2018-2019 campus improvement plan dr. joseph a. fowler ... · our ciss build training for our aides...

Killeen Independent School District

Dr. Joseph A. Fowler Elementary School

2018-2019 Campus Improvement Plan

Dr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 1 of 45 Campus #139

March 19, 2019 7:17 am

Mission StatementThe community of

Fowler Elementary School

will provide a quality education

in a safe, positive and nurturing

environment for all students.

VisionThe school with the BIG heart will teach the

right things, the right way, all day long

so that students value themselves and the contributions

they will make as confident and successful individuals.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare all learners for graduation and post-secondary success. . . . . . . . . . . 17Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success. . . . . . . . . . . . . . . 22Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, andpartnerships in accomplishing the district's goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community. . . . . . . . . . . . . . . . . . . 29Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff. . . 33

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Personnel for Dr. Joseph A. Fowler Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Title I Schoolwide Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391.1: Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392.1: Campus Improvement Plan developed with appropriate stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392.2: Regular monitoring and revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392.3: Available to parents and community in an understandable format and language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392.4: Opportunities for all children to meet State standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392.5: Increased learning time and well-rounded education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402.6: Address needs of all students, particularly at-risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Title I Schoolwide Element Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412018-2019 Site Based Decision Making Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43


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Comprehensive Needs AssessmentDemographics

Demographics Summary

Dr. Joseph A. Fowler Elementary will begin its 5th year of service in our community supporting students in PK to 5th grade. The growing neighborhood exceeds projected enrollment as thebuilding of new homes around the school continues. The 2018-19 current enrollment is 1142 (projected enrollment is 1152). Due to the increased student population, we have additional teachersjoining us at Fowler which will include one additional section in second grade and two additional sections of fourth grade for the 2018-2019 school year. The campus remains a Title I campus.Currently, 43% of the students are part of military families. 44% of our students are at-risk. Our population is 32% Hispanic, 3% Asian, 37% Black, 18% White, and 10% two or more races.English-as-a-Second Language learners comprise 7% of our population. Currently, 63% of Fowler students qualify for free or reduced price meals. Our campus serves 4% gifted and talentedstudents and 10% special education. Our homeless students comprise 4% of our population. Our mobility rate is 56%.

Our average class sizes meets the state standard of 22:1. After school started, we added a kindergarten section due to a larger number of students in that grade. To meet the needs of our 5thgraders for the this school year, we have added a Title I class-size reduction teacher to keep the ratio of 22:1 since the state standard for 5th grade is 25:1. We have a larger group of specialeducation students coming to the fifth grade. To continue growth at a deep level, students' reading levels will need to grow more than a year to meet standards set by the state. Our specialeducation students are 2 years or more behind their peers but take the same grade level test with accommodations. The additional teacher reduces the student to teacher ratio and will also helpwith meeting the needs of our students who are considered continuously enrolled in our test group, moving them from the approaches level to meets level, which will be the requirement forpassing in another year. We need to continue to build academic vocabulary for all students to score at the "meets" and "masters" levels since our STAAR reading scores are low at theapproaches level, which is a 56% pass or a lexile measure of 734 or a MAP RIT of 209. Our STAAR science test runs a lexile of 1100-1600 which is in the 6th to 8th grade lexile levels.Content vocabulary needs to be built to match this for all students. Our beginning of the year MAP data shows that 12 out of 155 fifth graders at Fowler would be at meets criteria on the STAARreading test. All other students show a need to work on vocabulary, literary concepts and informational concepts. Most students have a RIT score in the range of 201-216 or a lexile measure of619-719. The approaches lexile measure on STAAR is 735-895 and the meet lexile measure is 940-1065 and the mastered lexile level is 1095-1400.

For our closing gap performance targets, we need to grow our students from "approaches grade level standards" to "meets" or "masters". Our white population, two or more races and specialeducation students are an area of concern with a needs improvement to meet the requirement in our closing the gap catergory on STAAR testing. While other populations met the state level for"meets" and "masters", we need to build better readers who are reading above grade level in order to increase the percent of students who score at meets or masters. (This meets and masters willbe the reuirement in 2020.) This is seen in our writing scores as well. Students need to be able to write varied sentence structures or more advanced sentence structure, which comes with agrowth in reading level and vocabulary. Our continuously enrolled or non-continuously enrolled students score about the same in all subject levels at the meets and masters level. However,when it comes to science and writing, there is a gap of 6 to 11 percent.

Our ELL students are scoring 3% lower in STAAR writing at the approaches grade level standards as compared to the "all students" group. There is an 8% gap between ELL students and the allstudents group for meets grade level standards. In reading, ELL students score very similar to other population groups. In math, they are 3% lower in approaches and then another 3% lower inmeets. In science, there is a 13% difference in approaches and a 15% gap in meets where we see content knowledge being used to answer questions. When we dig into the data, ELL students arestruggling in our expository reading materials compared to other populations.

Our economically disadvantaged student have the same gaps as our ELL students with an 8% gap from the all students group in scoring approaches or meets. In reading, the students score 6%lower at approaches than all students. In the meets area, they score 8% lower than the all students population group.


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When digging into our MAP data reports, students who are not scoring well on STAAR have a consistent area of concern which is vocabulary weakness, literary concepts and informationalconcepts. To increase reading levels and build expository text, we are working on vocabulary school-wide. Marzano has several different lists for grade levels to know for content, testingvocabulary and vocabulary for writing.

To meet the needs of our students, our Title I aides, ARI teacher, ARI aide, ELL aide, and ELL teachers will push in to classroom instruct in small groups to do intense instruction for all othergrades. Title I funded aide positions were created for first, second, third, fourth and fifth grades. The highly qualified aides will serve students during our intervention time as well in class. Thetimes for intervention are built into the schedule and planning times are set aside to prepare well-designed lessons for interventions as well as acceleration for our children. Our CISs buildtraining for our aides and instruct them each week about how to "push-in" to classes and build reading for all areas.

We also are funding an ARI teacher to work with our at-risk students on the campus. These students are identified by MAP, teacher recommendations, and STAAR data. Due to the largenumber of at-risk students, we will use a highly qualified aide to support this intervention as well. She works under the guidance of our reading specialist (ARI teacher).

We have a HARP tutor for our HARP students to work on areas of need. The district has supported us with instructional coaches to work with our special education students since this continuesto be an area of need on the campus. They work on reading for collaborative teachers.

We are adding a second curriculum instructional specialist (CIS). This person will support classroom instruction and RtI to build quality goals to close gaps on student achievement. This personwill meet with our instructional aides for a PLC to build skills to support our at-risk students.

Demographics Strengths

Our demographic strengths are met with a professional staff who meet all Texas Education Agencycertification requirements. They consist of 8 PK teachers, 8 kindergarten teachers, 8 first grade teachers,9 second grade teachers, 8 third grade teachers, 9 fourth grade teachers and 7 fifth grade teachers. Insupport of the programs on the campus, we currently have 2 SPED teachers, 1 RICA teacher, 1 ARIteacher, and 1.5 ELL teachers. The district provides 1 instructional specialists to support our staff, 3assistant principals, and 2.5 counselors.

