Cypress-Fairbanks Independent School District Emery Elementary School 2020-2021 Campus Improvement Plan - cfisd
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Cypress-Fairbanks Independent School District
Emery Elementary School
2020-2021 Campus Improvement Plan
Accountability Rating: Not Rated: Declared State of Disaster
Distinction Designations:
Academic Achievement in Science
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 1 of 47 January 20, 2021 9:43 AMMission Statement
Cypress Fairbanks Independent School District's Mission Statement
We maximize every student's potential through rigorous and relevant learning experiences preparing students to be 21st Century global learners.
Emery Elementary School's Mission Statement
Emery Elementary will encourage and challenge all students in an individualized, positive and secure environment where students are engaged and
motivated to learn, so that they can live and work successfully in an ever-changing society.
Vision
LEAD:Lead, Empower, Achieve, Dream
Value Statement
Emery is a PBIS school. Our motto is Safe, On-Task, Accountable and Respectful (SOAR)
As Eagles, we SOAR each day!
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 2 of 47 January 20, 2021 9:43 AMTable of Contents
Comprehensive Needs Assessment 4
Needs Assessment Overview 4
Student Achievement 6
School Culture and Climate 8
Staff Quality, Recruitment, and Retention 9
Parent and Community Engagement 10
Priority Problem Statements 11
Comprehensive Needs Assessment Data Documentation 13
Goals 14
Goal 1: Academic Achievement: The district will ensure academic performance and achievement levels that reflect excellence in learning and attainment of both high
expectations and high standards for all students. 14
Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning. 19
Goal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics. 24
Goal 4: Family and Community Engagement: Increase parent engagement on the campus and the methods of communication used to engage parents in school activities.
26
2020-2021 CPOC 28
Campus Funding Summary 30
Addendums 31
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 3 of 47 January 20, 2021 9:43 AMComprehensive Needs Assessment
Revised/Approved: September 3, 2020
Needs Assessment Overview
Title I, Part A Schoolwide Program Element 1.1: Comprehensive Needs Assessment: The campus conducted a comprehensive needs assessment of the entire school that
took into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are
failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors determined by the local education agency.
The campus used the following process to conduct the comprehensive needs assessment: As a campus, we broke up into small groups to review data relevant to the four goals and
discuss strategies to address the areas of need. We then met back together as a group to share the information.
The comprehensive needs assessment was reviewed and/or revised on the following date(s): September 3, 2020
In summary, the comprehensive needs assessment denotes the following: Upon reviewing the campus data, it was apparent our areas of concerns include the academic progress of
our African American, English Learners, Special Education and White student populations as well as the behavioral success of our African American students.
The comprehensive needs assessment was used to develop the goals, performance objectives, and strategies in the remainder of this campus improvement plan.
Title I, Part A Schoolwide Program Element 2.1: Campus Improvement Plan Developed with Appropriate Stakeholders: The campus improvement plan was developed
with involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, other school leaders,
paraprofessionals present in the school, administrators, the local education agency, and where appropriate, other individuals determined by the school. The committee who
develops and evaluates the CIP is called the Campus Performance Objective Committee (CPOC). Attached to this document is a list of the CPOC members, their roles, and the
dates/location of the meetings for the 2020-21 school year.
Title I, Part A Schoolwide Program Element 2.2: Regular Monitoring and Revision:The campus improvement plan will stay in effect for the duration of the school year, and
will be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging state academic
standards. The campus improvement plan will be evaluated on the following dates for the 2020-21 school year:
November 5, 2020
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 4 of 47 January 20, 2021 9:43 AMFebruary 4, 2021
May 26, 2021
June 1, 2021
Title I, Part A Schoolwide Program Element 2.3: Available to Parents and Community in an Understandable Format and Language: The campus improvement plan is
available to the local education agency, parents, and the public, and information contained in the plan is in an understandable and uniform format and, to the extent practicable
provided in a language parents can understand. It is written in English and translated into Spanish and other languages based on the following Language Access Plan for Title I
Campuses:
In accordance with Title VI of the Civil Rights Act of 1964 and the Americans with Disabilities Act, this procedure establishes guidelines for providing language accessible
services to individuals that are limited English proficient.
