CAMPUS IMPROVEMENT PLAN DEGAN ELEMENTARY SCHOOL Ms. Vanessa Stuart, Principal

Transcription

1 CAMPUS IMPROVEMENT PLAN DEGAN ELEMENTARY SCHOOL Ms. Vanessa Stuart, Principal

2 Campus Improvement Plan CAMPUS IMPROVEMENT PLAN: Continuous Improvement NOTE: All Title I Schools Each Title I school wide program plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan. These individuals include teachers, principals, administrators, administrators of other Title I programs and other school staff. If the plan relates to a secondary campus, students from such campus are included in the planning process. School: Degan Elementary Enter the date of completion Friday, June 12, 2015 District Vision: All of our students enjoy thriving, productive lives in a future they create. District Mission: Students, staff, and community... In the space below, please attach your campus "Accountability Summary" and "System Safeguards" Report provided by TEA. This data is to be used in making subsequent decisions in your Campus Improvement Plan. Degan Accountability Report.pdf Goal #1: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve. Particular emphasis shall be placed on reading, writing, mathematics, science, and social studies. Select the choices that apply for your campus. Student Test Data will be disaggregated by faculty and staff to identify student needs.(title 1 components #1-CNA and #8-A), Intensive accelerated instruction will be provided to students not meeting minimum expectations. Include tutorials, summer schools, mentor programs, response to intervention, etc. (Title I component #9-M), Parents will be notified about academic progress through teacher/parent conference, what school will do, what parents can do, progress reports, report cards, et. Provide full opportunities for the participation of all parents in a format and, to the extent practicable, in a language that the parents understand. (Title I component#6- PI), Failure rates (grades - not TAKS) will be used to identify students' needs, and students at risk. (Title 1 components #1- CNA and #8-A), Establish a K-12 vertical team to facilitate effective instructional alignment and improvements specific to all standardized testing.(title I component#2- RS), Provide strategies to attract highly qualified teachers to high need students. (Title I component#5- R/R), Provide instruction by highly qualified teachers. (Title I component #3-HQ), Provide professional development for campus staff in assisting all students to meet the state s challenging content and student performance standards. (Title I component#4- PD), Ensure smooth transition for students from early childhood programs and from elementary to middle school and middle to high school. (Title I component #7-T), Coordination of funds to increase student achievement. (Title I component #10-Coord), Training is provided for parents to understand TEKS/curriculum for their child. (Title 1 Component #6 - PI), Training is provided for parents to understand assessment requirements, standards, and other proficiency information (Title 1 Component #6 - PI), Strategies for utilizing teachers regarding the use of academic assessments for providing information and improving the achievement of individual students are employed. (Title 1 Component #8 - A) Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. All campuses who failed to meet a safeguard based on their 2014 testing data must describe strategies to address the safeguard. Title I campuses must utilize the space below to describe how their Title I funds will be used to provide opportunities for all students to meet the state's passing standard and advanced level of student achievement on STAAR. Objective 1: Degan staff will see an improvement in students reading proficiency to show at least a years growth as measured by DRA and STAAR scores. Statement of Need: Reading scores at Degan improved this year, but our staff would like to see more growth in the school year. Reform Strategies Instruction by Highly Qualified Teachers High Quality Professional Development Effective and Timely Assistance to Students Action/Strategies: Guided reading using appropriate leveled readers Continued use of DRA

3 Use of Depth and Complexity Icons Student Population: All students, At Risk Students Staff Responsible: PreK-5th Teachers, Paraprofessionals, Special Education Staff, and Support Staff K-2 will assess reading level at the beginning of the year, 3-5 will assess any new students at that time K-2 will assess at the middle of the year, 3-5 will assess any students with special needs and students below grade level at that time All grade levels will assess all students at the end of the year. Leveled Readers Title 1 Paraprofessionals Title 1 Funds Depth and Complexity Resources Evaluation Measures: Common assessments DRA STAAR Objective 2: Degan staff will see an improvement in students math skills as measured by Common Assessments and STAAR scores with 100% of the students mastering 100% of the readiness standards with at least 70%. Statement of Need: Math scores at Degan improved this year, but Math continues to be a significant area of weakness. Reform Strategies Instruction by Highly Qualified Teachers High Quality Professional Development Teacher Decision Making Regarding Assessments Effective and Timely Assistance to Students Action/Strategies: EAGLE with 30 minutes of protected time to flexibly group students based on their needs on readiness standards provided in three week intervals. PLCs will continue to focus on analysis of math readiness standards of the newly adopted Texas Essential Knowledge and Skills. All staff will use Depth and Complexity Icons to help students make connections in math concepts. Staff will receive professional learning in small group math instruction to maximize learning. Title I Paraprofessionals will support EAGLE time in 2nd -5th grades in the area of math. Title I funds will be used to purchase necessary professional learning and materials. Student Population: All Degan students Staff Responsible: Pre K - 5th Teachers, Paraprofessionals, Special Education Staff, Principal, Assistant Principal, Counselor, and Support Staff Professional development in small group math instruction - August 2014 Common Assessments in Math every three weeks September 2014-May 2015 EAGLE Time instruction throughout the year, regrouping to occur based on common assessments. September 2014-May 2015 Small Group Math Instructional Strategies Title 1 Paraprofessionals Title 1 Funds Materials for small group math instruction Evaluation Measures: Common assessment District-wide assessment STAAR Objective 3: Degan students will increase their level of writing by two levels from the beginning to the end of the year based on the school adopted writing rubric. Statement of Need: Degan has seen a steady decline in writing for the past 10 years as evidenced in their state mandated testing. In the Spring 2014 Teacher Writing Instruction Survey only 58% of Degan respondents were confident in their ability to teach writing effectively. School Wide Reform Strategies Instruction by Highly Qualified Teachers High Quality Professional Development Teacher Decision Making Regarding Assessments Effective and Timely Assistance to Students

