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Sulphur Springs Independent School District

Bowie Primary

2017-2018 Campus Improvement PlanAccountability Rating: Met Standard

Bowie PrimaryGenerated by Plan4Learning.com 1 of 32 Campus #112-901-106

February 8, 2018 1:26 pm

Mission StatementThe mission of Sulphur Springs Independent School District is to...

Provide students with the skills that will prepare them to adapt and excel in a fast-changing world, enabling them to lead productive lives.

The district shares with parents and the community the responsibility of promoting high standards and expectation as we provide opportunities for allstudents within our diverse community to attain personal growth and to become lifelong learners.

VisionEducating all students to their fullest potential.



Comprehensive Needs Assessment

Demographics

Demographics Summary

Bowie Primary School is a fifty year-old facility, built in 1967. It is a first and second grade campus in Sulphur Springs ISD, located at 1400 MockingbirdLane, in Sulphur Springs, Hopkins County, Texas. The Title I campus consists of six first grade classes and six second grade classes, with a total enrollmentof 240 students. In addition to the general education classroom settings, students who are served in special education, dyslexia instruction, Gifted/Talentedand/or ESL (English as a Second Language) are served on the Bowie Primary campus.

Bowie Primary serves an ethnically diverse student population with economically disadvantaged and at-risk student populations.

Bowie Ethnic Distribution and Sub-Demographics for 2017-2018

Ethnic Distribution Percent Sub-Demographic PercentAfrican American 14% Economically Disadvantaged 54%Hispanic 14% English Language Learners 4%White 67% At-Risk 25%American Indian 0% Gifted and Talented 3%Asian <1% Special Education 4%Pacific Islander 0%

Bowie Ethnic Distribution and Sub-Demographics for 2016-2017

Ethnic Distribution Percent Special Programs Populations PercentAfrican American 14.28% Economically Disadvantaged 56%Hispanic 16.36% English Language Learners 7%White 69.09% At-Risk 25%



American Indian 0% Gifted and Talented 2%Asian 2.27% Special Education 7%Pacific Islander 0%

The district utilizes state compensatory and federal Title funding to provide supplementary services to provide additional support for students who areeconomically disadvantaged and/or at risk. The ongoing use of these funding sources helps to ensure that all SSISD students reach their fullest potential.

SSISD views the ethnic diversity of its student population as a strength that enriches learning opportunities for all students.

Attendance Rate: Attendance rates are reported for the prior year and are based on the percentage of days students were present over the entire school year.

2012-2013

2013 - 2014

2014 - 2015

2015 - 2016

2016-2017

GOAL for 2017-

2018 All Students 95.92% 96.39% 95.2% 95.96% 96.09%

97%

Demographics Strengths

Bowie Primary School has many strengths. Some of the most notable demographic strengths include:

1. Bowie Primary has a very strong PTO and has great support through other community members and businesses.

2. The attendance rate at Bowie Primary has increased for the last three years. Currently it is 96.09%, which is still slightly above the state rate.

3. We have a highly-qualified staff with a minimal turnover rate.

Problem Statements Identifying Demographics Needs

Problem Statement 1: African-American students in grade 2 scored 44.4% Satisfactory on the Math Checkpoint 1 in 2017-18; African-American students ingrade 1 scored 40.9% Satisfactory on the Math Checkpoint 1. Root Cause: This ethnic group, when compared to all students, performs lower in mostcontent areas.



Student Academic Achievement

Student Academic Achievement Summary

The State of Texas Assessment of Academic Readiness (STAAR) was implemented in 2012 and includes annual assessments in reading, mathematics,writing, science, and social studies. Sulphur Springs ISD and Sulphur Springs Elementary School received the rating of Met Standard/Paired at the end of the2015-2016 school year. With no state assessment for K-2 campuses, Bowie Primary receives the rating received by Sulphur Springs Elementary School.

Sulphur Springs ISD implements a balanced approach to teaching literacy and growing readers. Reading A to Z is one resource implemented to ensure asystemic and consistent reading leveling system for all students in grades K - 5. The following table indicates percentages of students reading on level, belowlevel, or above level, based on the Reading A to Z levels.

Reading Levels (Reading A to Z)

2017-2018 2018-2019 Grade 1 Below Level <C On Level C Above Level

>CGrade 1 Below Level <C On Level C Above Level >C

BOY 54% 14% 32% BOY MOY MOY EOY EOY

Grade 2 Below Level <J On Level J Above Level >J Grade 2 Below Level <J On Level J Above Level >JBOY 30% 4% 65% BOY MOY MOY EOY EOY

In addition, Bowie administers ISIP (IStation’s Indicators of Progress) to assess critical areas of reading, including text fluency, letter knowledge, phonemicawareness, alphabetic decoding, comprehension, vocabulary, and spelling. Our goals are to minimize the percentage of students on Tier 3 (significantlybelow grade level) and to increase the percentage of students on Tier 1 (on grade level). Our reading goal is to have 70% of each grade level on Tier 1 by theend of year testing in May.

Istation ISIP (IStation’s Indicators of Progress) Reading Assessment

2014-2015 Tier 1 Tier 2 Tier 3 2015-2016 Tier 1 Tier 2 Tier 3 2016-2017 Tier 1 Tier 2 Tier 3 Grade 1 Grade 1 Grade 1



September 36% 27% 38% September 54% 26% 20% September 64% 24% 12%January 30% 35% 35% January 59% 22% 19% January 71% 17% 12%May 34% 20% 46% May 65% 19% 16% May 68% 18% 14%

Grade 2 Grade 2 Grade 2 September 43% 22% 35% September 56% 17% 26% September 63% 19% 18%January 41% 22% 37% January 54% 23% 23% January 63% 20% 17%May 43% 21% 36% May 62% 17% 21% May 65% 21% 14%

2017-2018 Tier 1 Tier 2 Tier 3 2018-2019 Tier 1 Tier 2 Tier 3 2019-2020 Tier 1 Tier 2 Tier 3 Grade 1 Grade 1 Grade 1 September 57% 26% 17% September September January 60% 25% 16% January January May May May

Grade 2 Grade 2 Grade 2 September 68% 19% 12% September September January 60% 30% 10% January January May May May

Math Curriculum Checkpoints – Percentage of students passing, met standards. NOTE: Checkpoints assess mastery of the content taught during a set timeperiod, and are not growth indicators. The End of Year Assessment is a cumulative assessment.