In addition to the teachers, we have highly qualified aides who have a minimum of 2 years of college towork with our students. We have an ARI aide who is working along side of our ARI teacher to buildreading success with our children who are below the 30th percentile on MAP. The MAP lexile is used tocompare STAAR testing results. The conversion chart is used to predict performance. Our new studentsto Fowler in the all category score at 73% compared to continuously enrolled at 83% both at theapproaches and above. Continuously enrolled students in reading is the exact same score justDr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 5 of 45 Campus #139

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mentioned. Math is 93% for those continuously enrolled compared to those non-continuously enrolled at82%. Our writing is 69% continuously enrolled compared to 62%. In science, 68% passed in thecontinuously enrolled to our 54% non-continuously enrolled.

Our ELL students scored well, but lack behind all when it comes to meets and mastered. They aresupported with one full-time teacher and one half-time teacher as well as a full-time aide. Parentschecked out laptops to support reading and math for ELL students and families. Our title I purchasedtechnology has allowed us to integrate technology into classrooms with 2:1 ratio of students to devices.The students reading scores 79% passed at approaches and above. Their math is 84% at approaches andabove, writing 63%, and science at 50%.

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Problem Statements Identifying Demographics Needs

Problem Statement 1: Our non-continuously enrolled students, ELL students, and economically disadvantaged students are scoring lower at the approachescategory than students in the "all student" category data on STAAR. Root Cause: Teachers need to build academic vocabulary, literacy concepts andinformational concepts in ELA and across the content areas.


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Student Academic Achievement

Student Academic Achievement Summary

Students are growing at Fowler. MAP data showed growth for our students as a whole. However, when looking at school norms projected growth, theobserved growth was lower in the spring. In reading, kindergarten was the only grade level that met the observed growth goal. The growth in reading MAPdata is lower than the MAP math data which is reflected in our STAAR scores. Students in kindergarten are growing in both areas and exceed their expectedgrowth in reading. The MAP data for math showed every grade level exceeded the school norms projected growth. Our LEP students are scoring lower thanother populations in writing, science, and reading. The STAAR scores demonstrated that closing the gap in achievement is a strength. Scoress for the "allstudents" group in reading is low. Student growth is at a higher rate in math than in reading, science, and writing. Our student at the approaches level is thehigh 70% average. However, the number of student at the meets and mastered level on STAAR reading, writing and science is low. The campus needs towork at towards the meets and mastery level for all. Our TAG students are scoring well at the approaches, but their mastery level is not there. While not onthe report, students who are identified as TAG in the system are not scoring at the mastery level especially in science and writing.

Students' reading levels are low as shown in our MAP data with a high number of students meeting the at-risk criteria due to being below the 31st percentileor failing reading STAAR giving us about 56% of our students at-risk. When looking at individual students MAP data, areas of concern start withvocabulary and word attack skills in our primary grades and vocabulary, literary concepts and informational concepts in the upper grades. Due to this, developing a vocabulary rich classroom environment is a focus with strategies such as Marzano's vocabulary lists will be used to help close this gap.

The low vocabulary reflects in students ability to comprehend and read higher level material. The STAAR test and MAP are correclated by the lexilemeasures. The lexile measure for passing STAAR reading for 3rd grade is 505L-710L (MAP 195-206 RIT) for approaches, 4th grade 670L- 835L (MAP204-213 RiT), and 5th grade 735L-895L (MAP 207-216). In 2020 students will need to be in meets catergory which ranges are higher and we need to buildstudents to be at this level or higher for future success. To meet the requirement for meets the lexile measure levels break out for 3rd at 730L-825L (MAP207-213RiT), 4th 880L-980L MAP (215-221) and 5th 940L-1065L (MAP 219-226). The beginning of the year MAP data shows less than 10% of ourstudents are ready to meet the approaches level. Due to this, teachers need to put in strategies to close this gap. We use highly qualified aides to work withthese children in small groups to move them forward during a built in intervention time. We also use retired teachers and haven and ARI aide and teacher towork with students. The requirements for reading on STAAR are above the grade level. The 6th grade lexile measure is 730L.

The purchase of MyOn gives students the opportunities to have books in hand with electronic devices. The ipads are used for our ELL students. While theyare scoring in the approaches category well, in the meets and mastered they fall below our students in the all categories.

Our ELL students scores for 3rd grade at approaches was 75% compared to all third grade at 75%. Of that group, 33% were at meets and 13% at masters.The all population was 44% at meets and 19% at mastered in reading. In 4th grade, 67% of the ESL students met standandard at approaches with 74% of allstudents. The gap widens as me move to meets and mastered. 33% of ESL students passed the STAAR reading at the meets level with the all students at45%. When looking at mastery level 11% of ESL students scored at that level and 22% of all students meet that category. When you actually look at studentsnumber, 11% was one student as opposed to 35 actual students in the mastered category . When we move to meets which will be the requirement in 2020, wesee them scoring lower than the "All Student" population unless we intervene now. Dr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 7 of 45 Campus #139

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Our TAG students are at 100% approaches. 33% of our TAG students were at meets and above in 4th grade reading. In third grade 100% of TAG studentswere at approaches, 88% meets and above and 63% at masters. Each tested area shows our TAG students need to continue to grow to mastery levels. Again,the reading level is an area of struggle.

Fowler students are strong in math when looking at the approaches level. To achieve this level, students must answer approximately 56% of the questionscorrectly. 55% of all students are at masters or meets level, which equates to 70% or more of the questions answered correctly. We will continue to workwith students to apply concepts in multiple step problems.

The 2017-18 school year provides Dr. J. A. Fowler Elementary STAAR data in grades 3-5 that can be seen below.

STAAR Reading Percent Approaches Grade Level Standard 17-18

Reading All LEP Sped GT Hispanic Afr Amer White 2+ Races Grade 3 78 75 52 100 88 64 88 68 Grade 4 74 67 35 91 78 65 79 80 Grade 5 83 89 50 100 81 81 89 88ALL 3-5 79 * KISD 70 * State 74 *

Data from STAAR Cumulative Summary Report May, 2018 and STAAR Combined Summary Report June, 2018 *Data not available.

STAAR Math Percent Approaches Grade Level Standard 17-18

Math All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 3 82 87 57 100 88 71 91 84Grade 4 87 89 50 100 89 78 93 93Grade 5 92 89 79 100 92 91 100 94ALL 3-5 89 73 51 * 84 72 86 79KISD 79 * State 81 *


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Data from STAAR Cumulative Summary Report May, 2018 and STAAR Combined Summary Report June, 2018 *Data not available.

STAAR Percent Approaches Grade Level Standard 17-18

Writing All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 4 68 67 15 100 74 64 66 64KISD 62 53 18 * 58 51 62 63State 66 * Science All LEP Sped GT Hispanic Afr Amer White 2+ RacesGrade 5 63 50 27 100 66 53 63 88KISD 69 64 38 * 73 59 80 71 State 80 *

Data from STAAR Summary Report June, 2018

Student Academic Achievement Strengths

Fowler students are strong in math when looking at the approaches level which the state sets at 56% in raw data and 89% of all students at Fowler met thatexpectations. 55% of all students are at masters or meets which is at 70% or higher. We will continue to work with students to apply concepts in multiplestep problems.

