computer programs to aid integration of technology into the classroom. Programs include Accelerated Reading, updated research software access, Successmaker, IXL.com, Sumdog.com, Study Island.com, Wildwest Math, BrainPop and BrainPop Jr, Osmo application, KANO, etc. (Title I SW: 1,3,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Campus Administrators, Specialists, Support Staff, Teacher(s), Technology Staff
Weekly
2. Technology TEKS covered by grade level alignment. (Title I SW: 9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Special On-going Ed Teachers, Support Staff, Teacher(s), Technology Staff
Resources
Evaluation
(F)Title I, (L)Local Funds, (S)ACE Blast, (S)Special Education
Summative - Continuous improvement in academic areas More engagement by students
(F)Title I, (L)Local Funds, (S)ACE Blast
Summative - Technology skills used to produce student products
3. Staff will use a variety of programs to aid Campus Administrators, Support Weekly instruction and use of technology in the Staff, Teacher(s), Technology classroom. Programs include staff E-mail Staff accounts, computer assisted assessments, OnCourse program with grade book/lesson plans applications, SBEC teacher portfolio and T-Tess through our D-Mac program on line. (Title I SW: 1,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,3)
(F)Title I, (L)Local Funds, Summative - Staff increase in (S)Rural & Low-Income Schools technology proficiency Prog.
4. Technology is used to assist and enhance Librarian, Principal, Special Ed instruction such as document cameras for easy Teachers, Teacher(s) viewing, Red Cat sound enhancers to aid clear audio in the classroom, and the Mimios to create interactive and creative participation in lessons. (Title I SW: 1,8) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
(F)Title I, (L)Local Funds, (S)Special Education
DMAC Solutions ®
Weekly
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Summative - Enhanced Student academic Performance
12/1/2016
ATLANTA EL Goal 2.
COMMUNICATION: All stakeholders will have avenues of input and ownership in making decisions that affect our mission.
Objective 1.
AES parents will be full partners with the educators in the education of their children through parent and community involvement.
Activity/Strategy
Person(s) Responsible
1. Use parents, community volunteers, and community business participants in the campus committee to plan goals and make adjustments to the CIP. Have community input for training topics and/or programs, and, evaluate the effectiveness of programs in use. (Title I SW: 1,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Community/Business, Counselor(s), Department Heads, Parents, Principal
2. Teachers begin the year making a positive phone call to parents to welcome students to a new year. Parent/teacher conferences held at least twice a year and then as needed in additions to 6 week report cards. Invite grandparents/grand-friends to Grandparents' Breakfast. Newsletter - Publicize events occurring at AES campus with student achievements and successes. (Title I SW: 6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Timeline
Evaluation
(F)Title I, (L)Local Funds
Summative - Revised Campus Improvement Plan Annually
Campus Administrators, August then Community/Business, quarterly Counselor(s), Parents, Principal, Support Staff, Teacher(s)
(F)Title I, (L)Local Funds
Summative - Summer/Fall meetings Grand-friends and community participation
3. Use Title 1 - Meet the Teacher Night, Dyslexia program information meeting, and Title 1 brochure available in the fall. Public School Week, BEST Showcase and GT Showcase nights in the spring. (Title I SW: 1,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Counselor(s), Teacher(s)
(F)Title I
Summative - Parent/Community participation Survey Data
4. STARS Volunteers - Utilize parent/community volunteers to assist teachers and students. Shadow Program - 4th graders are invited to "shadow" an employee in the community for a short time. Brown bag lunches host community professionals/career life lesson leaders for students. (Title I SW: 1,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Monthly Counselor(s), Office Staff, Parents, Principal, Support Staff, Teacher(s)
(F)Title I, (L)Local Funds
Summative - Positive home/school relationships
DMAC Solutions ®
Bi-annually
Resources
August & March
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ATLANTA EL Goal 2.
COMMUNICATION: All stakeholders will have avenues of input and ownership in making decisions that affect our mission.
Objective 1.
AES parents will be full partners with the educators in the education of their children through parent and community involvement.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
5. Junior Master Gardener creates positive experiences for students to succeed and build their character and confidence in themselves. (Title I SW: 6,10) (Target Group: AA, ECD, AtRisk, 2nd, 3rd, 4th)
Community/Business, Support Staff
September through May
(F)Title I
Summative - Student Junior Master Gardener Certification
6. Use community members and parents as resources for you School-wide Enrichment Model-BEST program. Guest speakers and presentations enhance the background knowledge for the students. Community invitation for the showcase of culminating activities and products presented by the students. (Title I SW: 1,2,6,10) (Target Group: All) (NCLB: 1,4)
Campus Administrators, Community/Business, Department Heads, Interventionists, Principal, Teacher(s)
September through May
(L)Local Funds
Summative - Increased participation by community professionals
DMAC Solutions ®
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12/1/2016
ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 1.
AES will maintain a safe, healthy and disciplined environment conducive to student learning. AES will promote good citizenship, positive character ethics,responsibility and self-discipline. Students will be safe while at school.
Activity/Strategy 1. Crisis Management Training for administrators and all staff. Activities to promote campus safety such as drills, locked outside doors, staff badges, use of 2-way radios when necessary, visitor sign in/out sheet, and a district resource officer on duty. Use RAPTOR software to screen campus visitors by scanning driver's license for convicted sex offenders. (Title I SW: 1,2,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Person(s) Responsible
Timeline
Campus Administrators, Support Beginning of the Staff, Teacher(s) year training
Resources
Evaluation
(F)Title I
Summative - Compliance with safety measures to provide a safe learning environment
2. Career awareness activities utilized to Campus Administrators, promote goal setting and career planning Counselor(s), Teacher(s) available to all students. Incorporation of College Awareness Week activities including guest speakers promoting college and career. Community business shadow program for students as well as brown bag lunch meetings. Identify student interests and allow exploration of many career field during our School-wide Enrichment Model-BEST program. (Title I SW: 1,2,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 5)
BEST activities weekly
(F)Title I, (L)Local Funds
Summative - Increased student awareness of career opportunities
3. Practice safe school drills - Fire, tornado, Campus Administrators, Office evacuation, lockdown, bus evacuation, ALICE Staff, Principal, School Nurse, and AED. (Title I SW: 2,9,10) (Target Group: Teacher(s) All, 2nd, 3rd, 4th) (NCLB: 4)
Beginning of the year, monthly random drills
(F)Title I, (L)Local Funds
Summative - Drill proficiency and safe learning environment
(F)Title I, (L)Local Funds
Summative - Decrease in instruction loss and behavior referrals
4. Alternative consequences to address Campus Administrators, Each semester decreasing ISS or/and DAEP placements plus Counselor(s), Parents, Principal, data report minimal interruption of instructional class time. Support Staff, Teacher(s) Implement a tracking system to track special populations to ensure individual education plan requirements are met. (Title I SW: 1,3,9,10) (Target Group: All, AtRisk, 2nd, 3rd, 4th) (NCLB: 1)
DMAC Solutions ®
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12/1/2016
ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 1.
AES will maintain a safe, healthy and disciplined environment conducive to student learning. AES will promote good citizenship, positive character ethics,responsibility and self-discipline. Students will be safe while at school.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
5. Guidance lessons for bullying awareness Campus Administrators, prevention strategies for all students, Toolkit of Counselor(s), Teacher(s) Social Emotional Learning (SEL), drug abuse education, relationship building strategies from Relationship Building with AISD Students, Knightly Character, PBIS, Cyber Bullying policy, etiquette program, etc. used to teach character and acceptable social skills to all students. (Title I SW: 1) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,4)
August then monthly
(F)Title I, (L)Local Funds
Summative - Campus-wide behavior improvements with decreased behavior referrals to the office and recognition of good character
6. Implementation of class meetings to Campus Administrators, increase stuent sense of belonging and to Counselor(s), Teacher(s) reinforce students use of Social Emotional Learning tookkit. (Title I SW: 1,2,9,10) (Target Group: All) (NCLB: 4)
weekly
(F)Title I, (L)Local Funds
Summative - Campus-wide behavior improvements with decreased behavior referrals to the office. Safe learning environment for all learners
7. Online inservice for our teachers includes Counselor(s), School Nurse ways to identify and address sexual abuse and maltreatment of children, suicide prevention, conflict resolution, and violence prevention through special programs addressing student needs. Beginning of the year online training provided to all staff each year. (Title I SW: 1) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
August
(F)Title I, (L)Local Funds
Summative - Heightened awareness of special needs for students and a bully free school environment.
DMAC Solutions ®
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12/1/2016
ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 2.
AES will incorporate the required components of the Coordinated School Health Program including SHAC committee and the Fitness Gram Program.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. AES will incorporate the components: health Campus Administrators, education, physical education, health services, Counselor(s), School Nurse, nutrition services, counseling and psychological Teacher(s) services, healthy school environment, staff health promotion, and family/community involvement. (Title I SW: 1,3,4,6,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,4)
Monthly
(F)Title I
Summative - Student/Staff and Community Participation
2. AES representative attends district School Campus Administrators, Health Advisory Council (SHAC) committee Counselor(s), School Nurse, meetings. Several school/community health Specialists, Teacher(s) issues are discussed and experts are called in to share information available to raise awareness for our students and community. Recommendations are presented to our school board for student health. (Title I SW: 1,2,6,10) (Target Group: All) (NCLB: 4)
Monthly
(L)Local Funds
Summative - Heightened awareness of trending health issues for students, staff and community.
3. All staff will successfully complete the online Campus Administrators, School September health courses set forth by the School nurse Nurse, Support Staff, director of the district. (Title I SW: 4,10) Teacher(s), Technology Staff (Target Group: All) (NCLB: 4)
(L)Local Funds
Summative - Beginning of the year
4. Fitness Awareness - Coordinated School Campus Administrators, School Weekly Health Programs goals and objectives made Nurse, Teacher(s) available to all students to highlight fitness awareness. Weekly challenge competitions used to recognize/promote fitness during physical education. (Title I SW: 1) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
(F)Title I
Summative - TEA Reporting improvement using Fitness Gram assessments for our campus
DMAC Solutions ®
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12/1/2016
ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 3.
AES promotes healthy activities through service programs such as Jump Rope for Heart and our physical education program.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. Jump Rope for Heart fundraiser for the American Heart Association (Title I SW: 6) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Parents, Principal, Teacher(s)
March
(F)Title I
Summative - student participation
2. AES will provide students with lessons on good citizenship as well as an awareness physical and social environmental needs. Students develop compassion and patriotism through service project such as 911 program, Veterans Day program, food drives for local area, recycling and other community service programs. (Title I SW: 1,3,6) (Target Group: All) (NCLB: 4)
Campus Administrators, Counselor(s), Support Staff, Teacher(s)
September through May
(L)Local Funds
Summative Evidence/Recognition of positive actions.