2014-2015 2015-2016 2016-2017 2017-2018 Grade 1 Goal

Checkpoint 1 52.2% 75% 76.4% 73% 80%Checkpoint 2 83.6% 92.4% 85.7% 82% 95%Checkpoint 3 78.2% 89.9% 91.9% % 95%Checkpoint 4 70.5% 79.4% End of Year 87.3% 84.9% 89% % 90%



Grade 2 GoalCheckpoint 1 57% 79.4% 79.4% 80% 85%Checkpoint 2 56.9% 84.1% 84.1% 94% 85%Checkpoint 3 62.1% 80% 80% % 85%End of Year 76.8% 66.4% 79.4% % 80%

Student Academic Achievement Strengths

Bowie Primary has high expectations for all students. Faculty and students are hard-working and high achieving. Some of the strengths the campus is proudof include:

1. 65% of Bowie second graders left first grade and entered second grade on a level greater than J, meaning they are above grade level in reading.

2. The Hispanic sub-populations in both grades 1 and 2 had the highest passing rate than any other sub-populations; 1st grade, 84.21%; 2nd grade, 85.71%.

3. With guidance from the teachers, students set and track their own personal reading level goals.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: 54% of Bowie students entering first grade are below grade level in reading; 30% of students entering second grade are below gradelevel. Root Cause: Students are not making adequate yearly progress to close the gaps in reading.



School Processes & Programs

School Processes & Programs Summary

Students will be encouraged and challenged to meet their full educational potential through a TEKS based curriculum. The curriculum will include depth andrigor to involve all students in learning opportunities. Supplemental programs and student opportunities in reading, math, writing, science, and social studies,as well as Elementary Summer School for am who are performing below grade level in reading, will be provided. A plethora of instructionalstrategies/programs and resources, including technology, Capturing Kids’ Hearts, Fundamental Five, Daily Five, Reading A-Z, and Brain Pop, Jr. will beimplemented. Teachers team teach to allow them to deliver the curriculum in a more detailed and specialized manner.

Bowie Primary School PLCs meet weekly for 1 ½ hours. In addition, the district holds PLCs once per six weeks period. This provides opportunities for thethree primary campuses to collaborate. Campus staff will collaborate with the district Curriculum Department to develop formative and summativeassessment tools that are used to measure student growth and success. Teachers have direct input through the district’s professional learning environmentmodel to affect and guide district and campus assessment practices. Assessment data is analyzed for purposes of specific, targeted instruction fordifferentiation and to drive the instruction. Additional data will be obtained administered to all first and second graders in the fall semester each year. Thedata obtained from the CogAT is used to help in determining eligibility for the Gifted and Talented program; serves as good predictors of success in school;and estimates the student’s reasoning and problem-solving abilities.

The Bowie staff will be certified and highly qualified. The Mission Statement for Sulphur Springs ISD promotes personal growth and lifelong learning.Instructional staff will participate in training based on their own learning needs as well as the needs of all students. Training on instructional strategies andtechnology integration will be offered. All faculty/staff will receive at least twelve hours of professional development to satisfy Exchange Timerequirements, in addition to the state required six hours of Gifted/Talented update training for the Gifted/Talented teachers. All teachers and campusadministrators have attended Capturing Kids’ Hearts, which promotes building relationships. In November 2017, campus administrators and four classroomteachers participated in Capturing Kids’ Hearts Process Champions training. Bowie Primary will also begin implementation of Learning Walks which willallow teachers to observe other teachers effectively implementing best practices or strategies. All teachers and administrators will participate in a refresherstudy of the Fundamental Five components.

Highly qualified and certified instructional staff will participate in training to utilize technology to meet the needs of all students. Technology training willinclude Promethean boards, iPads, and software programs. The use of technology in the classroom will improve student performance in all areas.Faculty/staff will be proficient in using the Skyward and Eduphoria systems. The district technology initiative for a 1:1 student and device ratio has beenattained through the district’s purchase of iPads. All first and second grade classrooms and the literacy room are equipped with Promethean boards; thedyslexia and Resource classrooms currently do not have Promethean boards to utilize. Each classroom has 3-4 computers for student and teacher use.Policies and procedures to address cyber bullying, social networking, and web filters are in place.

Bowie implements the Response to Intervention (RtI) process to identify, intervene, and monitor students who are struggling academically or behaviorally. toensure that all students reach their full potential.



Critical instructional and assessment programs will continue. Many of these are supplemental programs funded through federal funding or special stateallotments. Critical programs include Istation, IXL, CogAT, Reading A-Z, Capturing Kids' Hearts, and Brain Pop.

Bowie Primary is committed to hiring and retaining highly-qualified teachers. Support systems, such as SSISD’s New Teacher Academy as well as Bowie’sNew Teacher Mentor Program are implemented to support new teachers. Learning Walks, book studies, PLCs, and other trainings will equip both new andseasoned teachers to be successful educators.

To promote college and career readiness, faculty and students participate in My College Mondays by wearing their favorite college apparel or team colors. Inthe spring semester, the school counselor schedules and plans the Career Day for students, parents, community partners and volunteers to participate.

School Processes & Programs Strengths

Bowie Primary has identified the following strengths in school processes and programs:

1. PLCs allow time for teachers to use data to drive instruction and focus on effective instructional strategies to teach content.

2. 100% of teachers participated in multiple professional development opportunities.

3. On-going communication with campus stakeholders through our Campus Advisory Committee

4. 1:1 Technology Initiative

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: 10.53% of staff feel unsure about the PLC process being effective and valuable to improving teaching and learning at Bowie Primary.Root Cause: Lack of understanding of the entire process by all faculty/staff, including paraprofessionals

Problem Statement 2: At times there has been a disconnect with what resources, programs, and staff development is available to newly hired teachers, aswell as retained staff members. Awareness of this problem will help alleviate it. Root Cause: Previously, a plan for mentors and new teachers was notimplemented.