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2017-18 STAAR data showed that Fowler students show growth at our school in closing the gap performance category or Domain III with our schoolearning a distinction in this area on STAAR. While we are closing the gaps, students are struggling in writing, science and reading. When we dig into thedata, expository text reading levels are lower than story form reading. This is also apparent in our science data. The reading of the content vocabulary as inscience material is a struggle. The gaps in student population become apparent in the data and starts to split out good readers from great readers. Studentsneed to learn content vocabulary and be able to apply that vocabulary through other areas to make connections and infer information. Student are not able touse this extended vocabulary on the STAAR writing. The complex sentence structures are not used in their writing. Working with mentoring sentences forstudents this year and working through our motivational reading, writing, and science to build vocabulary and apply skills learned will support our students.Reading programs in the library, using MyOn, and having the online books go home on ipads to share with families will grow students in their readingDr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 9 of 45 Campus #139

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levels. Increasing students reading across genres should increase their ability to attack new activities. Increasing vocabulary and having students use it ineveryday life will increase their ability to be successful in all areas. While looking across the years of raw STAAR data, the campus in growing slowly inreading and writing. In training all staff to teach vocabulary and design tasks at higher levels for students to grapple with while scaffolding will build ourstudents to be more successful academically and collaboratively with each other. The strategies will be to bring in tutors during the day, train our title I aidesto deliver deep intervention to pull students forward so while in class they can practice what was learned in small groups.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause: Academicvocabulary has not been consistently supported and applied across all content areas.

Problem Statement 2: Our ELL students data on STAAR reading, science, math and writing scores are low compared to our other population groups in themeets and mastered category. Root Cause: Academic vocabulary in math, reading, science and social studies has not been consistently supported throughthe use of sheltered English instructional strategies.

Problem Statement 3: Our GT students are not meeting the mastery levels on STAAR reading, science, math and writing. Root Cause: Teachers need toextend learning of TEKS with deep rigor to challenge our GT students.

Problem Statement 4: The percentage of students reaching the approaches level on STAAR math is 89% with only 29% at mastery level and 55% at meetslevel. Root Cause: Teachers need to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problemsrequired for mastery.


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School Processes & Programs

School Processes & Programs Summary

All professionals at Fowler meet Texas Education Agency certification requirements. Para-professional staff members meet the highly qualified requirementsof the Every Student Succeeds Act. We maintain this qualified staff by hiring the best-qualified teachers and staff through an interview committeeprocess. New teachers are supported at the campus level by an assigned mentor and experienced teachers are assigned a buddy. All Fowler teachers and staffhave opportunities to build capacity and leadership by becoming a chair or co-chair of a campus academic committee, membership in Site Based DecisionMaking team, Campus Conduct Committee, Campus Employee Advocacy Committee, or grade level leader with the expectation to close the gap between theachievement of our student groups in the areas of math, reading, science, and writing. Meetings are held after school or during Professional LearningCommunities during the day. Staff development funds are set aside for training other than district provided training to include P.E. teacher, Music teacher,and Librarian. Teachers and staff are expected to bring back information from any training to present to their grade level or to the whole staff on professionaldevelopment days. District level experts are also available upon request for any campus needing extra support with curriculum and to support the newteacher or professional. We support teachers with their growth by having them set goals and working with them to achieve their goals. We also send teachersto conferences.

We are surveying our staff to see what needs should be addressed. We work hard to honor staff members on the campus and meet their needs by providingsupport in the classroom with discipline, curriculum, and administrative support. The culture of the campus is built around team and we work to support eachother like a family to keep the best of the best. We provide the curriculum materials and support team building. We will do team building activitiesthroughout the year. We are working on maintaining staff by recognizing their talents and strengths.

To provide the best resources for teachers to use with students and to teach at the level of RIGOR necessary for staff, technology support along with F/P appsand iPads are provided. Campus book study materials, technology training, and planning time are provided for teachers. During planning times, exchange oftimes for teachers to observe each other and grow during the school day. This will provide opportunities for vertical team instruction.

Within our instructional rounds data, we have targets posted and aligned to the IFD above 90%. However, the DOK (depth of knowledge) of the tasks are ata level 2. We are working on PLC's and planning to impliment lessons with the rigor necessary to improve student growth.

School Processes & Programs Strengths

- Mentor programs at the district and campus level provide good support for experienced and inexperienced teachers. Both CISs support new teachers toconsistently implement the curriculum in all classrooms.

-Match professionals with district provided training


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-Our district and campus also provide many free professional development opportunities for the teachers which will count toward their continuing educationhours

-We provide peer observations for growing staff in all areas and to try new things with support in their rooms.

-Using the Gallop Poll interview process helped us hire quality teachers and professional staff. The district has added the HireVue process of on-lineinterviews to help will interview process.

-We encourage our para-professionals to work on degrees and offer support internally for them to become teachers. Our teachers are encouraged to go backto school to obtain their masters or doctorate degrees.

-We provide planning days to build peer interaction, observe others and plan with depth and complexity.

-We provide ipads and F/P app to assess reading, access data quickly, and determine intervention groups to save time for teachers and give the students thebest of our time.

- A second CIS was hired to build teacher capacity.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Implementation of high quality, engaging, first-time TEKS-based instruction using the gradual release model, visible thinkingstrategies, and building vocabulary within all curricular areas is lacking. Root Cause: Planning lacks clarity of standards to provide the best instruction thefirst time.


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Perceptions

Perceptions Summary

The administrative staff and teachers of this campus were able to establish and maintain high expectations for the students and teachers so that all could seethe growth of our students. Our mission is to provide a quality education in a safe, positive, and nurturing environment for students. The daily schedules forstudents and staff were planned. The office staff recorded all student tardies and automated calls were made to let parents know their child was not inattendance at 9:30. The assistant principals called families whose students were tardy at incremental times to ensure that all students continually learn andhave access to an education. The Fowler Student Handbook was given to families and is on-line for reference as needed to our community.

Community meetings are held to elicit feedback on the campus plan, Title I elements, the Home-School compact, and academic meetings that help withbridging communication. Connect-Ed phone calls, emails, and texts are set to help with communication as well. The SBDM is used to review the campusplan, set goals for our campus and look for effective ways to impact student learning and growing. The SBDM meetings are announced and the dates are allset consistently for the year to be the fourth Monday of every month.

Intervention time was designed for students needing additional instruction. Teachers provided tutorials and/or enrichment for all students during the dayaccording to the campus master schedule. The highly qualified instructional aides assist during intervention time as well. After-school tutoring was anoption for struggling students. To intervene early, we also recruit early childhood students in the spring during the prekindergarten round-up. This helpsensure that early childhood students attend school on the first day of the fall semester. We offer several library activities for early literacy to build a love forreading and support our children.

We provide our ELL students with an opportunity to check our iPads to build language and reading.

The goals for the campus and district are linked by our common, guaranteed, and viable curriculum and the LEARN Model: Lead with the Curriculum,Expert Instructional Delivery, Assessments Ongoing, and Respond to Needs. The delivery of instruction using our gradual release model helps with buildingstudents who use academic knowledge and build independent learners who are able to show their knowledge and explain it.

Professional Learning Communities (PLC) are used to maintain high standards for all students while growing staff to meet student needs. It it also a timewhere teachers can share with each other their best practices.

Involving our community in our school is important. Our counselors have taken the initiative to provide support for our families in need. We work towardsopening our school to the families and community to build our culture.