DMAC Solutions ®
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12/1/2016
Comprehensive Needs Assessment Demographics Demographics Summary Atlanta Elementary has the following Ethnic Distribution: Total Student Count: 360 Grade 2 125 Grade 3 125 Grade 4 110 African American 34.72% Hispanic 7.78% White 52.5% American Indian 0.56% Asian 0.56% Pacific Islander 0.28% Two or More Races 3.61% Economically Disadvantaged 66.67% At-Risk 37.78% English Language Learners 3.61% Student Disciplinary Placement (2015-2016) 0.16% Mobility (2015-2016) 11.5%
Student Achievement Student Achievement Summary
The committee reviewed the Texas Education Agency 2016 Accountability Reports. Atlanta Elementary Met Standard. AES received three distinctions when compared to our comparison group of 40 schools. Distinctions earned were: Academic Achievement in ELA/Reading, Closing Performance Gaps and Postsecondary Readiness. Previous years distinctions were as follows: One distinction in 2013, two distinctions in 2014 and four distinctions in 2015. Our math
DMAC Solutions ®
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12/1/2016
Comprehensive Needs Assessment Student Achievement Summary (Continued)
achievement (quartile 2) and student progress (quartile 3) in 2016 were not high enough to be recognized. These are both areas of concern for this years plan. Local comparisons to last years performance were invalid due to state changes in the passing standards and testing. We can compare our performance to the state performance on the 2016 test. Our strongest area of performance was writing, where we surpassed state performance by double digit in all sub-population categories except white (only five percentage point surplus) and African American (seven percentage point surplus). This and the advanced performance in reading (3rd 27% and 4th 25%) and writing (31%) are contributing factors to the distinction in ELA/Reading. Compared to the statewide performance, AES Reading performance was four to seven percentage points higher in all areas except African American where there was a five percentage point deficit and At Risk where there was an eight percentage point deficit. Math performance at AES was slightly above the state's performance in all areas except At Risk, where there was an eight percentage point deficit. Overall, when compared to the state performance, Atlanta Elementary exceeded in every sub-population accountability category except At Risk in Reading and Math, and African American in Reading. We had exceptional performance surpluses in writing in all categories.
School Culture and Climate DMAC Solutions ®
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12/1/2016
Comprehensive Needs Assessment School Culture and Climate Summary
Rabbit pride is emphasized throughout the year during morning announcements, during special programs and in good character recognition. Students and teachers alike support and check behaviors to encourage good choices. Under the school climate goal, we have installed phones in every classroom for the safety and technology availability for all in the building. An added bonus is the ease of communication with teachers and parents. A new Bucket Filler Award is given each six weeks for students always helping and including others throughout the school. Weekly recognition through a ticket system for compliance, good character and acts of kindness has students working for short term rewards. Building Relationships with AISD students with local staff development has been provided to staff. These practices are implemented throughout the building. All staff, including para-professionals and bus drivers receive this training at the beginning of the school year. Our Atlanta ISD nursing staff reported training for all staff has been completed at the beginning of the school year. Our district nurse team has provided general training for Diabetes, allergens, general care and assistance to teachers for safely dealing with common medical issues at school. Additionally, AED drills will be built into the school crisis drill schedule.
DMAC Solutions ®
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12/1/2016
Comprehensive Needs Assessment Curriculum, Instruction and Assessment Curriculum, Instruction and Assessment Summary
Our learning goals have been expanded to include challenging activities to increase exploration of passions among all of our students by implementing a Schoolwide Enrichment Program (SEM) called BEST (Believing in Every Student's Talents). Students will choose areas of interest through surveys. They will explore their choices in short term and long term areas. We anticipate this will develop critical thinking and increase student test performance. Our Response to Intervention (RtI) teachers will continue to allow the classroom teacher to keep low achieving students and our RtI teachers will pull the rest of the students out to build critical thinking and reinforce concepts at individual pace. Their instruction will include computer lab individually progressive programs and center type activities in their classroom instruction. We have provided our students receiving dyslexia services during RtI time with additional math instruction during an activity period during the week. We have an Early Bird Computer program that provides 48 computers for extra practice from 7:30 am until about 8:00 am each school day. Math is the focus of this time. Basic math skills are reviewed in an exciting competition with same grade level local/national students through a program called Sumdog. Our GT instructor will implement math related activities as well as continue with our number sense instruction for our 4th graders. Tutoring for low performing students in math and reading will be provided through an after school time to be announced. Reading challenges designed to motivate students to read with purpose has been implemented. Rewards for completion throughout the year will keep interests up. Reading will help in every academic area. Systematic Instruction in Phoneme Awareness Phonics & Sight Words, SIPPS, program has been added to the 2nd and 3rd grade reading curriculum to enhance reading academic performance. A curriculum alignment meeting with Atlanta Primary School teachers occurred to make recommendation on starting points for our 2nd graders phonics program.
DMAC Solutions ®
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12/1/2016
Comprehensive Needs Assessment Family and Community Involvement Family and Community Involvement Summary
Mrs. Amy Stewart and Mrs. Bonnie Westbrook, our parent representatives, have used our parent group on Facebook to inform parents about upcoming events and request parent volunteers for different events. We will be emphasizing the need for volunteers for numerous reasons - not always during the school hours. They have reported several parents are in the group. These two ladies have volunteered to be new campus co-coordinator for this school year. Community businesses have partnered with our campus to provide student opportunities to "shadow" an employee. This program requires the student to be chosen for attitude more than academic. Four to five fourth grade students are selected to participate in this program each month. Quarterly newsletters highlight the outstanding activities provided for students at Atlanta Elementary. Positive publicity is shared with the Atlanta ISD website, facebook page, and local newspaper.
Technology Technology Summary
Technology across the Atlanta Independent School District exceeds the surrounding areas access to resources for our staff. A VDI program to replace classroom hard drives which allows teachers access to their desktops on any internet computer device. Home access is possible. Teachers are investing time and energy into our technology resources that have expanded from a couple of classroom computers and a technology lab to portable iPods, iPads, ceiling projectors, document cameras, an audio system in each classroom, Kineo systems and Flashmasters for math classrooms. Additionally, we have added 5 iPads housed in each
DMAC Solutions ®
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12/1/2016
Comprehensive Needs Assessment Technology Summary (Continued)
classroom for easy access. Currently, we have added "Dragonfly", a speech to text software for student accommodations, an OSMO application, and a KANO program which was secured by an Atlanta ISD Foundation grant. AISD Technology staff has added a curriculum trainer position to assist teachers with finding and implementing applications to enhance technology for students. She is available to all AES staff and currently comes to campus on Tuesdays.
DMAC Solutions ®
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Comprehensive Needs Assessment Data Sources Disaggregated STAAR Data Discipline Referrals Expulsion/Suspension Records Highly Qualified Staff Promotion/Retention Rates Report Card Grades Semester Exam Grades Staff/Parents/Community/ Business members involved w/SBDM Summary of Student Progress (not taking STAAR) Survey and Interviews of Students/Staff/Parents
DMAC Solutions ®
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TEXAS EDUCATION AGENCY 2016 Accountability Summary ATLANTA EL (034901106) - ATLANTA ISD
Accountability Rating
Distinction Designation
Met Standard Met Standards on
Did Not Meet Standards on
- Student Achievement
- NONE
Academic Achievement in ELA/Reading DISTINCTION EARNED
- Student Progress
Academic Achievement in Mathematics
- Closing Performance Gaps
NO DISTINCTION EARNED
- Postsecondary Readiness
Academic Achievement in Science
In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.
NOT ELIGIBLE Academic Achievement in Social Studies
Performance Index Report
NOT ELIGIBLE Top 25 Percent Student Progress
100
NO DISTINCTION EARNED Top 25 Percent Closing Performance Gaps
75
DISTINCTION EARNED 50
Postsecondary Readiness DISTINCTION EARNED
25
81
37
43
Campus Demographics
35
0 Index 1
Index 2
Index 3
Index 4
Student Achievement (Target Score=60)
Student Progress (Target Score=32)
Closing Performance Gaps (Target Score=28)
Postsecondary Readiness (Target Score=12)
Campus Type
Elementary
Campus Size
360 Students
Grade Span Percent Economically Disadvantaged
Performance Index Summary Index
Points Earned
Maximum Points
Index Score
427 295 426
528 800 1,000
81 37 43
1 - Student Achievement 2 - Student Progress 3 - Closing Performance Gaps 4 - Postsecondary Readiness STAAR Score Graduation Rate Score Graduation Plan Score Postsecondary Component Score
02 - 04 66.7
Percent English Language Learners
3.6
Mobility Rate
11.5
System Safeguards Number and Percentage of Indicators Met
35.3 N/A N/A N/A
35
Performance Rates
11 out of 13 = 85%
Participation Rates
10 out of 10 = 100%
Graduation Rates
Total
N/A
21 out of 23 = 91%
For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html
TEA Division of Performance Reporting
Page 1
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - ELA/Reading ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Attendance Rate Greater Than Expected Student Growth in ELA/Reading Grade 3 Reading Performance (Level III) Grade 4 Reading Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 6 Reading Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading Performance (Level III) EOC English I Performance (Level III) EOC English II Performance (Level III) AP/IB Examination Participation: ELA AP/IB Examination Performance: ELA SAT/ACT Participation SAT Performance: ELA ACT Performance: ELA Advanced/Dual-Credit Course Completion Rate: ELA/Reading Total Indicators for ELA/Reading
Indicator Score 96.3% 16.0% 27.0% 25.0% 31.0%
Quartile Q2 Q2 Q1 Q1 Q1
3 of 5
Distinction Campus Outcome: 3 of 5 eligible indicators in Q1 (Top Quartile) 3 of 5 = 60% Distinction Target: Elementary = 50% or higher
DISTINCTION EARNED Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. The attendance rate indicator is not subject specific; therefore, it applies to ELA/reading, mathematics, science, and social studies. Consequently, this indicator cannot be the sole measure used by a campus to attain a distinction.
TEA Division of Performance Reporting
Page 1 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Mathematics ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Attendance Rate Greater Than Expected Student Growth in Mathematics Grade 3 Mathematics Performance (Level III) Grade 4 Mathematics Performance (Level III) Grade 5 Mathematics Performance (Level III) Grade 6 Mathematics Performance (Level III) Grade 7 Mathematics Performance (Level III) Grade 8 Mathematics Performance (Level III) Algebra I by Grade 8 - Participation EOC Algebra I Performance (Level III) AP/IB Examination Participation: Mathematics AP/IB Examination Performance: Mathematics SAT/ACT Participation SAT Performance: Mathematics ACT Performance: Mathematics Advanced/Dual-Credit Course Completion Rate: Mathematics Total Indicators for Mathematics
Indicator Score 96.3% 13.0% 15.0% 22.0%
Quartile Q2 Q3 Q2 Q2
0 of 4
Distinction Campus Outcome: 0 of 4 eligible indicators in Q1 (Top Quartile) 0 of 4 = 0% Distinction Target: Elementary = 50% or higher
NO DISTINCTION EARNED Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. The attendance rate indicator is not subject specific; therefore, it applies to ELA/reading, mathematics, science, and social studies. Consequently, this indicator cannot be the sole measure used by a campus to attain a distinction.
TEA Division of Performance Reporting
Page 2 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Science ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
This campus is not eligible for this Distinction Designation. See the 2016 Accountability Manual for more information.
NOT ELIGIBLE
TEA Division of Performance Reporting
Page 3 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Social Studies ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
This campus is not eligible for this Distinction Designation. See the 2016 Accountability Manual for more information.
