A. M. Story Intermediate School 2020-2021 - Campus Improvement Plan 2020-2021 School Year - Palestine ...
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A. M. Story Intermediate School
2020-2021
Campus Improvement Plan
2020-2021 School Year
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A. M. Story Intermediate School 2020-2021
Committee Members - Planning and Decision Making
Name Title Campus / District Term Ends
Richardson, David Principal Story Intermediate School 5-2021
Jones, Laura Assistant Principal Story Intermediate School 5-2021
Sheffield, Melissa Counselor Story Intermediate School 5-2022
Reed, Sharon Curriculum Director Palestine ISD 5-2021
Thigpen, Rachel Teacher Story Intermediate School 5-2021
Carr, Stacey Teacher Story Intermediate School 5-2021
Highsmith, Nicole Teacher Story Intermediate School 5-2022
Bacon, Carrie Teacher Story Intermediate School 5-2021
Jackson, Melanie Dyslexia Coordinator Palestine ISD 5-2021
Stewart, Heather Teacher Story Intermediate School 5-2022
Hart, Morgan Teacher Story Intermediate School 5-2022
Baack, Tyler Teacher Story Intermediate School 5-2022
Turner, Gary Teacher Story Intermediate School 5-2021
Dryden, James Parent Story Intermediate School 5-2021
Meyers, jamie Business Representative Story Intermediate School 5-2021
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A. M. Story Intermediate School 2020-2021
Names of People Responsible For Implementation
Name Title Campus / District
Richardson, David Principal Story Intermediate School
Jackson, Melanie Dyslexia Coordinator Palestine ISD
Harrison, Jodi Nurse Story Intermediate School
Jones, Laura Assistant Principal Story Intermediate School
Clackley, Shannon Assistant Principal Story Intermediate School
Esparza, Michael Assistant Principal Story Intermediate School
Sheffield, Melissa Counselor Story Intermediate School
Shed, Lolita DAEP Instructor Story Intermediate School
Herring, Carol Homeless Liaison Palestine ISD
Bradley, Bruce School Safety Director Palestine ISD
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A. M. Story Intermediate School 2020-2021
STAAR
Grade:4th STAAR Writing
2017 2018 2019 2020 2021 2022
*All Students* 60.00 59.00 51.00 67.33 83.67 100.00
African American 0.00 0.00 36.00 57.33 78.67 100.00
Economically Disadvantaged 58.00 52.00 46.00 64.00 82.00 100.00
English Learners 62.00 0.00 42.00 61.33 80.67 100.00
Hispanic 60.00 0.00 51.00 67.33 83.67 100.00
Special Education 0.00 0.00 20.00 46.67 73.33 100.00
Two or More Races 0.00 0.00 50.00 66.67 83.33 100.00
White 0.00 66.00 71.00 80.67 90.33 100.00
Grade:4th-6th All Subjects
2017 2018 2019 2020 2021 2022
*All Students* 64.00 70.00 67.00 78.00 89.00 100.00
African American 58.00 62.00 55.00 70.00 85.00 100.00
Asian 100.00 89.00 92.00 94.67 97.33 100.00
Economically Disadvantaged 62.00 66.00 63.00 75.33 87.67 100.00
English Learners 61.00 67.00 64.00 76.00 88.00 100.00
Hispanic 62.00 69.00 67.00 78.00 89.00 100.00
Special Education 33.00 47.00 38.00 58.67 79.33 100.00
Two or More Races 64.00 70.00 72.00 81.33 90.67 100.00
White 72.00 78.00 76.00 84.00 92.00 100.00
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Page 1 of 3Campus Improvement Plan
A. M. Story Intermediate School 2020-2021
STAAR
Grade:4th-6th STAAR Mathematics
2017 2018 2019 2020 2021 2022
*All Students* 72.00 78.00 76.00 84.00 92.00 100.00
African American 67.00 69.00 62.00 74.67 87.33 100.00
Asian 0.00 86.00 100.00 100.00 100.00 100.00
Economically Disadvantaged 70.00 76.00 73.00 82.00 91.00 100.00
English Learners 72.00 79.00 74.00 82.67 91.33 100.00
Hispanic 71.00 80.00 79.00 86.00 93.00 100.00
Special Education 0.00 47.00 43.00 62.00 81.00 100.00
Two or More Races 0.00 72.00 77.00 84.67 92.33 100.00
White 77.00 84.00 81.00 87.33 93.67 100.00
Grade:4th-6th STAAR Reading
2017 2018 2019 2020 2021 2022
*All Students* 61.00 69.00 66.00 77.33 88.67 100.00
African American 56.00 63.00 56.00 70.67 85.33 100.00
Asian 0.00 0.00 80.00 86.67 93.33 100.00
Economically Disadvantaged 58.00 63.00 62.00 74.67 87.33 100.00
English Learners 58.00 63.00 54.00 69.33 84.67 100.00
Hispanic 57.00 64.00 66.00 77.33 88.67 100.00
Special Education 0.00 48.00 39.00 59.33 79.67 100.00
Two or More Races 0.00 72.00 69.00 79.33 89.67 100.00
White 71.00 80.00 73.00 82.00 91.00 100.00
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Page 2 of 3Campus Improvement Plan
A. M. Story Intermediate School 2020-2021
STAAR
Grade:5th STAAR Science
2017 2018 2019 2020 2021 2022
*All Students* 56.00 60.00 59.00 72.67 86.33 100.00
African American 0.00 0.00 50.00 66.67 83.33 100.00
Economically Disadvantaged 51.00 55.00 53.00 68.67 84.33 100.00
English Learners 46.00 68.00 37.00 58.00 79.00 100.00
Hispanic 52.00 64.00 49.00 66.00 83.00 100.00
Special Education 0.00 0.00 39.00 59.33 79.67 100.00
Two or More Races 0.00 0.00 82.00 88.00 94.00 100.00
White 78.00 70.00 73.00 82.00 91.00 100.00
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Page 3 of 3Campus Improvement Plan
A. M. Story Intermediate School 2020-2021
About A. M. Story Intermediate
Mission Statement: The mission of A. M. Story is to foster relationships that excite, engage, and empower our students and Community to achieve excellence.
