Judson Independent School District Spring Meadows Elementary School Campus Improvement Plan

Judson Independent School District 2014-2015 Campus Improvement Plan Accountability Rating: Met Standard Board Approval Date: October 16, 2014 Public Presentation Date: December 16, 2014 Generated by Plan4Learningcom 1 of 35

Mission Statement All Spring Meadows students will receive a quality education enabling them to become successful in a global society Vision Spring Meadows is Producing Excellence! Value Statement Students First Teamwork Accountability Results-Oriented Loyalty Integrity and Mutual Respect Safe and Secure Environment Two-way Communication Generated by Plan4Learningcom 2 of 35

Table of Contents Comprehensive Needs Assessment 4 Demographics 4 Student Achievement 6 School Culture and Climate 8 Staff Quality, Recruitment, and Retention 9 Curriculum, Instruction, and Assessment 10 Family and Community Involvement 11 School Context and Organization 12 Technology 13 Comprehensive Needs Assessment Data Documentation 14 Goals 16 Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness 16 Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation 23 Goal 3: To increase employee retention and satisfaction making Judson a premier employer 25 Goal 4: To spend money wisely, efficiently, and equitably by maintaining a Superior rating, earning an Unqualified Opinion Letter, and maintaining a fund balance that is aligned with Board Policy 26 System Safeguard Strategies 27 State Compensatory 28 Personnel for : 28 Title I 29 Schoolwide Program Plan 29 Ten Schoolwide Components 29 Title I Personnel 31 2014-2015 Site-Based Decision Making Committee 32 Campus Funding Summary 33 Addendums 34 Generated by Plan4Learningcom 3 of 35

Comprehensive Needs Assessment Demographics Demographics Summary Spring Meadows Elementary has a current enrollment of 590 students Enrollment by Sub populations is: Race Percentage of Enrollment Classification Percentage of Enrollment Hispanic/Latino 68% Dyslexia 3% Pacific Islander <1% ESL 0% Asian <1% Bilingual 29% African American 19% LEP 28% Native American 0% Special Education 7% White 9% At - Risk 68% Two or More Races 3% TAG 8% Free Lunch 61% Reduced Lunch 11% TOTAL Economically Disadvantaged 73% *As of 9/30/13 Generated by Plan4Learningcom 4 of 35

Demographics Strengths Our campus has a diverse population Demographics Needs 1 2 Increase bilingual academic success GT (TAG) students under-represented in sub-pops Generated by Plan4Learningcom 5 of 35

Student Achievement Student Achievement Summary Continue school-wide delivery of math fluency program to enhance mastery of facts Staff development for teachers on qualifiers to look for in our minority populations for giftedness Utilize a Campus RtI Coordinator Utilize a K-5 Campus Reading Specialist Utilize a K-5 Campus Math/ Science Interventionist Utilize a K-5 Campus Instructional Assistant Student Achievement Strengths STAAR performance 3rd grade Reading 3% above State and District 3rd grade Math 2% above District 21% increase from last year in Reading and Math 3rd grade Hispanic Reading 5% above State and District 3rd grade Hispanic Math 1% above State and 4% above District 3rd grade White Reading 12% above State and District 3rd grade White Math 20% above State and 23% above District Economically Disadvantaged 3% above State and District in Reading Bilingual 3% above State and District in Reading Bilingual Math 11% above State and 14% above District Generated by Plan4Learningcom 6 of 35

3rd grade male and female scores above State and District in Reading Male scores above State and District in Math Student Achievement Needs 1 STAAR performance based on TEA campus report card - specifically all student (math and science), African-American (math), Hispanic (science), economically disadvantaged (math and science), and special education (reading and math) 3rd grade Math 1% below State 4th grade Reading 29% below State and 27% below District 21% decrease from last year 4th grade Math 28%below State and 20% below District 21% decrease from last year 4th grade Writing 18% below State and 15% below District 3% decrease from last year 5th grade Science 18% below State and 16% below District 7% decrease from last year 3rd grade African American sub population 11% below State and District in Reading 20% below State in Math, and 27% below District in Math Economically Disadvantaged 5% below State in Math and 2% below District in Math 3rd grade Females scored below State and District in Math 4th grade Economically Disadvantaged, Bilingual, and Special Education sub populations all scored significantly below State and District in Reading, Math, and writing Generated by Plan4Learningcom 7 of 35

School Culture and Climate School Culture and Climate Summary Purchase student agendas to increase student responsibility for learning organizational skills Provide SNAP Box and Second Step program to decrease bullying situations Promote SWAG week with the addition a career day to tie it together School Culture and Climate Strengths Unified school theme increased cohesiveness of school climate Increase in small group counseling sessions School Culture and Climate Needs Student agendas Continue Bullying Program College Readiness/Career Day Generated by Plan4Learningcom 8 of 35

Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Summary Update PD for RtI at the beginning of next school year Utilize MOBIs, electronic newspaper, maps online, Use campus reading specialist and math/science interventionist for push-in approach to increase student/teacher performance in the classroom Staff Quality, Recruitment, and Retention Strengths Staff diversity mirrors that of our school population Mentor program for 1st year teachers Implementation of professional book study group Staff Quality, Recruitment, and Retention Needs Increase teacher performance Continue Professional development on RtI Professional development on utilizing technology in the classroom to enhance the curriculum Generated by Plan4Learningcom 9 of 35

Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary Administer assessments in K-2 independently to assess Increase student selection of reading materials by purchasing different genres (ie educational based magazines, newspapers, student appropriate materials) Increase checking for understanding of students using recommended resources Increase reading fluency/comprehension/ interest Curriculum, Instruction, and Assessment Strengths Utilization of CSCOPE curriculum Curriculum, Instruction, and Assessment Needs Mentoring Mind resources Purchase student ebooks Utilize nonfiction Graphic Library books in classrooms to enhance activating prior knowledge of biographies, historical events in US, etc Generated by Plan4Learningcom 10 of 35

Family and Community Involvement Family and Community Involvement Summary Parents of our monolingual and bilingual populations are more involved in decision-making All written and verbal communication is delivered in Spanish and English Family and Community Involvement Strengths Dine-A-Versity (Family Night) Fall Festival Written and verbal communication in Spanish and English Family and Community Involvement Needs Based on parent surveys, Spring Meadows need a: 1 2 Parent Involvement Committee Parent Involvement Policy Generated by Plan4Learningcom 11 of 35