Perceptions

Perceptions Summary

Bowie Primary School focuses on a home/school connection to educate and engage parents through the Campus Advisory Council, Meet the Teacher, ParentOrientation, Family Night, PTO programs, and PTO Winter Carnival. The data collected through surveys supports Bowie's mission statement to benefit ALLstudents. A campus improvement plan survey, where information was collected on Literacy Support and Dyslexia programs, indicated that Bowie has apositive environment and parents are involved and understand the provided programs. This indicates an overall culture that promotes learning for allstudents. Our goal is to prepare students to be responsible and productive citizens by guiding and assisting them to achieve academically, while nurturingtheir physical, social, and emotional growth to create a positive and safe learning climate for students.

Bowie Primary encourages and welcomes parent/guardian and community involvement in school activities. Community support and involvement in schoolactivities will include district student programs from various campuses, reading volunteers in our Book Buddy partnership with The Way Bible Church andGuaranty Bond Bank, as well as PTO officers, members, and activities. Automated systems for parent notification are used regularly to communicate withparents and other stakeholders in an expedient manner.

A proactive approach for positive behavior, Wildcat Pride, is implemented campus-wide. With this system of reinforcing positive behaviors, students may“clip up” on a color brag strip to reach blue, or Wildcat Pride status. In the same manner, if a student is not following the Student Code of Conduct, he/shewill be asked to move their clip down for a warning or a consequence. Each six weeks period, Excellent Citizen reward parties are held. These may includeextra recess, a field trip to Kids’ Kingdom or the SSHS Multipurpose Building, or play fun games/activities on the campus. Student of the Week and Studentof the Month certificates are awarded in weekly Cat Rally assemblies.

To promote college and career readiness, faculty and students participate in My College Mondays by wearing their favorite college apparel or team colors. Inthe spring semester, the school counselor schedules and plans the Career Day for students, parents, community partners and volunteers to participate.

In addition to the Texas Essential Knowledge and Skills, students are taught the soft skills they need to ensure that they reach their full potential and becomeproductive citizens. Through monthly lessons, students learn about key components for success though our acrostic, WILDCATS:

Work Ethic

Integrity

Listening

Demeanor

CommunicationBowie PrimaryGenerated by Plan4Learning.com 10 of 32 Campus #112-901-106


Adaptability

Teamwork

Sound Judgment

Beyond these soft skills, teachers have had training in Brain Breaks and Capturing Kids' Hearts in an effort to better educate students and to better respond tostudents with behavioral needs. Students are taught the value of practice.

We are committed to ensuring that students will be educated in learning environments that are safe, drug free, and conducive to learning. Bowie Primary andLamar Primary, together, have one police officer who shares his work duty time between the two campuses. The police officer works continuously withother district staff members to engage in safety audits and to employ each campus' emergency management plan. We are also committed to eliminatingbullying in our schools. Campus staff work continuously with students and community members to protect students and to work against the effects ofbullying. SSISD now employs an anonymous bully reporting system to more easily enable students to report incidents of bullying.

Perceptions Strengths

Strengths in the Data Analysis Area of Perceptions:

1) 97.67% of parents agree that the school is a safe environment for children; 100% staff agrees.

2) 95.24% of parents agree that campus staff genuinely care about students and their futures; 100% staff agrees.

3) 95.46% of parents agree that campus staff treat chiildren with respect and dignity.

4) 100% of staff agrees that academic achievement is a top priority at Bowie Primary.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: 81.82% of parents feel that teachers regularly communicate with parents about their child's progress and specific areas needingimprovement. Root Cause: A breakdown in the method of communication used to reach each stakeholder

Problem Statement 2: While overall student behaviors are conducive to learning, teachers are still spending instruction time on redirecting and discipliningstudents. Root Cause: Teachers need time to build relationships and for team building.



Problem Statement 3: Although the overall feel of the campus is safe, the SRO is split between Bowie and Lamar Primaries. Root Cause: There are notenough SROs for each campus to have their own officer full time.



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsCritical Success Factor(s) dataAccountability Distinction DesignationsCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.



Section 504 dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures data



Goals

Goal 1: Students will be encouraged and challenged to meet their full potential.

Performance Objective 1: Eighty percent of students will read on or above grade level, based on district goals, by end of year benchmark assessments.

Evaluation Data Source(s) 1: Reading A-Z Benchmark Passages

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Feb Apr June

Critical Success FactorsCSF 1 CSF 2

1) Continued use of supplemental readingprograms of instruction that include but notlimited to the use of Spalding, Reading A-Z, IXL, andIstation.

Academic SpecialistLiteracy SupportSpecialist

Student reading levels/proficiency will increase.

Problem Statements: Student Academic Achievement 1Funding Sources: 211 Title I, Part A - $8,500.00

Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

2) Classroom teachers and principals will deepen theirunderstanding of and ability to address the specific academicneeds of all student groups.

PrincipalAcademic Specialist

Increase in student's academic achievement as demonstrated by:(1) teacher implementation of Daily 5(2) the increased use of Reading A-Z books and passages(3) the use of data assessment from the Universal Readingscreener(4) teacher implementation of IXL computer program as anintervention to student needs.

Problem Statements: Demographics 1Funding Sources: 211 Title I, Part A - $13,000.00

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: African-American students in grade 2 scored 44.4% Satisfactory on the Math Checkpoint 1 in 2017-18; African-American students in grade 1 scored 40.9% Satisfactoryon the Math Checkpoint 1. Root Cause 1: This ethnic group, when compared to all students, performs lower in most content areas.

Student Academic Achievement



Problem Statement 1: 54% of Bowie students entering first grade are below grade level in reading; 30% of students entering second grade are below grade level. Root Cause 1: Students arenot making adequate yearly progress to close the gaps in reading.



Goal 1: Students will be encouraged and challenged to meet their full potential.