Grade Span:
4–6
Enrollment:
699
2020 State Accountability Rating:
Not Rated: Declared State of Disaster
2019 State Accountability Summary:
Overall Accountability Rating: D
- Student Achievement Rating: D
- School Progress Rating: C
- Academic Growth Rating: D
- Relative Performance Rating: C
- Closing the Gaps Rating: D
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A. M. Story Intermediate School 2020-2021
Comprehensive Needs Assessment (CNA)
Comprehensive Needs Assessment Process
Review the Needs Assessment with CIP team on 4/26/2018
Campus Improvement Team met to establish goals. Big Plan include:
1. Balanced Literacy
2. Guided Math (Small group workstations)
3. Patterns of Power / Lucy Calkins Writing
4. Project Listo Science
5. Detailed look at Discipline Plan
6. Staffing for student’s needs
7. Instructional materials
Areas of Concern:
1. Demographics
a. Data Sources Reviewed: Monthly by Principal
* Enrollment
* Daily attendance
* Mobility/Stability
* Special Program Participation
* Socioeconomic status
* ESL
b. Summary of Strengths
* Attendance is a strength and we continue to see an increase in our ESL/Hispanic population’s success
c. Summary of Weaknesses/Needs
* SPED and stability of our students continues to be a concern.
d. Prioritized list of Needs:
* SPED support – more inclusion support
* SPED resources – instructional supplies
e. Possible Actions:
* Increase in aides for inclusion
* Additional resources for Reading and Writing with SPED
2. Parent and Community Involvement:
a. Data Sources Reviewed: Monthly by Principal, Parent Involvement committee
* Volunteering opportunities
* Open house attendance
* Frequency of information disseminated
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Page 1 of 4Campus Improvement Plan
A. M. Story Intermediate School 2020-2021
* Involvement of parents and community in school decisions
* Types of community partnerships
* Parent training workshops
* Health services
b. Summary of Strengths
* Community and Parent events are a strength at Story. We have parent events every month and most events have an attendance of over 200 parents.
* Newsletter to parents each month.
c. Summary of Weaknesses/Needs
* We would like to see more meetings to address individual needs of students
d. Prioritized list of Needs
* RtI parent meetings
* Phase meetings
* Report Card Pickup
e. Possible Actions
* Parent conferences in the Fall and Spring
3. Curriculum, Instruction and Assessment
a. Data Sources Reviewed monthly by Principal and RtI Committee:
* Academic performance – Report Card grades, Student work, Benchmarks, STAAR tests
* Completion rates –Retention rates, Dropout rates
* Instructional programs/activities – monitoring, evaluating and modifying programs
* Instructional materials – Amount/quality of textbooks, Supplemental resources
* Support personnel – Available professional and paraprofessional staff
b. Summary of Strengths
* 5th /6th grade Math
c. Summary of Weaknesses/Needs
* Incoming 4th grade Math – Guided Math added
* Reading – Balanced Literacy added
* Writing – Lucy Calkins/ Patterns of Power added
d. Prioritized list of Needs
* Training on the areas listed above
* Additional staff – Intervention teacher
e. Possible Actions
* Additional Staff to provide intervention
* Leveled Literacy Intervention (LLI), Ladder up with Writing, Math small group
4. Staff Quality, Professional Development, Recruitment and Retention
a. Data Sources Reviewed monthly by Principal
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A. M. Story Intermediate School 2020-2021
* Qualified and highly effective status of personnel – number of staff specialists, counselors, psychologists, social workers
* Professional development opportunities and resources
* Staff demographics
* Recruitment and retention strategies
b. Summary of Strengths
* Professional Development - great resources and training on content
c. Summary of Weaknesses/Needs
* Retention and Recruitment of experienced teachers
d. Prioritized list of Needs
* Higher salary
* Opportunities for bonus/advancement
e. Possible Actions
* Retention Focus group
* Incentive plan
* New Teacher Academy by principal.