All Title I Campuses shall have all written and oral communication services readily available in English and Spanish.
When 25% of a Cypress-Fairbanks ISD Title I campuses home language data shows that the common form of communication is a language other than English or Spanish, the
campus will provide the following documents translated to the common language:
Registration and Enrollment Forms
Progress Reports
Report Cards
Campus Improvement Plans
School-Parent Compact
Parent Engagement Policy
Individual campuses may provide other documents translated in a language accessible to their community based upon campus needs. All documents will be translated upon
request. Verbal translation in Spanish is available at all Cypress-Fairbanks ISD campuses. The entire Cypress-Fairbanks ISD website, including attachments and links, is
translated into Spanish. Other translations may be provided upon request.
The Campus Improvement Plan is made available to parents on the campus website, the district website, the front office, and at The Commons at Hollyhock Apartments.
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 5 of 47 January 20, 2021 9:43 AMStudent Achievement
Student Achievement Summary
Due to COVID-19 in the 2019-20 school year, each campus was given the state accountability rating of Not Rated: Declared State of Disaster. However, federal accountability
ratings (Targeted Support or Additional Targeted Support) from the 2018-19 school year will remain in place.
The indicators included in the Closing the Gaps domain of the 2018-19 accountability system align the state accountability system with the Every Student Succeeds Act (ESSA).
In the Closing the Gaps domain of the 2018-19 accountability system, the campus has been identified for Additional Targeted Support in the following area(s): White (Academic
Achievement Reading, Academic Achievement Math, Growth Reading, Growth Math, Student Success)
The Texas Education Agency has given the following guidance for campuses identified for Targeted Support or Additional Targeted Support:
For campuses that have been identified for Targeted Support or Additional Targeted Support, LEA’s are required to develop an action plan to improve those campuses.
But those action plans can take any format. Since all campuses in Texas are engaged in annual Campus Improvement Plan processes, for most LEA’s it will make the
most sense to update your CIP with action steps designed to remedy the cause of the performance issue, rather than also developing a separate Targeted Improvement Plan
for the campus. (To the Administrator Addressed notification from the Texas Education Agency on September 9, 2019).
Using an integrated approach, campus level teams reviewed the Closing the Gaps domain data table along with other STAAR data and conducted the following process:
data analysis
identify the problem
identification of contributing factors
determination of sphere of control
identification of a focus issue, determination of the "5 whys"
identification of a root cause.
The problem statement and root cause are denoted in the "Problem Statements Identifying Student Achievement Needs" section below.
The team members included: Genesis Cortez, Hilda Salinas, Kelly Coleman, Brenda Carmona, Yesette Terrazas, Michael Riley, Jennifer Ng, Anne Brown, Marissa Perez,
Frances Yeaney, Mary Pegg, Dr. Michelle Merricks, Angela Akin-Fonville, Jennifer Carson, Chesley Church, Myrthala Fischer, Mayra Olvera, Bettie McGinness, Kelly
McMahon, Kelly Grissom, Rita Quintana, Abigail Russell, Diamonde Hensley, Meghan Castle, Victoria Riley.
The team met on the following date(s): September 3, 2020
Intervention Activities (strategies) to address the problem statement and root-cause are included in the Goals section of the CIP under Goal 1.
Student Achievement Strengths
The following strengths were identified based on a review of the 2019-20 data.