Our parent evenings are attend by one third of our parents. (465 parents attended reading night, 342 attended math and science night. 100% of parents attendparent conferences in October last year)

Our music performances are attended by about one third of the parents who have students at the grade level performing. Kindergarten was an exception withDr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 13 of 45 Campus #139

March 19, 2019 7:17 am

all parents except two attending. PtO meeting held by themselves without a performance for that same evening had 11-12 parents attend.

We are reaching out to families to check out the technology, join us with MyOn, and provide feedback. A survey sent home had less than a 50% return rate.Parent conferences are still our best time to get information to parents to review, see data and check out our technology. Monthly newsletters go home withinformation about activities completed and upcoming. We send home how to login into technology on campus from home as well as how to reach us.

Connect phone calls have a 75% anwsering rate, emails are at 95% and text messages 90% for getting out quick information. Each afterschool performance for a grade level will also have a component of academic expectations that we are working on for their children. The thirdthursday of each month will have a program.

Perceptions Strengths

Our strengths have been team work, flexibility, and building a positive culture for all to learn. OurVision is to teach the right things, the right way all day long so that students value themselves and thecontributions they will make as confident and successful individual.

The campus administration team, composed of the principal, three assistant principals, campusinstructional specialists, campus technologist, and two and half counselors helped with decision makingwhen problems occur or when there was a need to establish a new revised plan for success. The staff,SBDM and community input are used to develop the school context and organization. Our team work isour enduring strength. In this fifth year, due to the continued teamwork of our staff from custodians toadministration, we will provide the best instruction for all students at all times. The school employees,community, children and parents provide feedback to make changes as we continually strive to create asafe and rigorous learning environment for all children we serve each day.

Advance notification with a newsletter is given for opportunities for families to join us in all activities.Teacher communicate via email, Do Jo, and remind one-one.


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Problem Statements Identifying Perceptions Needs

Problem Statement 1: With the exception of parent-teacher conferences, our highest level of parent participation is at celebratory events as opposed toevents focused on academic concerns. Root Cause: Current communication methods to explain expectations and provide help in working on the schoolacademics have inconsistent and varied success rates in reaching parents..


March 19, 2019 7:17 am

Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

Campus goals

Accountability Data

Domain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsAccountability Distinction Designations

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Running Records results

Student Data: Student Groups

Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Special education population, including performance, discipline, progress, and participation dataEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.

Student Data: Behavior and Other Indicators

Attendance dataClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataState certified and high quality staff dataTeacher/Student Ratio

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other DataDr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 16 of 45 Campus #139

March 19, 2019 7:17 am

Study of best practices


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GoalsGoal 1: Killeen ISD will maintain rigorous standards of achievement to prepare all learners forgraduation and post-secondary success.

Performance Objective 1: By the end of the school year there will be a 5% increase in scores in reading, math, writing, science and students will meet theirMAP progress goal.

Evaluation Data Source(s) 1: STAAR Reading, Math, Science, and Writing; MAP data using the conversion chart of RIT to Lexile.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Critical Success FactorsCSF 1 CSF 4 CSF 5

1) ELL students will build English languagevocabulary while increasing their reading abilities.Teachers will use balanced literacy strategiesincluding leveled reading materials thatprovide support to differentiate and buildbackground knowledge connected to grade-specificcurriculum. Teachers will help students to connectlearning with a deeper understanding of content andwill provide language-rich opportunities forvocabulary building. Field trips aligned to ELLTEKS will help to build vocabulary in real lifesituations for our ELL students. Student will readabout and then experience museum. They will writeabout their experiences in electronic journals inorder to build both writing,reading and technicalskills as they build their vocabulary and apply it.

2.6 Principal,technologist andELL teacher

Students vocabulary will improve and their F/P leveland MAP RIT will show growth.

Problem Statements: Student Academic Achievement 1, 2Funding Sources: 263 - ESEA, Title III Part A - 2272.59, 165/ES0 - ELL - 8625.00


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Critical Success FactorsCSF 1 CSF 5

2) Students will improve mastery of reading skillsand in turn, improve math, science, and writing byengaging in challenging Lexile leveled materials.

Retired teachers will be hired to provideinterventions and help with reading groups inbalanced literacy during the school day for students.Specialized intervention will be provided for specialeducation students and other students below the40th percentile on MAP.The retired teachers will provided reading materialsfor science, writing and reading to includemotivational reading, writing and science.Think Through Math will be used for tutoring and toreach students at home who are not able to stay fortutoring. The staff will monitor the students progressand provide feedback to parents and students willtrack their progress.Think through Math will be used to support studentsin math. This strategy showed success as seen in lastyears math data. The correlation of data to STAARshows success in math and will be continued tosupport our students math success.

2.4, 2.6 Principal AssistantPrincipalCampusInstructionalSpecialist

Students will grow in their ability to read moredifficult material with success and build strategies tointeract with more difficult text. Teachers will buildvocabulary to build higher level readers.Students will show growth in their understanding ofproblem solving in build reading skills, writing,science through practice.

Problem Statements: Demographics 1 - Student Academic Achievement 1, 4Funding Sources: 211 - ESEA, Title I Part A - 15104.94, 166 - State Comp Ed - 5000.00

Critical Success FactorsCSF 1

3) Provide instruction to gifted students both in theirarea of giftedness and in areas for which they arenot identified as gifted. CIS will hold weeklymeetings with GT students to provide instructionand support for projected-based learning. Studentsneed to print their projects for TPSP.Primary students will have their needs met through aspecial TAG project in ART through art school.

2.5 CIS Principal Verify field trip request and documentation whichsupports gifted curriculum extension and PurchaseOrder number for the TPSP supplies.

Problem Statements: Student Academic Achievement 3Funding Sources: 177 - Gifted/Talented - 5914.25


4) Provide field based learning experiences forstudents that incorporate hands-on experiences thatmeet our TEKS.

Principal,classroom teachers,campustechnologist

Student work samples after a field based experience;lesson plans.

Problem Statements: Demographics 1 - Student Academic Achievement 1 - School Processes & Programs 1Funding Sources: 166 - State Comp Ed - 3013.68


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5) Students will be provided instruction in ST Math90 minutes per week for 2-5 and 60 minutes perweek for k-1. Teachers will integrate the lessonknowledge into the classroom lessons.

2.4, 2.5 Technologist,classroom teachers,instructional aidesand principal

Students scores on MAPS and STAAR will increase.Walkthroughs will watch for evidence of integrationinto the classroom instruction.

Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 5

6) Students use different online programs to buildvocabulary and knowledge guided by the instructionin class. These online programs can also be accessedat home so parents can be part of their child'slearning and build an understanding of theexpectation for their child to be successful inreading, science, math and writing.

2.4, 2.5 Principal, Teachers,CIT

That students will continue to be successful in math.The Brain Pop , Peeble Go, EduSmart, and ReadingEggs will build our younger learners to improvevocabulary and reading levels as demonstrated inMAP data.

Problem Statements: Student Academic Achievement 1Funding Sources: 166 - State Comp Ed - 3836.00, 211 - ESEA, Title I Part A - 2395.23


7) Students will improve mastery of reading skillsand in turn, improve math, science, and writing byengaging in challenging Lexile leveled materials.Motivational Reading, Motivational Science,Motivational Math, and Motivational Writing areused to support mastery of reading and readingwithin the content areas. Students will use thesematerials that are rigorous to practice and applycontent vocabulary that is learned. The teachers andtutors will scaffold through these materials to growstudents.