5. Technology
a. Data Sources Reviewed quarterly by Principal
* Amount, quality and availability of equipment, software
* Extent to which teachers integrate technology into instruction
* Type of computer systems available
* Barriers preventing effective use of technology
* Technology professional development opportunities
* Tech Tuesday
b. Summary of Strengths
* Resources available – Apple TV, Smartboards, iPads, Macbooks, Document Cameras
c. Summary of Weaknesses/Needs
* Integration into the classroom
d. Prioritized list of Needs
* Professional development
* Modeling of classroom implementation
e. Possible Actions
* Tech Tuesday
* Tech specialists into classrooms
* Professional development
6. School Context and Organization
a. Data sources reviewed quarterly by Principal
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A. M. Story Intermediate School 2020-2021
* Average class size
* School Climate - Quality of student-teacher relationships, student attitudes toward school, teacher job satisfaction
* Discipline referrals, Suspensions, Expulsions, Attendance and Tardiness
* Classroom management and organization
* Extracurricular activities and clubs
* Student, teacher, parents and community perceptions of the school – Surveys and meetings
* Staff and Parent Newletters
b. Summary of Strengths
* Class sizes
* Attendance
c. Summary of Weaknesses/Needs
* Discipline
* Classroom management
d. Prioritized list of Needs
* Parent discipline meetings
* Mentor program
* Attendance meetings
* Kagan training
e. Possible Actions
* Coffee with the principal once a six weeks
* Parent newsletter – monthly
* Staff newsletter – weekly
* Social committee
* Mentor program
* Kagan Training for classroom management and discipline
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Page 4 of 4Campus Improvement Plan
A. M. Story Intermediate School 2020-2021
Federal Requirements - Schoolwide Program
ESSA requires three elements that are essential for effective implementation of a schoolwide program.
In accordance with the revised (07/31/2018) Section 1114(b)(1) of Title I, Part A Statute, a Schoolwide program shall include the following federally required elements:
1. Conduct a comprehensive needs assessment - (SWP CNA) Schoolwide Comprehensive Needs Assessment. (Section 1114(b)(6))
a. Includes academic achievement of students.
b. Needs of students who are failing, or are at-risk of failing, to meet State standards.
c. Barriers for educators, students and parents.
2. Prepare a comprehensive schoolwide plan - (SWP CIP) Campus Improvement Plan. (Section 1114(b))
a. Provide opportunities for all children to meet the challenging state academic standards.
b. Instructional strategies that strengthen the academic program in the school.
c. Increase the amount and quality of learning time.
d. Address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.
e. Includes the involvement of Parents, Community members, Teachers, Principal, Other school leaders.
f. Regular monitoring and revision as necessary based on student needs.
g. Available to the LEA, parents, and the public, in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
3. Conduct outreach to parents and family members and implement programs, activities, and procedures for the involvement of parents and family members in programs – (SWP
SPFE) School Parent and Family Engagement Requirements. (Section 1116(b-c))
a. School Parent and Family Engagement Policy.
b. Shared Responsibilities for High Student Academic Achievement.
c. Building Capacity for Involvement.
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A. M. Story Intermediate School 2020-2021
Federal Requirements - Schoolwide Program Elements
A. M. Story Intermediate conducts a Title I Schoolwide Program on the campus. The Schoolwide Elements are addressed in the Campus Improvement Plan under the following goals.
1. Conduct a Schoolwide Comprehensive Needs Assessment (SWP CNA).
• Goal #1: Campus Performance Objectives Strategy
• Goal #1: Foundation Program Strategy
• Goal #1: Accelerated Instruction Strategy
• Goal #2: Professional Development Program Strategy
2. Prepare a Comprehensive Improvement Plan (SWP CIP).
• Goal #1: Accelerated Instruction Strategy
• Goal #2: Professional Development Program Strategy
• Goal #2: Recruitment and Retention Initiatives Strategy
• Goal #3: Safe Schools Initiatives Strategy
• Goal #3: Counseling Responsive Services Strategy
• Goal #5: Career Guidance and Counseling Strategy
3. Conduct outreach to parents and family members and implement programs, activities, and procedures for the involvement of parents and family members in programs. (SWP
SPFE)
• Goal #4: Parent and Family Engagement Strategy
• Goal #4: Shared Responsibility for High Student Academic Achievement Strategy
• Goal #4: Building Capacity for Involvement Strategy
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A. M. Story Intermediate School 2020-2021
Needs Assessment Summary
Story Intermediate received a State Accountability Rating of Not Rated: Declared State of Disaster for 2020 to recognize that the closure of schools, in response to the COVID-19
pandemic, during the state’s testing window inhibited the ability of the state to accurately measure district and campus performance.