NOT ELIGIBLE
TEA Division of Performance Reporting
Page 4 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Top 25% in Student Progress ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Campus Name
District Name
1 BOLES EL (116916101) 2 LAKEVIEW EL (129905105) 3 ELDORADO EL (207901101) 4 CROSS TIMBERS EL (220915108) 5 ROCKDALE INT (166904103) 6 WILLIAMS EL (152901188) 7 ROLLING HILLS EL (188902101) 8 HOWE EL (091905101) 9 WINNSBORO EL (250907103) 10 SCHALLERT EL (125901107) 11 TAHOKA EL (153904101) 12 ANSON EL (127901101) 13 HOOKS EL (019902102) 14 CENTRAL EL (129905103) 15 AVERY EL (194902101) 16 COLEMAN EL (042901102) 17 J K HILEMAN EL (034907101) 18 RICARDO EL (137902101) ATLANTA EL (034901106) 19 DEKALB EL (019901102) 20 DETROIT EL (194905101) 21 HEMPHILL EL (202903101) 22 HUNTSVILLE EL (236902106) 23 GILBERT J MIRCOVICH ELEMENTARY (205903104) 24 LAMAR EL (091903113) 25 NEW DEAL EL (152902101) 26 SPRINGTOWN EL (184902106) 27 CENTRAL EL (003907102) 28 CLINT Q SMITH EL (057907106) 29 ZAVALA EL (254901106) 30 EARNEST O WOODS INT (234907101) 31 RAPOPORT ACADEMY EL - NORTH CAMPUS (161802103) 32 AUDRE AND BERNARD RAPOPORT ACADEMY (161802101) 33 JEFFERSON EL (155901102) 34 SAMUEL HOUSTON EL (236902103) 35 MERKEL INT (221904104) 36 LEONARD EL (074909101) 37 MOODY EL (161910101) 38 HOUSTON EL (091903103) 39 WM B TRAVIS EL (102902108) 40 MCCAMEY PRI (231901102)
Index 2 Score
BOLES ISD MABANK ISD SCHLEICHER ISD AZLE ISD ROCKDALE ISD LUBBOCK ISD RIVER ROAD ISD HOWE ISD WINNSBORO ISD ALICE ISD TAHOKA ISD ANSON ISD HOOKS ISD MABANK ISD AVERY ISD COLEMAN ISD QUEEN CITY ISD RICARDO ISD ATLANTA ISD DEKALB ISD DETROIT ISD HEMPHILL ISD HUNTSVILLE ISD INGLESIDE ISD DENISON ISD NEW DEAL ISD SPRINGTOWN ISD CENTRAL ISD DUNCANVILLE ISD CRYSTAL CITY ISD WILLS POINT ISD RAPOPORT ACADEMY PUBLIC SCHOOL RAPOPORT ACADEMY PUBLIC SCHOOL JEFFERSON ISD HUNTSVILLE ISD MERKEL ISD LEONARD ISD MOODY ISD DENISON ISD MARSHALL ISD MCCAMEY ISD
62 62 59 53 52 51 49 46 45 43 43 42 42 40 38 38 38 38 37 36 35 34 33 32 32 32 32 31 30 30 29 29 27 27 27 26 25 24 21 20 17
Top 25% in Student Progress Target = Index 2 Score of 43
NO DISTINCTION EARNED Blank values for an Index 2 Score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10. Where Index 2 scores are identical the campuses are listed alphabetically by campus name.
TEA Division of Performance Reporting
Page 5 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Top 25% in Closing Performance Gaps ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Campus Name
District Name
1 CROSS TIMBERS EL (220915108) 2 LAKEVIEW EL (129905105) 3 BOLES EL (116916101) 4 WINNSBORO EL (250907103) 5 HOOKS EL (019902102) 6 RICARDO EL (137902101) 7 WILLIAMS EL (152901188) 8 CENTRAL EL (129905103) ATLANTA EL (034901106) 9 ELDORADO EL (207901101) 10 HOWE EL (091905101) 11 LEONARD EL (074909101) 12 CENTRAL EL (003907102) 13 J K HILEMAN EL (034907101) 14 LAMAR EL (091903113) 15 ROLLING HILLS EL (188902101) 16 SCHALLERT EL (125901107) 17 JEFFERSON EL (155901102) 18 SPRINGTOWN EL (184902106) 19 AVERY EL (194902101) 20 NEW DEAL EL (152902101) 21 TAHOKA EL (153904101) 22 GILBERT J MIRCOVICH ELEMENTARY (205903104) 23 CLINT Q SMITH EL (057907106) 24 ROCKDALE INT (166904103) 25 RAPOPORT ACADEMY EL - NORTH CAMPUS (161802103) 26 HEMPHILL EL (202903101) 27 ANSON EL (127901101) 28 COLEMAN EL (042901102) 29 HUNTSVILLE EL (236902106) 30 EARNEST O WOODS INT (234907101) 31 HOUSTON EL (091903103) 32 DETROIT EL (194905101) 33 AUDRE AND BERNARD RAPOPORT ACADEMY (161802101) 34 MERKEL INT (221904104) 35 MOODY EL (161910101) 36 DEKALB EL (019901102) 37 SAMUEL HOUSTON EL (236902103) 38 ZAVALA EL (254901106) 39 WM B TRAVIS EL (102902108) 40 MCCAMEY PRI (231901102)
Index 3 Score
AZLE ISD MABANK ISD BOLES ISD WINNSBORO ISD HOOKS ISD RICARDO ISD LUBBOCK ISD MABANK ISD ATLANTA ISD SCHLEICHER ISD HOWE ISD LEONARD ISD CENTRAL ISD QUEEN CITY ISD DENISON ISD RIVER ROAD ISD ALICE ISD JEFFERSON ISD SPRINGTOWN ISD AVERY ISD NEW DEAL ISD TAHOKA ISD INGLESIDE ISD DUNCANVILLE ISD ROCKDALE ISD RAPOPORT ACADEMY PUBLIC SCHOOL HEMPHILL ISD ANSON ISD COLEMAN ISD HUNTSVILLE ISD WILLS POINT ISD DENISON ISD DETROIT ISD RAPOPORT ACADEMY PUBLIC SCHOOL MERKEL ISD MOODY ISD DEKALB ISD HUNTSVILLE ISD CRYSTAL CITY ISD MARSHALL ISD MCCAMEY ISD
58 57 54 52 49 48 48 46 43 43 43 43 42 42 42 42 42 41 41 40 40 40 39 38 38 36 35 34 34 34 33 33 30 29 29 29 25 24 24 23 19
Top 25% in Closing Performance Gaps Target = Index 3 Score of 43
DISTINCTION EARNED Blank values for an Index 3 Score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10. Where Index 3 scores are identical the campuses are listed alphabetically by campus name.
TEA Division of Performance Reporting
Page 6 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Postsecondary Readiness ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Index 4 - Percent at STAAR Postsecondary Readiness Standard Four-Year Longitudinal Graduation Rate Four-Year Longitudinal Graduation Plan Rate* College-Ready Graduates Advanced/Dual-Credit Course Completion Rate: Any Subject AP/IB Examination Performance: Any Subject SAT/ACT Participation SAT/ACT Performance CTE-Coherent Sequence Graduates Total Indicators for Postsecondary Readiness
Indicator Score 38.0%
Quartile Q1
1.0 of 1
Evaluation of campus outcomes: 1.0 of 1 eligible indicators in Q1 (Top Quartile) 1.0 of 1 = 100% Distinction Target: Elementary = 50% or higher
DISTINCTION EARNED Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. *The four-year longitudinal graduation plan rate is determined by comparing the all students RHSP/DAP rate and the all students RHSP/DAP/FHSP-E/FHSP-DLA rate. The higher of the two rates is used for distinction designations. Refer to the Index 4 Data Table for details.
TEA Division of Performance Reporting
Page 7 of 8
September 2016
TEXAS EDUCATION AGENCY
2016 Distinction Designation Summary ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Attendance Rate Greater Than Expected Student Growth in ELA/Reading Greater Than Expected Student Growth in Mathematics Grade 3 Reading Performance (Level III) Grade 3 Mathematics Performance (Level III) Grade 4 Reading Performance (Level III) Grade 4 Mathematics Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 5 Mathematics Performance (Level III) Grade 5 Science Performance (Level III) Grade 6 Reading Performance (Level III) Grade 6 Mathematics Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Mathematics Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading Performance (Level III) Grade 8 Mathematics Performance (Level III) Grade 8 Science Performance (Level III) Grade 8 Social Studies Performance (Level III) Algebra I by Grade 8 - Participation EOC Algebra I Performance (Level III) EOC English I Performance (Level III) EOC English II Performance (Level III) EOC Biology Performance (Level III) EOC U.S. History Performance (Level III) AP/IB Examination Participation: ELA AP/IB Examination Participation: Mathematics AP/IB Examination Participation: Science AP/IB Examination Participation: Social Studies AP/IB Examination Performance: ELA AP/IB Examination Performance: Mathematics AP/IB Examination Performance: Science AP/IB Examination Performance: Social Studies AP/IB Examination Performance: Any Subject SAT/ACT Participation SAT/ACT Performance SAT Performance: ELA SAT Performance: Mathematics ACT Performance: ELA ACT Performance: Mathematics ACT Performance: Science Index 4 - Percent at STAAR Postsecondary Readiness Standard Four-Year Longitudinal Graduation Rate Four-Year Longitudinal Graduation Plan Rate* College-Ready Graduates Advanced/Dual-Credit Course Completion Rate: ELA/Reading Advanced/Dual-Credit Course Completion Rate: Mathematics Advanced/Dual-Credit Course Completion Rate: Science Advanced/Dual-Credit Course Completion Rate: Social Studies Advanced/Dual-Credit Course Completion Rate: Any Subject CTE-Coherent Sequence Graduates
Indicator Score Numerator 60,968.0 17 14 32 18 26 23 27
Indicator Score Denominator 63,291.0 104 104 117 117 103 103 88
82
213
Score 96.3 16 13 27 15 25 22 31
Quartile 1 Minimum Score 96.6 19 26 25 19 20 26 16
Quartile Q2 Q2 Q3 Q1 Q2 Q1 Q2 Q1
38.0
37.0
Q1
Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. 'n/a' Indicates data reporting is not applicable for this indicator. *The four-year longitudinal graduation plan rate is determined by comparing the all students RHSP/DAP rate and the all students RHSP/DAP/FHSP-E/FHSP-DLArate. The higher of the two rates is used for distinction designations. Refer to the Index 4 Data Table for details. TEA Division of Performance Reporting
Page 8 of 8
September 2016
Three Year Comparison by Grade and Subject
Revised 8-23-16
Atlanta Elementary School STAAR Scores Comparison Spring 2016
D-Mac Source Snapshot STAAR, STAAR L, STAAR A
Reading Student Group
Reading 2014
Reading 2015
Reading 2016
Local Gains/Loss %age Pts.
State 2016
All Students White African American
186/209=89% (23) 116/124=94% (8) 44/58=76% (14) NA-17/18=94% (1) NA-6/6=100% (0) 111/128=87% (17) 46/65=71 (19) 58/209=28%
191/213=90% (22) 110/114=96% (4) 55/70=79% (15) 16/17=94% (1) 7/9=78% (2) 87/122=87% (35) 55/71=77% (16) 65/213=31%
172/216=80% (44) 102/111=92% (9) 45/75=60% (30) 14/18=78% (4) 9/10=90% (1) 98/139=71% (41) 38/79=48% (41) 57/216=26%
-10 -4 -19 N/A N/A -16 -29 -5
75% 86% 65% 70% 83% 66% 56% 22%
Hispanic Two or more races
Econ Disadvantaged At Risk Advanced
State Gains/Loss %age Pts.
+5
+6 -5 N/A +7 +5 -8 +4
Math Student Group
Math 2014
Math 2015
Math 2016
Local Gains/Loss %age Pts.
State 2016
State Gains/Loss %age Pts.
All Students White African American
189/210=90% (21) 116/124=94% (8) 46/59=78% (13) NA=18/18=100% NA 6/6=100% 112/129=87% (17)
171/213=80% (42) 100/114=88% (14) 48/70=69% (22) 14/17=82% (3) 6/9=67% (3) 109/141=77% (32) 42/71=59%(29) 34/213=16%
164/216=76% (52) 94/111=85% (17) 46/75=61% (29) 15/18=83% (3) 7/10=70% (3) 98/139=71% (41) 40/79=51% (39) 40/216=19%
-4 -3 -8 N/A N/A -6 -8 +2
75% 85% 60% 71% 80% 67%
+1 = +1
Hispanic Two or more races
Econ.Disadvantaged At Risk Advanced
48/65=74% (17)
61/210=29%
59%
18%
N/A N/A
+4 -8 +1
Writing Student Group
Writing 2014
Writing 2015
Writing 2015
All Students White African American
101/112=90% (11) 60/67=90% (7) 24/28=86% (4) NA-11/11=100% NA_5/5=100% 64/70=91% (6)
92/107=86% (15) 54/58=93% (4) 27/36=75% (9) 7/8=88% (1) 2/3=67% (1) 56/71=79% (15) 26/38=68% (12) 11/107=10%
87/102=85% (15) 55/59=93% (4) 20/30=67% (10) 7/8=88% (1) 5/5=100% (0) 47/60=78% (13) 18/27=67% (9) 27/102=26%
Hispanic Two or more races
Econ.Disadvantaged At Risk Advanced
23/33=70% (10)
14/112=13%
Local Gains/Loss %age Pts.