4 Action/Strategies: Two days of Norma Jackson Writing Workshop Training Anchor Strategies Effective feedback for students Implementation of Writing Workshop for each grade Student Population: All Students, ELL Students Staff Responsible: Teachers, Support Staff, Title I Paraprofessionals Staff Professional Development-August 2014 Monthly PLC s to reflect and discuss strategies and score writing samples Implement Writing Workshop Structures-August 2014 thru May 2015 BOY, MOY, and EOY Writing Samples-September 2014, January 2015, May 2015 Title I Funds The Writers Workshop Resources Norma Jackson, Writing Consultant Evaluation Measures: BOY, MOY, and EOY Writing Samples STAAR LISD Strategic Design Goal 3,4, 6,7 In the space below, please attach your campus "Texas Accountability Performance Report (TAPR) " Report provided by the assessment department. This data is to be used in making subsequent decisions in your Campus Improvement Plan. DeganTAPR.pdf Goal #2 -All students shall attend school regularly. Select all choices that apply Parents, the staff and the student body are informed of student attendance laws and procedures. (90% rule, Truancy Laws and District Policies), A process is used to refer students with excessive absences to the counseling and/or health services departments., Truancy charges are regularly filed when appropriate., Parent notification is given when students are absent., Student incentive programs are used to improve attendance., Student residency is verified., Staff development is offered to appropriate personnel to help facilitate achievement of this goal., Strategies are implemented to increase parental involvement. Title I component (Title 1 Component #6-PI), Training is provided for parents regarding how to utilize technology to monitor student progress and achievement. (Title 1 Component #6 - PI) Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Title I campuses must jointly develop, with the parents of children served under Title I, Part A, a school-parent compact as a component of its written parental involvement policy. In the space below, Title I campuses must describe how they will revise and implement their school-parent compact and parental involvement policy. Title 1 campuses should also describe parental involvement activities/strategy will be for the upcoming school year, as decided in the campus improvement planning process. Objective 1: Degan will increase student attendance by educating parents and students about the importance of students consistent school attendance on a daily basis as it pertains to the students successful learning. Statement of Need: Degan has seen small increases in attendance overall; however, the there is still a number of filings with the court, requests for absences for trips, and lack of value for daily attendance, with the lowest attendance rate tends to come from Pre-K. Comprehensive Needs Assessment Reform Strategies Strategies to Increase Parent Involvement Effective and Timely Assistance to Students Coordination and Integration of Services Action/Strategies: Continued classroom monitoring and rewards for all class members in attendance Recognition at Eagle Shuffle Increase attendance committee meetings Increase communication between parents and the attendance team Incorporation of attendance into growth-based student recognition program Education for staff concerning the staff s attendance rates to reduce unnecessary absences Student Population: All students, Pre-K Staff Responsible: Teachers, Attendance Clerk, Attendance Committee, Administrators, Counselor Educate parents/guardian - August 2014

5 Degan orientation Grade level orientations Implement common attendance procedures - August 2014 through May 2015 Follow state laws regarding truancy Nine week SOAR and Taking Flight Club celebration District policy State law Title I funds Campus procedures Evaluation Measures: Attendance AYP Report LISD Strategic Design Goal 1 In the space below Title 1 campuses can upload their school-parent compact and parental involvement policy. Title I student parent teacher compact.docx, Degan Campus Needs Assessment doc Goal #3- All LISD students shall complete high school. The dropout rate for all the students including sub-populations will be maintained at <0.2% for middle schools and high schools will have a 95% completion rate. Select all choices that apply. At-risk students will be identified using available data., Students will be provided opportunities to explore career options., Drop-out prevention strategies, such as Personal Graduation Plans and other specific programs will be used to encourage students to stay in school., Procedures will be used to ensure accurate coding/tracking of high school withdrawals., Describe how at-risk students are exited on your campus (110% rule). Describe how at-risk students are exited on your campus (110% rule)., Utilize the RtI process to provide early intervention for struggling students. (Title 1 Component #9 - M), Students will be engaged in college and career readiness activities to promote the goal of high school completion and workforce readiness. Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Title 1 campuses who are expending resources on strategies related to this goal, must describe below how their resources will be used and the anticipated impact. Objective 1: We will clarify Response to Intervention procedures and guidelines to staff so that students who are struggling can demonstrate appropriate gains academically, behaviorally, and/or emotionally from interventions resulting from the process. Statement of Need: It was reported on the staff survey that there is frustration with the effectiveness of the current system for RtI. High numbers of students are referred for Special Education Services, but not all students experiencing troubles are receiving intervention services. Reform Strategies High Quality Professional Development Effective and Timely Assistance to Students Coordination and Integration of Services Action/Strategies: Clarification of Degan s Response to Interventions procedures Clarify interventions available for academic, behavioral, and emotional student needs Develop age appropriate specific guidelines Communicate changes in guidelines to all staff Student Population: All Students Staff Responsible: Teachers, Counselor, Administrators Clarification of RTI process - June 2014 Training for all staff of RTI process - August 2014 RtI for all students in need - September June 2015 LISD Literacy Interventionist Supervisor Title I funds TEA guidelines Evaluation Measures: Special Education referrals STAAR District Assessments Discipline Referrals

