School Improvement
Plan
School
Improvement Plan
2006–2007
Gloria Gorham, Principal
Vertical
Team: E. O. Smith/Wheatley Region: North
Date presented to
parents and community: 11/10/06
Date presented and
approved by school: 11/10/06
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PTA/PTO Parent
Representative’s Signature |
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Teacher
Representative’s Signature |
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Principal’s
Signature |
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Executive
Principal’s Signature |
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Regional Superintendent’s Signature
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The
signatures of the Executive Principal and Regional Superintendent indicate that
this document has been reviewed by the regional office staff and the Executive
Principal and Regional Superintendent certify that this document meets all
district requirements for a School Improvement Plan.
The mission of
Shared Decision-Making
Committee
Organizational
Structure
Crawford will use a quality circle design to monitor implementation of the School Improvement Plan (SIP). The central circle represents the Panda Educational Planning Team (P.E.P.T.) which is our Shared Decision-Making Committee (SDMC). The outer connecting circles consist of four standing committees. Each standing committee will develop goals, research topics, formulate solutions, and make recommendations. The recommendations with the necessary information will be presented to the P.E.P.T. for review and approval. The P.E.P.T. will address decisions in the areas of curriculum, staffing, goal setting, budgeting, staff development, and school organization using the Quality Circle Model of shared decision-making.
Each staff member from the P.E.P.T. will be a core member of the four standing committees. The standing committees established will be divided into four Goal Setting Groups:
Programs and
Projects/Outreach Committee
Planning: The Programs and
Projects/Outreach committee will develop goals, research topics, formulate
solutions, and make recommendations concerning planning concerns and will
report to the P.E.P.T. all pertinent information necessary for the P.E.P.T. to
make informed decisions.
Budget/Curriculum and
Instructional/Professional Development Committee
Budget:
The Budget/Curriculum and Instructional/Professional Development committee will
develop goals, research topics, formulate solutions, and make recommendations
concerning budget issues and will report to the P.E.P.T. all pertinent
information necessary for the P.E.P.T. to make informed decisions.
Staff Development:
The Budget/Curriculum and Instructional/Professional Development committee will
develop goals, research topics, formulate solutions, and make recommendations
concerning staff development concerns and will report to the P.E.P.T. all
pertinent information necessary for the P.E.P.T. to make informed decisions.
Curriculum:
The Budget/Curriculum and Instructional/Professional Development committee will
develop goals, research topics, formulate solutions, and make recommendations
concerning curriculum concerns and will report to the P.E.P.T. all pertinent
information necessary for the P.E.P.T. to make informed decisions.
School Organization
Committee
The School Organization committee will develop goals, research topics,
formulate solutions, and make recommendations concerning school organization
concerns and will report to the P.E.P.T. all pertinent information necessary
for the P.E.P.T. to make informed decisions.
Staffing/Facilities
and Grounds.
Staffing Patterns The Staffing/Facilities and Grounds committee will
develop goals, research topics, formulate solutions, and make recommendations
concerning staffing patterns and will report to the P.E.P.T. all pertinent
information necessary for the P.E.P.T. to make informed decisions.
P.E.P.T. members who serve as representatives on standing school committees are responsible for reporting to the P.E.P.T. all pertinent information necessary for the P.E.P.T. to make informed decisions. The P.E.P.T. members who report from each standing committee will be responsible for representing the consensus of the committee. The P.E.P.T. will send requests to the standing committees for research, assistance, or recommendations on specific issues as they arise.
All recommendations for change will be researched and developed by one of the standing committees before presentation to the P.E.P.T. for final decision-making.
The P.E.P.T (S.D.M.C.) will monitor the School Improvement Plan (SIP) on a monthly basis to ensure all goals are being met.
The
P.E.P.T. meets the last Wednesday of each month at 3:30 p.m. in the
Decision-making
Process
1) The assignment of P.E.P.T. members to standing committees will be based on interest, expertise, and voting.
Committees must have at least 3 members, including a representative from the P.E.P.T.
Committees will have a chairperson, vice-chairperson, and a reporter/secretary.
2) Committees will meet a minimum of 1 time per grading cycle or as necessary.
3) Membership in the standing school committees is open and may include parents, students, business partners, community members, and school employees at any level.
4) Chairpersons will be decided within each committee, as well as vice-chairperson and re-porter/secretary. The roles can rotate or remain fixed as each committee chooses.
5) Standing school committee membership will be established no later than the end of the first week of school.