2.4, 2.5, 2.6 CIS, ClassroomTeacher Principal

This strategy will give students materials to applylearned vocabulary with rigorous reading that can bescaffolded by teachers, peers, and tutors.

Problem Statements: Student Academic Achievement 1Funding Sources: 211 - ESEA, Title I Part A - 21372.35

8) Students will improve mastery of reading skillsand in turn, improve math, science, and writing byengaging in challenging Lexile leveled materials.Students will be supported in this process byteachers who implement the components ofbalanced literacy. The F/P APP will be used togather data on how students are preforming. It willbe used to collect data and quickly reevaluategroupings of students to pull students forward. Itwill also be used to track students progress.

2.4, 2.6 Technologist,principal, teachers,CISs

The grouping of students across grade level sectionswill happen quickly. Students data will be monitoredroutinely. Students show growth and be able toexplain their growth and know what they need to doto grow.


= Accomplished = Continue/Modify = No Progress = Discontinue


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Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: Our non-continuously enrolled students, ELL students, and economically disadvantaged students are scoring lower at the approaches category than students in the "allstudent" category data on STAAR. Root Cause 1: Teachers need to build academic vocabulary, literacy concepts and informational concepts in ELA and across the content areas.

Student Academic AchievementProblem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause 1: Academic vocabulary has not been consistentlysupported and applied across all content areas.Problem Statement 2: Our ELL students data on STAAR reading, science, math and writing scores are low compared to our other population groups in the meets and mastered category. Root Cause 2: Academic vocabulary in math, reading, science and social studies has not been consistently supported through the use of sheltered English instructional strategies.Problem Statement 4: The percentage of students reaching the approaches level on STAAR math is 89% with only 29% at mastery level and 55% at meets level. Root Cause 4: Teachersneed to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problems required for mastery.Problem Statement 3: Our GT students are not meeting the mastery levels on STAAR reading, science, math and writing. Root Cause 3: Teachers need to extend learning of TEKS with deeprigor to challenge our GT students.

School Processes & ProgramsProblem Statement 1: Implementation of high quality, engaging, first-time TEKS-based instruction using the gradual release model, visible thinking strategies, and building vocabulary withinall curricular areas is lacking. Root Cause 1: Planning lacks clarity of standards to provide the best instruction the first time.


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Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff thatproactively engages students for success.

Performance Objective 1: By June 2019, 100% of teachers will participate in professional learning to increase rigor and alignment in instruction for allstudents grades PK-5th.

Evaluation Data Source(s) 1: The number of students commended on the STAAR will increase by 10% in the areas of math and reading in3rd-5th grade. First grade and 2nd grade will increase in overall comprehension on MAP/MPG.




Critical Success FactorsCSF 1 CSF 2 CSF 5 CSF 7

1) Teachers will attend professional development oncampus or at the district/state level to develophighly effective instructional strategies to impactstudent achievement in reading, math, science, andwriting. Teachers will share back their learning withall staff members to build capacity for all teachers togrow students. Teachers will discuss strategies andlearn collaboratively to increase our instructionalcore.

CampusInstructionalSpecialist PrincipalAssistant Principal

Student scores at district and state level will increase.Documentation of Instructional Rounds DataWe will see an increase in science scores for ourAfrican Americans students by 14%.

Problem Statements: School Processes & Programs 1


2) Teachers will participate in 1/2 day PLCs 4 timesthroughout the year for professional developmentand substitutes will be provided.Weekly PLCs will be used as well to carry out theplan and implementation of previous learning. Rigorwithin the task and assessment will be reviewedduring meetings. Teachers will review assessmentsand student progress on the TEKS as measured bythe assessments.The effect size of strategies used fordelivery will also be discussed. Visible learningcharts are posted in the PLC rooms for reference.Teachers will be given one for classrooms as well.

Principal, CIS,AssistantPrincipals.

The designed tasks, assessments, and curriculummapping developed for implementation inclassrooms.

Data will be reviewed to focus on African Americansin science for 5th grade.SPED student data will be reviewed in all areas andmonitored



March 19, 2019 7:17 am


3)The Instructional rounds team will monitor and givefeedback on the implementation of the momentumplan.100% of staff will implement a Campus MomentumPlan to address rigor of task aligned to target.Alignment of the instruction to the task and scoreswill be reviewed.

2.6 IR Team andPrincipal

100% of targets will be posted in the classrooms withthe targets align to the tasks above the recall level90% of the time as obtained in walkthroughs.Two times a year the IR team will gather informationas a team to report out progress on the campusmomentum plan and the POP.




School Processes & ProgramsProblem Statement 1: Implementation of high quality, engaging, first-time TEKS-based instruction using the gradual release model, visible thinking strategies, and building vocabulary withinall curricular areas is lacking. Root Cause 1: Planning lacks clarity of standards to provide the best instruction the first time.


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Goal 3: All Killeen ISD personnel will promote effective parental and community involvementthrough communication, participation, and partnerships in accomplishing the district's goals.

Performance Objective 1: Parent involvement in project based learning evening, Conferences, parent awareness meetings, and science night for grades PK-5 will increase the parents understanding of school content and expectations to work as a community that grows all learners.

Evaluation Data Source(s) 1: Parent surveys to record information on expectations and content. Attendance will be recorded to show howmany families we reached.





1) Provide evening events for parents: Project basedlearning presentation in December, October Title Icompact at conference, parent awareness of TEKSand reading expectations, technology awareness asin using MyOn, and science night. Science Nightwill give parents/children a chance to conductexperiments and strengthen their academic skills.We will continue to use Monthly Newsletters,Connect Ed calls, SBDM, Public Forum, HomeSchool Compact, and Parent Conferences in Octoberto keep parents informed and connected to theschool.We will have pre-k session for parents to work onskills. Each month a different grade level willpreform a concert preceded by a get to know theexpectations event.

3.1, 3.2 Language ArtsCommitteeMath and ScienceCommittees

1 Parents will attend one or more events and a 100%participation in fall conferences. This will bedetermined by sign-in sheets for parent eveningevents and surveys.2.Classroom teachers will turn in the math andscience activities they will use with parents andstudents the evening of the math and science night.The impact will be parents, students, and teachershave a shared vision for the learning.

Problem Statements: Student Academic Achievement 1 - Perceptions 1Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 2977.03


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2) The ELL families will be invited to a school nightto review programs that are used for their children.Parents will be introduced purchased Apps to growstudents in language and reading. The Ipads arechecked out and returned daily to children for use atschool and in their homes. Specific apps for the ELLstudents to build vocabulary include, "Learn ToTalk More Words" , "Phonetics Focus" , "Teach Me:Kindergarten & Teach Me: 1st Grade". MyOn booksdownloaded on ipad for students to promote theirreading. RAZ is also used for students to buildvocabulary. Ear buds will be used for students to usethe ipads in class as a language translator as well asresource for reading materials. Storage units will bepurchase to store ELL ipads in the classrooms.

2.4 ELL teachers,administrators, andtechnologist.

Sign-in sheets for the activity and checkout of ipads.