6 LISD Strategic Design Goal 1,6 Goal #4- Students shall feel safe and positive about their learning environment Select all choices that apply The school safety plan is developed and monitored for effectiveness throughout the school year. (Review by police, fire drills, lock downs, etc.)., A proactive plan identifies and helps troubled youth (substance abuse, suicide, violence and illegal activities)., Students receive public acknowledgement for non-academic achievement., Discipline records are used to plan programs that address disciplinary needs, (violence prevention, mediation, conflict resolution)., Students participate in activities that foster positive Teacher/Student relationships., The Student Code of Conduct is available on-line and copies are made available in the office for each student and reviewed with students by teachers., Students demonstrate skills of cooperation and conflict resolutions., Orientation is held from elementary to middle school and middle school to high school. (Title I component #7-T), Civic responsibility and community service and community involvement are encouraged., Counselors work with students to make appropriate curricular choices or program choices., Students will expand their involvement in extracurricular and co-curricular activities., Staff development opportunities are offered to appropriate personnel in order to help facilitate achievement of this goal., Students are aided in their transition from elementary school to middle school, and middle school to high school through vertical conversations, teacher collaboration and professional learning.(t1 component #7-T) Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Objective 1: Staff will increase active student engagement by teaching self-management skills and decreasing negative behaviors. Statement of Need: Degan has seen an increase in office referrals. Students with 4 or more office referrals tend to come from African American and economically disadvantaged populations. Instruction by Highly Qualified Teachers High Quality Professional Development Effective and Timely Assistance to Students Coordination and Integration of Services Action/Strategies: Teach the Eagle Essentials Teach school-wide and classroom routines and procedures Professional learning in the area of poverty Researched based discipline strategies Revision to the campus-wide discipline plan Increased communication between teachers and administrators Student Population: All students, African American, Economically Disadvantaged Staff Responsible: PreK-5th teachers, Paraprofessionals, Special Education staff, Principal, Assistant Principal, Counselor and Support Staff Revise the discipline plan in June, 2014 Train staff - August, 2014 Develop classroom procedures in August, 2014 Provide instruction on Eagle Essentials August - December, 2014 Implement intervention strategies - September, May, 2015 Ruby Payne materials Love & Logic materials Boys Town and Discipline with Dignity for Challenging Youth Evaluation Measures: In and Out of School Suspension data Discipline referrals DAEP placement PBMAS data LISD Strategic Design Goal 1 Goal #5 - Diverse students shall be prepared to meet the demands of the real world when they exit Lewisville Independent School District. Select all choices that apply Special program students are accurately identified and appropriately served. (Special ed., LEAP, ELL), ESL students are served on our campus, Special Education students are served on our campus, Title 1 students are served on our campus, LEAP students are served on our campus, A plan is in place to accurately identify students for special programs. (Program serving diverse students include, but are not limited to the following: Gifted and Talented, At-Risk, Bilingual/ESL, Dyslexia, Special Education, Counseling, other special funded programs)., Campus personnel utilizes appropriate interventions for students with special needs., The RtI Team is in place and appropriately trained to serve students., Teachers receive training and support to differentiate instruction to meet the needs of all students. (Title I component #2-SR), The following resources are used to meet the needs of special students: 504, Inclusion, Contact Teachers, LEAP services, Advanced Placement and Dyslexia

7 Additional Data, Title 1 explanations, comments, etc. Use the space below to enter information specific to your campus related to the above goal. Objective 1: Degan students will use Depth and Complexity Icons along with other high level thinking strategies to solve rigorous academic problems in all subject areas. Statement of Need: Degan saw an increase in STAAR scores this year, but we still need to continue to improve students ability to think at high levels by increasing the amount of higher level questioning and teaching at the appropriate level of rigor based on the standards. Reform Strategies Instruction by Highly Qualified Teachers High Quality Professional Development Teacher Decision Making Regarding Assessments Action/Strategies: Staff will regularly meet in grade level PLCs to dissect the standards and implement higher level questioning. Continue professional development in the implementation of Depth and Complexity Students will participate in Eagle Time for small group instruction Integrate Career and College Readiness Standards Student Population: All Students, ELL Students, Economically Disadvantaged Students Staff Responsible: Teachers, Paraprofessionals, Counselor, Support Staff, Administrators Professional Development in August 2014 Use of Depth and Complexity from August 2014-June 2015 Discussion of standards and level of rigor throughout the year in grade level PLCs (once every three school weeks) Club Fridays to help teach components of Career and College Readiness Standards September May 2015 Depth and Complexity icons Blooms Taxonomy Career and College Readiness Standards literature Title 1 Funds Evaluation Measures: EAGLE Time Assessments STAAR Gallup and Parent Surveys Objective 2: Students will participate in Eagle Time, 30 minutes of protected learning time four days per week. During this focused instruction time, students will be grouped according to their instructional needs in the areas of Math and Language Arts so that students will receive the appropriate enrichment and/or intervention. Statement of Need: Degan has seen a steady decline in math performance in grades 3 through 5. Students in K-1 need increased instructional support in Language Arts in order that they may be better prepared to read and understand Mathematical problems by 2nd grade. Reform Strategies Instruction by Highly Qualified Teachers Effective and Timely Assistance to Students Coordination and Integration of Services Teacher Decision Making Regarding Assessments Action/Strategies: Cumulative assessments of TEKS covered during and 3 to 4 week period in order to gage student mastery Monthly Data meetings to see areas still in need of instruction based on assessment given Students grouped according to their to instructional needs Intensive Study Plan to focus on areas of need as demonstrated in assessments Student Population: All students Staff Responsible: Classroom teacher, Support Staff, Special Ed. staff, Title 1 Paraprofessionals Eagle Time September 2014-May 2015 Students are regrouped every 3 to 4 weeks-september 2014 to May 2015 Monthly Data Meetings-September 2014 through May 2015 Title 1 Funds Title 1 Paraprofessionals Envisions Exam View District Assessments Math Manipulatives