Story Intermediate received a State Accountability Rating of D from TEA in 2019.
Student Strengths and Needs (2019 STAAR Results):
Reading/ELA: 66% of All Students met the passing standard in Reading. Passing rates for other subgroups ranged from 80% for Asian students to 39% for Special Education
students.
Math: 78% of All Students met the passing standard in Math. Passing rates for other subgroups ranged from 100% for Asian students to 43% for Special Education students.
Writing: Fourth grade students participated in the STAAR Writing test. 51% of All Students met the passing standard in Writing. Passing rates for other subgroups ranged from 71%
for White students to 20% for Special Education students.
Science: Fifth grade students participated in the STAAR Science test. 59% of All Students met the passing standard in Science. Passing rates for other subgroups ranged from 82%
for students of Two or More Races to 39% for Special Education students.
Interventions: Story Intermediate students having difficulty are provided with supplemental instructional support. Tutorials are also available for students who need additional
assistance.
Faculty and Staff: Professional development is encouraged for the staff, particularly focusing on areas where students are performing below district expectations. Both local and
supplemental funds are available to provide opportunities for participation in professional development.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Strategy:
Campus Performance Objectives 8/2020 - 5/2021 Principal - David Local Funds - Time Informal Assessment The campus performance Criterion-Referenced Test
(SWP CNA) - The Superintendent Richardson Contributions of Committee :Classroom Assessments- objectives will support the :STAAR Tests- 05/21: The
and Chair of the DPDMC will assist Members 12/20: Increased academic needs of the district and the percent of students who
the Story Intermediate SBDMC with achievement on Benchmarks. immediate needs of the meet standard in Math and
guidance in setting the campus' campus. Reading will increase by 2%.
performance objectives. Districtwide
performance objectives are based on
data available through the
comprehensive needs assessment
process.
After each benchmark (middle, and
end of year), data will be analyzed
and targeted intervention will begin.
Intervention will be provided by
special and general education
teachers and highly qualified
paraprofessionals.
A. M. Story Intermediate will adopt
performance objectives reflective of
their students' unique needs.
Strategy:
Federal and State Mandated Testing 1/2021 - 5/2021 Principal - David Local Funds - Assessment Informal Assessment Increased student Criterion-Referenced Test
Program - A. M. Story Intermediate Richardson Resources :Classroom Assessments - achievement. :STAAR Tests- 05/21: The
participates in the State-Developed Counselor - Melissa 12/20: Increased academic percent of students who
Testing Program that is consistent Sheffield achievement on Benchmarks. meet standard in Math and
with the regulations of Every Student Reading will increase by 2%.
Succeeds Act (ESSA).
The State of Texas Assessments of
Academic Readiness (STAAR) tests
will measure Math and Reading
(grades 4 – 6), Writing (grade 4), and
Science (grade 5).
The STAAR program is aligned with
the State-Adopted Curriculum, the
Texas Essential Knowledge and
Skills (TEKS). Students will be
administered the appropriate
grade-level and subject-area STAAR
tests in line with the state issued
Student Assessment Calendar.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Strategy:
Foundation Program (SWP CNA) - 8/2020 - 5/2021 Principal - David State and Local Funds - Time Informal Assessment Increased student Criterion-Referenced Test
Teachers and staff implement Richardson Contributions of Foundation :Classroom Assessments- achievement. :STAAR Tests- 05/21: The
scientifically research-based Staff 12/20: Increased academic percent of students who
instructional strategies, activities and achievement on Benchmarks. meet standard in Math and
initiatives to increase the amount Reading will increase by 2%.
and quality of learning time, promote
accelerated instruction and provide
educational enrichment to all
students. The educational system is
grounded in the state’s TEKS that
ensures the curriculum vertically
aligns and supports the
state-adopted assessment program.
This will provide opportunities for all
students to meet the state’s
proficient and advanced levels of
student performance.
Activity:
Local Assessments Instruments 8/2020 - 5/2021 Counselor - Melissa Federal - Title I, Part A - Informal Assessment Increased student Criterion-Referenced Test
(SWP CNA) - Students in 4th Sheffield Counseling :Classroom Assessments - - achievement. :STAAR Tests - - 05/21: The
through 6th grade are given Resources/Assessments 12/20: Increased academic percent of students who
pre-assessments to determine if $2,093.00 achievement on meet standard in Math and
they are performing on grade Benchmarks. Reading will increase by 2%.
level. These include the BOY,
MOY, and EOY Benchmarks with
a performance level of 70% and
STAR Reading and Math; 5th
STAAR Science passing rate of
58 and 4th grade STAAR Writing
passing rate of 56 indicate grade
level performance.