School Context and Organization School Context and Organization Summary Include time blocked out in daily schedule for remediation/intervention of concepts and skills related to math/reading/behavior Campus instructional specialists and assistant will push-in to classrooms to support teachers and improve academic performance of students Increase active participation of teachers in decision-making and implementation of campus decisions at all levels on campus Possibly change 3rd grade from self-contained to team/departmentalized concept School Context and Organization Strengths Programs available for after school tutoring and Saturday Science Camp programs 90 minute blocks of time devoted for Math/ Reading instruction School Context and Organization Needs Based on STAAR data and reading/math universal screen data, struggling students need assistance through RtI interventionists who will be able to work with students through a push-in model or small group pull-out 1 2 3 RtI Tier remediation/intervention time block in daily schedule Increase teacher involvement in decision making Re-evaluate teaching assignments and rotations Generated by Plan4Learningcom 12 of 35

Technology Technology Summary Increase effectiveness of delivery of instruction using updated technology (ie Document cameras; Nooks; MOBIs) Student use of cameras will increase knowledge of the diversity of technology and its application Student use of Nooks and ipads will increase accessibility to curriculum for struggling students Technology Strengths Each classroom was given MOBIs to enhance student instruction Technology Needs Based on the STAR chart of teacher proficiency in technology, teachers need to increase their own use of technology in order to integrate technology into student instruction Digital cameras Document cameras SMARTBOARDS Generated by Plan4Learningcom 13 of 35

Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Federal Report Card Data Student Data: Assessments State and federally required assessment information (eg curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions Texas English Language Proficiency Assessment System (TELPAS) results Student Success Initiative (SSI), Grades 5 and 8, data SSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8) Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Running Records results Observation Survey results Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Generated by Plan4Learningcom 14 of 35

Dyslexia Data Response to Intervention (RTI) student achievement data Student Data: Behavior and Other Indicators Attendance data Discipline records Employee Data Professional learning communities (PLC) data Staff surveys and/or other feedback Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Teacher STaR Chart Technology Data PDAS data Support Systems and Other Data Budgets/entitlements and expenditures data Study of best practices Generated by Plan4Learningcom 15 of 35

Goals Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 1: By May 2015, 80% of all students and each student group, including special education and English language learners, will pass all sections of the MATH state assessment and each student group will show at least 5% growth over last year as measured by the campus index analysis, especially in the African-American, economically disadvantaged and special education sub-population, increasing mathematics Quartile ratings at least 1 Quartile (NCLB Performance Goals 1 and 2) Summative Evaluation: STAAR Mathematics - modified, LAT, alternative, regular for grades 3-5 Strategy Description System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Interventions (RTI Tier II and III (to include Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) - System Safeguards 1 All students - RtI, Stride Academy, Tutoring Targeted Sub-pops: 2 African American - Power Hour 3 Economically Disadvantaged - Saturday Camps 4 Special Education - Tutoring provided by SPED certified teachers Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 2) Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM - Reflective Practice Model TITLE I Staff Responsible for Monitoring 2, 3, 9 * Campus Administrators * RtI Facilitator * Teachers * SPED * Campus Interventionists to include Dyslexia Funding Sources: 211-5 - Title I - $316000 2, 4 * Campus Administrators * RtI Facilitator * All Teachers Funding Sources: 211-5 - Title I - $175000 Evidence that Demonstrates Success * Students on each RtI Tier * Movement of students between the RtI Tiers * Gather Baseline Data from Stride Academy * Lesson Plans * Walkthroughs * Attendance * Assessment Data * Agendas * Sign-in Sheets * Lesson Plans / Collaborative Planning Template * Artifacts (eg, photos, anchor/data charts, video) * Assessment Data Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 16 of 35

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 2: By May 2015, 80% of all students and each student group, including special education and English language learners, will pass all sections of the READING state assessment and each student group will show at least 5% growth over last year as measured by the campus index analysis, especially in the special education population, increasing reading/ela Quartile ratings at least 1 Quartile (NCLB Performance Goals 1 and 2) Summative Evaluation: STAAR Reading - modified, LAT, alternative, regular for grades 3-5 Strategy Description System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Interventions (RTI Tier II and Tier III (to include istation), Homework Help, Power Hour, Tutoring, Saturday Camps) System Safeguards - Targeted Sub-pops: 1 Special Education - Tutoring provided by SPED certified teachers Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 2) Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM - Reflective Practice Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 3) Targeted Professional Development to improve reading instruction to include Guided Reading (Grades K-2) and Readers Workshop (Grades 3-5) TITLE I Staff Responsible for Monitoring 2, 3, 9 * Campus Administrators * RtI Facilitator * Teachers * SPED * Campus Interventionists to include Dyslexia Funding Sources: 211-5 - Title I - $474000 2, 4 * Campus Administrators * RtI Facilitator * All Teachers Funding Sources: 211-5 - Title I - $175000 2, 4 * Administrators * RtI Facilitator * All Reading Teachers * Campus Interventionists Evidence that Demonstrates Success * Students on each RtI Tier * Movement of students between the RtI Tiers * Gather Baseline Data from Stride Academy * Lesson Plans * Walkthroughs * Attendance * Assessment Data * Agendas * Sign-in Sheets * Lesson Plans / Collaborative Planning Template * Artifacts (eg, photos, anchor/data charts, video) * Assessment Data * Sign-in Sheets * PD Agendas * istation Scores * Assessment Data Funding Sources: 199-5 -General Operating - $120000 Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 17 of 35

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 3: By May 2015, 80% of all students and each student group, including special education and English language learners, will pass all sections of the WRITING state assessment and each student group will show at least 5% growth over last year as measured by the campus index analysis Summative Evaluation: STAAR Writing - modified, LAT, alternative, regular for grade 4 Strategy Description Critical Success Factors CSF 1 CSF 2 1) Interventions (RTI Tier II and Tier III (to include istation), Homework Help, Power Hour, Tutoring, Saturday Camps) Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 2) Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM - Reflective Practice Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 3) Targeted Professional Development to improve writing instruction to include Guided Writing (Grades K-2) and Writers Workshop (Grades 3-5) TITLE I Staff Responsible for Monitoring 2, 3, 9 * Campus Administrators * RtI Facilitator * Teachers * SPED * Campus Interventionists to include Dyslexia Funding Sources: 211-5 - Title I - $158000 2, 4 * Campus Administrators * RtI Facilitator * All Teachers Funding Sources: 211-5 - Title I - $175000 2, 4 * Administrators * RtI Facilitator * All Reading Teachers * Campus Interventionists Evidence that Demonstrates Success * Students on each RtI Tier * Movement of students between the RtI Tiers * Gather Baseline Data from Stride Academy * Lesson Plans * Walkthroughs * Attendance * Assessment Data * Agendas * Sign-in Sheets * Lesson Plans / Collaborative Planning Template * Artifacts (eg, photos, anchor/data charts, video) * Assessment Data * Sign-in Sheets * PD Agendas * istation Scores * Assessment Data * Writing Portfolios * Student Journals Funding Sources: 199-5 -General Operating - $120000 Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 18 of 35