Crawford's shared decision-making team will consist of 12 members. Membership will consist of the following: the school principal, 2 parents, 2 community members, 3 certified classroom teachers, 1 certified noninstructional staff members, 1 business partner, and 1 non-instructional person. There are three positions within the P.E.P.T.: 1) the chairperson, 2) the vice-chairperson, and 3) the reporter/secretary. The school principal is designated as the chairperson. The chairperson calls meetings, approves agendas, conducts meetings, and sets the calendar. The vice-chairperson is selected by consensus within the P.E.P.T. The vice-chairperson conducts meetings in the absence of the chairperson, sets agendas, disseminates information to members, and monitors the progress of the standing committees. The reporter/secretary is selected by consensus within the P.E.P.T. The reporter/secretary takes minutes, distributes copies of the minutes, maintains the P.E.P.T. Bulletin Board, and acts as a resource person at P.E.P.T. meetings.
Decisions at Crawford are made through the Accelerated Schools process, the school committees, and the P.E.P.T. Concerns are brought to the standing committees through the Accelerated Schools folders. Those concerns are studied, researched, evaluated, and addressed by the appropriate committee. Recommendations made by the standing committees are determined by reaching a minimum of 80% consensus. If 80% or more is not achieved, the committee must continue working to resolve the issue until 80% is achieved. The solution or recommendation receiving 80% approval is passed to the P.E.P.T. The P.E.P.T. will review the recommendation and either pass it back to the standing committee for further investigation or vote on the recommendation. Recommendations must pass a vote of the P.E.P.T. by no less than 80% of the membership present. All P.E.P.T. meetings will be held with a quorum, two-fifths (six or more members) of the membership. Crawford will use the DuPont Leading/Meeting Model for all of the meetings held by any group or committee.
School community members may submit ideas or concerns to the standing committees or the P.E.P.T. by using the shared decision-making form available in the main office. Community members' concerns will be addressed in the same manner that the parent, staff, or faculty concerns are addressed. A written concern is placed in the suggestion folder. The appropriate committee addresses the concern. The committee will then submit the recommendations to the P.E.P.T. The P.E.P.T. will make the final decision.
Crawford employees, parents, or community members may request that an item be placed on the agenda for a scheduled meeting. The Agenda Request Form should be submitted to the P.E.P.T. mailbox or school secretary, five working days prior to the next scheduled meeting in order to be included on the agenda. These forms are available in Crawford’s main office.
If community members choose not to put a concern in writing by submitting it through the Accelerated Schools folder process, they have the option of contacting the school principal. The principal may choose to address the concern instead of the standing committee.
The principal of
Method
of Communication
Communication with all members of the school community will be addressed in various formats, such as our school newsletter, school web site (http://www.houstonisd/crawfordes), and community meetings. Copies of the minutes of the P.E.P.T. meetings, subcommittee meetings, and task force meetings will be distributed to the staff and a copy will be kept on file in the school's main office. Additional copies will be made available upon request to community members-at-large. They may also be requested by phone, in writing, or by e-mail. All meetings are open to anyone who wishes to attend.
Membership
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Name of SDMC Member |
Position (Classroom
teacher, other school-based professional, non-instructional, parent,
community, business) |
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Ismeal Centeno |
Classroom Teacher |
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Luis Maldonado |
Classroom Teacher |
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Leonel Cuadra |
Classroom Teacher |
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Lloyd Matthews |
Teacher/School-based Staff |
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Jacquetta
Banks-Washington |
Non-instructional/School
Based |
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Maria Cuadros |
Parent/PTO/PAC |
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Helen Sims |
Parent/PTO/PAC |
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Ernest McGowen |
Business Partner |
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Pamela Crawford |
Business Partner |
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Alvin Byrd |
Community Member |
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Gloria Gorham |
Administrative Staff/Principal |
Totals:
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# of Classroom Teachers (2/3) |
3 |
# of Parents |
2 |
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# of School-based Staff (1/3) |
1 |
# of Community Members |
1 |
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# of Non-instructional Staff (no more
than one) |
1 |
# of Business Members |
2 |
Needs Assessment
Crawford
Elementary is proud to be a TEA/HISD Recognized School for the 2005-2006 school
year. Achieving
this status is an important milestone on the journey to Exemplary Status, and
several gaps in the upward trend of scores warrant attention and are being
addressed in the 2006-2007 school year.