Throughout the year, formative
assessments are given to
students. These include
Benchmark tests given twice a
year, STAR Reading and Math
given once a year and classroom
assessments given every six
weeks.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Strategy:
Accelerated Instruction (SWP CIP) - 8/2020 - 5/2021 Assistant Principal - Local Funds - Time Increased student Documents :School
Palestine ISD uses the student Laura Jones Contributions of Staff achievement. Records- 05/21: 100% of
performance data resulting from the At-Risk students are
basic skills assessment instruments identified in a timely manner
and achievement tests to design and and appropriate programs
implement appropriate and interventions
compensatory, intensive, or implemented.
accelerated instructional services for
students that enable them to be
performing at grade level at the
conclusion of the next regular school
term.
Students receiving assistance under
SCE are identified using the State
criteria defined under TEC Section
29.081 – Revised 2019 or local
criteria that have been approved by
the school board.
Students receiving assistance under
Title I, Part A are those students
failing or most at-risk of failing to
meet the state’s academic
achievement standards. Schoolwide
programs meet the educational
needs of all children, particularly
those identified as having the
greatest needs.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Supplemental Activities - Story 8/2020 - 5/2021 Principal - David Federal - Title I, Part A - Informal Assessment Increased student Criterion-Referenced Test
Intermediate provides several Richardson Supplemental Instructional :Classroom Assessments - - achievement. :STAAR Tests - - 05/21: The
supplemental activities to support Resources 12/20: Increased academic percent of students who will
students who are at risk. $34,780.85 achievement on meet or master grade level in
Benchmarks. Reading will increase from
These include daily 30 minute 39% to 42% and in Math will
supplemental pullout classes. State - State Compensatory increase from 49% to 52%.
These classes are for students Education (SCE) - Time
who are below grade level in Contribution of Instructional
Reading. They will continue to Support Teacher
receive services until they attain FTE: 1.00
one grade level improvement. $63,337.86
Supplemental computer assisted
instruction is available in Reading State - State Compensatory
and Math for 4th through 6th Education (SCE) - Time
grade students for 30 minutes a Contributions of Tutorial
day throughout the year. Teachers
Programs used include iStation, $51,100.00
Education Galaxy, Online
textbooks, Benchmark Universe,
Khan Academy and one-one use
of iPad Minis.
Supplemental STAAR support
classes are available in Reading
and Math for students in fourth
grade through sixth grade who
have failed a STAAR test. These
classes will meet daily for 30
minutes and provide individualized
instruction to students who are
experiencing difficulty and need
supplemental assistance prior to
the administration of the STAAR
tests.
A Tutorial program is available to
students in grades 4 – 6 who are
performing below grade level
Tutorials are available to students
in Reading and Math for one hour
before school and after school.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Summer Program - Summer June 2021 Principal - David Local Funds - Time Increased student Informal Assessment
school is available in Reading and Richardson Contributions of Summer achievement. :Classroom Assessments - -
Math to students who have either Summer School Staff 06/21: Successful
failed a STAAR test or a core completion of 4 week
subject area class. The Summer summer session.
session is four weeks long and will
provide Individualized instructional
assistance to students, making
every effort to ensure that
students fulfill requirements for
advancement to the next grade
level. The staff will use
re-teaching strategies, including a
multi-sensory approach to
enhance the regular program of
instruction.
Strategy:
Special Education Program - Special 8/2020 - 5/2021 Principal - David State - Special Education Documents :Student Records- Students with disabilities Informal Assessment
education services shall be provided Richardson Block Grant - Time 12/20: 100% of the students have every opportunity to :Classroom Assessments-
to eligible students in accordance Contributions of Special with disabilities will be meeting meet their full educational 05/21: 100% of the students
with all applicable federal law and Education Staff their mastery percentages, as potential. with disabilities will be
regulations, state statutes, rules of dictated by their IEPs. meeting their mastery
the State Board of Education percentages, as dictated by
(SBOE) and commissioner of their IEPs, and will pass the
education, and the State Plan under State required assessment
Part B of the Individuals with instrument at the end of the
Disabilities Education Act (IDEA). school year.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Special Education Assessment - 8/2020 - 5/2021 Principal - David State and Local Funds - Increased student Documents :School Records
A student will be referred for a full Richardson Assessment Instruments achievement. - - 05/21: 100% of all
and individual initial evaluation for referrals for Special
possible Special Education Education services have
Services when there is sufficient proceeded through the
documentation that the student process in compliance with
continues to experience difficulty federal regulation and
in the general classroom after the Commissioner Rules.
provision of intervention strategies
and activities. If a student is
unable to speak and comprehend
English, a member of the
Language Proficiency
Assessment Committee (LPAC)
participates in a pre-referral.
The referral may be initiated by
school personnel, the student's
parents or legal guardian, or
another person involved in the
education or care of the student.
School personnel will complete
the referral in accordance with
Texas Education Code (TEC)
§29.004, related to the 45
calendar day time line.
Evaluation instruments will be
unbiased by gender, ethnicity,
country of origin, socio-economic
factors, language or hearing
status.