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 4: By May 2015, 80% of all students and each student group, including special education and English language learners, will pass all sections of the SCIENCE state assessment and each student group will show at least 5% growth over last year as measured by the campus index analysis, especially in the Hispanic and economically disadvantaged sub-population Summative Evaluation: STAAR Science - modified, LAT, alternative, regular for grade 5 Strategy Description System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Interventions (Homework Help, Tutoring, Saturday Camps - intensive instruction) TITLE I Staff Responsible for Monitoring 3, 9 * Administrators * RtI Facilitator * Teachers * SPED Evidence that Demonstrates Success * Walkthroughs * Tutoring Attendance * Assessment Data Formative Reviews Nov Jan Mar June System Safeguard 1 All students - hands-on learning; labs; scientific process; homework help Targeted Sub-pops: 2 Hispanic - Tutoring 3 Economically Disadvantaged - Saturday Camps Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 2) Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM - Reflective Practice Funding Sources: 211-5 - Title I - $237000 4 * Campus Administrators * RtI Facilitator * All Teachers Funding Sources: 211-5 - Title I - $175000 * Agendas * Sign-in Sheets * Lesson Plans / Collaborative Planning Template * Artifacts (eg, photos, anchor/data charts, video) * Assessment Data = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 19 of 35

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 5: By June 2015, Increase ranking in Distinction 3 - Top 25% in Student Progress - by 20% to better prepare students to graduate from high school (NCLB Performance Goal 5) Summative Evaluation: STAAR Mathematics, Reading, Writing, Science - modified, LAT, alternative, regular for grades 3-5 Strategy Description System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Interventions (RTI Tier II and Tier III (to include istation and Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) TITLE I Staff Responsible for Monitoring 3, 9 * Campus Administrators * RtI Facilitator * Teachers * SPED * Campus Interventionists to include Dyslexia Evidence that Demonstrates Success * Students on each RtI Tier * Movement of students between the RtI Tiers * Gather Baseline Data from Stride Academy * Lesson Plans * Walkthroughs * Attendance * Assessment Data Formative Reviews Nov Jan Mar June System Safeguards 1 All students (math and science) - RtI, Stride Academy, Tutoring Targeted Sub-pops: 2 African American (math) - Power Hour 3 Hispanic (science) - Tutoring 3 Economically Disadvantaged (math and science) - Saturday Camps 4 Special Education (reading and math) - Tutoring provided by SPED certified teachers Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 2) Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM - Reflective Practice Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 3) Targeted Professional Development to improve reading instruction to include Guided Reading (Grades K-2) and Readers Workshop (Grades 3-5) Funding Sources: 171-5 State Compensatory Education - $1120300 2, 4 * Campus Administrators * RtI Facilitator * All Teachers 2, 4 * Administrators * RtI Facilitator * All Reading Teachers * Campus Interventionists * Agendas * Sign-in Sheets * Lesson Plans / Collaborative Planning Template * Artifacts (eg, photos, anchor/data charts, video) * Assessment Data * Sign-in Sheets * PD Agendas * istation Scores * Assessment Data = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 20 of 35

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 6: By May 2015, Meet all standard indicators for AMAO; at least 80% of students meeting passing standards on each test (Annual Measurable Achievement Objectives) INCLB Performance Goal 2) Summative Evaluation: TELPAS, Growth Measure Strategy Description System Safeguard Strategies Critical Success Factors CSF 1 CSF 2 1) Interventions (RTI (to include istation and Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) TITLE I Staff Responsible for Monitoring 3, 9, 10 * Campus Administrators * RtI Facilitator * Teachers * SPED * Campus Interventionists to include Dyslexia Evidence that Demonstrates Success * Students on each RtI Tier * Movement of students between the RtI Tiers * Gather Baseline Data from Stride Academy * Lesson Plans * Walkthroughs * Attendance * Assessment Data Formative Reviews Nov Jan Mar June System Safeguards 1 All students - RtI, Stride Academy, istation, Tutoring Targeted Sub-pops: 2 Special Education - Tutoring provided by SPED/Bilingual certified teacher Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 2) Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM - Reflective Practice 3) Late Exit Model Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 4) Targeted Professional Development to improve reading instruction to include Guided Reading (Grades K-2) and Readers Workshop (Grades 3-5) 3, 9, 10 * Campus Administrators * RtI Facilitator * All Teachers 3, 9, 10 Campus Administrators * Agendas * Sign-in Sheets * Lesson Plans / Collaborative Planning Template * Artifacts (eg, photos, anchor/data charts, video) * Assessment Data Walkthroughs TELPAS results istation scores LPAC Deliberations/PEIMS Data Funding Sources: 199-5 -General Operating - $254400 2, 3, 4, 8, 9, 10 * Administrators * RtI Facilitator * All Reading Teachers * Campus Interventionists * Sign-in Sheets * PD Agendas * istation Scores * Assessment Data Generated by Plan4Learningcom = Accomplished = Considerable = Some Progress = No Progress = Discontinue 21 of 35

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness Performance Objective 7: By June 2015, Campus will attain at least 98% student attendance in all subgroups Summative Evaluation: AEIS Strategy Description 1) Develop and implement programs designed to involve and engage students such as athletics, music, art, and technology 2) Attendance Committee meets every 6 weeks to review attendance percentages for students who have fallen below 90% TITLE I Staff Responsible for Monitoring 2, 4, 6, 10 Campus Administrators Funding Sources: 199-5 -General Operating 2, 4, 6, 10 Campus Administrators PEIMS Clerk Evidence that Demonstrates Success Participation rates in activities Participants attendance rate Agenda Sign-In Sheets Attendance Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 22 of 35

Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation Performance Objective 1: Develop and implement parent involvement strategies Summative Evaluation: Event agendas; Sign-in Sheets; Evaluations Strategy Description 1) Identify student and parent needs and create a series of events to provide support and educate parents and the community 2) Implement effective parental involvement activities to improve student development in social and emotional development, academic, social and attendance support - ie, clothing closet for students in need organized by parent volunteers, Game-on Night, Spa Night, Dine-a-versity, etc 3) Communicate to students and their families the benefits of higher education and the necessary steps to prepare academically for college TITLE I Staff Responsible for Monitoring 1, 2, 6, 10 Counselor Campus Administrators RtI Facilitator Grade Level Chairpersons 1, 2, 6, 10 Counselor Campus Administrators RtI Facilitator Grade Level Chairpersons 1, 2, 6, 10 Counselor TAG Teacher Campus Administrators RtI Facilitator Grade Level Chairpersons 4) Translate in to Spanish all communications with parents 1, 6, 10 Campus Administrators RtI Facilitator Evidence that Demonstrates Success Event Agendas Sign-in Sheets Evaluations Event Agendas Sign-in Sheets Evaluations Event Agendas Sign-in Sheets Evaluations Funding Sources: 211-5 - Title I - $300000 Event Agendas Newsletters Flyers Weekly Call Scripts Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 23 of 35

Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation Performance Objective 2: Implement a Comprehensive Developmental School Guidance and Counseling Program that will foster student learning in a safe, drug-free environment (NCLB Performance Goal 4) Summative Evaluation: Evaluation of 4 components; counselor time and effort log Strategy Description Critical Success Factors CSF 6 1) Plan and host Career Day and College Awareness Plan Critical Success Factors CSF 6 2) Implement character education improve student discipline and decrease bullying incidents and violence prevention utilizing a program such as Character Counts! Critical Success Factors CSF 6 3) Implement guidance curriculum such as Second Step to address conflict resolution, violence prevention TITLE I Staff Responsible for Monitoring Evidence that Demonstrates Success 1, 2, 6, 10 Counselor Volunteer Sign-in Teacher Feedback List of college awareness activities 1, 2, 6, 10 Campus Administrators Counselor Student agendas Discipline Data Counseling Data Funding Sources: 211-5 - Title I - $250000 1, 2, 6, 10 Campus Administrators Counselor Reduction of student referrals Reduction of reported suspected bullying incidents Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 24 of 35

Goal 3: To increase employee retention and satisfaction making Judson a premier employer Performance Objective 1: Spring Meadows will hire, retain, and support highly qualified staff in all positions to teach all students (NCLB Performance Goal 3) Summative Evaluation: Employee Retention Strategy Description Critical Success Factors CSF 6 CSF 7 1) New Teacher Mentoring and New to Judson Buddies 2) Reflective Practice Model Critical Success Factors CSF 6 CSF 7 TITLE I Staff Responsible for Monitoring 5 Campus Administrators New Teacher Mentor Coordinator 4, 5 Campus Administrators Funding Sources: 211-5 - Title I - $400000 Evidence that Demonstrates Success New Teacher Retention Employee Retention Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 25 of 35

Goal 4: To spend money wisely, efficiently, and equitably by maintaining a Superior rating, earning an Unqualified Opinion Letter, and maintaining a fund balance that is aligned with Board Policy Performance Objective 1: Spring Meadows will utilize allocated funds efficiently to support student academic performance Summative Evaluation: Budgets Strategy Description 1) Campus Site-Based Committee to provide input regarding the allocation of funds TITLE I Staff Responsible for Monitoring 10 Campus Administrators Budget Minutes Evidence that Demonstrates Success Formative Reviews Nov Jan Mar June = Accomplished = Considerable = Some Progress = No Progress = Discontinue Generated by Plan4Learningcom 26 of 35

Goal Performance Objective 1 1 1 1 2 1 1 4 1 1 5 1 1 6 1 Strategy Description System Safeguard Strategies Interventions (RTI Tier II and III (to include Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) - System Safeguards 1 All students - RtI, Stride Academy, Tutoring Targeted Sub-pops: 2 African American - Power Hour 3 Economically Disadvantaged - Saturday Camps 4 Special Education - Tutoring provided by SPED certified teachers Interventions (RTI Tier II and Tier III (to include istation), Homework Help, Power Hour, Tutoring, Saturday Camps) System Safeguards - Targeted Sub-pops: 1 Special Education - Tutoring provided by SPED certified teachers Interventions (Homework Help, Tutoring, Saturday Camps - intensive instruction) System Safeguard 1 All students - hands-on learning; labs; scientific process; homework help Targeted Sub-pops: 2 Hispanic - Tutoring 3 Economically Disadvantaged - Saturday Camps Interventions (RTI Tier II and Tier III (to include istation and Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) System Safeguards 1 All students (math and science) - RtI, Stride Academy, Tutoring Targeted Subpops: 2 African American (math) - Power Hour 3 Hispanic (science) - Tutoring 3 Economically Disadvantaged (math and science) - Saturday Camps 4 Special Education (reading and math) - Tutoring provided by SPED certified teachers Interventions (RTI (to include istation and Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) System Safeguards 1 All students - RtI, Stride Academy, istation, Tutoring Targeted Sub-pops: 2 Special Education - Tutoring provided by SPED/Bilingual certified teacher Generated by Plan4Learningcom 27 of 35

State Compensatory Personnel for : Name Position Program FTE Brandon, Yolanda RTI Bilingual Interventionist SCE 10 Crisp, Stephanie RTI Interventionist SCE 10 Harris, Donna RtI Interventionist SCE 10 Hooper, Melissa RTI Interventionist SCE 10 Generated by Plan4Learningcom 28 of 35

Title I Schoolwide Program Plan Ten Schoolwide Components 1: Comprehensive Needs Assessment Surveys Data - STAAR, TELPAS, istation, Stride Academy, CBAS, Benchmark, common mini-assessments, PEIMS 2: Schoolwide Reform Strategies 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM 3: Instruction by highly qualified professional teachers All employees are HQ 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services personnel, parents, and other staff 3 Essential Instructional Systems Guided Reading/Writing Readers'/Writers' Workshop Cultural Literacy Generated by Plan4Learningcom 29 of 35

5: Strategies to attract highly qualified teachers Positive school climate and culture 6: Strategies to increase parental involvement Guidance and Counseling; parent events calendar; volunteer opportunities 7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs Kindergarten classroom orientation and visit 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program 3 Essential Instructional Systems 9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic achievement standards Tutoring (Power Hour; after school; Saturdays); RtI; Homework Center 10: Coordination and integration of federal, state and local services and programs Title I, SCE, Title III, and IDEA funded staff support student performance and Campus Site Based Committee Generated by Plan4Learningcom 30 of 35

Title I Personnel Name Position Program FTE April Johns RtI Facilitator RtI 10 Gerard Boehme RtI Teacher RtI 10 Generated by Plan4Learningcom 31 of 35

