The primary mission of Lucile Gregg Elementary School is to develop successful community builders and global thinkers for the new millennium and beyond. Lucile Gregg Elementary located at 6701 Roxbury, serves a diverse and transient neighborhood in the South East section of Houston. Ninety-seven percent of the 629 students enrolled at Gregg Elementary come from economically disadvantaged families, as reflected by our free lunch ratio. Our student body is highly mobile due to the proximity of two magnet schools, serving as an overflow school, and the nature of the surrounding community. The ethnic distribution is as follows: Hispanic: 55%; African-American: 44%; White: < 1%; Asian: < 1%.

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 consensus. A consensus will consist of a majority of eligible voting members in attendance at a regularly scheduled meeting. Procedural matters will be decided by vote. A memorandum or staff meeting will communicate the decisions made by the committee.

The SDMC met monthly to determine the needs of our students based on the following information provided by: the AEIS report, the District & School Profile, weekly classroom test, Project Clear, TAAS, Stanford/Aprenda tests, and the High Frequency Word Evaluation. The priority goal is to increase the percentage of all student populations meeting minimum expectations on all district tests for Gregg Elementary School. Previous, targeted, and projected scores are as shown:

1. On the Spring 2001 TAAS reading subtest, the percentage of 3rd grade students passing will be between 85% and 90% with 88% as the target; the percentage of 4th grade students passing will be between 90% and 95% with 93% as the target; the percentage of 5th grade students passing will be between 75 and 85% with 80% as the target.
2. By May 2001, all students taking reading in grades 1--5 shall be tested on the Stanford 9 test, and 80% will score in the 60^th percentile.
3. On the Language Arts Section of the Primary Progress Report, 75% to 85% of the Pk-2 students will show a growth of at least 2 developmental stages with 80% being the target.
4. By May 2001, all students in grades 1--2 shall be tested on the High Frequency Word Evaluation, and 75% to 85% will score on or above the standard with 80% being the target.
5. On the Spring 2001 Spanish TAAS reading subtest, the percentage of 3rd grade bilingual students passing will be between 75% and 85% with 80% as the target; the percentage of 4th grade bilingual students passing will be between 85% and 95% with 90% as the target; the percentage of 5th grade bilingual students passing will be between 85% and 95% with 90% as the target.
6. On the Spring 2001 English TAAS reading subtest, the percentage of LEP 3rd, 4th, and 5th grade students passing will be between 75% and 85% with 80% being the target.
7. By May 2001, all LEP students taking reading in English in grades 1--5 shall be tested on the Stanford 9 test, and 75% to 85% will score on or above grade level with 80% being the target.
8. By May 2001, all LEP students in grades 1 & 2 receiving bilingual instruction in reading shall be tested on the Aprenda Test, and 80% will score in the 60^th percentile.
9. On the Language Arts section of the Primary Progress Report, 75% to 85% of the PK-2 students will show a growth of at least 2 developmental stages in Spanish with 80% being the target.
10. By May 2001, the number of students with disabilities taking classes other than ancillary will be increased by 5% to 10% with 7% being the target.
11. On the Spring 2001 Reading TAAS release subtest, students with disabilities will score within one year of their IEP level or above.
12. By May 2001, all Special Education students without mental impairments will take the Stanford 9 reading test and score within one year of their IEP level or above.
13. By May 2001, the ratio for students in self-contained classes will be reduced 10% to 15% with 12% being the target.
14. By May 2001, Black and Hispanic student groups receiving special education services will be reduced between 10% to 15% with 12% being the target.
15. By May 2001, the percentage of low-socio-economic students receiving special education services will be reduced 10% to 15% with 12% being the target.
16. On the Spring 2001 TAAS math subtest, 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 85% and 90% with 88% as the target; the percentage of 5th grade students passing will be between 85% and 90% with 88% as the target.
17. On the Math section of the Primary Progress Report, 75% to 85% of the K-2 students will show a growth of at least 2 developmental stages with 80% being the target.
18. On the Spring 2001 Spanish TAAS math subtest, 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 85% and 95% with 88% as the target.
19. On the Math section of the Primary Progress Report, 75% to 85% of the PK-2 students will show a growth of at least 2 developmental stages in Spanish with 80% being the target.
20. By May 2001, all LEP students in grades 1 & 2 receiving bilingual instruction in math shall be tested on the Aprenda Test, and 80% will score in the 60^th percentile.
21. On the Spring 2001 Math TAAS release subtest, students with disabilities will score within one year of their IEP level or above.
22. On the Spring 2001 TAAS writing subtest, the percentage of 4^th grade students passing will be between 90% and 100% with 97% as the target.
23. On the Spring 2001 Spanish TAAS writing subtest, the percentage of 4^th grade students passing will be between 85% and 95% with 93% as the target.
24. On the Spring 2001 Writing TAAS release subtest, students with disabilities will score within one year of their IEP level or above.
25. By May 2001, all students taking environmental/science in grades 1--5 shall be tested on the Stanford 9 Test, and 80% will score in the 60^th percentile.
26. By the end of the 2000-2001 school year, all students and student groups will increase their attendance between 90% and 100% with 98% as a target.

1. When compared with the 99/2000 LEP Query, the number of Bilingual funding errors will be reduced by at least 10%.
2. By the end of the 2000/2001 school year, the Comprehensive Analysis Matrix Summary Sheet will show that our school received a 3 to 5 rating with 4 as a target.

1. Forty percent to fifty percent of classroom parents/ guardians will attend at least 4 out of the 7 Parent Advisory Council/ School Events during the 2000-2001 school year
2. Six community representatives will participate in at least 5 out of 8 of the student activity planning sessions with 7 being the target. (Community Collaboration)

1. In May 2001, at least 80% of all employees will indicate by survey that they feel the climate in the school is positive.

1. By the end of the 2000- 2001 school year, all students and student groups using tobacco, alcohol, and other drugs will be between 0% and 10% with 0% as the target
2. During the 2000/2001 school year, violent occurrences will be between 0% and 10% with 0% being the target.

3. During the 2000/2001 school year, parental involvement will increase in violence and drug-prevention activities will be between 25% and 35% with 30% as the target.

4. During the 2000/2001 school year, community involvement will increase in school violence and drug prevention activities between 25% and 35% with 30% as the target.

• Align with district wide initiatives (Math Summit, Curriculum Alignment, Balanced Approach to Reading, Targeting TAAS, Open Court, and Technology) to implement strategies to improve student achievement and participate in the South Central District, Harris County Department of Education, and Region IV Staff Development opportunities in the area of reading, writing, and math.