Performance Objective 2: With a focus on rigor in the classroom, at least 70% of all student groups will score at least Satisfactory on district levelassessments.

Evaluation Data Source(s) 2: District based assessments





1) Provide supplementary services and resources, includingbut not limited to IXL, Istation, Spalding, Reading A to Z,BrainPop, Jr, CogAT data to increase the academicachievement of special student populations in all core contentareas by EOY.


Student sub-populations will increase their academicachievement in all content areas.

Problem Statements: Demographics 1






Goal 2: Students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Performance Objective 1: During the 2017-2018 school year, Bowie Primary will sustain a focus on maintaining a safety as measured by 100% of all staffreceiving training in the District's behavioral/safety initiatives.

Evaluation Data Source(s) 1: Emergency Preparedness Manual/Logs




Critical Success FactorsCSF 6

1) Continue utilizing the safety support systems, including butnot limited to the school officer, safety drills, the RaptorSystem, security cameras, two-way radios, and EmergencyPreparedness Plan.

School ResourceOfficer

The SRO will protect the campus and serve as a deterrent tocriminal activity.

Problem Statements: Perceptions 3



PerceptionsProblem Statement 3: Although the overall feel of the campus is safe, the SRO is split between Bowie and Lamar Primaries. Root Cause 3: There are not enough SROs for each campus tohave their own officer full time.



Goal 2: Students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Performance Objective 2: Utilize programs that increase the percentage of time spent with students regarding academic, social, and mental health needs by5%.

Evaluation Data Source(s) 2: Counseling Logs; Office Referral Data




Critical Success FactorsCSF 1 CSF 4 CSF 6

1) First year of implementing Capturing Kids' Hearts

Principal Decrease in office referrals while an increase in overall positiveand secure campus environment

Problem Statements: Perceptions 2Funding Sources: 211 Title I, Part A - $6,000.00



PerceptionsProblem Statement 2: While overall student behaviors are conducive to learning, teachers are still spending instruction time on redirecting and disciplining students. Root Cause 2: Teachersneed time to build relationships and for team building.



Goal 3: Students will be taught by highly qualified and exceptionally trained staff.

Performance Objective 1: Increase use of high-yield instructional practices, Fundamental Five, by 20%.

Evaluation Data Source(s) 1: Strive Appraisal System




Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

1) Continue to provide on-going PLC conversations andsupport regarding teacher implementation of high-yieldinstructional practices from Fundamental Five book studycomponents.


Increase in overall student performance across all content areas

Problem Statements: Demographics 1 - Student Academic Achievement 1

Critical Success FactorsCSF 1 CSF 4 CSF 7

2) Provide staff with appropriate professional developmentopportunities to ensure effective delivery of instructionalstrategies for academic achievement in all content areas.


Staff members will effectively use the instructional delivery toreach students of all levels.

Problem Statements: Demographics 1 - Student Academic Achievement 1




Student Academic AchievementProblem Statement 1: 54% of Bowie students entering first grade are below grade level in reading; 30% of students entering second grade are below grade level. Root Cause 1: Students arenot making adequate yearly progress to close the gaps in reading.



Goal 3: Students will be taught by highly qualified and exceptionally trained staff.

Performance Objective 2: Increase teacher/staff retention rate by 5%.

Evaluation Data Source(s) 2: TAPR




Critical Success FactorsCSF 7

1) Implementation of supports through District Of Innovation,New Teacher Academy, and Mentor Program


Continue to retain exceptional staff, while giving support tonewly hired and retained staff members.

Problem Statements: School Processes & Programs 2



School Processes & ProgramsProblem Statement 2: At times there has been a disconnect with what resources, programs, and staff development is available to newly hired teachers, as well as retained staff members.Awareness of this problem will help alleviate it. Root Cause 2: Previously, a plan for mentors and new teachers was not implemented.



Goal 4: Sulphur Springs ISD will encourage parent/guardian and community involvement in school activities.

Performance Objective 1: Bowie Primary will effectively communicate meaningful information to ensure the community of stakeholders is well informed.

Evaluation Data Source(s) 1: 2017-2018 Bowie Primary Parent and Staff Surveys





1) Continue providing multiple opportunities for parents andcommunity members to volunteer and participate in campusactivities.


Increase in overall support and positive interaction with allstakeholders.

Problem Statements: Perceptions 1



PerceptionsProblem Statement 1: 81.82% of parents feel that teachers regularly communicate with parents about their child's progress and specific areas needing improvement. Root Cause 1: Abreakdown in the method of communication used to reach each stakeholder



State Compensatory

Budget for Bowie Primary:

Account Code Account Title Budget

6100 Payroll Costs199-11-6112-01-106-8-24-000 6112 Salaries or Wages for Substitute Teachers or Other Professionals $385.00199-11-6119-01-106-8-24-000 6119 Salaries or Wages - Teachers and Other Professional Personnel $39,800.00199-21-6119-01-106-8-24-000 6119 Salaries or Wages - Teachers and Other Professional Personnel $48,300.00199-11-6141-01-106-8-24-000 6141 Social Security/Medicare $560.00199-21-6141-01-106-8-24-000 6141 Social Security/Medicare $682.00199-11-6142-01-106-8-24-000 6142 Group Health and Life Insurance $3,006.00199-21-6142-01-106-8-24-000 6142 Group Health and Life Insurance $3,006.00199-11-6143-01-106-8-24-000 6143 Workers' Compensation $78.00199-21-6143-01-106-8-24-000 6143 Workers' Compensation $94.00199-11-6144-01-106-8-24-000 6144 Teacher Retirement/TRS Care - On Behalf Payment $3,013.00199-21-6144-01-106-8-24-000 6144 Teacher Retirement/TRS Care - On Behalf Payment $3,349.00199-11-6145-01-106-8-24-000 6145 Unemployment Compensation $32.00199-21-6145-01-106-8-24-000 6145 Unemployment Compensation $39.00199-11-6146-01-106-8-24-000 6146 Teacher Retirement/TRS Care $1,044.00199-21-6146-01-106-8-24-000 6146 Teacher Retirement/TRS Care $1,507.00199-21-6149-01-106-8-24-000 6149 Employee Benefits $51.00199-11-6149-01-106-8-24-000 6149 Employee Benefits $49.00

6100 Subtotal: $104,995.00



Personnel for Bowie Primary:

Name Position Program FTE

Kara Argenbright Literacy Support Literacy Support 1.0Rachel Kistler Academic Specialist Academic Specialist 1.0



Title I

Schoolwide Program Plan

Bowie Primary School has created a schoolwide program that is comprehensive in nature to ensure that we are serving all students, improving all structuresthat support student learning, and combining all resources, as allowed, to achieve our goals and maximize the impact of Title I.