Problem Statements: Student Academic Achievement 2Funding Sources: 263 - ESEA, Title III Part A - 2302.41

3) Parents and family members will be invited toreview/revise the Parent and Family EngagementPolicy and the Home-School Compact. Thesemeetings will be held annually in the early spring.The Parent and Family Engagement Policy will beincluded in the Parent Handbook, posted on thecampus web-site, and hard copies will be availableupon request. The Home-School Compact will bediscussed and signed at a parent-teacher conferenceheld each fall.

3.1 Admin team Parents and family members will have a role indeveloping, reviewing/revising PAFE & Home-School Compact.

Problem Statements: Perceptions 1

4) The annual Title I meeting will be held each falland will be offered at various times and dates.Parents will be notified in advance of the meetingsso that they are able to attend at the time that is mostconvenient for them. The agenda for the meetingswill include a information about Title I programs, adescription/explanation of the curriculum, and anopportunity for parents to provide suggestionsrelating to the education of their children.

3.2 Admin team More parents and family members will be able toattend meetings.

Problem Statements: Perceptions 1




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Student Academic AchievementProblem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause 1: Academic vocabulary has not been consistentlysupported and applied across all content areas.Problem Statement 2: Our ELL students data on STAAR reading, science, math and writing scores are low compared to our other population groups in the meets and mastered category. Root Cause 2: Academic vocabulary in math, reading, science and social studies has not been consistently supported through the use of sheltered English instructional strategies.

PerceptionsProblem Statement 1: With the exception of parent-teacher conferences, our highest level of parent participation is at celebratory events as opposed to events focused on academic concerns. Root Cause 1: Current communication methods to explain expectations and provide help in working on the school academics have inconsistent and varied success rates in reaching parents..


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Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, and partnerships inaccomplishing the district's goals.

Performance Objective 2: Teachers will hold conference with parents.

Evaluation Data Source(s) 2: 100 % of our parents will attend a conference in person or by phone. 70% of the parents surveyed will have apositive experience as reported on the survey and understand the expectation for academics at Fowler.





1) Parent conferences in October to buildcommunity, review Title 1 programs, parentcompact and student progress with parents inperson.

3.1 Teachers,administrative staff

100% of parents will participate in parentconferences.Survey from parents show that they receivedfeedback on their child's progress and understand onestrategy they can use at home with their child.

Problem Statements: Perceptions 1Funding Sources: 211/PAR - ESEA, Title I Parent Involvement - 658.97



PerceptionsProblem Statement 1: With the exception of parent-teacher conferences, our highest level of parent participation is at celebratory events as opposed to events focused on academic concerns. Root Cause 1: Current communication methods to explain expectations and provide help in working on the school academics have inconsistent and varied success rates in reaching parents..


March 19, 2019 7:17 am

Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, and partnerships inaccomplishing the district's goals.

Performance Objective 3: Early childhood students will be recruited during the PK round-up each spring.

Evaluation Data Source(s) 3: We will enroll students for pre-kindergarten in the early spring to encourage involvement of young learners inthe education process.




1) Potential students at the age of 4 will be recruitedto attend school if they meet the guidelines ofqualification.Siblings of current students in our school areencouraged to attend our school events and parentnights for ELL students, and military families.Teachers will hold an evening event with all familymembers to encourage reading at home

2.6, 3.1 Principal, ELLteacher, and officestaff

Students are enrolled in the spring to attend the nextfall. Students will develop a love for reading early.

Problem Statements: Demographics 1Funding Sources: 211 - ESEA, Title I Part A - 382.45





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Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students,staff, families and community.

Performance Objective 1: During the 2017-18 school year, 100% of staff will monitor efficient and effective management of resources and operations toprovide a safe, healthy, secure , and orderly environment for students, staff, and visitors at all times by all staff.

Evaluation Data Source(s) 1: Front security doors locked, 100% visitor ID check, staff badges worn at all times, Buddy System for studenttravel on campus, building procedures posted, clinic passes for students going to the clinic, and signage on campus noting building proceduresfor playground, cafeteria, and hallway, and no pets allowed signage on the outside of the building. The campus will train on violence preventionto include suicide prevention.





1) For safety, any adult entering the school will berequired to show a valid ID for entrance and use theschool check-in system. Students who travel oncampus will utilize the Buddy System in grades PK- 2nd. Require all staff to send any student to theclinic with a completed clinic pass upon studentrequest or student evidence of need (when in doubt,staff will send student to the clinic). Followprocedures for playground, cafeteria, and hallway.Expect staff to wear ID badges at all times. All staffwill work toward a safe environment for studentsand staff while providing a positive environment forgrowth.

All Fowler staff Locking security door schedule, ID check, signage,clinic passes, and observing buddy system.Decrease in discipline referrals.Decrease in suicide protocols completed.



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Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community.

Performance Objective 2: During the 2017-18 school year, student classes as well as parent classes will be provided on violence prevention andintervention to include suicide prevention .

Evaluation Data Source(s) 2: All of the students and staff will attend training and be able to articulate a safety practice during the counselor'sfollow-up class after the performance




1) School counselor will have presentations for thestudents to promote safety during the school year toincrease the awareness of school safety in areas of anti-bullying, violence prevention, and character education.CHAMPS Create a safe environment with a universaldiscipline plan.

Counselors, Staff Counselors will survey students during their classroomclasses. Student referral will drop and achievement rise.



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Performance Objective 3: By June 2017, physical education teachers will increase healthy options [according to the School Health Advisory Council(SHAC)] provided to students by 5%.

Evaluation Data Source(s) 3: Increased time for physical exercise and Fitness Gram results for students in grades 3-5.





1) Provide a variety of enjoyable fitness activitieswith many choices for all students to include FitnessGram for students in grades 3-5.

PE CoachCafeteria StaffPrincipal

Fitness Gram ReportPE Schedule and Lesson Plans



March 19, 2019 7:17 am


Performance Objective 4: By June 2018, 100% of bullying incidents will be reported using the Bully Reporter.

Evaluation Data Source(s) 4: 17-18 Student Discipline Reports, Bully Reporter reports for 2017-18





1) Monitor all bully incidents via Student Referrals andBully Reporter. We will implement positive disciplinestructures implementing a morning announcement forbuilding a continual understanding of expectations andways to talk to each other in a positive manner. Localfunding used.Student incentives used for not having a referral

Principal AssistantPrincipal

Bully Reporter reportsStudent ReferralsDiscipline referral monitoring



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Goal 5: Killeen ISD will maintain efficient and effective management of resources and operationsto maximize learning for all students and staff.

Performance Objective 1: By June 2019, student achievement of ELL students will increase by 10% and all other at-risk students by 15% on campus,district and state assessments.

Evaluation Data Source(s) 1: MAP/MPG, STAAR, and CIRCLE





1) Students will use MyOn throughout the day andin the evening on their own devices or devicesprovided by our school to increase reading skills andclose the gap in reading starting in K-5th. Theclassroom teachers will assign books and activitiesthrough MyOn. The resources on MyOn will beprinted for students. These materials will be used inclass.Students will have access to reading materials asmagazines to build expository text in real lifesituations.