State 2016
-1
70% 81% 60% 64% 78% 61%
*# in (#) denotes students that “Did Not Meet Standards-Unsatifactory
= -8 N/A N/A -1 -1 +16
48%
14%
State Gains/Loss %age Pts.
+5
+12 +7 N/A N/A +17 +19 +12
Three Year Comparison by Grade and Subject
Revised 8-23-16
3rd Grade Student Group
2014 Reading 20/40=50% Advanced 85%
2015 Reading 19/40=48% Advanced 85%
2016 Reading 21/40=53% Advanced 85%
All Students
88/97=91% (9)
98/106=92% (8)
White
54/57=95% (3)
African American
**2015 new Math TEKS for STAAR
Gains/ Loss %age Pts.
2014 Math 27/46=59% Advanced 91%
2015 Math 23/46=50% Advanced 89%
2016 Math 24/46=52% Advanced 89%
Gains/ Loss %age Pts.
80/114=70% (34)
-22
89/97=92% (8)
86/106=81% (20)
84/114=74% (30)
-7
56/56=100% (0)
44/52=85% (8)
-15
54/57=95% (3)
48/56=86% (8)
44/52=85% (8)
-1
25/30=83% (5)
27/34=79% (7)
23/45=51% (22)
-28
25/30=83% (5)
24/34=71% (10)
27/45=60% (18)
-11
Hispanic
6/7=86% (1)
9/9=100% (0)
7/10=70% (3)
NA
7/7=100% (0)
8/9=89% (1)
8/10=80% (2)
NA
Two or more race
1/1=100% (0)
5/6=83% (1)
4/5=80% (1)
NA
1/1=100% (0)
5/6=83% (1)
3/5=60% (2)
NA
Econ. Disad
52/58=90% (6)
63/70=90% (7)
48/79=61% (31)
-29
52/58=90% (6)
55/70=79% (15)
53/79=67% (26)
-12
At Risk
25/32=78% (7)
28/33=85% (5)
20/52=38% (32)
27/32=84 (5)
19/33=58% (14)
26/52=50% (26)
Advanced
25/97=26%
32/106=30%
31/114=27%
-47 -3
32/97=33%
14/106=13%
17/114=15%
-8 +1
4th Grade
**2015 new Math TEKS for STAAR
Student Group
2014 Reading P=24/44=52% Advanced-86%
2015 Reading P=24/44=52% Advanced-86%
2016 Reading P=24/44=55% Advanced-86%
Gains/ Loss %age Pts.
2014 Math P=29/48=60% Advanced=90%
2015 Math P=23/48=48% Advanced=83%
2015 Math P=24/48=50% Advanced=83%
Gains/ Loss %age Pts.
All Students
98/112=88% (14)
93/107=87% (14)
92/102=90% (10)
+2
100/113=88% (13)
85/107=79% (22)
80/102=78% (22)
-1
White
62/67=93% (5)
54/58=93% (4)
58/59=98% (1)
+5
62/67=93% (5)
52/58=90% (6)
50/59=85% (9)
-5
African American
19/28=68% (9)
28/36=78% (9)
22/30=73% (8)
-5
21/29=72% (8)
24/36=67% (12)
19/30=63% (8)
-4
Hispanic
11/11=100% (0)
7/8=88% (1)
7/8=88% (1)
NA
11/11=100% (0)
6/8=75% (2)
7/8=88% (1)
NA
Two or more races
5/5=100% (0)
2/3=67% (1)
5/5=100% (0)
NA
5/5=100% (0)
1/3=33% (2)
4/5=80% (1)
NA
Econ. Disad
59/70=84% (11)
59/71=83% (12)
50/60=83% (10)
=
60/71=85% (11)
54/71=76% (17)
45/60=75% (15)
-1
At Risk
21/33=64% (12)
27/38=71% (9)
18/27=67% (9)
-4
21/33=64% (12)
23/38=61% (15)
14/27=52% (13)
-9
Advanced
29/113=26%
33/107=31%
23/102=25%
-6
29/113=26%
20/107=19%
23/102=23%
+4
Todd Marshall 902 ABC Lane Atlanta, Tx 75551 903-796-7164 [email protected]
Date Reviewed: 10/10/16 DMAC Solutions ®
Date Approved: Page 1 of 42
12/1/2016
ATLANTA EL Mission The mission of Atlanta Elementary School is to provide a high quality broad based program of instruction that challenges and motivates each student to reach their full educational potential and become successful, productive citizens. When we promote an interest in learning, students develop a respect for themselves and others.
Vision Our AISD vision is to create and nurture a systemic district-wide 21st century classroom environment that enables our learners to be successful in a global society.
Nondiscrimination Notice ATLANTA EL does not discriminate on the basis of race, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act of 1973; as amended. DMAC Solutions ®
Page 2 of 42
12/1/2016
ATLANTA EL Site Base
Name
DMAC Solutions ®
Position
Booth, Elizabeth
Assistant Principal-Math Specialist
Brieby, Kevin
Physical Education Coach
Clements, Tammi
Teacher-Interventionist/Special Ed
Conly, Geniece
Teacher
Finley, Jacqueline
Parent
Holland, Amy
AES Counselor
James, Lori
Technology
Marshall, Todd
Campus Administrator
Mcclure, Tammy
Teacher
Rushing, Karen
AES Nurse
Saffel, Loree
Teacher-Reading Specialist/ESL
Shaw, Crissy
Teacher
Solomon, Christy
Teacher-Math Interventionist
Stewart, Amy
Business Owner
Tidwell, Susan
AES Librarian
Page 3 of 42
12/1/2016
Resources
Resource
DMAC Solutions ®
Source
IDEA Special Education
Federal
Title I
Federal
Title VI, Part B Rural/Low Income
Federal
Atlanta Education Foundation
Local
Local Funds
Local
foundation grant
Other
Local Districts
Other
Grant funds
State
Rural & Low-Income Schools Prog.
State
Special Education
State
State Compensatory
State
Page 4 of 42
12/1/2016
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 in reading/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.
DMAC Solutions ®
Page 5 of 42
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy 1. Coordinate funding sources to achieve maximum effectiveness to address the academic needs of AES students. (Title I SW: 10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2)
Person(s) Responsible
Resources
Evaluation
Monthly
(F)Title I
Formative - Efficient use of funds to improved academic performance of students
2. Use of emerging technologies & innovative Principal, Teacher(s), practices will be implemented to enhance Technology Staff instruction. Critical thinking skills in problem solving, integrated subject areas, inclusionary practices including some Marcia Tate strategies in brain research. Technology personnel has been assisting teacher in enhance instruction through use of technology. (Title I SW: 1,2,3,4,9) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3)
Weekly lesson plan documentation
(F)Title I
Summative - 6 wk period assessment results
3. All staff will be made aware of STAAR/TEKS objectives and updates. Test objectives will be disseminated, explained and updated through staff meetings. (Title I SW: 1,2,3,4,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3)
Counselor(s), Principal, Special Ed Teachers, Specialists, Teacher(s)
August, January & May STAAR test training
(F)IDEA Special Education, (F)Title I
Summative - State Performance rating and distinctions
4. Use parents, community volunteers, and community business participants in the campus committee to plan goals and make adjustments to the CIP. (Title I SW: 1,6,8,9,10) (Target Group: All) (NCLB: 1,2,3,4)
Community/Business, Counselor(s), Interventionists, Parents, Principal, School Nurse, Special Ed Teachers, Specialists, Support Staff, Teacher(s), Technology Staff
2 meetings annually, Sept/July
(L)Local Funds
Summative - Annual revisions of campus improvement plan
DMAC Solutions ®
Campus Administrators, Campus Instructional Technologist, Support Staff, Teacher(s)
Timeline
Page 6 of 42
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
5. Instructional materials, strategies and Campus Administrators, assessments will coincide with STAAR tests Specialists, Teacher(s) format. Updated material will be investigated for our purposes before purchases. Faye Whitlow review and updates for tested grades (3rd and 4th) in math will be attended by math teachers where presented strategies for STAAR objectives can be implemented in addition to Sharon Wells Curriculum training each 6 weeks. Writing workshops, Balanced Literacy and SIPPS training will enhance ELAR areas. (Title I SW: 1,2,3,4,8,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3)
August September
(F)Title I, (L)Local Funds, (S)Special Education, (S)Student Success Initiative
Summative - student continuous improvement in academic areas that are assessed
6. Periodic evaluations and adjustments of the effectiveness of the after school tutorials regarding the participation of African American, at risk and economically disadvantaged students. Pre/Post evaluations as students enter and exit the program. (Title I SW: 1,2,3,4,5,6,8,9,10) (Target Group: AA, ECD, AtRisk, 2nd, 3rd, 4th) (NCLB: 1,2,3)
BOY August, MOY January, EOY June
(F)IDEA Special Education, (F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory, (S)Student Success Initiative
Summative - Data meeting evaluations of each students' progress
Campus Administrators, Interventionists, Special Ed Teachers, Specialists, Support Staff, Teacher(s)
7. Intensive instructional efforts will be focused Campus Administrators, on specific target groups needing improvement Principal, Specialists, Support campus wide. Differentiated grouping for Staff, Teacher(s) targeted intervention needs during school day scheduled advisory time. (Target Group: All, ECD, ESL, SPED, GT, AtRisk, Dys, 2nd, 3rd, 4th) (NCLB: 1,2,3,4)
DMAC Solutions ®
August and each (F)IDEA Special Education, 6 weeks period (F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory, (S)Student Success Initiative
Page 7 of 42
Closing achievement gap between all sub-populations on our campus Summative - Data meeting to evaluate progress monitoring of academic growth
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
8. A coordinated effort will be made by students, parents, and staff members to maintain at least 96% average daily attendance for the year. They will attend each official school day except with absences due to illness or extenuating circumstances. (Title I SW: 1,2,3,6,8,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, Daily Community/Business, Interventionists, Librarian, Office Staff, Parents, Principal, School Nurse, Special Ed Teachers, Specialists, Support Staff, Teacher(s)
(F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory
Summative - *Recognition of class and individual high attendance at six weeks ceremony and end of the year awards *Daily phone contact for accountability due to student absence. Class perfect attendance recognized daily with poster and shout outs in the morning announcements.