The five steps that our campus follows include:

Establish and train our site-based planning team; 1.Clarify our vision and mission; 2.Create our school's profile; 3.Conduct a Comprehensive Needs Assessment process, including identifying data sources, gathering and analyzing the data, and composing the results4.in a readable, narrative format; Report CNA findings to the entire site-based planning team and collect reflections and feedback. 5.

Throughout the schoolwide planning process, administrators and teachers identify student strengths, needs and the interventions that are currently in place.They assess the effectiveness of those interventions and make recommendations for revisions as needed. The site-based planning process is used as acampus organizational strategy to guide program development, implementation, and evaluation. This systemic planning provides structure and a commonlanguage for school improvement. It also provides logical ways for school staff to think about current progress and the adjustments or changes that need tobe made on our campus to continually improve the effectiveness of our schoolwide program.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Bowie Primary has conducted a comprehensive needs assessment that serves as the centerpiece of our planning process and the driving force most impactingthe campus improvement plan. While data is gathered and analyzed throughout the year, a comprehensive effort is always made at the end of each schoolyear. This year, administrators and teachers collected data and in collaboration with teacher leaders and others. Factual problem statements were written androot causes identified. The CNA was reported to the site-based planning team. The team was given time to reflect on the data and ask clarifying questions.When the team felt that all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written.

2: Schoolwide Reform Strategies

Our schoolwide reform strategies provide opportunities for all children to meet the state's Approaches, Meets or Masters passing levels of studentperformance. These strategies are based on effective means of improving achievement for all students. The following are activities we utilized in this plan:



Review program documentation to ensure that all instructional programs/instruction strategies are supported by evidence that they increase student1.performance. Identify evidence-based strategies that increase the amount and quality of learning time.2.Review the master schedule to identify opportunities for extended learning time.3.Investigate how manipulatives and other hands-on strategies are used in the various core areas.4.Identify programs within our school that address enriched and accelerated curriculum issues.5.Disaggregate the data by student populations to determine our program's effectiveness in meeting the needs of all our students.6.

3: Instruction by highly qualified professional teachers

Instruction by highly skilled and effective professional teachers is an important component of our schoolwide plan. The district completed an Equity Plan toensure high quality instruction occurs throughout the district. Procedures in use at our campus to ensure that instruction is provided by the best teacherspossible include:

Provide time off for high-quality professional development.1.Provide an effective mentoring system.2.Assign teachers for the "best-fit" of their strengths.3.Provide professional development for existing programs prior to new school year for new staff or those wanting refreshers.4.Monitor effectiveness of teachers by frequent walk-throughs.5.Provide time for teachers to observe master teachers in the classroom.6.Provide training and opportunities for collaboration in looking at formative and summative student achievement data.7.Implement strategies to provide clear lines of communication between teachers and administrators.8.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Bowie Primary utilizes high-quality and ongoing professional development to ensure teachers are equipped to face the challenge of helping students meet thestate's academic achievement standards. Procedures include:

Select the professional development that meet the needs of all principals, teachers, paraprofessionals, parents, and others, as appropriate.1.Provide opportunities for all staff to obtain training in programs and initiatives that are already in place.2.Provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase student3.performance.Allow teachers to attend professional developments throughout the year on content areas specific to teacher's assignment.4.Provide blocks of time during and after school for collaborative meetings or planning time across grade levels and content areas.5.

5: Strategies to attract highly qualified teachers

The campus follows district procedures for recruiting and attracting high quality, state certified teachers. Please refer to the procedures information locatedBowie PrimaryGenerated by Plan4Learning.com 26 of 32 Campus #112-901-106


in the addendums

6: Strategies to increase parental involvement

Our campus understands that parental involvement is a major key to students' success. Our campus site based decision making committee has many parentmembers and it serves in an advisory capacity to inform the campus about parent involvement activities. The composition of this parent team is quite variedand as we make plans for parental involvement, we bring our ideas to this parent team for feedback. The parent team has been charged to think about howthe ideas/activities/projects impact their busy home lives and then they provide their opinions about successful implementation. This helps us make betterdecisions about how to increase parental involvement and obtain higher levels of parent participation.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

The campus recognizes and emphasizes the value of creating a coherent and seamless educational program for at-risk students. Our campus does notcurrently have an early childhood program; however, when new students enroll, we make sure that we identify any preschool siblings so that we can shareinformation about the early childhood programs in the district. It is important that the academic achievement of every preschool student is closelymonitored. Because the early childhood programs provide a foundation for later academic success, we work hard to be sure that our parents know whatoptions are available for them and for neighborhood children who might not have older siblings in school.

Although this component primarily addresses transitions to elementary from early childhood, Bowie Primary spends time reviewing activities at all criticaltransition points to ensure the implementation of a coherent and seamless education program.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

In addition to STAAR results, teachers receive current and ongoing assessment data that describe student achievement. The data often come from lessformal assessments, such as observation, performance-based assessments, or teacher-created assessments. The campus provides teachers with professionaldevelopment that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improveinstruction. Each grade level is included in the formative review process for our improvement plan. This allows teachers to consistently evaluate theeffectiveness of our academic assessments and the overall instructional program.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Each grade level identifies individual students who need additional learning time to meet standards. The teachers then provide those students with timely,additional assistance that is tailored to their needs. The assistance and support looks different at each grade level; however it is always available to allstudents in the school who need it. The campus also provides a structured school-wide tutorial program that specifically targets the needs of each studentwho attends. All support systems are evaluated on a quarterly basis to ensure that they continue to meet students' needs.