8 Frog Street (K-1) DRA Words Their Way Evaluation Measures: Common Assessments DRA STAAR District Assessments LISD Strategic Design Goals 3,4,6,7 CAMPUS IMPROVEMENT PLAN: Focused Improvement Campus Mission In the box below write the campus mission statement. Degan Vision: Degan students will become intrinsically motivated learners who are confident, respectful citizens valuing education, themselves, and others. Degan Mission: The faculty and staff of Degan Elementary will collaborate to engage students in profound learning and empower them to become lifelong learners who make a positive impact in the community. ***All goals described below should be accomplished in one school year. Please set at least 2 goals which should be tied to the goals being focused on in the Strategic Design document.**** Strategic Design Goals Select the specific result(s) that your goals are focused on. Goal 1: Provide all learners with flexible, safe, nurturing, and inclusive learning environments. 1.2 Engage students in the design of classroom routines and procedures., Goal 2: Engage learners through the use of technological tools to access, create and share content as well as collaborate with others learners throughout the world., Goal 3: Reframe state readiness standards through the development of power standards in a way that leads to profound learning and has meaning and value for students., Goal 4: Create flexible systems that result in a learning organization supported by innovative and engaged staff., Goal 5: Continuously involve our diverse community, staff and students to use their strengths, resources and talents to provide engaging, innovative experiences for all learners., Goal 6: We will develop and implement meaningful, varied assessments that inform and inspire students and educators for continuous improvement and growth in a way that transforms learning and teaching., Goal 7: Design an accountability system that transcends state/national mandates and reflects local values and expectations as identified by our core beliefs, vision, and mission. Campus Goal #1 Describe a goal specific to your campus in the box below. Students and teachers will increase use of technological tools to impact learning. Objectives Describe the objectives for Goal 1. Objective 1: All students will complete required digital citizenship training. Statement of Need: There has been an increase in office referrals due to improper/inappropriate use of technology. School-wide Components: Instruction by Highly Qualified Teachers High Quality Professional Development Teacher Decision Making Regarding Assessments Objective 2: Staff will organize a student technology showcase event where their academic products can be viewed by the community. Statement of Need: According to House Bill 5 Requirements, we continue to need a student led technology showcase. Strategies to Increase Parent Involvement Action Plan Describe the actions/activities your school will take to achieve the objectives related to the goal. Objective 1 Action/Strategies: Create a formal structure for education in digital citizenship at Degan. Identify norms regarding acceptable usage of technology on campus. Provide instructional lessons in Digital Citizenship for students and parents. Utilize Model appropriate use of technology.

9 Hold students accountable for misuse of technology using the district discipline matrix. Objective 2 Action/Strategies: Provide teacher trainings on technology implementation. Give students various opportunities to utilize technology tools and create products to share with the community. Plan technology showcase event for parents and community to view technology engagement in the classroom. Student Population: All students Staff Responsible: Principal, Assistant Principal, Staff Committees, All Classroom Teachers Plan an upcoming student showcase. Jan- March 2015 Organize and implement student showcase. March 2015 Technology Department Title I Funds Evaluation Measures: Attendance Sheets Informal Feedback Parent Surveys Student Population: All Students Staff Responsible: Teachers, Administrators Create formal structure for education for digital citizenship June 2014 Identify campus norms for acceptable use of technology June 2014 Provide lessons in digital citizenship for parents and students August/Sept 2014 LISD 1:X Digital Citizenship Lessons, Technology Department, Evaluation Measures: Office Referrals Parent Feedback Parent Sign In Sheets Student s Digital Citizenship Training Documentation Campus Reflection In the box below, describe the campus reflection regarding progress achieved toward Goal 1. No Response Campus Goal #2 Use the text box below to describe an area of campus need that you plan to focus on for the school year. After describing the area of campus need, describe the plan of action to address the need. Staff will utilize needs based learning structures to provide meaningful learning for all. Objectives Describe the objectives for Goal 2. Objective 1: Degan Staff will continue to implement PLC structures to increase awareness of student learning objectives, develop common assessments and discuss best practice. Statement of Need: In the past test Degan has seen a decrease in state mandated test scores due to the staff s lack of understanding of the Readiness, Supporting, and Process Standards Reform Strategies Instruction by Highly Qualified Teachers High Quality Professional Development Strategies to attract Highly Qualified Teachers Teacher decision making Regarding Assessments Effective and Timely Assistance to Students Coordination and Integration of Services Actions/Activities Describe the actions/activities your school will take to achieve the objectives related to the goal. Actions/Strategies: All staff will participate in professional learning communities which include Support Staff (Special Ed., Gifted and Talented, MTA, Title 1 Paras) pa Teachers will analyze success of implementation through student products.