9. Reduce the number of students served under IDEA through effective use of the RtI/CIT process. Staff will be trained in these processes and the effective strategies for atrisk situations. Revisions to the process will be made annually as required by PBMAS. (Title I SW: 1,2,3,4,6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, Counselor(s), Special Ed Teachers, Specialists, Teacher(s)
(F)IDEA Special Education, (F)Title I, (S)Special Education, (S)State Compensatory
Summative - Reduce the number served in IDEA: PBMAS annual report
Intervention groups adjusted every 6 weeks
10. Staff development will be conducted Campus Administrators, through in-service workshops/faculty meetings. Counselor(s), Principal, Surveys will be used to evaluate needs and Specialists effectiveness. Monitoring evaluations and lesson plans will be used to measure the level of implementation/impact professional development has had on instruction. (Title I SW: 1,2,3,4,5,9) (Title I TA: 1,2,3,4,5,6) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
August, October, (F)Title I, (L)Local Funds, January (S)Special Education
Summative - Student performance on state and local evaluations
11. Highly qualified personnel, including minority teachers, and the retention of those teachers will promote diversity and tolerance plus provide good role models for all students. (Title I TA: 5) (Target Group: All, AtRisk, 2nd, 3rd, 4th) (NCLB: 2,3)
May
Summative - School-wide improvement in academic and behavior performance
DMAC Solutions ®
Campus Administrators, Counselor(s), Human Resources, Principal, Specialists, Teacher(s)
Page 8 of 42
(F)Title I
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
12. All grade levels will continually address, monitor and re-evaluate student progress through ongoing instructional and assessment activities including Response to Intervention techniques, released STAAR and extended day/year data. (Title I SW: 2,3,4,5,6,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, CIT Committee, Interventionists, Principal, Specialists, Support Staff, Teacher(s)
Each grading period (6 wks)
(F)Title I, (L)Local Funds, (S)Special Education, (S)State Compensatory
Summative - Six Week report card and assessment performances. Distinctions in state rating for assessment performance
13. Data meetings with staff stakeholders will be conducted to ensure proper level of support for all students. Progress monitoring sheets will be reviewed periodically to evaluate/adjust levels of support for all students. (Title I SW: 1,2,3,4,6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2,3,4,5)
Campus Administrators, Counselor(s), Interventionists, Specialists, Support Staff, Teacher(s)
Each six weeks
(L)Local Funds
Summative - Continuous student improvement
14. School-wide Enrichment Model called Campus Administrators, Support Weekly SEM BEST (Believing in Every Student's Talents) Staff, Teacher(s) activity encourages AES learners to experience a wide variety of areas gaining a broad range of base knowledge no matter the ethnicity, academic or economic status of each student. This builds background knowledge that has contributed in all tested areas. Many TEKS are addressed through SEM activities. SEM coordinators attended Confratude training with Renzoli, a GT education expert, and then presented to staff on implementation of BEST. (Title I SW: 1,2,3,6,10) (Target Group: All) (NCLB: 1,2)
(L)Atlanta Education Foundation, (L)Local Funds
Summative - Formative - Weekly updates on student activities and products shared campus-wide through technology. Six weeks Awe"SEM" Assembly with rewards and recognition for participants.
15. SIPPS phonics program will continue to enhance 3rd grade reading curriculum to vertically align with the 2nd grade reading curriculum and building reading fluency for all students. (Title I SW: 1,2,3) (Target Group: All) (NCLB: 1,2)
(L)Local Funds
DMAC Solutions ®
Campus Administrators, Specialists, Teacher(s)
Four days each week
Page 9 of 42
Resources
Evaluation
Summative: Yearly teacher and student reflections used to adjust for next sessions.
Summative - September, January and May TPRI data results
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 1.
Objective 1: Atlanta Elementary School campus will Meet Standards and/or receive Distinction in eligible categories. Ninety percent of all students and sub-populations assessed in grades 2-4 will pass STAAR assessments or our local equivalent. Progress monitoring will be used to evaluate progress for all students.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
16. Early Birds Math practice is available daily Specialists for students from 7:25 until 7:55 in the computer lab. (Title I SW: 1) (Target Group: All, AA, ESL, SPED, AtRisk) (NCLB: 1)
Daily
17. Math enrichment added to the TAGS Campus Administrators, curriculum to build critical thinking. (Title I SW: Specialists, Teacher(s) 3) (Target Group: GT) (NCLB: 1)
2 times per week (L)Local Funds
DMAC Solutions ®
Page 10 of 42
(L)Local Funds
Evaluation Participation
Increase in Advanced Performance on STAAR
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 2.
AES will encourage students to meet their full educational potential using incentives/self motivating techniques.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. Accelerated Reading rewards will provide Campus Administrators, incentives. Accelerated reading incentives can Librarian, Special Ed Teachers, be purchased with points earned individually. Specialists, Teacher(s) Class totals can earn additional class awards. (Title I SW: 1,2,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,2)
Each semester
(F)Title I, (L)Local Funds
Summative - Student reading performance will continuously improve
2. Reward academic achievement and improved student performance using a Y.E.S., Youth Experiencing Success, assembly. AES STAAR Game Day (kickball tournaments, classroom games and activities, and bounce houses included) will be used to reward effort and success. (Title I SW: 1,6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Specialists, Support Staff, Teacher(s)
Each 6 week period
(F)Title I, (L)Local Funds
Summative - Student participation: teacher evaluation of student effort, improvement and achievement
3. Incorporation of Toolbox of Social Emotional Learning skills, Relationship Building with AISD Student strategies and class meetings to build relationships and develop ownership in the class culture. This engages students to be aware of their actions and those of their classmates for self checking/correcting. It builds good character and creates a positive learning environment. (Title I SW: 1,2,6,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Campus Administrators, Counselor(s), Interventionists, Librarian, Office Staff, Principal, School Nurse, Specialists, Support Staff, Teacher(s)
BOY August, Monthly Character Lessons
(F)Title I, (L)Local Funds
4. Individual attendance incentives using classroom rewards, as well as, class competitions at the campus and grade levels with awards announced at award ceremonies at the end of each 6-weeks. Daily recognition for perfect attendance in each classroom also has been implemented (Title I SW: 6,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Campus Administrators, Counselor(s), Office Staff, Parents, Teacher(s)
Each six weeks
(F)Title I, (L)Local Funds, Summative - High percentage in (S)Rural & Low-Income Schools attendance campus-wide Prog.
DMAC Solutions ®
Summative: End of Year Recognitions and Awards
Page 11 of 42
Summative - Reduced number of behavior office referrals Improved student behavior
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 3.
Objective 3: Relationship Building with AISD Students and Character Counts Programs will be used to recognize and reward good character. Positive Behavior Interventions and Support Program, District Bullying Policy, Be a Bucket Filler Not a Bucket Dipper Program, Character Education classes and Knight Vision are used to challenge students to have good character. Leadership will be recognized through a Responsible Rabbit Program.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. Toolbox of Social Emotional Learning skills, Campus Administrators, Relationship Building with AISD Students, Counselor(s), Support Staff, Knight Vision, PBIS, District Bullying Policy, Be Teacher(s) A Bucket Filler Not a Bucket Dipper Program, Character lessons and Responsible Rabbit programs to build relationships and the implementation of classroom meetings will promote/recognize good character and leadership skills. (Title I SW: 1,2,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
August then each (F)Title I, (L)Local Funds six weeks
Summative - Reduced number of office referrals: End of year referral report
2. Responsible Rabbits chosen weekly to lead Counselor(s), Principal, class/school in activities to build/recognize Teacher(s) leadership skills. (Title I SW: 1,8,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Weekly
Summative - School-wide improved behavior Leadership quality recognition
DMAC Solutions ®
Page 12 of 42
(L)Local Funds
12/1/2016
ATLANTA EL Goal 1.
LEARNING: 100% of our students will learn and improve on state and federal standards at their individual levels.
Objective 4.
Objective 4: AES will integrate technology into the classroom as well as in the computer lab and the Sci-Tech lab. AES will implement emerging technologies and innovative practices for classroom communication, instruction and assessment.
Activity/Strategy
Person(s) Responsible
Timeline
1. Students will use a variety of computer programs to aid integration of technology into the classroom. Programs include Accelerated Reading, updated research software access, Successmaker, IXL.com, Sumdog.com, Study Island.com, Wildwest Math, BrainPop and BrainPop Jr, Osmo application, KANO, etc. (Title I SW: 1,3,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Campus Administrators, Specialists, Support Staff, Teacher(s), Technology Staff
Weekly
2. Technology TEKS covered by grade level alignment. (Title I SW: 9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Special On-going Ed Teachers, Support Staff, Teacher(s), Technology Staff
Resources
Evaluation
(F)Title I, (L)Local Funds, (S)ACE Blast, (S)Special Education
Summative - Continuous improvement in academic areas More engagement by students
(F)Title I, (L)Local Funds, (S)ACE Blast
Summative - Technology skills used to produce student products
3. Staff will use a variety of programs to aid Campus Administrators, Support Weekly instruction and use of technology in the Staff, Teacher(s), Technology classroom. Programs include staff E-mail Staff accounts, computer assisted assessments, OnCourse program with grade book/lesson plans applications, SBEC teacher portfolio and T-Tess through our D-Mac program on line. (Title I SW: 1,8,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,3)
(F)Title I, (L)Local Funds, Summative - Staff increase in (S)Rural & Low-Income Schools technology proficiency Prog.
4. Technology is used to assist and enhance Librarian, Principal, Special Ed instruction such as document cameras for easy Teachers, Teacher(s) viewing, Red Cat sound enhancers to aid clear audio in the classroom, and the Mimios to create interactive and creative participation in lessons. (Title I SW: 1,8) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
(F)Title I, (L)Local Funds, (S)Special Education
DMAC Solutions ®
Weekly
Page 13 of 42
Summative - Enhanced Student academic Performance
12/1/2016
ATLANTA EL Goal 2.
COMMUNICATION: All stakeholders will have avenues of input and ownership in making decisions that affect our mission.
Objective 1.
AES parents will be full partners with the educators in the education of their children through parent and community involvement.
Activity/Strategy
Person(s) Responsible
1. Use parents, community volunteers, and community business participants in the campus committee to plan goals and make adjustments to the CIP. Have community input for training topics and/or programs, and, evaluate the effectiveness of programs in use. (Title I SW: 1,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Community/Business, Counselor(s), Department Heads, Parents, Principal
2. Teachers begin the year making a positive phone call to parents to welcome students to a new year. Parent/teacher conferences held at least twice a year and then as needed in additions to 6 week report cards. Invite grandparents/grand-friends to Grandparents' Breakfast. Newsletter - Publicize events occurring at AES campus with student achievements and successes. (Title I SW: 6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Timeline
Evaluation
(F)Title I, (L)Local Funds
Summative - Revised Campus Improvement Plan Annually
Campus Administrators, August then Community/Business, quarterly Counselor(s), Parents, Principal, Support Staff, Teacher(s)
(F)Title I, (L)Local Funds
Summative - Summer/Fall meetings Grand-friends and community participation
3. Use Title 1 - Meet the Teacher Night, Dyslexia program information meeting, and Title 1 brochure available in the fall. Public School Week, BEST Showcase and GT Showcase nights in the spring. (Title I SW: 1,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Counselor(s), Teacher(s)
(F)Title I
Summative - Parent/Community participation Survey Data
4. STARS Volunteers - Utilize parent/community volunteers to assist teachers and students. Shadow Program - 4th graders are invited to "shadow" an employee in the community for a short time. Brown bag lunches host community professionals/career life lesson leaders for students. (Title I SW: 1,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
Campus Administrators, Monthly Counselor(s), Office Staff, Parents, Principal, Support Staff, Teacher(s)
(F)Title I, (L)Local Funds
Summative - Positive home/school relationships
DMAC Solutions ®
Bi-annually
Resources
August & March
Page 14 of 42
12/1/2016
ATLANTA EL Goal 2.
COMMUNICATION: All stakeholders will have avenues of input and ownership in making decisions that affect our mission.
Objective 1.
AES parents will be full partners with the educators in the education of their children through parent and community involvement.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
5. Junior Master Gardener creates positive experiences for students to succeed and build their character and confidence in themselves. (Title I SW: 6,10) (Target Group: AA, ECD, AtRisk, 2nd, 3rd, 4th)
Community/Business, Support Staff
September through May
(F)Title I
Summative - Student Junior Master Gardener Certification
6. Use community members and parents as resources for you School-wide Enrichment Model-BEST program. Guest speakers and presentations enhance the background knowledge for the students. Community invitation for the showcase of culminating activities and products presented by the students. (Title I SW: 1,2,6,10) (Target Group: All) (NCLB: 1,4)
Campus Administrators, Community/Business, Department Heads, Interventionists, Principal, Teacher(s)
September through May
(L)Local Funds
Summative - Increased participation by community professionals
DMAC Solutions ®
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ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 1.