10: Coordination and integration of federal, state and local services and programsBecause we are a schoolwide Title 1 campus, we have flexibility to integrate services and programs with the aim of upgrading our entire educationalprogram and helping all students reach proficient and advanced levels of achievement. In addition, through our improvement planning and budgetingprocess, we are able to combine the efforts of most Federal, State and local funds in order to maximize the impact of the resources available to carry out theschoolwide Title 1 program for the purpose of increasing student achievement.



Title I Personnel

Name Position Program FTE

Annabell Nance Supplemental Aide 1.0Carissa Williams Behavior Interventionist 0.2Kimberly Earhart Behavior Interventionist 0.2Sherril Millsap Supplemental Aide 1.0



Campus Advisory Committee

Committee Role Name PositionAdministrator Angela Edwards PrincipalAdministrator Rachel Kistler Academic SpecialistNon-classroom Professional Pam Ash CounselorNon-classroom Professional Kara Argenbright Literacy Support SpecialistParent Lisa Millsap Parent RepresentativeBusiness Representative Brad Thomas Business RepresentativeCommunity Representative Joel Tiemeyer Community RepresentativeClassroom Teacher Lindsay McCoy First Grade TeacherClassroom Teacher Lesli Ray First Grade TeacherClassroom Teacher Amanda Thompson First Grade TeacherClassroom Teacher Cassie Fleming Second Grade TeacherClassroom Teacher Cathy Gray Second Grade TeacherClassroom Teacher Kimberly Slaughter Second Grade Teacher



Campus Funding Summary

211 Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 Reading A-Z $3,000.001 1 1 Istation $5,500.001 1 2 IXL $5,000.001 1 2 CoGat $6,500.001 1 2 Brain Pop $1,500.002 2 1 Capturing Kids' Hearts Training $6,000.00

Sub-Total $27,500.00Grand Total $27,500.00



Addendums



Generated by Plan4Learning Revised 5-2017

APPENDIX

STATE MANDATES IMPLEMENTATION REFERENCE

Texas law and Board Policies mandate the following be addressed with strategies for improving student performance. To i crease the ca pus/district’s ability to focus on a limited number of targeted initiatives in this improvement plan, the campus/district will plan, implement, monitor and evaluate the

following mandates through other procedures and practices. When requested, the Person Responsible will report progress to the campus/district site-

based committee.

MANDATE

REFERENCES PERSON

RESPONSIBLE

LOCATION OF IMPLEMENTATION

and EVALUATION

DOCUMENTATION

1. Bullying

• Prevention, identification, response to and reporting of

bullying or bully-like behavior

Board Policy FFI(Local)

TEC 11.252(a)(3)(E)

Campus Principals Student Handbook, 806Tech Bully

Reporter, Skyward

2. Coordinated Health Program

• Student fitness assessment data

• Student academic performance data

• Student attendance rates

• Percentage of students who are Economically

Disadvantaged

• Use and success of methods of physical activity

• Other indicators

TEC 11.253(d)

Board Policy FFA(Local)

Assistant

Superintendent for

Elementary Education,

Assistant

Superintendent for

Secondary Education

Office of Assistant Superintendents,

Eduphoria, Skyward, SHAC Minutes

3. DAEP Requirements

• Student groups served – monitoring over-representation

• Attendance rates

• Pre- and post- assessment results

• Dropout rates

• Graduation rates

• Recidivism rates

TEC 37.008

TAC 19 103.1201(b)

Board Policy FOCA(Legal)

Campus Principal AAC Office


MANDATE

REFERENCES PERSON

RESPONSIBLE


and EVALUATION

DOCUMENTATION

4. District’s Decision-Making and Planning Policies

• Evaluation – every two years

TEC 11.252(d) Assistant

Superintendent for

Secondary Education

Office of Superintendent, DAC

Minutes

5. Dropout Prevention TEC 11.252 Assistant

Superintendent for

Secondary Education

State and Federal Programs Office

6. Dyslexia Treatment Programs

• Treatment and accelerated reading program

TEC 11.252(a)(3)(B) Director of Special

Services

Office of Special Services

7. Migrant Plan (Title I, Part C)

• An identification and recruitment plan

• New Generation System (NGS)

• Early Childhood Education

• Parental Involvement

• Graduation Enhancement

• Secondary Credit Exchange and Accrual

• Migrant Services Coordination

• A priority services action plan with instructional

interventions based upon disaggregated migrant student

data

P.L. 107-110, Section

1415(b)

Director of Bilingual

and ESL Education

Office of Director

8. Pregnancy Related Services

• District-wide procedures for campuses, as applicable

High School Counselors High School Office

9. Post-Secondary Preparedness/Higher Ed Information/Career

Education

TEC 11.252(4)

TEC 11.252(3)(G)

Director of College and

Career Readiness

District Improvement Plan Goal 1


MANDATE

REFERENCES PERSON

RESPONSIBLE


and EVALUATION

DOCUMENTATION

• Strategies for providing to middle school, junior high and

high school students, teachers, counselors and parents

information about:

o Higher education admissions and financial aid,

including sources of information

o TEXAS grant program

o Teach for Texas grant programs

o The need to make informed curriculum choices

for beyond high school

o Sources of information on higher education

admissions and financial aid

• Career education to assist students in developing the

knowledge, skills, and competencies necessary for a broad

range of career opportunities

10. Recruiting Certified Teachers and Highly-Qualified

Paraprofessionals

• Assisting teachers and paraprofessionals to meet

certification requirements and/or highly qualified

requirements

• Strategies and activities to ensuring the campus and

district is making progress toward having all classes taught

by state certified, highly effective teachers

• Ensuring that teachers are receiving high-quality

professional development

• Attracting and retaining certified, highly effective teachers

ESSA Assistant

Superintendent for

Human Resources

District Improvement Plan Goal 3

11. Sexual Abuse and Maltreatment of Children

TEC 38.0041(c)

TEC 11.252(9)

Board Policy FFG(Exhibit)

Assistant

Superintendent for

Elementary Education,

Assistant

Student Handbooks, Employee

Handbook


MANDATE

REFERENCES PERSON

RESPONSIBLE


and EVALUATION

DOCUMENTATION

Superintendent for

Secondary Education

12. Student Welfare: Crisis Intervention Programs & Training

• District Program(s) selected from a list provided by TDSHS

in coordination with TEA and the ESCs on these topics:

o Early mental health intervention

o Mental health promotion and positive youth

development

o Substance abuse prevention

o Substance abuse intervention

o Suicide prevention and suicide prevention parent/

guardian notification procedures

• Training for teachers, school counselors, principals and all

other appropriate personnel.