10 Student Population: All Students, At Risk Students Staff Responsible: Pre K - 5 Teachers, Paraprofessionals, Special Education staff, Principal, Assistant Principal, Counselor and Support Staff PLC s every 3 weeks (K-5)- August May 2015 PK/CAMP PLCs 4 times per year August May 2015 Texas Essential of Knowledge and Skills Lead4ward Readiness/Supporting Standards (K-5) Title 1 Funds Title 1 Paraprofessionals Evaluation Measures: Staff Survey Informal Feedback STAAR, District Assessments Campus Reflection In the box below, describe the campus reflection regarding progress achieved toward Goal 2. No Response Campus Goal #3 Use the text box below to describe an area of campus need that you plan to focus on for the school year. After describing the area of campus need, describe the plan of action to address the need. We will develop meaningful partnerships with the community to access resources, knowledge, and promote Degan as a learning environment to meet the needs of our stakeholders. Objectives Describe the objectives for Goal 3. Objective 1: The campus will form at least two business or community partnerships that will help to support the school and provide mentorship to students. Statement of Need: At this time, Degan has no formal business or community partnerships. Strategies to Increase Parent Involvement Objective 2: Staff will provide the community, parents and surrounding private pre-schools with information about opportunities available at our campus for incoming Kindergarteners. Statement of Need: We continue to have students transfer to other campuses before they have had an opportunity to know what Degan offers for students and families. Transition (PK) Actions/Activities Describe the actions/activities your school will take to achieve the objectives related to the goal. Objective 1 Actions/Strategies: Contact small and large community business and pledge their support (either financial or mentorship). Work closely with Communities in Schools of North Texas to establish partnerships. Student Population: All Students Staff Responsible: Staff, Assistant Principal, Principal, Counselor, and Paraprofessionals Recruit at least two community/business partners. July - December 2014 Continue to foster relationships with community/ business partners for the upcoming school year. January - June 2015 Communities in Schools of North Texas Title I Funds Evaluation Measures: Informal Feedback, Surveys

11 Objective 2 Action/Strategies: Distribute information to the community and private preschool students about upcoming school events and opportunities (especially families with young children living within our zone). Invite incoming Kindergarten students to family nights and Degan events. Provide information to parents of incoming students about Kindergarten readiness skills and expectations. Skylert to parents and community members about upcoming Degan Events Student Population: All Pre-K families in the Degan zone. Staff Responsible: Principal, Assistant Principal, Kinder and Pre-K Teachers, staff volunteers Compile resources and information to be distributed to parents and local pre-schools.january - March 2015 Distribute information to community and parents about Kindergarten opportunities at Degan before open enrollment begins.march 2015 Paper and web advertising Invitations to Degan events and parent nights Title I Funds Evaluation Measures: Open Transfer Request Data Campus Reflection In the box below, describe the campus reflection regarding progress achieved toward Goal 3. No Response Required Title I Components #1 - CNA: Conduct a comprehensive needs assessment in order to design and implement a successful campus plan. #2 - RS: Implement school-wide reform strategies that are scientifically research based. #3 - HQ: Provide instruction by highly qualified teachers. #4 - PD: Professional development for campus staff in assisting all students to meet the state s performance standards. #5 - R/R: Provide strategies to attract highly qualified teachers to high need students. #6 - PI: Provide full opportunities for the participation of all parents in a format and, to the extent practicable, in a language that the parents understand. #7 - T: Ensure smooth-transition for students from one grade level to the next #8 - A: Teachers involved in decision-making about assessments #9 - M: Interventions for students to master state standards #10 - Coord: Coordination of funds from all sources No Response History Started by Vanessa Stuart at 6/24/2014 9:29 AM Received by Kevin Rogers at 6/24/2014 9:29 AM Received by Lori Rapp at 6/24/2014 9:29 AM Received by Lezley Lewis at 6/24/2014 9:29 AM Received by Charles Fruge at 6/24/2014 9:29 AM Received by Sarah Fitzhugh at 6/24/2014 9:29 AM Received by Jane Recchia at 6/24/2014 9:29 AM Received by Robin Mitsdarffer at 6/24/2014 9:29 AM Received by Bridget Carpenter at 6/24/2014 9:29 AM Completed at 6/24/2014 9:29 AM Recalled by Vanessa Stuart at 6/24/2014 9:29 AM Started by Vanessa Stuart at 6/24/2014 9:38 AM Received by Kevin Rogers at 6/24/2014 9:38 AM Received by Lori Rapp at 6/24/2014 9:38 AM Received by Lezley Lewis at 6/24/2014 9:38 AM Received by Charles Fruge at 6/24/2014 9:38 AM Received by Sarah Fitzhugh at 6/24/2014 9:38 AM Received by Jane Recchia at 6/24/2014 9:38 AM Received by Robin Mitsdarffer at 6/24/2014 9:38 AM Received by Bridget Carpenter at 6/24/2014 9:38 AM Completed at 6/24/2014 9:38 AM Recalled by Vanessa Stuart at 6/24/2014 9:39 AM Started by Vanessa Stuart at 6/24/2014 9:41 AM Received by Kevin Rogers at 6/24/2014 9:41 AM Received by Lori Rapp at 6/24/2014 9:41 AM Received by Lezley Lewis at 6/24/2014 9:41 AM Received by Charles Fruge at 6/24/2014 9:41 AM Received by Sarah Fitzhugh at 6/24/2014 9:41 AM Received by Jane Recchia at 6/24/2014 9:41 AM Received by Robin Mitsdarffer at 6/24/2014 9:41 AM Received by Bridget Carpenter at 6/24/2014 9:41 AM Completed at 6/24/2014 9:41 AM Remaining