AES will maintain a safe, healthy and disciplined environment conducive to student learning. AES will promote good citizenship, positive character ethics,responsibility and self-discipline. Students will be safe while at school.
Activity/Strategy 1. Crisis Management Training for administrators and all staff. Activities to promote campus safety such as drills, locked outside doors, staff badges, use of 2-way radios when necessary, visitor sign in/out sheet, and a district resource officer on duty. Use RAPTOR software to screen campus visitors by scanning driver's license for convicted sex offenders. (Title I SW: 1,2,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Person(s) Responsible
Timeline
Campus Administrators, Support Beginning of the Staff, Teacher(s) year training
Resources
Evaluation
(F)Title I
Summative - Compliance with safety measures to provide a safe learning environment
2. Career awareness activities utilized to Campus Administrators, promote goal setting and career planning Counselor(s), Teacher(s) available to all students. Incorporation of College Awareness Week activities including guest speakers promoting college and career. Community business shadow program for students as well as brown bag lunch meetings. Identify student interests and allow exploration of many career field during our School-wide Enrichment Model-BEST program. (Title I SW: 1,2,6,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 5)
BEST activities weekly
(F)Title I, (L)Local Funds
Summative - Increased student awareness of career opportunities
3. Practice safe school drills - Fire, tornado, Campus Administrators, Office evacuation, lockdown, bus evacuation, ALICE Staff, Principal, School Nurse, and AED. (Title I SW: 2,9,10) (Target Group: Teacher(s) All, 2nd, 3rd, 4th) (NCLB: 4)
Beginning of the year, monthly random drills
(F)Title I, (L)Local Funds
Summative - Drill proficiency and safe learning environment
(F)Title I, (L)Local Funds
Summative - Decrease in instruction loss and behavior referrals
4. Alternative consequences to address Campus Administrators, Each semester decreasing ISS or/and DAEP placements plus Counselor(s), Parents, Principal, data report minimal interruption of instructional class time. Support Staff, Teacher(s) Implement a tracking system to track special populations to ensure individual education plan requirements are met. (Title I SW: 1,3,9,10) (Target Group: All, AtRisk, 2nd, 3rd, 4th) (NCLB: 1)
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ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 1.
AES will maintain a safe, healthy and disciplined environment conducive to student learning. AES will promote good citizenship, positive character ethics,responsibility and self-discipline. Students will be safe while at school.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
5. Guidance lessons for bullying awareness Campus Administrators, prevention strategies for all students, Toolkit of Counselor(s), Teacher(s) Social Emotional Learning (SEL), drug abuse education, relationship building strategies from Relationship Building with AISD Students, Knightly Character, PBIS, Cyber Bullying policy, etiquette program, etc. used to teach character and acceptable social skills to all students. (Title I SW: 1) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,4)
August then monthly
(F)Title I, (L)Local Funds
Summative - Campus-wide behavior improvements with decreased behavior referrals to the office and recognition of good character
6. Implementation of class meetings to Campus Administrators, increase stuent sense of belonging and to Counselor(s), Teacher(s) reinforce students use of Social Emotional Learning tookkit. (Title I SW: 1,2,9,10) (Target Group: All) (NCLB: 4)
weekly
(F)Title I, (L)Local Funds
Summative - Campus-wide behavior improvements with decreased behavior referrals to the office. Safe learning environment for all learners
7. Online inservice for our teachers includes Counselor(s), School Nurse ways to identify and address sexual abuse and maltreatment of children, suicide prevention, conflict resolution, and violence prevention through special programs addressing student needs. Beginning of the year online training provided to all staff each year. (Title I SW: 1) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
August
(F)Title I, (L)Local Funds
Summative - Heightened awareness of special needs for students and a bully free school environment.
DMAC Solutions ®
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ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 2.
AES will incorporate the required components of the Coordinated School Health Program including SHAC committee and the Fitness Gram Program.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. AES will incorporate the components: health Campus Administrators, education, physical education, health services, Counselor(s), School Nurse, nutrition services, counseling and psychological Teacher(s) services, healthy school environment, staff health promotion, and family/community involvement. (Title I SW: 1,3,4,6,9,10) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1,4)
Monthly
(F)Title I
Summative - Student/Staff and Community Participation
2. AES representative attends district School Campus Administrators, Health Advisory Council (SHAC) committee Counselor(s), School Nurse, meetings. Several school/community health Specialists, Teacher(s) issues are discussed and experts are called in to share information available to raise awareness for our students and community. Recommendations are presented to our school board for student health. (Title I SW: 1,2,6,10) (Target Group: All) (NCLB: 4)
Monthly
(L)Local Funds
Summative - Heightened awareness of trending health issues for students, staff and community.
3. All staff will successfully complete the online Campus Administrators, School September health courses set forth by the School nurse Nurse, Support Staff, director of the district. (Title I SW: 4,10) Teacher(s), Technology Staff (Target Group: All) (NCLB: 4)
(L)Local Funds
Summative - Beginning of the year
4. Fitness Awareness - Coordinated School Campus Administrators, School Weekly Health Programs goals and objectives made Nurse, Teacher(s) available to all students to highlight fitness awareness. Weekly challenge competitions used to recognize/promote fitness during physical education. (Title I SW: 1) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 1)
(F)Title I
Summative - TEA Reporting improvement using Fitness Gram assessments for our campus
DMAC Solutions ®
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ATLANTA EL Goal 3.
CLIMATE: 100% of our campuses will be safe and will be maintained to ensure a conducive learning environment.
Objective 3.
AES promotes healthy activities through service programs such as Jump Rope for Heart and our physical education program.
Activity/Strategy
Person(s) Responsible
Timeline
Resources
Evaluation
1. Jump Rope for Heart fundraiser for the American Heart Association (Title I SW: 6) (Target Group: All, 2nd, 3rd, 4th) (NCLB: 4)
Parents, Principal, Teacher(s)
March
(F)Title I
Summative - student participation
2. AES will provide students with lessons on good citizenship as well as an awareness physical and social environmental needs. Students develop compassion and patriotism through service project such as 911 program, Veterans Day program, food drives for local area, recycling and other community service programs. (Title I SW: 1,3,6) (Target Group: All) (NCLB: 4)
Campus Administrators, Counselor(s), Support Staff, Teacher(s)
September through May
(L)Local Funds
Summative Evidence/Recognition of positive actions.
DMAC Solutions ®
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Comprehensive Needs Assessment Demographics Demographics Summary Atlanta Elementary has the following Ethnic Distribution: Total Student Count: 360 Grade 2 125 Grade 3 125 Grade 4 110 African American 34.72% Hispanic 7.78% White 52.5% American Indian 0.56% Asian 0.56% Pacific Islander 0.28% Two or More Races 3.61% Economically Disadvantaged 66.67% At-Risk 37.78% English Language Learners 3.61% Student Disciplinary Placement (2015-2016) 0.16% Mobility (2015-2016) 11.5%
Student Achievement Student Achievement Summary
The committee reviewed the Texas Education Agency 2016 Accountability Reports. Atlanta Elementary Met Standard. AES received three distinctions when compared to our comparison group of 40 schools. Distinctions earned were: Academic Achievement in ELA/Reading, Closing Performance Gaps and Postsecondary Readiness. Previous years distinctions were as follows: One distinction in 2013, two distinctions in 2014 and four distinctions in 2015. Our math
DMAC Solutions ®
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Comprehensive Needs Assessment Student Achievement Summary (Continued)
achievement (quartile 2) and student progress (quartile 3) in 2016 were not high enough to be recognized. These are both areas of concern for this years plan. Local comparisons to last years performance were invalid due to state changes in the passing standards and testing. We can compare our performance to the state performance on the 2016 test. Our strongest area of performance was writing, where we surpassed state performance by double digit in all sub-population categories except white (only five percentage point surplus) and African American (seven percentage point surplus). This and the advanced performance in reading (3rd 27% and 4th 25%) and writing (31%) are contributing factors to the distinction in ELA/Reading. Compared to the statewide performance, AES Reading performance was four to seven percentage points higher in all areas except African American where there was a five percentage point deficit and At Risk where there was an eight percentage point deficit. Math performance at AES was slightly above the state's performance in all areas except At Risk, where there was an eight percentage point deficit. Overall, when compared to the state performance, Atlanta Elementary exceeded in every sub-population accountability category except At Risk in Reading and Math, and African American in Reading. We had exceptional performance surpluses in writing in all categories.
School Culture and Climate DMAC Solutions ®
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Comprehensive Needs Assessment School Culture and Climate Summary
Rabbit pride is emphasized throughout the year during morning announcements, during special programs and in good character recognition. Students and teachers alike support and check behaviors to encourage good choices. Under the school climate goal, we have installed phones in every classroom for the safety and technology availability for all in the building. An added bonus is the ease of communication with teachers and parents. A new Bucket Filler Award is given each six weeks for students always helping and including others throughout the school. Weekly recognition through a ticket system for compliance, good character and acts of kindness has students working for short term rewards. Building Relationships with AISD students with local staff development has been provided to staff. These practices are implemented throughout the building. All staff, including para-professionals and bus drivers receive this training at the beginning of the school year. Our Atlanta ISD nursing staff reported training for all staff has been completed at the beginning of the school year. Our district nurse team has provided general training for Diabetes, allergens, general care and assistance to teachers for safely dealing with common medical issues at school. Additionally, AED drills will be built into the school crisis drill schedule.
DMAC Solutions ®
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Comprehensive Needs Assessment Curriculum, Instruction and Assessment Curriculum, Instruction and Assessment Summary
Our learning goals have been expanded to include challenging activities to increase exploration of passions among all of our students by implementing a Schoolwide Enrichment Program (SEM) called BEST (Believing in Every Student's Talents). Students will choose areas of interest through surveys. They will explore their choices in short term and long term areas. We anticipate this will develop critical thinking and increase student test performance. Our Response to Intervention (RtI) teachers will continue to allow the classroom teacher to keep low achieving students and our RtI teachers will pull the rest of the students out to build critical thinking and reinforce concepts at individual pace. Their instruction will include computer lab individually progressive programs and center type activities in their classroom instruction. We have provided our students receiving dyslexia services during RtI time with additional math instruction during an activity period during the week. We have an Early Bird Computer program that provides 48 computers for extra practice from 7:30 am until about 8:00 am each school day. Math is the focus of this time. Basic math skills are reviewed in an exciting competition with same grade level local/national students through a program called Sumdog. Our GT instructor will implement math related activities as well as continue with our number sense instruction for our 4th graders. Tutoring for low performing students in math and reading will be provided through an after school time to be announced. Reading challenges designed to motivate students to read with purpose has been implemented. Rewards for completion throughout the year will keep interests up. Reading will help in every academic area. Systematic Instruction in Phoneme Awareness Phonics & Sight Words, SIPPS, program has been added to the 2nd and 3rd grade reading curriculum to enhance reading academic performance. A curriculum alignment meeting with Atlanta Primary School teachers occurred to make recommendation on starting points for our 2nd graders phonics program.
DMAC Solutions ®
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Comprehensive Needs Assessment Family and Community Involvement Family and Community Involvement Summary
Mrs. Amy Stewart and Mrs. Bonnie Westbrook, our parent representatives, have used our parent group on Facebook to inform parents about upcoming events and request parent volunteers for different events. We will be emphasizing the need for volunteers for numerous reasons - not always during the school hours. They have reported several parents are in the group. These two ladies have volunteered to be new campus co-coordinator for this school year. Community businesses have partnered with our campus to provide student opportunities to "shadow" an employee. This program requires the student to be chosen for attitude more than academic. Four to five fourth grade students are selected to participate in this program each month. Quarterly newsletters highlight the outstanding activities provided for students at Atlanta Elementary. Positive publicity is shared with the Atlanta ISD website, facebook page, and local newspaper.
