Executive Summary
School Improvement Plan 1999-2000
LUCILE GREGG ELEMENTARY
LAFRANCE C. HARRIS, Principal
HOUSTON INDEPENDENT SCHOOL DISTRICT
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 multicultural society. Lucile Gregg Elementary located at 6701 Roxbury, serves a diverse and transient neighborhood in the South East section of Houston. Of the 753 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, serving as an overflow school, and the nature of the surrounding community, our student body is highly mobile. 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 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 School Improvement Plan 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 all district tests for Gregg Elementary School. The targeted scores are as shown based on trend data.
TAAS |
MATH |
READING |
WRITING |
Grade |
Math TAAS 96 / 97 |
Math TAAS 97 / 98 |
Math Targeted TAAS 98 / 99 |
Math Projected TAAS 99 / 2000 |
Reading TAAS 96 / 97 |
Reading TAAS 97/ 98 |
Reading Targeted TAAS 98 / 99 |
Reading Projected TAAS 99 / 2000 |
Writing TAAS 96/ 97 |
Writing TAAS 97/ 98 |
Writing Targeted TAAS 98 / 99 |
Writing Projected TAAS 99 / 2000 |
3rd |
90 |
95% |
100 |
100 |
97 |
100% |
100 |
100 |
||||
4th |
92 |
96% |
100 |
100 |
92 |
100% |
100 |
100 |
74 |
100% |
100 |
100 |
5th |
78 |
100% |
100 |
100 |
93 |
100% |
100 |
100 |
SPANISH TAAS |
MATH |
READING |
WRITING |
||||||||||
Grade |
Math TAAS 96 / 97 |
Math TAAS 97 / 98 |
Math Targeted TAAS 98 / 99 |
Math Projected TAAS 99 / 2000 |
Reading TAAS 96 / 97 |
Reading TAAS 97/ 98 |
Reading Targeted TAAS 98 / 99 |
Reading Projected TAAS 99 / 2000 |
Writing TAAS 96/ 97 |
Writing TAAS 97/ 98 |
Writing Targeted TAAS 98 / 99 |
Writing Targeted TAAS 99 / 2000 |
3rd |
79% |
100% |
100 |
100 |
78 |
100% |
100 |
100 |
||||
4th |
86% |
68% |
73 |
75 |
82 |
75% |
80 |
88 |
69% |
73 |
75 |
|
5th |
22% |
70 |
70 |
25% |
70 |
70 |
||||||
Targeted Goals and Objectives
To increase the student achievement in reading, mathematics, and writing as measured by criterion and norm referenced tests in English and Spanish
.1.1 On the Spring 2000 TAAS reading subtest, 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.
1.2 By May 2000, 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.
1.3 On the Language Arts Section of the Primary Progress Report, 70% to 80% of the Pk-2 students will show a growth of at least 2 developmental stages with 75% being the target.
1.4 During the 1999/2000 school year, instructional technology/ internet access will be provided in Reading for students 75% to 80% of the school day with 80% being the target.
1.5 On the Spring 2000 Spanish TAAS reading subtest, the percentage of 3rd grade bilingual students passing will be between 90% and 100% with 100% as the target; the percentage of 4th grade bilingual students passing will be between 70% and 80% with 75% as the target; the percentage of 5th grade bilingual students passing will be between 65% and 75% with 70% as the target.
1.6 On the Spring 2000 English TAAS reading subtest, the percentage of LEP 3rd, 4th, and 5th grade students passing will be between 70% and 80% with 75% being the target.
1.7 By May 2000, 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.
1.8 By May 2000, all LEP students in grades 1 & 2 receiving bilingual instruction in reading shall be tested on the Aprenda Test, and 75% to 85% will score on or above grade level with 80% being the target.
1.9 On the Language Arts section of the Primary Progress Report, 70% to 80% of the PK-2 students will show a growth of at least 2 developmental stages in Spanish with 75% being the target.
1.10 During annual ARD’s for the 1999-2000 school year, IEP’s for Special Education students will verify that between 65% and 75% of the students mastered each reading objective with 70% accuracy.
1.11 On the Spring 2000 TAAS math subtest, 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 90% and 100% with 100% as the target.
1.12 On the Math section of the Primary Progress Report, 70% to 80% of the K-2 students will show a growth of at least 2 developmental stages with 75% being the target.
1.13 During the 1999/2000 school year, instructional technology/ internet access will be provided in Math for students 75% to 80% of the school day with 80% being the target.
1.14 On the Spring 2000 Spanish TAAS math subtest, 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 70% and 80% with 75% as the target; the percentage of 5th grade students passing will be between 65% and 75% with 70% as the target.
1.15 On the Math section of the Primary Progress Report, 70% to 80% of the PK-2 students will show a growth of at least 2 developmental stages in Spanish with 75% being the target.
1.16 By May 2000, all LEP students in grades 1 & 2 receiving bilingual instruction in math shall be tested on the Aprenda Test, and 75% to 85% will score on or above grade level with 80% being the target.
1.17 During annual ARD’s for the 1999-2000 school year, IEP’s for Special Education students will verify that between 65% and 75% of the students mastered each math objective with 70% accuracy.
1.18 On the Spring 2000 TAAS writing subtest, the percentage of 4th grade students passing will be between 90% and 100% with 100% as the target.
1.19 During the 1999/2000 school year, instructional technology/ internet access will be provided in Writing for students 75% to 80% of the school day with 80% being the target.
1.20 On the Spring 2000 Spanish TAAS writing subtest, the percentage of 4th grade students passing will be between 70% and 80% with 75% as the target.
1.21 During annual ARD’s for the 1999-2000 school year, IEP’s for Special Education students will verify that between 65% and 75% of the students mastered each writing objective with 70% accuracy.
1.22 By the end of the 1999-2000 school year, all students and student groups will increase their attendance between 90% and 100% with 98% as a target.
Management efficiency
2.1 During the 1999-2000 school year, 90% to 100% of the LEP funded positions will be staffed by certified bilingual and ESL teachers with 95% being the target.
To improve public support and confidence in the school
3.1 Parental attendance at 7 out of 10 functions during the 1999-2000 school year will be between 50% and 65% with 55% as the target.
3.2 Community representatives will participate in at least 6 out of 10 of the school’s planning sessions with 7 being the target. (Community Collaboration)
The strategies to achieve the objectives include:
Improve the student achievement in reading, mathematics, and writing as measured by criterion and norm referenced test in English and Spanish by aligning the curriculum to the Stanford 9 and TAAS.
Provide for the on-line documentation of how individual students are performing by subject.
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.
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 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.