Evaluations include:
* Wechsler Intelligence Scale for
Children (WISC V)
* Kaufman Test of Educational
Achievement, Third Edition
(KTEA-3)
* Wechsler individual
Achievement Test Third Edition
(WIAT-III)
* Woodcock Johnson IV
Cognitive, Oral Language,
Achievement Tests
Reevaluation will occur no less
than every three years. The ARD
Committee will meet to review
existing data and determine the
scope of the reevaluation.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Special Education Modifications - 8/2020 - 5/2021 Principal - David State and Local Funds - Time Informal Assessment Increased student Informal Assessment
Palestine ISD provides a range of Richardson Contributions of Special :Classroom Assessments - - achievement. :Classroom Assessments - -
educational programs and Education Staff 12/20: 100% of the students 05/21: 100% of the students
different instructional with disabilities will be with disabilities will be
arrangements for students with meeting their mastery meeting their mastery
disabilities. The appropriate percentages, as dictated by percentages, as dictated by
instructional setting will be their IEPs. their IEPs, and will pass the
determined for each student by State required assessment
ARD committees. instrument at the end of the
school year.
Life Skills classes and Resource
classes are available for students.
Mainstreamed students are
monitored by the Special
Education teachers. Each regular
education teacher is provided a
copy of their students’ IEPs. If the
ARD Committee deems it
advantageous, students with
disabilities are ARDed into
Special Programs classes, i.e.,
State Compensatory Education
and Title I, Part A. The “Least
Restrictive Environment” required
for academic success is always a
main consideration.
Students receiving Special
Education services in grades 4 - 6
will participate in the Texas
Assessment program. The
individual student's ARD
committee will determine which
assessments will be appropriate.
a) STAAR
b) STAAR Alternate 2- an
alternate measurement for
students with significant cognitive
disabilities who meet participation
requirements.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Related Services - The ARD 8/2020 - 5/2021 Principal - David State and Local Funds - Time Increased student Documents :Student
committee assures that the need Richardson Contributions of Related achievement. Records - - 05/21: 100% of
for related services is considered Services Personnel the students with disabilities
for each student with disabilities are receiving Related
and there is evidence of the link Services, as dictated in their
between the need for the related IEPs.
service and educational benefit to
the student.
Related Services are provided to
all students for the time specified
in their IEPs, with gaps in services
made up in a timely manner.
These services may include
Occupational Therapy, Physical
Therapy, Speech Therapy,
Visually Impaired Services,
Assistive Technology Specialist,
Orientation and Mobility Specialist,
Parent Trainer, Autism Specialist
and Transportation.
Strategy:
English Learner Program - Story 8/2020 - 5/2021 Principal - David State and Local Funds - Time See Activities Below. Increased student See Activities Below.
Intermediate offers an ESL program Richardson Contributions of ESL Staff achievement.
whose goal whose goal is to enable Counselor - Melissa
English Learners (EL) to become Sheffield
competent in the comprehension,
speaking, reading, and composition
of the English language through the
integrated use of second language
methods. The ESL program shall
emphasize the mastery of English
language skills, as well as
mathematics, science and social
studies, as integral parts of the
academic goals for all students to
enable EL to participate equitably in
school.
Generated on Wednesday, December 16, 2020 at 1:55:14 PM
Copyright © Attila Software Productions 1996-2020 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708 Page 8 of 33Campus Improvement Plan
A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
EL Assessment - Within four 8/2020 - 5/2021 Principal - David Local Funds - Assessment Informal Assessment Significant increase in ELs' Informal Assessment
weeks of a student’s enrollment, a Richardson Resources :Classroom Assessments - - oral, verbal and written :Classroom Assessments - -
home language survey (HLS) is Counselor - Melissa 12/20: Increase in the language proficiency, as 05/21: 90% of students
conducted to determine the Sheffield number of students passing assessment results help LPAC passing formal and informal
language normally used in the formal and informal determine appropriate ESL assessment instruments.
home and by the student. The assessment instruments, as placement.
HLS is filed in each student’s well as computer-adapted
permanent record folder. assessments, as the
assessment and intervention
Identification assessments are process is refined.
administered to students to
provide information needed for
identification, placement and
re-designation of ELs. LAS Links
(listening, speaking, reading, &
writing components) is
administered to students in 4th
through 6th grade.
The Language Proficiency
Assessment Committee (LPAC) –
comprised of a professional
bilingual educator, a professional
transitional language educator, a
parent of an EL who is not
employed by the district, and a
campus administrator – prescribes
the appropriate ESL or Bilingual
intervention.
Activity:
Modifications for EL students - 8/2020 - 5/2021 Principal - David State and Local Funds - Time Informal Assessment Students exiting EL Criterion-Referenced Test
Story Intermediate offers a Richardson Contributions of ESL Staff :Classroom Assessments - - designation by LPAC. :STAAR Tests - - 05/21: The
content-based ESL program, 12/20: Increase academic percent of students who
which is an English program that achievement on meet standard in Math and
Federal - Title III, Part A ELA -
serves EL in English only by benchmarks. Reading will increase by 2%.