2014-2015 Site-Based Decision Making Committee Committee Role Name Position Administrator Christina Clark Principal/Chairman Business Representative Aaron Clark Vice-President, Open Studio Architecture Classroom Teacher Charles Dede 5th Grade Teacher Classroom Teacher Jean Kruse SPED Teacher Classroom Teacher Jessica LaPeer 4th Grade Teacher Classroom Teacher Stephanie Rigsby 3rd Grade Teacher Community Representative Ralph Chavez Ventura I Resident Non-classroom Professional Ursula Campbell Nurse Paraprofessional Francelle Venuto Instructional Aide (Technology) Parent Generated by Plan4Learningcom 32 of 35

Campus Funding Summary 171-5 State Compensatory Education Goal Objective Strategy Resources Needed Account Code Amount 1 5 1 Resources $11,20300 Sub-Total $11,20300 199-5 -General Operating Goal Objective Strategy Resources Needed Account Code Amount 1 2 3 Books/Supplies 199-5 $1,20000 1 3 3 Books/Supplies 199-5 $1,20000 1 6 3 Supplies/reading materials 199-4-11-110-25-6399-EZ $2,54400 1 7 1 Supplies $000 Sub-Total $4,94400 211-5 - Title I Goal Objective Strategy Resources Needed Account Code Amount 1 1 1 Extra Duty Pay/Resources/Snacks/Incentives 211-5 $3,16000 1 1 2 Substitutes 211-5-11-110-30-6112-00 $1,75000 1 2 1 Extra Duty Pay/Resources/Snacks/Incentives 211-5 $4,74000 1 2 2 Substitutes 211-5-11-110-30-6112-00 $1,75000 1 3 1 Extra Duty Pay/Resources/Snacks/Incentives 211-5 $1,58000 1 3 2 Substitutes 211-5 $1,75000 1 4 1 Extra Duty Pay/Resources/Snacks/Incentives 211-5 $2,37000 1 4 2 Substitutes 211-5 $1,75000 2 1 4 Extra Duty Pay at $010 per word $3,00000 2 2 2 Student Agendas $2,50000 3 1 2 Extra Duty Pay $4,00000 Sub-Total $28,35000 Grand Total $44,49700 Generated by Plan4Learningcom 33 of 35

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Addendums Generated by Plan4Learningcom 35 of 35

NCLB Performance Goals Performance Goal : 1 By 2014-2015 all students will reach high standards at a minimum attaining proficiency or better in reading/language arts and mathematics Cross-Reference Spring Meadows Elementary Goal 1 Performance Objectives 1 and 2 Performance 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 Cross-Reference Spring Meadows Elementary Goal 1 Performance Objective 6 Performance Goal: 3 All students will be taught by highly qualified teachers Cross-Reference Spring Meadows Elementary Goal 3 Performance Objective 1 Performance Goal: 4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning Cross-Reference Spring Meadows Elementary Goal 2 Performance Objective 2 Performance Goal: 5 All students will graduate from high school Cross-Reference Spring Meadows Elementary Goal 1 Performance Objective 5