Technology Technology Summary
Technology across the Atlanta Independent School District exceeds the surrounding areas access to resources for our staff. A VDI program to replace classroom hard drives which allows teachers access to their desktops on any internet computer device. Home access is possible. Teachers are investing time and energy into our technology resources that have expanded from a couple of classroom computers and a technology lab to portable iPods, iPads, ceiling projectors, document cameras, an audio system in each classroom, Kineo systems and Flashmasters for math classrooms. Additionally, we have added 5 iPads housed in each
DMAC Solutions ®
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Comprehensive Needs Assessment Technology Summary (Continued)
classroom for easy access. Currently, we have added "Dragonfly", a speech to text software for student accommodations, an OSMO application, and a KANO program which was secured by an Atlanta ISD Foundation grant. AISD Technology staff has added a curriculum trainer position to assist teachers with finding and implementing applications to enhance technology for students. She is available to all AES staff and currently comes to campus on Tuesdays.
DMAC Solutions ®
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Comprehensive Needs Assessment Data Sources Disaggregated STAAR Data Discipline Referrals Expulsion/Suspension Records Highly Qualified Staff Promotion/Retention Rates Report Card Grades Semester Exam Grades Staff/Parents/Community/ Business members involved w/SBDM Summary of Student Progress (not taking STAAR) Survey and Interviews of Students/Staff/Parents
DMAC Solutions ®
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TEXAS EDUCATION AGENCY 2016 Accountability Summary ATLANTA EL (034901106) - ATLANTA ISD
Accountability Rating
Distinction Designation
Met Standard Met Standards on
Did Not Meet Standards on
- Student Achievement
- NONE
Academic Achievement in ELA/Reading DISTINCTION EARNED
- Student Progress
Academic Achievement in Mathematics
- Closing Performance Gaps
NO DISTINCTION EARNED
- Postsecondary Readiness
Academic Achievement in Science
In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.
NOT ELIGIBLE Academic Achievement in Social Studies
Performance Index Report
NOT ELIGIBLE Top 25 Percent Student Progress
100
NO DISTINCTION EARNED Top 25 Percent Closing Performance Gaps
75
DISTINCTION EARNED 50
Postsecondary Readiness DISTINCTION EARNED
25
81
37
43
Campus Demographics
35
0 Index 1
Index 2
Index 3
Index 4
Student Achievement (Target Score=60)
Student Progress (Target Score=32)
Closing Performance Gaps (Target Score=28)
Postsecondary Readiness (Target Score=12)
Campus Type
Elementary
Campus Size
360 Students
Grade Span Percent Economically Disadvantaged
Performance Index Summary Index
Points Earned
Maximum Points
Index Score
427 295 426
528 800 1,000
81 37 43
1 - Student Achievement 2 - Student Progress 3 - Closing Performance Gaps 4 - Postsecondary Readiness STAAR Score Graduation Rate Score Graduation Plan Score Postsecondary Component Score
02 - 04 66.7
Percent English Language Learners
3.6
Mobility Rate
11.5
System Safeguards Number and Percentage of Indicators Met
35.3 N/A N/A N/A
35
Performance Rates
11 out of 13 = 85%
Participation Rates
10 out of 10 = 100%
Graduation Rates
Total
N/A
21 out of 23 = 91%
For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html
TEA Division of Performance Reporting
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September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - ELA/Reading ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Attendance Rate Greater Than Expected Student Growth in ELA/Reading Grade 3 Reading Performance (Level III) Grade 4 Reading Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 6 Reading Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading Performance (Level III) EOC English I Performance (Level III) EOC English II Performance (Level III) AP/IB Examination Participation: ELA AP/IB Examination Performance: ELA SAT/ACT Participation SAT Performance: ELA ACT Performance: ELA Advanced/Dual-Credit Course Completion Rate: ELA/Reading Total Indicators for ELA/Reading
Indicator Score 96.3% 16.0% 27.0% 25.0% 31.0%
Quartile Q2 Q2 Q1 Q1 Q1
3 of 5
Distinction Campus Outcome: 3 of 5 eligible indicators in Q1 (Top Quartile) 3 of 5 = 60% Distinction Target: Elementary = 50% or higher
DISTINCTION EARNED Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. The attendance rate indicator is not subject specific; therefore, it applies to ELA/reading, mathematics, science, and social studies. Consequently, this indicator cannot be the sole measure used by a campus to attain a distinction.
TEA Division of Performance Reporting
Page 1 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Mathematics ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Attendance Rate Greater Than Expected Student Growth in Mathematics Grade 3 Mathematics Performance (Level III) Grade 4 Mathematics Performance (Level III) Grade 5 Mathematics Performance (Level III) Grade 6 Mathematics Performance (Level III) Grade 7 Mathematics Performance (Level III) Grade 8 Mathematics Performance (Level III) Algebra I by Grade 8 - Participation EOC Algebra I Performance (Level III) AP/IB Examination Participation: Mathematics AP/IB Examination Performance: Mathematics SAT/ACT Participation SAT Performance: Mathematics ACT Performance: Mathematics Advanced/Dual-Credit Course Completion Rate: Mathematics Total Indicators for Mathematics
Indicator Score 96.3% 13.0% 15.0% 22.0%
Quartile Q2 Q3 Q2 Q2
0 of 4
Distinction Campus Outcome: 0 of 4 eligible indicators in Q1 (Top Quartile) 0 of 4 = 0% Distinction Target: Elementary = 50% or higher
NO DISTINCTION EARNED Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. The attendance rate indicator is not subject specific; therefore, it applies to ELA/reading, mathematics, science, and social studies. Consequently, this indicator cannot be the sole measure used by a campus to attain a distinction.
TEA Division of Performance Reporting
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September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Science ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
This campus is not eligible for this Distinction Designation. See the 2016 Accountability Manual for more information.
NOT ELIGIBLE
TEA Division of Performance Reporting
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September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Social Studies ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
This campus is not eligible for this Distinction Designation. See the 2016 Accountability Manual for more information.
NOT ELIGIBLE
TEA Division of Performance Reporting
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September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Top 25% in Student Progress ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Campus Name
District Name
1 BOLES EL (116916101) 2 LAKEVIEW EL (129905105) 3 ELDORADO EL (207901101) 4 CROSS TIMBERS EL (220915108) 5 ROCKDALE INT (166904103) 6 WILLIAMS EL (152901188) 7 ROLLING HILLS EL (188902101) 8 HOWE EL (091905101) 9 WINNSBORO EL (250907103) 10 SCHALLERT EL (125901107) 11 TAHOKA EL (153904101) 12 ANSON EL (127901101) 13 HOOKS EL (019902102) 14 CENTRAL EL (129905103) 15 AVERY EL (194902101) 16 COLEMAN EL (042901102) 17 J K HILEMAN EL (034907101) 18 RICARDO EL (137902101) ATLANTA EL (034901106) 19 DEKALB EL (019901102) 20 DETROIT EL (194905101) 21 HEMPHILL EL (202903101) 22 HUNTSVILLE EL (236902106) 23 GILBERT J MIRCOVICH ELEMENTARY (205903104) 24 LAMAR EL (091903113) 25 NEW DEAL EL (152902101) 26 SPRINGTOWN EL (184902106) 27 CENTRAL EL (003907102) 28 CLINT Q SMITH EL (057907106) 29 ZAVALA EL (254901106) 30 EARNEST O WOODS INT (234907101) 31 RAPOPORT ACADEMY EL - NORTH CAMPUS (161802103) 32 AUDRE AND BERNARD RAPOPORT ACADEMY (161802101) 33 JEFFERSON EL (155901102) 34 SAMUEL HOUSTON EL (236902103) 35 MERKEL INT (221904104) 36 LEONARD EL (074909101) 37 MOODY EL (161910101) 38 HOUSTON EL (091903103) 39 WM B TRAVIS EL (102902108) 40 MCCAMEY PRI (231901102)
Index 2 Score
BOLES ISD MABANK ISD SCHLEICHER ISD AZLE ISD ROCKDALE ISD LUBBOCK ISD RIVER ROAD ISD HOWE ISD WINNSBORO ISD ALICE ISD TAHOKA ISD ANSON ISD HOOKS ISD MABANK ISD AVERY ISD COLEMAN ISD QUEEN CITY ISD RICARDO ISD ATLANTA ISD DEKALB ISD DETROIT ISD HEMPHILL ISD HUNTSVILLE ISD INGLESIDE ISD DENISON ISD NEW DEAL ISD SPRINGTOWN ISD CENTRAL ISD DUNCANVILLE ISD CRYSTAL CITY ISD WILLS POINT ISD RAPOPORT ACADEMY PUBLIC SCHOOL RAPOPORT ACADEMY PUBLIC SCHOOL JEFFERSON ISD HUNTSVILLE ISD MERKEL ISD LEONARD ISD MOODY ISD DENISON ISD MARSHALL ISD MCCAMEY ISD
62 62 59 53 52 51 49 46 45 43 43 42 42 40 38 38 38 38 37 36 35 34 33 32 32 32 32 31 30 30 29 29 27 27 27 26 25 24 21 20 17
Top 25% in Student Progress Target = Index 2 Score of 43
NO DISTINCTION EARNED Blank values for an Index 2 Score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10. Where Index 2 scores are identical the campuses are listed alphabetically by campus name.
TEA Division of Performance Reporting
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September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Top 25% in Closing Performance Gaps ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Campus Name
District Name
1 CROSS TIMBERS EL (220915108) 2 LAKEVIEW EL (129905105) 3 BOLES EL (116916101) 4 WINNSBORO EL (250907103) 5 HOOKS EL (019902102) 6 RICARDO EL (137902101) 7 WILLIAMS EL (152901188) 8 CENTRAL EL (129905103) ATLANTA EL (034901106) 9 ELDORADO EL (207901101) 10 HOWE EL (091905101) 11 LEONARD EL (074909101) 12 CENTRAL EL (003907102) 13 J K HILEMAN EL (034907101) 14 LAMAR EL (091903113) 15 ROLLING HILLS EL (188902101) 16 SCHALLERT EL (125901107) 17 JEFFERSON EL (155901102) 18 SPRINGTOWN EL (184902106) 19 AVERY EL (194902101) 20 NEW DEAL EL (152902101) 21 TAHOKA EL (153904101) 22 GILBERT J MIRCOVICH ELEMENTARY (205903104) 23 CLINT Q SMITH EL (057907106) 24 ROCKDALE INT (166904103) 25 RAPOPORT ACADEMY EL - NORTH CAMPUS (161802103) 26 HEMPHILL EL (202903101) 27 ANSON EL (127901101) 28 COLEMAN EL (042901102) 29 HUNTSVILLE EL (236902106) 30 EARNEST O WOODS INT (234907101) 31 HOUSTON EL (091903103) 32 DETROIT EL (194905101) 33 AUDRE AND BERNARD RAPOPORT ACADEMY (161802101) 34 MERKEL INT (221904104) 35 MOODY EL (161910101) 36 DEKALB EL (019901102) 37 SAMUEL HOUSTON EL (236902103) 38 ZAVALA EL (254901106) 39 WM B TRAVIS EL (102902108) 40 MCCAMEY PRI (231901102)
Index 3 Score
AZLE ISD MABANK ISD BOLES ISD WINNSBORO ISD HOOKS ISD RICARDO ISD LUBBOCK ISD MABANK ISD ATLANTA ISD SCHLEICHER ISD HOWE ISD LEONARD ISD CENTRAL ISD QUEEN CITY ISD DENISON ISD RIVER ROAD ISD ALICE ISD JEFFERSON ISD SPRINGTOWN ISD AVERY ISD NEW DEAL ISD TAHOKA ISD INGLESIDE ISD DUNCANVILLE ISD ROCKDALE ISD RAPOPORT ACADEMY PUBLIC SCHOOL HEMPHILL ISD ANSON ISD COLEMAN ISD HUNTSVILLE ISD WILLS POINT ISD DENISON ISD DETROIT ISD RAPOPORT ACADEMY PUBLIC SCHOOL MERKEL ISD MOODY ISD DEKALB ISD HUNTSVILLE ISD CRYSTAL CITY ISD MARSHALL ISD MCCAMEY ISD
58 57 54 52 49 48 48 46 43 43 43 43 42 42 42 42 42 41 41 40 40 40 39 38 38 36 35 34 34 34 33 33 30 29 29 29 25 24 24 23 19
Top 25% in Closing Performance Gaps Target = Index 3 Score of 43
DISTINCTION EARNED Blank values for an Index 3 Score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10. Where Index 3 scores are identical the campuses are listed alphabetically by campus name.