Supplemental ESL Reousrces
providing full-time ESL certified
$2,450.00
teachers to provide supplementary
instruction for all content area
instruction.
The LPAC prescribes the
academic achievement test that
will be administered to each
student:
* STAAR
* STAAR Spanish
* STAAR Alternate 2.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Program Exit Criteria - Exit 8/2020 - 5/2021 Principal - David State and Local Funds - Time Informal Assessment Students exiting EL Criterion-Referenced Test
criteria are applicable to students Richardson Contributions of ESL Staff :Classroom Assessments - - designation by LPAC. :STAAR Tests - - 05/21: The
in grades 4 – 6 who are identified Counselor - Melissa 12/20: Increase academic percent of students who
as Bilingual, ESL or Parental Sheffield achievement on meet standard in Math and
Denials. A parent and/or guardian benchmarks. Reading will increase by 2%.
must sign the exit
notification/parent permission form
before a student is exited from the
ESL program.
The LPAC reviews each student’s
progress at the end of the school
year in order to determine future
appropriate placement. The
following criteria will be used to
determine whether a student is
academically successful:
* English Language Proficiency:
Grades 4 – 6: Score Advanced
High on TELPAS in Listening,
Speaking, Reading, and Writing.
* Grades 4 – 6: Meet passing
standard on the STAAR Reading
test.
* the results of a subjective
teacher evaluation using the
state’s standardized rubric.
The LPAC will monitor students
who exit the ESL program for two
years. The scores from state
approved achievement test(s) - if
administered, criterion-referenced
tests in reading and/or writing,
local assessments, English
proficiency tests, teacher
observations, parental viewpoints
and records noting academic
progress will be used. If the
student demonstrates inadequate
English proficiency at any time
during the two year monitoring
period, the student will be
readmitted to the ESL program as
prescribed by the LPAC.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Strategy:
Dyslexia Program - The district 8/2020 - 5/2021 Dyslexia Coordinator - State and Local Funds - Time Documents :Student Records- Increased student Criterion-Referenced Test
Dyslexia Coordinator coordinates the Melanie Jackson Contributions of Staff 12/20: 100% of all students achievement. :STAAR Reading Test-
identification of students with will have made appropriate 05/21: The percent of
dyslexia with the individual progress through the Dyslexia students who will meet or
campuses. Children are given program, as reflected in master grade level in
several assessments that measure student grade reports. Reading will
the level of phonological awareness, increase from 39% to 42%.
the knowledge of letter names and
sound, the ability to read and decode
single words in isolation,
understanding of what they read,
understanding of what is read to
them and how well they are able to
organize and sequence thoughts in
writing. Assessments used include
Comprehensive Test of Phonological
Processing (CTOPP), Gray Oral
Reading Test, Woodcock Reading
Mastery Tests, Third Edition (WRMT
III), and Test of Written spelling 5th
Edition (TWS – 5).
The Section 504 Committee receives
the results of the evaluation and
determines the most appropriate
instruction program for the child, and
develops an individual education
plan for him/her that will include any
modifications or accommodations
that may be needed. 504 meetings
are held yearly and parents are
welcome to attend.
Generated on Wednesday, December 16, 2020 at 1:55:14 PM
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
Dyslexia Modifications - At Story 8/2020 - 5/2021 Dyslexia Coordinator - State and Local Funds - Time Informal Assessment Increased student Criterion-Referenced Test
Intermediate, students who are Melanie Jackson Contributions of Staff :Classroom Assessments - - achievement. :STAAR Reading Test - -
identified as having dyslexia are 12/20: 80% of students will 05/21: The percent of
provided a reading intervention demonstrate improved students who meet standard
State - Dyslexia Allotment -
program that is individualized to reading and comprehension in Reading will increase by
Dyslexia Resources
meet the unique learning needs of skills. 2%.
$48,764.00
the student.
Monitored students not
progressing in line with their peers
may be recommended for
reevaluation; and if necessary a
more intensive specialized
program will be prescribed.
The program that is used is the
Multisensory Teaching Approach
(MTA). It is a sequential program
designed specifically for student to
develop their language skills.
Identified students in grades 4 - 6
participate in a daily 35 minute
Pullout Program.
Generated on Wednesday, December 16, 2020 at 1:55:14 PM
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Strategy:
504 Program - Students classified 8/2020 - 5/2021 Counselor - Melissa State - State Compensatory Increased student Documents :Counseling
as 504 are those who have a Sheffield Education (SCE) - Time achievement. Records- 05/21: 100% of the
physical or mental impairment which Contributions of Counselor students identified as 504
limits a major life activity such as have had their individual
learning, self-care, walking, seeing, needs diagnosed
hearing, speaking, breathing, appropriately and are
working and performing manual receiving timely and
tasks, as well as an academic need. appropriate assistance, per
Assessments are administered if counselor records.
students are demonstrating chronic
difficulties unresponsive to
intervention strategies to determine
need for ARD or 504 determinations.