12 TEXAS EDUCATION AGENCY 2013 Accountability Summary DEGAN EL ( ) - LEWISVILLE ISD Accountability Rating Met Standard Met Standards on Did Not Meet Standards on - Student Achievement - NONE - Student Progress - Closing Performance Gaps Distinction Designation Academic Achievement in Reading/ELA Percent of Eligible Measures in Top Quartile 1 out of 4 = 25% NO DISTINCTION EARNED Academic Achievement in Mathematics Percent of Eligible Measures in Top Quartile 1 out of 3 = 33% NO DISTINCTION EARNED 100 Performance Index Report Top 25 Percent Student Progress NO DISTINCTION EARNED N/A Index 1 Student Achievement (Target Score=50) Index 2 Student Progress (Target Score=30) Index 3 Closing Performance Gaps (Target Score = 55) Index 4 Postsecondary Readiness (Target Score = 75) Campus Type Campus Size Campus Demographics Elementary 671 Students Grade Span PK - 05 Percent Economically Disadvantaged 48.3% Percent English Language Learners 9.2% Mobility Rate 14.0% Performance Index Summary System Safeguards Index Points Earned Maximum Points Index Score 1 - Student Achievement Student Progress 531 1, Closing Performance Gaps 882 1, Postsecondary Readiness N/A N/A N/A Number and Percent of Indicators Met Performance Rates 19 out of 19 = 100% Participation Rates 14 out of 14 = 100% Graduation Rates N/A Total 33 out of 33 = 100% For further information about this report, please see the Performance Reporting Division web site at TEA Division of Performance Reporting Page 30 August 8, 2013

13 Texas Academic Performance Report District Name: LEWISVILLE ISD Campus Name: DEGAN EL Campus Number: Accountability Rating: Met Standard

14 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Performance Grade Span: PK - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian State District Campus Asian ELL STAAR Percent at Phase-in 1 Level II or Above Grade 3 Reading % 89% 90% 93% 94% 91% - 100% - * 94% 81% * % 88% 84% 71% 92% 85% * * - 100% 64% 79% - Mathematics % 75% 64% 57% 59% 63% - 100% - 71% 69% 53% * % 79% 72% 50% 67% 78% * * - 100% 43% 57% - Pacific Islander Two or More Races Special Ed Econ Disadv STAAR Percent at Phase-in 1 Level II or Above Grade 4 Reading % 79% 72% 67% 79% 69% * * - * 83% 56% * % 86% 89% 91% 82% 88% - 100% - * 79% 82% * Mathematics % 71% 65% 47% 57% 69% * * - * 50% 50% * % 77% 77% 65% 82% 79% - 88% - * 71% 68% * Writing % 78% 77% 73% 79% 76% * * - * 67% 66% * % 82% 80% 78% 76% 79% - 100% - * 79% 77% * STAAR Percent at Phase-in 1 Level II or Above Grade 5 Reading % 86% 87% 88% 88% 85% - 89% - 100% 60% 86% 40% % 87% 84% 71% 91% 83% - * - 100% 67% 74% * Mathematics % 83% 89% 81% 94% 88% - 100% - 100% 67% 88% 60% % 87% 90% 79% 95% 94% - * - 100% 60% 74% * Science % 80% 88% 84% 88% 90% - 88% - 100% 80% 91% * % 82% 90% 83% 91% 96% - * - 83% 53% 82% * STAAR Percent at Phase-in 1 Level II or Above All Grades All Subjects % 88% 82% 77% 82% 82% * 90% - 82% 76% 75% 53% % 88% 84% 75% 86% 85% * 89% - 93% 64% 75% 33% Reading % 90% 86% 85% 91% 85% * 89% - 76% 84% 79% 55% % 88% 86% 79% 88% 86% * 94% - 100% 70% 78% * Mathematics % 87% 76% 67% 72% 78% * 94% - 82% 70% 68% 64% % 88% 81% 67% 84% 84% * 81% - 93% 58% 68% * TEA Division of Performance Reporting Page 1