TEA Division of Performance Reporting
Page 6 of 8
September 2016
TEXAS EDUCATION AGENCY 2016 Distinction Designation Summary - Postsecondary Readiness ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Index 4 - Percent at STAAR Postsecondary Readiness Standard Four-Year Longitudinal Graduation Rate Four-Year Longitudinal Graduation Plan Rate* College-Ready Graduates Advanced/Dual-Credit Course Completion Rate: Any Subject AP/IB Examination Performance: Any Subject SAT/ACT Participation SAT/ACT Performance CTE-Coherent Sequence Graduates Total Indicators for Postsecondary Readiness
Indicator Score 38.0%
Quartile Q1
1.0 of 1
Evaluation of campus outcomes: 1.0 of 1 eligible indicators in Q1 (Top Quartile) 1.0 of 1 = 100% Distinction Target: Elementary = 50% or higher
DISTINCTION EARNED Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. *The four-year longitudinal graduation plan rate is determined by comparing the all students RHSP/DAP rate and the all students RHSP/DAP/FHSP-E/FHSP-DLA rate. The higher of the two rates is used for distinction designations. Refer to the Index 4 Data Table for details.
TEA Division of Performance Reporting
Page 7 of 8
September 2016
TEXAS EDUCATION AGENCY
2016 Distinction Designation Summary ATLANTA EL (034901106) - ATLANTA ISD Campus Type: Elementary
Indicator Attendance Rate Greater Than Expected Student Growth in ELA/Reading Greater Than Expected Student Growth in Mathematics Grade 3 Reading Performance (Level III) Grade 3 Mathematics Performance (Level III) Grade 4 Reading Performance (Level III) Grade 4 Mathematics Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 5 Mathematics Performance (Level III) Grade 5 Science Performance (Level III) Grade 6 Reading Performance (Level III) Grade 6 Mathematics Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Mathematics Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading Performance (Level III) Grade 8 Mathematics Performance (Level III) Grade 8 Science Performance (Level III) Grade 8 Social Studies Performance (Level III) Algebra I by Grade 8 - Participation EOC Algebra I Performance (Level III) EOC English I Performance (Level III) EOC English II Performance (Level III) EOC Biology Performance (Level III) EOC U.S. History Performance (Level III) AP/IB Examination Participation: ELA AP/IB Examination Participation: Mathematics AP/IB Examination Participation: Science AP/IB Examination Participation: Social Studies AP/IB Examination Performance: ELA AP/IB Examination Performance: Mathematics AP/IB Examination Performance: Science AP/IB Examination Performance: Social Studies AP/IB Examination Performance: Any Subject SAT/ACT Participation SAT/ACT Performance SAT Performance: ELA SAT Performance: Mathematics ACT Performance: ELA ACT Performance: Mathematics ACT Performance: Science Index 4 - Percent at STAAR Postsecondary Readiness Standard Four-Year Longitudinal Graduation Rate Four-Year Longitudinal Graduation Plan Rate* College-Ready Graduates Advanced/Dual-Credit Course Completion Rate: ELA/Reading Advanced/Dual-Credit Course Completion Rate: Mathematics Advanced/Dual-Credit Course Completion Rate: Science Advanced/Dual-Credit Course Completion Rate: Social Studies Advanced/Dual-Credit Course Completion Rate: Any Subject CTE-Coherent Sequence Graduates
Indicator Score Numerator 60,968.0 17 14 32 18 26 23 27
Indicator Score Denominator 63,291.0 104 104 117 117 103 103 88
82
213
Score 96.3 16 13 27 15 25 22 31
Quartile 1 Minimum Score 96.6 19 26 25 19 20 26 16
Quartile Q2 Q2 Q3 Q1 Q2 Q1 Q2 Q1
38.0
37.0
Q1
Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students. Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator. 'n/a' Indicates data reporting is not applicable for this indicator. *The four-year longitudinal graduation plan rate is determined by comparing the all students RHSP/DAP rate and the all students RHSP/DAP/FHSP-E/FHSP-DLArate. The higher of the two rates is used for distinction designations. Refer to the Index 4 Data Table for details. TEA Division of Performance Reporting
Page 8 of 8
September 2016
Three Year Comparison by Grade and Subject
Revised 8-23-16
Atlanta Elementary School STAAR Scores Comparison Spring 2016
D-Mac Source Snapshot STAAR, STAAR L, STAAR A
Reading Student Group
Reading 2014
Reading 2015
Reading 2016
Local Gains/Loss %age Pts.
State 2016
All Students White African American
186/209=89% (23) 116/124=94% (8) 44/58=76% (14) NA-17/18=94% (1) NA-6/6=100% (0) 111/128=87% (17) 46/65=71 (19) 58/209=28%
191/213=90% (22) 110/114=96% (4) 55/70=79% (15) 16/17=94% (1) 7/9=78% (2) 87/122=87% (35) 55/71=77% (16) 65/213=31%
172/216=80% (44) 102/111=92% (9) 45/75=60% (30) 14/18=78% (4) 9/10=90% (1) 98/139=71% (41) 38/79=48% (41) 57/216=26%
-10 -4 -19 N/A N/A -16 -29 -5
75% 86% 65% 70% 83% 66% 56% 22%
Hispanic Two or more races
Econ Disadvantaged At Risk Advanced
State Gains/Loss %age Pts.
+5
+6 -5 N/A +7 +5 -8 +4
Math Student Group
Math 2014
Math 2015
Math 2016
Local Gains/Loss %age Pts.
State 2016
State Gains/Loss %age Pts.
All Students White African American
189/210=90% (21) 116/124=94% (8) 46/59=78% (13) NA=18/18=100% NA 6/6=100% 112/129=87% (17)
171/213=80% (42) 100/114=88% (14) 48/70=69% (22) 14/17=82% (3) 6/9=67% (3) 109/141=77% (32) 42/71=59%(29) 34/213=16%
164/216=76% (52) 94/111=85% (17) 46/75=61% (29) 15/18=83% (3) 7/10=70% (3) 98/139=71% (41) 40/79=51% (39) 40/216=19%
-4 -3 -8 N/A N/A -6 -8 +2
75% 85% 60% 71% 80% 67%
+1 = +1
Hispanic Two or more races
Econ.Disadvantaged At Risk Advanced
48/65=74% (17)
61/210=29%
59%
18%
N/A N/A
+4 -8 +1
Writing Student Group
Writing 2014
Writing 2015
Writing 2015
All Students White African American
101/112=90% (11) 60/67=90% (7) 24/28=86% (4) NA-11/11=100% NA_5/5=100% 64/70=91% (6)
92/107=86% (15) 54/58=93% (4) 27/36=75% (9) 7/8=88% (1) 2/3=67% (1) 56/71=79% (15) 26/38=68% (12) 11/107=10%
87/102=85% (15) 55/59=93% (4) 20/30=67% (10) 7/8=88% (1) 5/5=100% (0) 47/60=78% (13) 18/27=67% (9) 27/102=26%
Hispanic Two or more races
Econ.Disadvantaged At Risk Advanced
23/33=70% (10)
14/112=13%
Local Gains/Loss %age Pts.
State 2016
-1
70% 81% 60% 64% 78% 61%
*# in (#) denotes students that “Did Not Meet Standards-Unsatifactory
= -8 N/A N/A -1 -1 +16
48%
14%
State Gains/Loss %age Pts.
+5
+12 +7 N/A N/A +17 +19 +12
Three Year Comparison by Grade and Subject
Revised 8-23-16
3rd Grade Student Group
2014 Reading 20/40=50% Advanced 85%
2015 Reading 19/40=48% Advanced 85%
2016 Reading 21/40=53% Advanced 85%
All Students
88/97=91% (9)
98/106=92% (8)
White
54/57=95% (3)
African American
**2015 new Math TEKS for STAAR
Gains/ Loss %age Pts.
2014 Math 27/46=59% Advanced 91%
2015 Math 23/46=50% Advanced 89%
2016 Math 24/46=52% Advanced 89%
Gains/ Loss %age Pts.
80/114=70% (34)
-22
89/97=92% (8)
86/106=81% (20)
84/114=74% (30)
-7
56/56=100% (0)
44/52=85% (8)
-15
54/57=95% (3)
48/56=86% (8)
44/52=85% (8)
-1
25/30=83% (5)
27/34=79% (7)
23/45=51% (22)
-28
25/30=83% (5)
24/34=71% (10)
27/45=60% (18)
-11
Hispanic
6/7=86% (1)
9/9=100% (0)
7/10=70% (3)
NA
7/7=100% (0)
8/9=89% (1)
8/10=80% (2)
NA
Two or more race
1/1=100% (0)
5/6=83% (1)
4/5=80% (1)
NA
1/1=100% (0)
5/6=83% (1)
3/5=60% (2)
NA
Econ. Disad
52/58=90% (6)
63/70=90% (7)
48/79=61% (31)
-29
52/58=90% (6)
55/70=79% (15)
53/79=67% (26)
-12
At Risk
25/32=78% (7)
28/33=85% (5)
20/52=38% (32)
27/32=84 (5)
19/33=58% (14)
26/52=50% (26)
Advanced
25/97=26%
32/106=30%
31/114=27%
-47 -3
32/97=33%
14/106=13%
17/114=15%
-8 +1
4th Grade
**2015 new Math TEKS for STAAR
Student Group
2014 Reading P=24/44=52% Advanced-86%
2015 Reading P=24/44=52% Advanced-86%
2016 Reading P=24/44=55% Advanced-86%
Gains/ Loss %age Pts.
2014 Math P=29/48=60% Advanced=90%
2015 Math P=23/48=48% Advanced=83%
2015 Math P=24/48=50% Advanced=83%
Gains/ Loss %age Pts.
All Students
98/112=88% (14)
93/107=87% (14)
92/102=90% (10)
+2
100/113=88% (13)
85/107=79% (22)
80/102=78% (22)
-1
White
62/67=93% (5)
54/58=93% (4)
58/59=98% (1)
+5
62/67=93% (5)
52/58=90% (6)
50/59=85% (9)
-5
African American
19/28=68% (9)
28/36=78% (9)
22/30=73% (8)
-5
21/29=72% (8)
24/36=67% (12)
19/30=63% (8)
-4
Hispanic
11/11=100% (0)
7/8=88% (1)
7/8=88% (1)
NA
11/11=100% (0)
6/8=75% (2)
7/8=88% (1)
NA
Two or more races
5/5=100% (0)
2/3=67% (1)
5/5=100% (0)
NA
5/5=100% (0)
1/3=33% (2)
4/5=80% (1)
NA
Econ. Disad
59/70=84% (11)
59/71=83% (12)
50/60=83% (10)
=
60/71=85% (11)
54/71=76% (17)
45/60=75% (15)
-1
At Risk
21/33=64% (12)
27/38=71% (9)
18/27=67% (9)
-4
21/33=64% (12)
23/38=61% (15)
14/27=52% (13)
-9
Advanced
29/113=26%
33/107=31%
23/102=25%
-6
29/113=26%
20/107=19%
23/102=23%
+4