The educational program for a
Section 504 student will be modified
to meet the individual needs as
identified by assessment data.
Testing accommodations may
include the following: Individual or
small group administration,
projection devices, manipulating test
materials, supplemental aides,
Oral/signed administration, extra
time, large print and other
accommodation per Section 504
Committee decisions.
Environmental accommodations may
also be made for students. These
may include: Change student
seating as needed for the situation,
early release from class, adapt
environment to avoid distractions,
alter supplies for easier access,
other accommodations per Section
504 Committee decisions.
STAAR requirements do not provide
for exemptions of Section 504
students from mastery of the TEKS.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Strategy:
Gifted and Talented (G/T) Program - 8/2020 - 5/2021 Counselor - Melissa State and Local Funds - Time Documents :Student Records- Increased student Informal Assessment
Palestine ISD has adopted a process Sheffield Contributions of Staff 12/20: All students referred for achievement. :Classroom Assessments-
for identifying and serving G/T consideration have completed 05/21: 100% of the G/T
students who are defined as a child the process in a timely manner students will achieve scores
or youth who performs at or shows and those identified as G/T are within the 95% to 100%
the potential for performing at a offered the opportunity to range on assessment
remarkably high level of participate in the program, per instruments administered at
accomplishment when compared to Counselor Records. the end of the year.
others of the same age, experience,
or environment and who: 1) exhibits
high performance capability in an
intellectual, creative, or artistic area;
2) possesses an unusual capacity for
leadership; or (3) excels in a specific
academic field.
Activity:
G/T Assessments - New students 8/2020 - 5/2021 Counselor - Melissa State - State Compensatory Increased student Documents :School Records
and current students are identified Sheffield Education (SCE) - Time achievement. - - 05/21: 100% of students
in the fall, while transfer students Contributions of Counselor nominated for gifted and
will have their data from the talented have been screened
previous district reviewed. and if identified, receive
Students go through a nomination services commensurate with
and assessment process for G/T their abilities.
identification that includes a
minimum of 3 appropriate criteria
that include both qualitative and
quantitative measures. Final
selection of students for services
is made by a committee of at least
three local district or campus
educators who have received
training in the nature and needs of
gifted students (19 TAC §89.1).
Criteria include teacher
recommendations, parent
nominations and community
nominations.
Coordinator’s records indicate all
students referred for consideration
have completed the process in a
timely manner.
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A. M. Story Intermediate School 2020-2021
Goal: 1 Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a solid foundation in the core academic areas with an emphasis on
math/science and cross curricular writing skills to increase state assessment measures. (SWP CNA, CIP) [TEC §4.001(b)(3)(4)(7)]
Objective(s): 4th-6th We will structure the process of RtI (Response to Intervention) and deepen the understanding for parents and teachers.
Implementation: Reform TimeLine Person(s) Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Methodologies, Strategies and Responsible
Activities
Activity:
G/T Modifications - G/T students 8/2020 - 5/2021 Counselor - Melissa State and Local Funds - Time Documents :Counseling Increased student Criterion-Referenced Test
are served by an Honors Launch Sheffield Contributions of Staff Records - - 12/20: All achievement. :STAAR Tests - - 05/21:
class. The program provides a students referred for 100% of the G/T students
differentiated curriculum and an consideration have will achieve scores within the
array of learning opportunities completed the process in a 95% to 100% range on
emphasizing content in the four timely manner and those assessment instruments
major core areas. Pre AP classes identified as G/T are offered administered at the end of
are available for 6th grade the opportunity to participate the year.
students. in the program, per
Counselor Records.
Strategy:
Ancillary Services - Palestine ISD 8/2020 - 5/2021 Principal - David State and Local Funds - Time Increased student Criterion-Referenced Test
provides Ancillary Services or Richardson Contributions of Ancillary Staff achievement. :STAAR Tests- 05/21: The
“related services to all students to percent of students who
ensure that variables beyond their meet standard in Math and
control do not compromise academic Reading will increase by 2%.
performance or compel them to drop
out of school.
Activity:
Counseling Services - The School 8/2020 - 5/2021 Counselor - Melissa State - State Compensatory Documents :Counseling Increased student Criterion-Referenced Test
Counselor provides the following Sheffield Education (SCE) - Time Records - - 12/20: The achievement. :STAAR Tests - - 05/21: The
services: Contributions of Counselor Counselor’s records indicate percent of students who
* 1:1 and small group counseling FTE: 1.00 that students referred for meet standard in Math and
sessions, assistance have been Reading will increase by 2%.
$68,095.27
* Focused informal groups - contacted and as
behavior, attendance, appropriate, received
* Assistance with testing assistance. The Counselor
coordination, has completed the Calendar
* STAAR presentations, of Events and Activities for
* Parent Training, and the first semester and has
* Individual student planning. appropriate evaluation data
to measure the effectiveness
of each major activity or
contribution-prevention
and/or intervention.
Generated on Wednesday, December 16, 2020 at 1:55:14 PM
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