15 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Performance Grade Span: PK - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian State District Campus Asian ELL STAAR Percent at Phase-in 1 Level II or Above All Grades Writing % 79% 77% 73% 79% 76% * * - * 67% 66% * % 82% 80% 78% 76% 79% - 100% - * 79% 77% * Science % 91% 88% 84% 88% 90% - 88% - 100% 80% 91% * % 89% 90% 83% 91% 96% - * - 83% 53% 82% * Pacific Islander Two or More Races Special Ed Econ Disadv STAAR Percent at Final Level II or Above All Grades All Subjects % 49% 45% 38% 42% 48% * 61% - 34% 38% 32% 20% % 47% 47% 31% 39% 55% * 52% - 58% 32% 33% 14% Reading % 55% 51% 50% 51% 50% * 72% - 35% 49% 40% 27% % 52% 54% 39% 51% 60% * 56% - 60% 35% 41% * Mathematics % 47% 36% 28% 30% 40% * 61% - 24% 28% 22% 18% % 48% 42% 21% 29% 51% * 69% - 53% 23% 26% * Writing % 50% 42% 33% 36% 47% * * - * 42% 19% * % 52% 34% 26% 24% 40% - 25% - * 36% 27% * Science % 47% 57% 36% 56% 68% - 50% - 60% 33% 47% * % 41% 54% 38% 45% 67% - * - 67% 47% 36% * STAAR Percent at Level III Advanced All Grades All Subjects % 20% 17% 10% 12% 21% * 37% - 7% 2% 11% 0% % 20% 23% 13% 16% 27% * 32% - 30% 7% 13% 0% Reading % 26% 23% 19% 21% 25% * 39% - 12% 2% 16% 0% % 24% 24% 15% 18% 28% * 31% - 40% 7% 15% * Mathematics % 23% 16% 7% 9% 18% * 50% - 6% 0% 10% 0% % 23% 23% 11% 16% 27% * 44% - 20% 7% 13% * Writing % 7% 4% 0% 0% 5% * * - * 8% 0% * % 12% 7% 4% 0% 10% - 13% - * 0% 5% * TEA Division of Performance Reporting Page 2

16 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Performance Grade Span: PK - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian State District Campus Asian ELL STAAR Percent at Level III Advanced All Grades Science % 18% 16% 4% 6% 28% - 13% - 0% 0% 11% * % 14% 34% 21% 27% 42% - * - 50% 13% 18% * STAAR Percent Met or Exceeded Progress All Grades Reading % 67% 63% 63% 62% 62% * 67% - 60% 60% n/a - Pacific Islander Two or More Races Special Ed Econ Disadv Mathematics % 61% 67% 78% 65% 67% * 75% - * 36% n/a - STAAR Percent Exceeded Progress All Grades Reading % 19% 23% 22% 19% 27% * 25% - 10% 30% n/a - Mathematics % 18% 22% 16% 22% 21% * 42% - * 7% n/a - Progress of Prior Year STAAR Failers (Percent of Failers Passing STAAR) Sum of Grades 4-8 Reading % 51% 25% 40% * 21% - * - - * 29% 20% Mathematics % 50% 59% 46% 50% 65% - * - * 40% 54% * Student Success Initiative Grade 5 Reading Students Requiring Accelerated Instruction % 14% 13% 12% 12% 15% - 11% - 0% 40% 14% 60% STAAR Cumulative Met Standard % 93% 93% 92% 100% 92% - 88% - 100% 73% 93% * Grade 5 Mathematics Students Requiring Accelerated Instruction % 17% 11% 19% 6% 12% - 0% - 0% 33% 12% 40% STAAR Cumulative Met Standard % 92% 95% 84% 100% 98% - 100% - 100% 87% 93% 100% TEA Division of Performance Reporting Page 3

17 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Performance Grade Span: PK - 05 Campus Number: School Type: Elementary State District Campus African American Hispanic White American Indian Asian Pacific Islander Two or More Races Special Ed Econ Disadv ELL 2013 STAAR Participation (All Grades) All Tests Test Participant 99% 99% 100% 100% 100% 99% * 100% - 100% 100% 100% 100% Included in Accountability 92% 94% 90% 97% 78% 93% * 84% - 94% 90% 84% 45% Not Included in Accountability Mobile 4% 3% 5% 3% 7% 5% * 5% - 6% 9% 8% 3% Other Exclusions 3% 3% 4% 0% 15% 1% * 10% - 0% 2% 7% 52% Not Tested 1% 1% 0% 0% 0% 1% * 0% - 0% 0% 0% 0% Absent 1% 1% 0% 0% 0% 0% * 0% - 0% 0% 0% 0% Other 0% 0% 0% 0% 0% 0% * 0% - 0% 0% 0% 0% TEA Division of Performance Reporting Page 4

18 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Performance Grade Span: PK - 05 Campus Number: School Type: Elementary African American Hispanic White American Indian Pacific Islander Two or More Races State District Campus Asian ELL Attendance Rate % 96.8% 96.7% 96.8% 96.8% 96.5% * 97.4% % 96.1% 96.5% 96.7% % 96.8% 96.8% 96.6% 96.6% 96.8% * 97.7% % 96.1% 96.6% 97.4% Special Ed Econ Disadv TEA Division of Performance Reporting Page 5