2.4 Technologist,Principal, assistantprincipals,andteachers

MAP scores will increase in math and reading.Students will build vocabulary by reading usingMyOn on checked out ipads. The students will readmagazines that have mixed and expository text.Teachers will implement lessons in collaborativeteaching where students will use the magazines tocompare text across genres.These magazines will sent home to build connectionsin academics between home and school.

Problem Statements: Student Academic Achievement 1Funding Sources: 166 - State Comp Ed - 5000.00, 211 - ESEA, Title I Part A - 15060.18



Student Academic AchievementProblem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause 1: Academic vocabulary has not been consistentlysupported and applied across all content areas.


March 19, 2019 7:17 am

Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff.

Performance Objective 2: Increase technology integration by 20% to ensure best possible teaching and learning according to the standards set by theSchool Technology and Readiness standards.

Evaluation Data Source(s) 2: Bright Bytes Survey results compared to the end of the year Bright Bytes Survey results.



Performance Objective 3: During the 18-19 school year, students who are at-risk for reading will show growth on the MAP/MPG to close the gaps.

Evaluation Data Source(s) 3: Achievement will be recorded using results of MAP and STAAR. A log will be kept of the students served inARI reading tutoring during the school day to show F/P results. A comparison of MAP, STAAR where applicable, and F/P will be usedto measure success.





1) Provide instructional aides to support small groupreading instruction for students below grade level in1st-5th grades. These highly qualified aides aretrained during the year with F/P phonics, guidedreading strategies, and math strategies to supportstudents in closing the gaps.

2.4, 2.5 Principal, classroomteachersARI teacher

MAP/MPGData of students served by the ARI teacher. (F/P levelsshowing growth for all that were served.



2) An ARI teacher and aide will serve students duringintervention time to close the gap in reading for ourmost at-risk students on the campus.

2.4, 2.5 Principal/ ARITeacher.

Students seen by the ARI teacher will increase 2reading levels each semester as measured by F&P.Students will show measurable growth on STAAR ifapplicable and MAPS testing.

Problem Statements: Demographics 1 - Student Academic Achievement 1Funding Sources: 166 - State Comp Ed - 95011.70



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Performance Objective 4: Students in 5th grade will meet standard on STAAR Math, Reading and Science at 85% for the 17-18 school year. The studentswill have intervention with highly qualified aides

Evaluation Data Source(s) 4: STAAR Math, Reading and Science assessment data for all 5th grade studentsThe 5th grade students across demographics will increase their scores on STAAR.





1) A class size teacher for 5th grade will improvestudent performance by providing smaller groupinstruction.A CIS will work with teachers to build instructionalstrength in reading and math.

2.5, 2.6 Principal Increase success for 5th graders as they demonstratemastery of curriculum as measure by STAAR.

Problem Statements: Student Academic Achievement 1, 4Funding Sources: 211 - ESEA, Title I Part A - 128283.48


2) Qualified tutors will conduct small groupinstruction for the 1st -5th grade students to improveachievement in reading and math. Teachers and ourSPED aide III will tutor after school starting thesecond nine weeks to work with at-risk students toclose gaps in reading, math, science and writing.

Principal, CIS Growth in MAP and STAAR scores for studentsserved by hired tutor.

Problem Statements: Student Academic Achievement 1Funding Sources: 166 - State Comp Ed - 8875.00



Student Academic AchievementProblem Statement 1: Students reading ability is not at the lexile level of the STAAR test in reading, science and writing. Root Cause 1: Academic vocabulary has not been consistentlysupported and applied across all content areas.Problem Statement 4: The percentage of students reaching the approaches level on STAAR math is 89% with only 29% at mastery level and 55% at meets level. Root Cause 4: Teachersneed to build mathematical understandings beyond basic skill level so students can apply skills in multiple step problems required for mastery.


March 19, 2019 7:17 am


Performance Objective 5: Teachers will develop an increased understanding of strategies to increase the RIGOR of learning

Evaluation Data Source(s) 5: An increase of 10 % of the students in grades 3-5 will reach the advance performance on STAAR and in k-2ndgrade students will show more students met standard on MAP.




1) Teachers will participate in weekly PLCs to buildour capacity to meet the students needs. Thesepractices will be measured in IR.

2.4 Principal, CIS Students will grow in academics due to planning wellthe first time.

Problem Statements: Student Academic Achievement 1





March 19, 2019 7:17 am

State Compensatory

Personnel for Dr. Joseph A. Fowler Elementary School:

Name Position Program FTE

Hernandez, Carmen Aide PCN 19982 (B:10/18/18) 1.0Marshall, Lawanda Aide PCN 19982 (B: 8/7/18 - E: 9/21/18) 1.0Rodrigue, Janet Teacher PCN 19227 ARI Teacher 1.0Tillman, Megan Aide PCN 19982 (B: 9/28/18 E: 10/17/18) 1.0


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Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentThe comprehensive needs assessment begins during the second nine weeks of each school year as the Site-Based Decision Making Committee begins tocollect data from a wide variety of sources. We analyze end of the year universal screening results, ST Math, F/P data and STAAR scores. In addition, weuse surveys to ask parents, teachers and students for feedback about various technologies implemented, use purchased items, and procedures on our campus.We look at attendance rates, grade level retention rates, number of discipline referrals, and TELPAS scores. As we perform the summative evaluation of ourcurrent CIP, more data is collected that can also be used in the CNA. SBDM reviews the CNA and develops problem statements and root causes to addressareas of concern on campus.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholdersOur CIP is developed by our SBDM committee. Killeen ISD School Board policies BQB Legal and BQB Local outline the stakeholders who are required tobe a part of SBDM. At the elementary level, our committee is comprised of classroom teachers from each grade level, a parent of students who are currentlyenrolled in our school, a community representative, business representatives, a teacher of students with disabilities, a district level professional, people fromthe admin team, and para-professional staff. This team works together to not only create the CNA but to also develop strategies in the CIP to address themost crucial areas of need identified in the CNA. These members of the committee review, make suggestions, bring ideas and research out the needs andhelp in gathering data to make decisions for the campus.

2.2: Regular monitoring and revisionSBDM members do a formative review of CIP strategies in November, January, and March each year. Revisions to strategies are made at any time they areneeded but typically occur during this process. During each review, SBDM members look at strategies in terms of what progress has been made inimplementation and the impact the strategy is having on student achievement. Strategies can be modified, redirected, or discontinued so that the needs ofstudents and teachers are met.

2.3: Available to parents and community in an understandable format and languageThe CIP is posted on our campus website where it is available to parents and our community and can be translated into any one of 103 languages. If a parentor community member does not have internet access or the language they speak is not one of those available online, they may contact our school office torequest a hard copy of the document or a translation to the language they speak.