Objective 1.1 Reading/All ELL
(LEP) Students Gr. 3-5
Crawford Elementary established a goal
stating that the percentage of All ELL
(LEP) Students Gr. 3-5
passing would
increase from 88% to 89%.
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Projected % |
% Achieved |
Difference |
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89% |
86% |
3% |
The 3% difference between
Crawford Elementary’s Projected rate (students meeting standard) and rate
achieved is the result of students beginning the transition from the Bilingual
Classroom setting to English instruction as well moving to the more structured
environment of grades assessed by the TAKS test.
While Crawford is proud of
our rising scores this group fell slightly short (3%) of our goal and will
reach our campus goal of Exemplary Status.
All other
MATH
Objective
1.2 Math/All African American Students Gr. 3-5
Crawford Elementary established a goal
stating that the percentage of All
African American Students Gr. 3-5 passing
would increase from 49% to 70%.
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Projected % |
% Achieved |
Difference |
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70% |
68% |
2% |
The 2% difference between
Crawford Elementary’s Projected rate (students meeting standard) and rate
achieved is the result of personnel responsible
for fulfilling the campus Math
Specialist role being transferred from one teacher (due to failing health) to
another. Even with this change Crawford
fell only 2% short of our goal.
While Crawford is proud of
our rising scores this group fell slightly short (2%) of our goal and will
reach our campus goal of Exemplary Status all subgroups in Math for 2006-2007.
All other Math Goals were met.
WRITING
Objective
1.3 Writing/All Students Gr. 4
Crawford Elementary established a goal
stating that the percentage of All
Students Gr. 4 passing would increase from 94% to 95%.
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Projected % |
% Achieved |
Difference |
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95% |
82% |
13% |
The 13% difference between Crawford Elementary’s Projected rate
(students meeting standard) and rate achieved is the result of the 4th
grade (writing) teacher having to take maternity leave in the weeks prior to
the TAKS writing assessment.
It
is also the result of students in transition from the Bilingual Classroom
setting to English instruction as well as problems encountered by students
facing assessment by (their first) English Language TAKS test. (See “Objective
1.3 Writing/All Hispanic Students Gr. 4“ below)
While Crawford is proud of our rising scores this group fell
slightly short (13%) of our goal. We
have based our goals in part on previous groups of 4th graders and
aim to match previous year’s high scores (95%) and we are confident our
students will reach our campus goal of Exemplary Status.
Objective
1.3 Writing/All Hispanic Students Gr. 4
Crawford Elementary established a goal
stating that the percentage of All
Hispanic Students Gr. 4
passing would
increase from 96% to 97%.
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Projected % |
% Achieved |
Difference |
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97% |
71% |
26% |
The 26% difference between Crawford Elementary’s Projected rate
(students meeting standard) and rate achieved is the result of the 4th
grade (writing) teacher having to take maternity leave in the weeks prior to
the TAKS writing assessment.
It
is also the result of students in transition from the Bilingual Classroom
setting to English instruction as well as problems encountered by students
facing assessment by (their first) English Language TAKS test.
While Crawford is proud of our rising scores this group fell
slightly short (26%) of our goal. We
have based our goals in part on previous groups of 4th graders and aim
to match previous year’s high scores (95%) and we are confident our students
will reach our campus goal of Exemplary Status.
Objective
1.3 Writing/All Economically Disadvantaged Students Gr. 4
Crawford Elementary established a goal
stating that the percentage of All
Economically Disadvantaged Students Gr. 4 passing would increase from 94%
to 95%.
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Projected % |
% Achieved |
Difference |
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95% |
82% |
13% |
This subgroup is a reflection of the tested students as a whole and
as such is subject to the same factors that affected the “All students, 3rd
through 5th grade results.
The 13% difference between Crawford Elementary’s Projected rate
(students meeting standard) and rate achieved is the result of the 4th
grade (writing) teacher having to take maternity leave in the weeks prior to
the TAKS writing assessment.
It
is also the result of students in transition from the Bilingual Classroom
setting to English instruction as well as problems encountered by students
facing assessment by (their first) English Language TAKS test. (See “Objective
1.3 Writing/All Hispanic Students Gr. 4“ below)
While Crawford is proud of our rising scores this group fell
slightly short (13%) of our goal. We
have based our goals in part on previous groups of 4th graders and
aim to match previous year’s high scores (95%) and we are confident our
students will reach our campus goal of Exemplary Status.
All other Math Goals were met.
All
Science Goals were met.
10
Components of a Title I Program
1.