19 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Profile Grade Span: PK - 05 Campus Number: School Type: Elementary Campus Student Information Count Percent District State Total Students: % 52,399 5,058,939 Students by Grade: Early Childhood Education 0 0.0% 0.2% 0.3% Pre-Kindergarten % 2.9% 4.5% Kindergarten % 6.9% 7.7% Grade % 7.1% 7.8% Grade % 7.3% 7.7% Grade % 7.3% 7.6% Grade % 7.5% 7.5% Grade % 7.6% 7.4% Grade % 7.8% 7.5% Grade % 8.0% 7.5% Grade % 7.9% 7.2% Grade % 7.9% 8.0% Grade % 7.6% 6.9% Grade % 7.1% 6.5% Grade % 7.0% 6.0% Ethnic Distribution: African American % 9.1% 12.7% Hispanic % 26.8% 51.3% White % 49.6% 30.0% American Indian 4 0.6% 0.4% 0.4% Asian % 11.1% 3.6% Pacific Islander 0 0.0% 0.1% 0.1% Two or More Races % 2.9% 1.8% Economically Disadvantaged % 30.0% 60.4% Non-Educationally Disadvantaged % 70.0% 39.6% English Language Learners (ELL) % 13.7% 17.1% Students w/ Disciplinary Placements ( ) 6 0.9% 1.3% 1.7% At-Risk % 25.0% 44.7% Mobility ( ) % 10.9% 17.9% TEA Division of Performance Reporting Page 6

20 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Profile Grade Span: PK - 05 Campus Number: School Type: Elementary Non-Special Education Rates Special Education Rates Student Information Campus District State Campus District State RetentionRates by Grade: Kindergarten 0.0% 1.8% 2.1% 0.0% 9.0% 9.7% Grade 1 1.2% 1.3% 4.4% 0.0% 3.3% 8.2% Grade 2 2.3% 1.3% 2.9% 0.0% 1.2% 3.9% Grade 3 0.0% 0.5% 2.1% 0.0% 0.2% 1.6% Grade 4 0.0% 0.3% 1.0% 0.0% 0.8% 1.0% Grade 5 0.0% 0.3% 0.5% 0.0% 0.4% 0.7% Grade 6-0.4% 0.6% - 0.4% 1.0% Grade 7-0.6% 1.0% - 0.5% 1.4% Grade 8-0.6% 0.7% - 0.8% 1.5% Class Size Information Campus District State Class Size Averages by Grade and Subject (Derived from teacher responsibility records): Elementary: Kindergarten Grade Grade Grade Grade Grade Grade Mixed Grades Secondary: English/Language Arts Foreign Languages Mathematics Science Social Studies TEA Division of Performance Reporting Page 7

21 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Profile Grade Span: PK - 05 Campus Number: School Type: Elementary Campus Staff Information Count/Average Percent District State Total Staff % 100.0% 100.0% Professional Staff: % 72.7% 63.9% Teachers % 59.9% 51.0% Professional Support % 8.9% 9.0% Campus Administration (School Leadership) % 3.0% 2.9% Educational Aides: % 9.6% 9.3% Total Minority Staff: % 18.2% 45.1% Teachers by Ethnicity and Sex: African American % 4.1% 9.4% Hispanic % 8.1% 24.9% White % 85.5% 62.8% American Indian % 0.8% 0.4% Asian % 1.0% 1.4% Pacific Islander % 0.0% 0.1% Two or More Races % 0.5% 1.1% Males % 18.4% 23.2% Females % 81.6% 76.8% Teachers by Years of Experience: Beginning Teachers % 4.6% 7.0% 1-5 Years Experience % 21.3% 26.1% 6-10 Years Experience % 23.2% 22.7% Years Experience % 33.6% 26.9% Over 20 Years Experience % 17.3% 17.3% Number of Students per Teacher 13.5 n/a TEA Division of Performance Reporting Page 8

22 TEXAS EDUCATION AGENCY District Name: LEWISVILLE ISD Texas Academic Performance Report Total Students: 671 Campus Name: DEGAN EL Campus Profile Grade Span: PK - 05 Campus Number: School Type: Elementary Staff Information Campus District State Average Years Experience of Teachers: Average Years Experience of Teachers with District: Average Teacher Salary by Years of Experience (regular duties only): Beginning Teachers $47,500 $46,566 $41, Years Experience $48,311 $47,168 $44, Years Experience $45,584 $48,868 $46, Years Experience $51,896 $52,133 $50,587 Over 20 Years Experience $63,019 $62,746 $58,291 Average Actual Salaries (regular duties only): Teachers $50,554 $51,903 $48,821 Professional Support $56,436 $59,235 $57,253 Campus Administration (School Leadership) $76,848 $75,373 $71,259 Instructional Staff Percent: n/a 72.8% 64.2% Contracted Instructional Staff (not incl. above): , Campus Program Information Count Percent District State Student Enrollment by Program: Bilingual/ESL Education % 14.1% 16.6% Career & Technical Education 0 0.0% 14.1% 22.0% Gifted & Talented Education % 9.9% 7.7% Special Education % 9.6% 8.5% Teachers by Program (population served): Bilingual/ESL Education % 6.0% 5.3% Career & Technical Education % 3.0% 4.1% Compensatory Education % 0.6% 2.9% Gifted & Talented Education % 1.5% 2.0% Regular Education % 76.2% 73.2% Special Education % 9.2% 9.2% Other % 3.5% 3.3% Link to: PEIMS Financial Standard Reports/ Financial Actual Report '?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range. '*' Indicates results are masked due to small numbers to protect student confidentiality. '-' Indicates zero observationsreported for this group. 'n/a' Indicates data reporting is not applicable for this group. TEA Division of Performance Reporting Page 9