2.4: Opportunities for all children to meet State standardsDr. Joseph A. Fowler Elementary SchoolGenerated by Plan4Learning.com 39 of 45 Campus #139

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See CIP strategies tagged with Title I element 2.4

2.5: Increased learning time and well-rounded educationSee CIP strategies tagged with Title I element 2.5

2.6: Address needs of all students, particularly at-riskSee CIP strategies tagged with Title I element 2.6

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)


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Title I Schoolwide Element PersonnelName Position Program FTE

Agosto, Agnes Aide PCN 19604 1.0Amir, Shameka Aide PCN 19197 1.0Blair, Pamela Aide PCN 20195 (B: 12/10/18 E: 1/21/19) 1.0Botha, Christina Teacher PCN 19976 1.0Doyle, Sheila Aide PCN 19428 (B: 8/7/18 E: 8/19/18) 1.0Flynn, Jennifer Aide PCN 19602 (B: 8/7/18 E: 8/29/18) 1.0Hernandez, Carmen Aide PCN 19427 (B: 8/7/18 E: 10/17/18) 1.0Isome, Michele Aide PCN 20195 (B: 8/7/18 E: 9/7/18) 1.0Jeffers, Aubrianna Aide PCN 19602 (B: 9/11/18) 1.0Law, Jennifer Aide PCN 20195 (B: 9/10/18 E: 12/7/18)) 1.0McCoy, Namone Aide PCN 19428 (B: 8/28/18) 1.0Mendoza, Claudia CIS PCN 22133 1.0Rodrigue, Shannon Aide PCN 20195 (B: 2/7/19) 1.0Tillman, Megan Aide PCN 19427 (B: 10/18/18) 1.0


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2018-2019 Site Based Decision Making CommitteeCommittee Role Name PositionPrincipal Joyce Lauer Principal/ChairAdministrator Tobi Hamilton CTCCommunity Representative Catherine Roscot communityBusiness Representative Heidi Cortez Business/ SonicClassroom Teacher Shanee Schrick 1st grade 2nd yearNon-classroom Professional Laura Davis specials teacher year1Classroom Teacher Tice Casey 3rd gradeClassroom Teacher Tom Cumming 2nd grade year 2Classroom Teacher Veronica Curtis second year (5th)Classroom Teacher Danielle Guillory pre-k year 2Classroom Teacher Jennifer Randall kinder year 2Classroom Teacher Mashawn Sticca 1st year 4th gradeDistrict-level Professional Holly Landez district representativeParent open position parent positionParaprofessional Carmen Hernandez paraprofessional year 2Classroom Teacher Marcy Gaitan 1st grade 2nd yearAdministrator Donna Hardy adminClassroom Teacher Jeffery Bickford 5th grade 1st yearNon-classroom Professional Claudia Mendoza CIS


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Campus Funding Summary166 - State Comp EdGoal Objective Strategy Resources Needed Account Code Amount1 1 2 Think Through Math for students 166.11.6299.OL.139.30.AR0 $5,000.001 1 4 Travel funds for field trips for at-risk students 166.11.6494.00.139.30.AR0 $3,013.681 1 6 Reading Eggs; Pebble Go 166.11.6299.OL.139.30.AR0 $3,836.005 1 1 MyOn 166.11.6299.OL.139.30.AR0 $5,000.005 3 2 ARI Teacher 166.11.6119.00.139.30.AR0 $72,721.985 3 2 ARI Aide 166.11.6129.00.139.30.AR0 $22,289.725 4 2 Temporary Employee for Tutoring to close gaps during the day 166.11.6118.CA.139.30.AR0 $8,875.00

Sub-Total $120,736.38Budgeted Fund Source Amount $120,737.00

+/- Difference $0.62165/ES0 - ELLGoal Objective Strategy Resources Needed Account Code Amount1 1 1 Field-Based instruction for ELL students 165.11.6494.00.139.25.ES0 $741.001 1 1 Entry Fees for ELL Student Field Trips 165.11.6412.00.139.25.ES0 $207.001 1 1 iPads for ELL students 165.11.6398.00.139.25.ES0 $7,548.301 1 1 Supplies for ELL students 165.11.6399.00.139.25.ES0 $128.70


+/- Difference $0177 - Gifted/TalentedGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 Gifted Student Supplies for Texas Performance Standards Projects(TPSP) 177.11.6399.00.139.21.000 $1,084.00

1 1 3 Tap Tap Bus for GT students 177.11.6299.00.139.21.000 $500.00


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1 1 3 iPads for GT students 177.11.6398.00.139.21.000 $4,330.25Sub-Total $5,914.25

Budgeted Fund Source Amount $5,914.25+/- Difference $0

211 - ESEA, Title I Part AGoal Objective Strategy Resources Needed Account Code Amount1 1 2 Pay for retired teachers to tutor students 211.11.6125.CA.139.30.000 $15,104.941 1 6 Brain Pop; Edusmart 211.11.6299.OL.139.30.000 $2,395.231 1 7 Support Materials for reading, writing, math and science 211.11.6399.00.139.30.000 $21,372.351 1 8 F/P APP 211.11.6299.OL.139.30.000 $1,932.151 1 8 F/P 211.11.6396.00.139.30.000 $89.943 3 1 Books for children 211.11.6329.00.139.30.000 $382.455 1 1 Ink for printers 211.11.6399.00.139.30.000 $6,027.005 1 1 Educational Magazines for at-risk students 211.11.6329.00.139.30.000 $9,033.185 3 1 Instructional aide grade 211.11.6129.00.139.30.000 $22,705.795 3 1 instructional intervention grade 211.11.6129.00.139.30.000 $21,856.855 3 1 instructional intervention grade 211.11.6129.00.139.30.000 $22,705.795 3 1 instructional intervention grade 211.11.6129.00.139.30.000 $23,498.235 3 1 instructional intervention aide grade 211.11.6129.00.139.30.000 $23,177.445 3 1 instructional intervention aide grade 211.11.6129.00.139.30.000 $23,389.555 4 1 Class Size Reduction Teacher 211.11.6119.00.139.30.000 $57,605.485 4 1 Instructional Support CIS 211.13.6119.00.139.30.000 $70,678.00


+/- Difference $4,547.63211/PAR - ESEA, Title I Parent InvolvementGoal Objective Strategy Resources Needed Account Code Amount


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3 1 1 Light snacks for family Math and Science Night & Reading Night (3different events) 211.61.6499.00.139.24.PAR $1,775.00

3 1 1 Instructional Supplies for Math and Science Parent EngagementActivities 211.61.6399.00.139.24.PAR $1,111.03

3 1 1 Pre-K session for parents to model pre-reading and math skills withtheir child. 211.61.6499.00.139.24.PAR $91.00

3 2 1 Parent Involvement: Provide water/snacks for parents 211.61.6499.00.139.24.PAR $658.97Sub-Total $3,636.00

Budgeted Fund Source Amount $3,636.00+/- Difference $0

263 - ESEA, Title III Part AGoal Objective Strategy Resources Needed Account Code Amount1 1 1 RAZ, Reading A-Z and Vocabulary bundle for ELL students 263.11.6299.LE.139.25.000 $1,160.591 1 1 Ipads for ELL students 263.11.6398.LE.139.25.000 $1,112.003 1 2 Light snacks for ELL parent night 263.61.6499.LE.139.25.000 $0.413 1 2 Funding for ELL parent night 263.61.6329.LE.139.25.000 $0.923 1 2 Apps for iPads for ELL students 263.11.6396.LE.139.25.000 $236.083 1 2 Supplies for use of Ipads Ear-buds/Covers 263.11.6399.LE.139.25.000 $773.003 1 2 iPad Storage Units 263.11.6394.LE.139.25.000 $1,292.00


+/- Difference $0

Grand Total $465,441.00


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2018-2019 campus improvement plan dr. joseph a. fowler ... · our ciss build training for our aides...

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