Spring Meadows Action Plan Principal Christina Clark

SPRING MEADOWS ELEMENTARY SCHOOL Scorecard Goals Mathematics: Improve, sustain, and support mathematics academic student performance at or beyond grade level Measure of Success STAAR results (3 rd Grade) Targets (3-5 Years) Meet or exceed state and federal standards in Math STAAR in all student groups Milestones Year 1 Year 2 Increase passing rate in all student groups as indicated below: State Campus Goal All 70% 37% 70% AA 53% 13% 53% Hisp 67% 41% 67% White 80% 50% 80% Eco Dis 62% 40% 62% Spec ED 48% 0% 48% LEP 67% 63% 75% Increase passing rate in all student groups as indicated below: State Campus Goal All 75% AA 60% Hisp 75% White 83% Eco Dis 68% Spec ED 53% LEP 80% STAAR results (4th Grade) Meet or exceed state and federal standards in Math STAAR in all student groups Increase passing rate in all student groups as indicated below: State Campus Goal All 70% 50% 75% AA 53% 26% 55% Hisp 66% 54% 70% White 80% 60% 80% Eco Dis 62% 44% 70% Spec ED 45% - - LEP 62% 67% 80% Increase passing rate in all student groups as indicated below: State Campus Goal All 80% AA 60% Hisp 75% White 85% Eco Dis 75% Spec ED 70% LEP 85% STAAR results (5th Grade) Meet or exceed state and federal standards in Math STAAR in all student groups Increase passing rate in all student groups as indicated below: State Campus Goal All 79% 71% 85% AA 65% 40% 75% Hisp 75% 77% 85% White 87% 75% 87% Increase passing rate in all student groups as indicated below: State Campus Goal All 88% AA 80% Hisp 88% White 90% Page 2 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Scorecard Goals Measure of Success Targets (3-5 Years) Milestones Year 1 Year 2 Eco Eco 72% 67% 80% Dis Dis 85% Spec Spec 53% 40% 65% ED ED 70% LEP 67% 65% 75% LEP 80% Reading: Improve, sustain, and support mathematics academic student performance at or beyond grade level STAAR results (3rd Grade) Meet or exceed state and federal standards in Reading STAAR in all student groups Increase passing rate in all student groups as indicated below: State Campus Goal All 76% 66% 80% AA 63% 73% 85% Hisp 71% 63% 80% White 87% 75% 87% Eco Dis 67% 70% 80% Spec ED 56% 17% 56% LEP 65% 69% 75% Increase passing rate in all student groups as indicated below: State Campus Goal All 85% AA 88% Hisp 85% White 90% Eco Dis 85% Spec ED 60% LEP 80% STAAR results (4th Grade) Meet or exceed state and federal standards in Reading STAAR in all student groups Increase passing rate in all student groups as indicated below: State Campus Goal All 74% 57% 75% AA 62% 53% 70% Hisp 69% 55% 70% White 84% 60% 84% Eco Dis 65% 52% 70% Spec ED 50% - - LEP 58% 54% 65% Increase passing rate in all student groups as indicated below: State Campus Goal All 80% AA 75% Hisp 75% White 88% Eco Dis 75% Spec ED 70% LEP 70% Page 3 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Scorecard Goals ELA/Writing: Improve, sustain, and support ELA/writing academic student performance at or beyond grade level Measure of Success STAAR results (5th Grade) STAAR Results Targets (3-5 Years) Meet or exceed state and federal standards in Reading STAAR in all student groups Meet or exceed state standards in Writing STAAR in all student groups Milestones Year 1 Year 2 Increase passing rate in all student groups on 5th Grade Reading STAAR as indicated below: State Campus Goal All 76% 74% 85% AA 65% 40% 65% Hisp 71% 81% 90% White 88% 75% 90% Eco Dis 68% 71% 85% Spec ED 51% 40% 51% LEP 52% 81% 90% Increase passing rate in all student groups as indicated below: State Campus Goal All 73% 60% 75% AA 63% 37% 63% Hisp 69% 65% 75% White 81% 50% 81% Eco Dis 65% 57% 70% Spec ED 41% - - LEP 59% 71% 80% Increase passing rate in all student groups on 5th grade Reading STAAR as indicated below: State Campus Goal All 88% AA 70% Hisp 93% White 93% Eco Dis 88% Spec ED 55% LEP 93% Increase passing rate in all student groups as indicated below: State Campus Goal All 80% AA 68% Hisp 80% White 84% Eco Dis 75% Spec ED 50% LEP 85% Page 4 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Scorecard Goals Science: Improve, sustain, and support science academic student performance at or beyond grade level Measure of Success STAAR Results Targets (3-5 Years) Meet or exceed state standards in Science STAAR in all student groups Milestones Year 1 Year 2 Increase passing rate in all student groups as indicated below: State Campus Goal All 73% 53% 73% AA 59% 20% 59% Hisp 68% 56% 70% White 86% 75% 86% Eco Dis 65% 46% 65% Spec ED 46% 30% 50% LEP 53% 41% 60% Increase passing rate in all student groups as indicated below: State Campus Goal All 78% AA 65% Hisp 75% White 90% Eco Dis 70% Spec ED 55% LEP 65% Page 5 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Goal 1: Improve, sustain, and support academic student performance at or beyond grade level (at least at state average) Strategic Plan Area: Math Owner: Christina Clark Strategies 1 Interventions (RTI (to include Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) Students K-5 Persons Responsible RtI Facilitator Teachers SPED Interventionists to include dyslexia Resources Fund/amount Tutors Coordinator for Tutoring Intervention Materials PD Materials Checkpoint Dates Weekly Sept through May Evaluation Students on each RtI Tier Movement of students between the RtI Tiers Gather Baseline Data from Stride Academy Lesson Plans Walkthroughs Attendance Assessment Data 2 Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model K-5 Administrators RtI Facilitator All Teachers Substitutes for RPM Supplies Digital Camera (or equivalent) Video Camera (or equivalent) Weekly or Monthly (Various depending on System) Sept through May Agendas Sign-in Sheets Lesson Plans / Collaborative Planning Template Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 6 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Math Strategy 1: Interventions (RTI (to include Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) Owner: Christina Clark Action Steps Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation A Review prior year (CBA, STARR, Universal Screen) and current data (BOY Universal Screen) to determine students in need of RtI K-5 RtI Facilitator Teachers Interventionists Assessment data N/A / $0 Monthly August through June Students on each RtI Tier Grade Level GIST Tracking Movement of students between the RtI Tiers RTI Folders Eduphoria B Provide Professional Development on and Utilize Stride Academy K-5 RtI Facilitator Grade Level Teachers SPED Teachers Interventionists Intervention Materials supplies BOY, MOY, EOY Sept through June Agendas Sign-in Sheets Gather baseline data from Stride Academy Walkthroughs Assessment Data C Implement RtI instructional blocks with fidelity K-5 Grade Level Teachers SPED Teachers Interventionists Intervention Materials supplies Sept through June Master Schedule Lesson Plans Walkthroughs Student Data Binders Page 7 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Math Strategy 1: Interventions (RTI (to include Stride Academy), Homework Help, Power Hour, Tutoring, Saturday Camps) Owner: Christina Clark Action Steps Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation D Homework Help Center K-5 Grade Level Teachers Instructional Assistants supplies Weekly Sept through June Report Cards Assessment Data E Identify and offer Power Hour/Tutoring for students in need of intervention K-5 Power Hour Coordinator RtI Facilitator Grade Level Teachers SPED Teachers Interventionists Tutors Intervention Materials supplies Identification October Offer Power Hour January to May Tutoring Attendance Reports Walkthroughs Assessment Data Page 8 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Math Strategy 2: Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model Action Steps A Provide 3 Essential Instructional Systems PD a Overview b System 1 Vertical Alignment c System 2 Collaborative Planning d System 3 Reflective Practice Model (RPM) Students B Implement Family Meetings (Vertical Alignment Meetings) K-5 C Implement Common Grade Level Planning (Collaborative Planning) D Implement a Reflective Practice Model (RPM) K-5 Owner: Christina Clark Persons Responsible K-5 K-5 RtI Facilitator All Teachers Grade Level Teachers SPED Teachers Interventionists Grade Level Teachers Interventionists Resources Fund/amount Presentation N/A / $0 Data supplies supplies supplies Checkpoint Dates May 13, 2014 3 Tuesdays a month Aug through June Weekly Aug through June Weekly (Grades K-2) Every 6 Weeks (Grades 3-5) Sept - May Evaluation Agendas Sign-in Sheets Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Sign-In Sheet Lesson Plans / Collaborative Planning Template Walkthroughs Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 9 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Strategic Plan Goal 1: Improve, sustain, and support academic student performance at or beyond grade level (at least at state average) Owner: Christina Clark Area: Reading Strategies 1 Interventions (RTI (to include istation), Homework Help, Power Hour, Tutoring, Saturday Camps) 2 Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model Students K-5 K-5 Persons Responsible RtI Facilitator Teachers SPED Interventionists to include dyslexia Administrators RtI Facilitator All Teachers Resources Fund/amount Tutors Coordinator for Tutoring Intervention Materials PD Materials Substitutes for RPM Supplies Digital Camera (or equivalent) Video Camera (or equivalent) Checkpoint Dates Weekly Sept through May Weekly or Monthly (Various depending on System) Sept through May Evaluation Students on each RtI Tier Movement of students between the RtI Tiers istation results (students @ or above level and improvement of levels as evidenced by movement of students from Tier 3 to 2 to 1) Lesson Plans Walkthroughs Attendance Assessment Data Agendas Sign-in Sheets Lesson Plans / Collaborative Planning Template Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 10 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Strategic Plan Goal 1: Improve, sustain, and support academic student performance at or beyond grade level (at least at state average) Owner: Christina Clark Area: Reading Strategies Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation 3 Targeted Professional Development to improve reading instruction to include Guided Reading (Grades K-2) and Readers Workshop (Grades 3-5) K-5 RtI Facilitator All Reading Teachers Interventionists Books for book study supplies August 2014 January 2015 Monthly at Learning Meetings and RPM Sign-in Sheets PD Agendas istation Scores Assessment Data Page 11 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan - STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Reading Strategy 1: Interventions (RTI (to include istation), Homework Help, Power Hour, Tutoring, Saturday Camps) Owner: Christina Clark Action Steps Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation A Review prior year (CBA, STARR, Universal Screen) and current data (BOY Universal Screen) to determine students in need of RtI K-5 RtI Facilitator Teachers Interventionists Assessment data N/A / $0 Monthly August through June Students on each RtI Tier Grade Level GIST Tracking Movement of students between the RtI Tiers RTI Folders Eduphoria B Utilize istation a PD on istation features (eg, goal setting, teacher guided lessons, reports) b Teacher guided lessons and self-guided as a station when teacher is pulling Guided Reading Groups C Implement RtI instructional blocks with fidelity K-5 K-5 Grade Level Teachers SPED Teachers Interventionists Grade Level Teachers SPED Teachers Interventionists Intervention Materials supplies Intervention Materials supplies BOY, MOY, EOY Sept through June Sept through June Agendas Sign-in Sheets istation Data (students @ or above level and improvement of levels as evidenced by movement of students from Tier 3 to 2 to 1) Walkthroughs Assessment Data Master Schedule Lesson Plans Walkthroughs Student Data Binders Page 12 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Reading Strategy 2: Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model Action Steps A Provide 3 Essential Instructional Systems PD a Overview b System 1 Vertical Alignment c System 2 Collaborative Planning d System 3 Reflective Practice Model (RPM) Students B Implement Family Meetings (Vertical Alignment Meetings) K-5 C Implement Common Grade Level Planning (Collaborative Planning) D Implement a Reflective Practice Model (RPM) K-5 Owner: Christina Clark Persons Responsible K-5 K-5 RtI Facilitator All Teachers Grade Level Teachers SPED Teachers Interventionists Grade Level Teachers Interventionists Resources Fund/amount Presentation N/A / $0 Data supplies supplies supplies Checkpoint Dates May 13, 2014 3 Tuesdays a month Aug through June Weekly Aug through June Weekly (Grades K-2) Every 6 Weeks (Grades 3-5) Sept - May Evaluation Agendas Sign-in Sheets Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Sign-In Sheet Lesson Plans / Collaborative Planning Template Walkthroughs Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 14 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Reading Strategy 3: Targeted Professional Development to improve reading instruction to include Guided Reading (Grades K-2) and Readers Workshop (Grades 3-5) Owner: Christina Clark Action Steps Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation A Provide Guided Reading Professional Development to include a book study of Fountas and Pinnell s Guided Reading K-2 RtI Facilitator Interventionists Books for PD Supplies Monthly Aug through June Agendas Sign-in Sheets Guided Reading Notebook Walkthroughs during Guided Reading B Model Guided Reading K-2 C Provide Readers Workshop Professional Development to include a book study of Ellin Keene s Mosaic of Thought 3-5 RtI Facilitator K-2 Teachers Interventionists Grade Level Teachers SPED Teachers Interventionists supplies Books PD Supplies As needed Aug through June Weekly Aug through June Artifacts (eg, photos, anchor/data charts, video) Assessment Data Peer Observation Protocol Agendas Sign-in Sheets Student Journals Walkthroughs during Readers Workshop D Model Readers Workshop 3-5 3-5 Teachers RtI Interventionists Interventionists supplies As needed Aug through June Artifacts (eg, photos, anchor/data charts, video) Assessment Data Peer Observation Protocol Page 15 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Goal 1: Improve, sustain, and support academic student performance at or beyond grade level (at least at state average) Strategic Plan Area: Writing Owner: Christina Clark Strategies Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation 1 Interventions (RTI, Homework Help, Power Hour, Tutoring, Saturday Camps) K-5 RtI Facilitator Teachers SPED Interventionists to include dyslexia Tutors Coordinator for Tutoring Intervention Materials PD Materials Weekly Sept through May Students on each RtI Tier Movement of students between the RtI Tiers Lesson Plans Walkthroughs Attendance Assessment Data 2 Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model K-5 Administrators RtI Facilitator All Teachers Substitutes for RPM Supplies Digital Camera (or equivalent) Video Camera (or equivalent) Weekly or Monthly (Various depending on System) Sept through May Agendas Sign-in Sheets Lesson Plans / Collaborative Planning Template Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 16 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan - STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Writing Strategy 1: Interventions (RTI, Homework Help, Power Hour, Tutoring, Saturday Camps) Owner: Christina Clark Action Steps Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation A Review prior year (CBA, STARR, Universal Screen) and current data (BOY Universal Screen) to determine students in need of RtI K-5 RtI Facilitator Teachers Interventionists Data Monthly August through June Students on each RtI Tier Grade Level GIST Tracking Movement of students between the RtI Tiers RTI Folders Eduphoria B Homework Help Center K-5 Grade Level Teachers Instructional Assistants supplies Weekly Sept through June Report Cards Assessment Data C Identify and offer Power Hour/Tutoring for students in need of intervention K-5 Power Hour Coordinator RtI Facilitator Grade Level Teachers SPED Teachers Interventionists Tutors Intervention Materials supplies Identification October Offer Power Hour January to April Tutoring Attendance Reports Walkthroughs Assessment Data Page 18 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Writing Strategy 2: Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model Action Steps A Provide 3 Essential Instructional Systems PD a Overview b System 1 Vertical Alignment c System 2 Collaborative Planning d System 3 Reflective Practice Model (RPM) Students B Implement Family Meetings (Vertical Alignment Meetings) K-5 C Implement Common Grade Level Planning (Collaborative Planning) D Implement a Reflective Practice Model (RPM) K-5 Owner: Christina Clark Persons Responsible K-5 K-5 RtI Facilitator All Teachers Grade Level Teachers SPED Teachers Interventionists Grade Level Teachers Interventionists Resources Fund/amount Presentation N/A / $0 Data supplies supplies supplies Checkpoint Dates May 13, 2014 3 Tuesdays a month Aug through June Weekly Aug through June Weekly (Grades K-2) Every 6 Weeks (Grades 3-5) Sept - May Evaluation Agendas Sign-in Sheets Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Sign-In Sheet Lesson Plans / Collaborative Planning Template Walkthroughs Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 19 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Writing Strategy 3: Targeted Professional Development to improve writing instruction to include Guided Writing (Grades K-2) and Writers Workshop (Grades 3-5) Owner: Christina Clark Action Steps Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation A Provide Guided Writing Professional Development to include a book study of Fountas and Pinnell s Guiding Readers and Writers K-2 RtI Facilitator Interventionists Books for PD Supplies Monthly Aug through June Agendas Sign-in Sheets Writing Portfolios Student Journals Walkthroughs during Guided Writing B Model Writing Instruction K-2 C Provide Writers Workshop Professional Development to include a book study of Ralph Fletcher s Writing Workshop: The Essential Guide 3-5 RtI Facilitator K-2 Teachers Interventionists Grade Level Teachers SPED Teachers Interventionists supplies Books PD Supplies As needed Aug through June Weekly Aug through June Artifacts (eg, photos, anchor/data charts, video) Assessment Data Peer Observation Protocol Agendas Sign-in Sheets Student Journals Writing Portfolios Walkthroughs during Writers Workshop D Model Writers Workshop 3-5 3-5 Teachers RtI Interventionists Interventionists supplies As needed Aug through June Artifacts (eg, photos, anchor/data charts, video) Assessment Data Peer Observation Protocol Page 20 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Goal 1: Improve, sustain, and support academic student performance at or beyond grade level (at least at state average) Strategic Plan Area: Science Owner: Christina Clark Strategies Students Persons Responsible Resources Fund/amount Checkpoint Dates Evaluation 1 Interventions (Homework Help, Tutoring, Saturday Camps) K-5 RtI Facilitator Teachers SPED Tutors Coordinator for Tutoring Intervention Materials PD Materials Weekly Sept through May Walkthroughs Tutoring Attendance Assessment Data 2 Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model K-5 Administrators RtI Facilitator All Teachers Substitutes for RPM Supplies Digital Camera (or equivalent) Video Camera (or equivalent) Weekly or Monthly (Various depending on System) Sept through May Agendas Sign-in Sheets Lesson Plans / Collaborative Planning Template Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 21 of 23