Health and Safety Code,

Ch. 161, Subchapter O-1,

Sec. 161.325(f)(2)

TEC 11.252(3)(B)(i)

Board Policy FFB(Legal)

Board Policy DMA(Legal)

Assistant

Superintendent for

Elementary Education

Student Handbooks

13. Student Welfare: Discipline/Conflict/Violence Management (DIP)

• Methods for addressing

o Suicide prevention including parent/guardian

notification procedure

o Conflict resolution programs

o Violence prevention and intervention programs

o Unwanted physical or verbal aggression

o Sexual harassment

o Harassment and dating violence

TEC 11.252(a)(3)(E)

TEC 11.252(3)(B)

TEC 11.252(3)(B)

Board Policy FFH(Legal),

FFH(Local)

TEC 11.253(d)(8)

TEC 37.001

Family Code 71.0021

TEC 37.0831

Assistant

Superintendent for

Secondary Education

Student Handbooks, Code of

Conduct

14. Texas Behavior Support Initiative (TBSI) TEC 21.451(d)(2)

Board Policy DMA(Legal)

Director of Special

Services

Office of Special Services


MANDATE

REFERENCES PERSON

RESPONSIBLE


and EVALUATION

DOCUMENTATION

• Instruction of students with disabilities – designed for

educators who work primarily outside the area of special

education

15. Technology Integration in Instructional and Administrative

Programs

TEC 11.252(a)(3)(D)

TEC 28.001

Director of Curriculum

and Instruction

Office of Director, Eduphoria

2016-17 Texas Academic Performance Report2016-17 Texas Academic Performance Report

District Name: SULPHUR SPRINGS ISD

Campus Name: BOWIE EL

Campus Number: 112901106

2017 Accountability Rating: Met Standard

This school is paired with 112901108, SULPHUR SPRINGS EL

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TEXAS EDUCATION AGENCY

District Name: SULPHUR SPRINGS ISD Texas Academic Performance Report Total Students: 220

Campus Name: BOWIE EL 2016-17 Campus Performance Grade Span: 01 - 02

Campus Number: 112901106 School Type: Elementary

There is no assessment data for this campus.

TEA Division of Performance Reporting Page 1



Campus Name: BOWIE EL 2016-17 Campus Attendance and Postsecondary Readiness Grade Span: 01 - 02


State District CampusAfrican

American Hispanic WhiteAmerican

Indian AsianPacific

IslanderTwo or

More RacesSpecial

EdEcon

Disadv ELL

Attendance Rate2015-16 95.8% 96.1% 95.9% 96.4% 95.7% 95.8% - 98.4% - 96.0% 95.6% 95.2% 95.7%2014-15 95.7% 95.9% 95.2% 95.4% 95.5% 95.1% * * - 95.1% 93.1% 95.2% 95.3%




Campus Name: BOWIE EL 2016-17 Campus Profile Grade Span: 01 - 02


---------------- Campus ----------------Student Information Count Percent District State

Total Students: 220 100.0% 4,405 5,343,834

Students by Grade:Early Childhood Education 0 0.0% 0.0% 0.3%Pre-Kindergarten 0 0.0% 5.5% 4.2%Kindergarten 0 0.0% 7.6% 7.0%Grade 1 112 50.9% 7.2% 7.4%Grade 2 108 49.1% 7.6% 7.6%Grade 3 0 0.0% 8.1% 7.7%Grade 4 0 0.0% 7.0% 7.7%Grade 5 0 0.0% 6.8% 7.5%Grade 6 0 0.0% 7.2% 7.4%Grade 7 0 0.0% 7.2% 7.4%Grade 8 0 0.0% 7.0% 7.3%Grade 9 0 0.0% 8.5% 8.1%Grade 10 0 0.0% 7.3% 7.4%Grade 11 0 0.0% 6.2% 6.8%Grade 12 0 0.0% 6.7% 6.2%

Ethnic Distribution:African American 20 9.1% 11.5% 12.6%Hispanic 37 16.8% 26.3% 52.4%White 151 68.6% 56.5% 28.1%American Indian 0 0.0% 0.4% 0.4%Asian 5 2.3% 0.9% 4.2%Pacific Islander 0 0.0% 0.2% 0.1%Two or More Races 7 3.2% 4.2% 2.2%

Economically Disadvantaged 110 50.0% 59.4% 59.0%Non-Educationally Disadvantaged 110 50.0% 40.6% 41.0%English Language Learners (ELL) 15 6.8% 12.9% 18.9%Students w/ Disciplinary Placements (2015-2016) 0 0.0% 1.5% 1.4%At-Risk 54 24.5% 43.5% 50.3%

Students with Disabilities by Type of Primary Disability:Total Students with DisabilitiesBy Type of Primary Disability

12

Students with Intellectual Disabilities 5 41.7% 57.6% 44.5%Students with Physical Disabilities 5 41.7% 12.5% 21.9%Students with Autism * * 8.4% 12.5%Students with Behavioral Disabilities * * 20.1% 19.9%Students with Non-Categorical Early Childhood 0 0.0% 1.4% 1.3%






---------------- Campus ----------------Student Information Count Percent District State

