The primary mission of Lucile Gregg Elementary School is to develop self-esteem while empowering each student to reach his/her fullest academic, intellectual, and social potential in an ever changing, technological multi-cultural society. Lucile Gregg Elementary at 6701 Roxbury, serves a diverse and transient neighborhood in the South East section of Houston. Of the 755 students enrolled at Gregg Elementary School, ninety-four percent of our students come from economically disadvantaged families. This is reflected by the number of students on free lunch. Due to the proximity of two magnet schools and the nature of the surrounding community, the student body has a mobility rate of 67% of the approximately 981 students, the ethnic distribution is as follows:

Hispanic: 54%

African-American: 44%

White: 1%

Asian:  0.4%

The eleven member Shared Decision-Making Committee includes the principal, four classroom teachers, two professional staff members, one non-instructional staff member, two parent representatives, and one community representative. Decisions on major issues will be reached by sufficient consensus; procedural matters will be decided by vote. The decisions made by the committee will be communicated by a memorandum or staff meeting.

The areas to be targeted in the SIP are based on the analysis of data that is reflected in the needs assessment for all student populations. The Success For All reading program will be used by all subgroups (Pre-Kindergarten - Fifth) to meet the district’s goal. The Transitional Bilingual Program model will be implemented, whereby LEP students will receive their native language instruction for concept development while acquiring English. The priority goal is to increase the percentage of all student populations meeting minimum expectations on TAAS in writing, reading, and math for Gregg Elementary School. The targeted scores are as shown based on trend data:

On the Spring 1999 TAAS reading sub-test, the percentage of 3rd grade students passing will be between 90 and 100% with 100% as the target; the percentage of 4th grade students passing will be between 95 and 100% with 100% as the target; the percentage of 5th grade students passing will be between 90 and 100% with 100% as the target.

By May 1999, all students taking reading in grades 1--5 shall be tested on the Stanford 9 Test, and 70 to 80% will score on or above grade level with 75 % being the target.

On the Spring 1999 TAAS math sub-test, the percentage of 3rd grade students passing will be between 90 and 100% with 100% as the target; the percentage of 4th grade students passing will be between 90% and 100% with 100% as the target; the percentage of 5th grade students passing will be between 85 and 95% with 90% as the target.

On the Spring 1999 TAAS writing sub-test, the percentage of 4th grade students passing will be between 80% and 90% with 85% as the target

By the end of the 1998- 99 school year, all students and student groups will increase their attendance between 90% and 100% with 98% as a target.

Limited English Proficiency

On the Spring 1999 Spanish TAAS reading sub-test, the percentage of 3rd grade students passing will be between 75 and 85% with 80% as the target; the percentage of 4th grade students passing will be between 80 and 90% with 85% as the target; the percentage of 5th grade students passing will be between 90 and 100% with 100% as the target.

On the Spring 1999 English TAAS Reading sub-test, the percentage of LEP 3rd, 4th, and 5th grade students passing will be between 70% and 80% with 75% being the target.

On the Spring 1999 Spanish TAAS math sub-test, the percentage of 3rd grade students passing will be between 75 and 80% with 85% as the target; the percentage of 4th grade students passing will be between 85% and 90% with 88% as the target; the percentage of 5th grade students passing will be between 90 and 100% with 100% as the target.

By May 1999, all LEP students taking reading in English in grades 1--5 shall be tested on the Stanford 9 Test, and 70 to 80% will score on or above grade level with 75 % being the target.

By May 1999, all LEP students in grades 1 & 2 receiving bilingual instruction shall be tested on the APRENDA Test, and 75 to 85% will score on or above grade level with 80% being the target.

Special Education

During annual ARD’s for the 1998-99 school year, IEP’s for Special Education students will verify that between 65 and 75% of the students mastering each objective with 70% accuracy.

Parental attendance at 7 out of 10 functions during the 1998-99 school year will be between 50% and 65% with 55% as a target.

During the 1998/ 99 school year, 90 to 100% of the LEP funded positions will be staffed by certified bilingual and ESL teachers with 95 % being the target.

The staff, parents and students will participate in at least 5 out of 10 community activities during the 1998/ 99 school year, with 6 being the target (Community Outreach)

Community Representatives will participate in at least 6 out of 10 of the school’s planning sessions with 7 being the target. (Community Collaboration)

Improve the student achievement in reading, mathematics, and writing as measured by criterion and norm reference test in English and Spanish by aligning the taught curriculum to the Stanford 9 and TAAS.

The technology initiative will be enhanced in order to support the continuous assessment of student learning using a contextual assessment instrument,

Provide for the on-line documentation of how individual students are performing by subject

Provide teachers and administrators the ability to readily assess information by utilizing HeartBeeps for the purpose of matching instruction by student need.

Parents and teachers will attend a workshop on the Writing Process, Math, and Reading Comprehension

Create a new standard for the integration of technology as an integral part of proactive teaching

Provide the school administrators with access to student and teacher performance incrementally in order to refocus and redirect the instructional program in a more efficient and effective way.

Teachers and students in grades Pk --5 will participate in the "Success for All" Reading Program to insure that each student will reach grade level proficiency by the end of third grade.

Align with district wide initiatives (Math Summit, Curriculum Alignment, Balanced Approach to Reading, Targeting TAAS, Success for All, and Technology) to implement strategies to improve student’s achievement Administrative District: 161

Participate in the South Central District, Harris County Department of Education, and Region IV Staff Development opportunities in the areas of Reading, Writing, and Math

Provide parent Involvement workshops for Reading Comprehension, Math, and Test-Taking Skills

Create technology access designed to increase parental involvement as students will be encouraged to bring their parents to school and to provide them with an internet experience, and demonstrate how students/ teachers will track their achievements using Grady’s Profile.

Form a Parent Community Participation Team

Volunteer Listeners will be encouraged to come into the school to help improve reading skills

An educational retreat will be held with other school campuses to gain knowledge and share research based strategies.