A comprehensive needs assessment – All data was reviewed for all students
and student subgroups. The results and
conclusions of this review are included in the previous SIP section, Needs
Assessment. Reference Part 1: Pages 5, 6
and 7
2.
School-wide reform strategies – The continued use of PASS and
periodic common assessments to identify and monitor student growth, the use of
CLEAR and the staff development which accompanies it, the expanded use of Model
Lessons and the meeting by content and grade level to monitor and develop
instructional plans are part of our school-wide reform strategies. The Exxon Mobil Math Initiative along with
the Accelerated Reading Initiative (ARI) Accelerated Math Initiative will
enhance instruction to help make connection between what the students know and
the new information they will encounter.
Reference Part 2: Pages 10, 17
and 28
3.
Instruction by highly qualified
professional staff - 100% of our teachers are certified for the
position they hold. They have varying
levels of experience, and support is given to less experienced teachers by their
colleagues. Parents are notified if a
teacher is not certified. The teacher
must either be working toward certification or efforts are made to hire someone
who is certified. Reference Part 2:
Pages 30 and 31
4. High-quality and
ongoing professional development – Instructional leaders receive training
during the summer and school year to provide on-site training and
monitoring. The Shared Decision-Making
Committee identifies areas in which staff development is needed. In addition to
on-site opportunities, staff members participate in staff development offered
at HISD, regional levels as well as that provided by other consultants. Reference Part 2: Pages 12, 24, 28, 37 and
38
5. Strategies to attract
high-quality highly qualified teachers – Recruitment and retention of teachers
who are certified for positions for which they are appropriately certified are
on-going activities. We closely work
with our region’s HISD Personnel Officer and network with other principals to
help in this effort; our own teachers also serve as recruiters. The result has been that % of our classroom
teachers are appropriately certified for the position they hold. Reference Part 2: Pages 30 and 31
6. Strategies to increase
parental involvement – Family Math, Science and Literacy Nights are held to
increase parents in the school’s programs.
Open Houses, frequent telephone contact and weekly folder
updates/newsletters are methods of recognizing parents as partners. In
addition, parents are offered classes to meet their needs, for example ESL
classes or TAKS information classes. Reference
Part 2: Pages 5, 32, 33, 34 and 35
7. Transition from early
childhood programs – Contact between neighborhood day care providers and the
schools is on-going in order to include neighborhood centers in early childhood
activities, provide curriculum suggestions, provide
information about our school and to meet parents. Our school participates in the HIPPY
program. We sponsor opportunities for
both parents and future students to visit the school and learn of our programs.
Reference Part 2: Pages 33, 34, 35, 36,
37 and 38
8. Measures to include
teachers in the decisions regarding the uses of academic assessments – On-going
staff development is available on site to analyze assessment data, whether
national, state or teacher produced, to use in making instructional
decisions. Grade level or departmental
and SDMC meetings are forums to discuss assessment issues. Reference Part 2: Pages 6, 11, 12 and 17
9. Effective, timely
additional assistance – The use of periodic snapshot assessments and PASS allow
for individual student progress to be monitored at the teacher level, building
and administrative district levels so that interventions and assistance will be
timely. Reference Part 2: Pages 5, 9,
12, 17 and 18
10. Coordination and
integration of Federal, State, and local services and programs – At the
building level, federal, state and local services and programs are coordinated
to best address student needs and are reflected in our activities listed in
Part 2. Reference Part 1: Pages 8 and 9
State
Compensatory Education
Position FTE
GF1-11-6118-134-30-E1-142 EXTRA DUTY PAY FOR TEACHERS $10,000
GF1-11-6128-134-30-E1-142 OVERTIME FOR STAFF $6579
GF1-11-6351-134-30-E1-142 FOOD $1000
Description
of materials and services purchased with SCE funds: Compensatory
education funds are allocated for planning, programs, and services designed to
improve and enhance the regular education program for students with untapped
potential by providing funding for the personnel needed. These supplemental funds are being used to enhance the Title I
schoolwide program at our school.. (This strategy
will address: grades 3 and 4 and teachers will modify classroom instruction
based on the focus on TAKS objectives shown to need additional instructional
support.)The information may be found in Part II of the School
Improvement Plan (page16, Objective 6).
Staff Development Plans
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Staff Development Date |
Type of Staff Development |
Brief Description |
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August 3, 2006 August 4, 2006 November 20, 2006 November 21, 2006 January 2, 2007 February 9, 2007 April 24, 2007 |
TAKS
TAKS
Math See August 3 (above) See August | |||