Mobility (2015-2016):Total Mobile Students

By Ethnicity:12 5.2% 10.7% 16.2%

African American 3 1.3%Hispanic 3 1.3%White 6 2.6%American Indian 0 0.0%Asian 0 0.0%Pacific Islander 0 0.0%Two or More Races 0 0.0%






--------- Non-Special Education Rates --------- ------------- Special Education Rates -------------Student Information Campus District State Campus District State

Retention Rates by Grade:

Kindergarten - 10.4% 1.8% - 7.1% 7.7%Grade 1 6.7% 3.6% 3.8% 9.1% 5.3% 6.8%Grade 2 0.0% 0.6% 2.4% 0.0% 0.0% 3.1%Grade 3 - 0.0% 1.6% - 0.0% 1.2%Grade 4 - 0.0% 0.8% - 0.0% 0.7%Grade 5 - 0.4% 0.4% - 0.0% 0.7%Grade 6 - 0.0% 0.6% - 0.0% 0.7%Grade 7 - 0.0% 0.7% - 0.0% 0.8%Grade 8 - 0.3% 0.5% - 0.0% 0.9%

Class Size Information Campus District State

Class Size Averages by Grade and Subject (Derived from teacher responsibility records):

Elementary:Kindergarten - 19.7 18.8Grade 1 18.7 18.4 18.8Grade 2 18.0 19.7 18.9Grade 3 - 21.1 19.0Grade 4 - 19.1 19.0Grade 5 - 17.3 20.9Grade 6 - 18.5 20.4

Secondary:English/Language Arts - 15.6 16.8Foreign Languages - 18.9 18.7Mathematics - 20.3 18.0Science - 19.6 19.0Social Studies - 21.2 19.4






---------------- Campus ----------------Staff Information Count/Average Percent District State

Total Staff 24.6 100.0% 100.0% 100.0%

Professional Staff: 20.4 83.0% 66.9% 64.0%Teachers 15.7 64.0% 52.5% 50.0%Professional Support 2.7 10.9% 10.2% 10.0%Campus Administration (School Leadership) 2.0 8.1% 2.8% 2.9%

Educational Aides: 4.2 17.0% 15.5% 9.6%

Total Minority Staff: 2.0 8.1% 14.3% 49.1%

Teachers by Ethnicity and Sex:African American 0.0 0.0% 4.9% 10.2%Hispanic 0.0 0.0% 2.3% 26.6%White 15.7 100.0% 90.8% 59.8%American Indian 0.0 0.0% 0.3% 0.4%Asian 0.0 0.0% 0.3% 1.5%Pacific Islander 0.0 0.0% 0.6% 0.4%Two or More Races 0.0 0.0% 0.9% 1.1%

Males 0.0 0.0% 22.0% 23.7%Females 15.7 100.0% 78.0% 76.3%

Teachers by Highest Degree Held:No Degree 0.0 0.0% 0.3% 1.2%Bachelors 13.7 87.3% 79.7% 74.5%Masters 2.0 12.7% 19.8% 23.6%Doctorate 0.0 0.0% 0.3% 0.6%

Teachers by Years of Experience:Beginning Teachers 0.0 0.0% 5.1% 7.8%1-5 Years Experience 6.0 38.1% 23.4% 28.0%6-10 Years Experience 5.2 33.3% 21.0% 20.9%11-20 Years Experience 1.5 9.5% 29.6% 27.8%Over 20 Years Experience 3.0 19.1% 20.8% 15.5%

Number of Students per Teacher 14.0 n/a 12.7 15.1






Staff Information Campus District State

Experience of Campus Leadership:Average Years Experience of Principals 24.0 27.4 19.5Average Years Experience of Principals with District 20.0 20.6 12.2Average Years Experience of Assistant Principals 0.0 27.4 15.7Average Years Experience of Assistant Principals with District 0.0 20.2 10.1

Average Years Experience of Teachers: 11.1 12.5 10.9Average Years Experience of Teachers with District: 8.4 7.6 7.2

Average Teacher Salary by Years of Experience (regular duties only):Beginning Teachers - $39,733 $46,1991-5 Years Experience $39,183 $39,835 $48,7796-10 Years Experience $40,625 $41,294 $51,18411-20 Years Experience $46,533 $46,014 $54,396Over 20 Years Experience $48,800 $53,509 $60,913

Average Actual Salaries (regular duties only):Teachers $42,197 $44,813 $52,525Professional Support $47,071 $52,752 $61,728Campus Administration (School Leadership) $40,909 $57,754 $76,471

Instructional Staff Percent: n/a 69.0% 64.6%

Contracted Instructional Staff (not incl. above): 0.0 0.0 2,110.5






---------------- Campus ----------------Program Information Count Percent District State

Student Enrollment by Program:Bilingual/ESL Education 14 6.4% 12.7% 18.8%Career & Technical Education 0 0.0% 27.5% 25.0%Gifted & Talented Education 5 2.3% 4.3% 7.8%Special Education 12 5.5% 9.5% 8.8%

Teachers by Program (population served):Bilingual/ESL Education 0.0 0.0% 3.0% 6.0%Career & Technical Education 0.0 0.0% 5.3% 4.5%Compensatory Education 1.0 6.4% 11.3% 2.8%Gifted & Talented Education 0.0 0.0% 0.4% 1.9%Regular Education 14.2 90.5% 67.7% 72.8%Special Education 0.5 3.2% 6.3% 8.6%Other 0.0 0.0% 5.9% 3.4%

Link to: PEIMS Financial Standard Reports/ 2015-2016 Financial Actual Report

' '̂ Indicates that ELL rates at met or exceeded progress and exceeded progress include current and monitored students.'*' Indicates results are masked due to small numbers to protect student confidentiality.'**' When only one group is masked, then the second smallest group is masked (regardless of size).'-' Indicates zero observations reported for this group.'n/a' Indicates data reporting is not applicable for this group.'***' Indicates that rates for Reading and Mathematics are based on the cumulativeresults from the first and second administrations of STAAR.'?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.

https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&_service=appserv&_debug=0&_program=sfadhoc.Campus_actual16.sas&which_camp=112901106

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