SPRING MEADOWS ELEMENTARY SCHOOL Action Plan STRATEGIES Goal 1: Improve, sustain, and support s academic student performance at or beyond grade level (at least at state average) Area: Science Strategy 2: Implement the 3 Essential Instructional Systems I Vertical Alignment II Collaborative Planning III RPM Reflective Practice Model Action Steps A Provide 3 Essential Instructional Systems PD a Overview b System 1 Vertical Alignment c System 2 Collaborative Planning d System 3 Reflective Practice Model (RPM) Students B Implement Family Meetings (Vertical Alignment Meetings) K-5 C Implement Common Grade Level Planning (Collaborative Planning) D Implement a Reflective Practice Model (RPM) K-5 Owner: Christina Clark Persons Responsible K-5 K-5 RtI Facilitator All Teachers Grade Level Teachers SPED Teachers Interventionists Grade Level Teachers Interventionists Resources Fund/amount Presentation N/A / $0 Data supplies supplies supplies Checkpoint Dates May 13, 2014 3 Tuesdays a month Aug through June Weekly Aug through June Weekly (Grades K-2) Every 6 Weeks (Grades 3-5) Sept - May Evaluation Agendas Sign-in Sheets Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Sign-In Sheet Lesson Plans / Collaborative Planning Template Walkthroughs Agendas Sign-in Sheets Artifacts (eg, photos, anchor/data charts, video) Assessment Data Page 23 of 23

Christina N Clark Principal Judson Independent School District SPRING MEADOWS ELEMENTARY SCHOOL El Trail Sa A to io, Texas Telephone: (210) 662- Fax: -9082 SCHEDULE FOR THE IMPLEMENTATION OF THE 3 ESSENTIAL INSTRUCTIONAL SYSTEMS Jowie Walker Assistant Principal VERTICAL ALIGNMENT A representative from each grade level, special education, interventionist, and specials teacher will be placed into 3 Vertical Families Reading/ELA; Math; Science First 3 Tuesdays of the month from 3:00 4:00 o 4 th and 5 th Tuesdays will be learning meetings COLLABORATIVE PLANNING Each grade level will meet to collaboratively plan once a week with an administrator present For the first month, both Mrs Walker and I will attend every grade level collaborative planning meeting together to align what we are monitoring Times will be determined based on conference periods of each grade level TUESDAYS - 1 st grade & 2 nd grade WEDNESDAYS Kindergarten & 3 rd grade THURSDAYS 4 th grade & 5 th grade REFLECTIVE PLANNING MODEL (RPM) Mrs Walker and I will meet with every grade level to facilitate the PLC, Instructional Sweeps, Peer Observations, and Mini-Teaches Every Grade Level During Conference Every other FRIDAY @ 1:45 PRIMARY GRADES Every 6 Weeks for 2 hours THURSDAY, OCTOBER 2 THURSDAY, NOVEMBER 20 THURSDAY, JANUARY 15 THURSDAY, FEBRUARY 26 INTERMEDIATE GRADES Every 6 Weeks for 2 hours WEDNESDAY, OCTOBER 1 WEDNESDAY, NOVEMBER 19 WEDNESDAY, JANUARY 14 WEDNESDAY, FEBRUARY 25

SPRING MEADOWS ELEMENTARY ACADEMIC VISIONS Writing We believe that writing every day across content areas will foster students ability to produce well-crafted written work utilizing the writing process Component 1: All students will produce quality writing pieces daily (process, assessment, journal) through Daily 5 (Work on Writing or Readers /Writers Workshop Component 2: All students will write across the curriculum Reading We believe that students build their reading fluency, stamina, comprehension, inferencing skills, and understanding of literary devices and author s purpose to become independent readers by utilizing a variety of genres from different cultures and historical context Component 1: All students will engage in a variety of reading to include Daily 5 (Read to Self, Read to Someone, and Listening to Reading ; Readers Workshop Crafting Sessions, Independent Reading, and Invitational Groups); content area reading Component 2: All students will engage in self-selected independent reading Math We believe that students develop math competencies through utilizing and creating mathematics in real world problem solving situations Component 1: All students will utilize content appropriate vocabulary PK-5 to ensure vertical consistency and engage in and create authentic real world problems using the SELFIE Problem Solving Process to construction solutions Component 2: All students will utilize manipulatives, journals, and engage in mathematical intervention groups to learn the computation and problem solving TEKS in class

pecific easurable ttainable esults-oriented KINDERGARTEN To allow spaced practice opportunities instead of immediate mass practice in reading, math, and science as evidenced in student journals at least six times imely