NOTE: Due to COVID-19, STAAR assessments were not administered in the 2019-20 school year. Therefore, the student achievement strengths are based on local assessment
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 6 of 47 January 20, 2021 9:43 AMdata available before COVID-19. 1. We increased the number of All students passing at the Masters Level on district assessments in Math and Reading in 3rd , 4th and 5th grade. 2. Our LEP population in 3rd, 4th and 5th grade increased the of students passing the district assessments at the Approaches Level in all subject areas. 3. Our ED population in 4th and 5th grade increased the number of students passing the district assessments at the Meets Level in all subject areas. 4. Our White population in 3rd, 4th and 5th grade increased the number of students passing the district assessments at the Approaches Level in all subject areas. Problem Statements Identifying Student Achievement Needs Problem Statement 1 (Prioritized): Reading: We did not meet our 2019 Incremental Growth Targets for the Approaches level in 3rd or 4th grades. Root Cause: Reading: Teachers need more opportunities to collaborate and monitor differentiated instruction to meet the needs of our struggling readers. Problem Statement 2 (Prioritized): Writing: Our Hispanic and African American populations are performing below the district. Root Cause: Writing: Teachers need more professional development on how to effectively develop student writing skills. Problem Statement 3 (Prioritized): Math: Our 3rd and 4th grade students are performing more than 20% lower than our 5th grade students at the Approaches level on STAAR. Root Cause: Math: Instruction is not being individualized and targeted to meet student needs. Problem Statement 4 (Prioritized): Science: Our Special Education population are performing below the district at the Approaches level on STAAR and district assessments. Root Cause: Science: Teachers need to utilize critical reading strategies to increase student performance. Problem Statement 5 (Prioritized): Students are beginning the 2020-21 school year with learning gaps. Root Cause: The onset of COVID-19 in the spring of 2020 and the implications of modified instructional methods necessitated by the need for immediate remote learning. Problem Statement 6 (Prioritized): Campuses serving the most economically disadvantaged students experience larger achievement gaps. Root Cause: The need to deepen understanding and address specific academic needs of African American, White, English Learners and Special Education student groups. Problem Statement 7 (Prioritized): Additional Targeted Support Reading: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Reading Growth and Student Success. Root Cause: Additional Targeted Support Reading: Our campus focus was not on this population so we were not effectively monitoring data to ensure that first instruction is most beneficial. Problem Statement 8 (Prioritized): Additional Targeted Support Math: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Math Growth and Student Success. Root Cause: Additional Targeted Support Math: Our campus focus was not on this population so we were not effectively monitoring data to ensure that first instruction is most beneficial. Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 7 of 47 January 20, 2021 9:43 AM
School Culture and Climate School Culture and Climate Strengths The following are strengths of the campus in regard to school culture and climate. (Summarize the campus strengths in regard to student attendance, restorative discipline, and campus safety based on 2019-20 data available before the onset of COVID-19.) 1. We had no Discretionary DAEP placements for the 2019-2020 school year. 2. Emery was named a National Capturing Kids Hearts Showcase School for the fourth year in a row. 3. Emery was names a No Place for Hate School. 4. As a Positive Behavior Intervention and Supports (PBIS) campus, it is our goal to create a safe learning environment where all students are Safe, On-Task, Accountable, and Respectful or S.O.A.R. This is our third year as a PBIS Level 2 campus, where we focus on students that need tier 1 and tier 2 supports. 5. Emery continues to follow district procedures that assist in ensuring campus safety. Problem Statements Identifying School Culture and Climate Needs Problem Statement 1 (Prioritized): School Culture and Climate: Our AA population has a very high numbers of students with In-School Suspensions. Root Cause: School Culture and Climate: Staff members require additional training and supports in restorative discipline. Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 8 of 47 January 20, 2021 9:43 AM
Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Strengths The following are strengths of the campus in regard to staff quality, recruitment and retention. (For example, summarize the campus strengths in regard to professional development and/or teacher/paraprofessional attendance in 2019-20 based on data available before the onset of COVID-19.) 1. 100% of our staff is highly qualified. 2. All new teachers and teachers new to our campus have mentors and attend our new teacher meeting on campus held by our Lead Mentors. Our first year teachers are also encouraged to attend the district meetings for new teachers. 3. At Emery, we focus on building strong teams and growing their content knowledge. 4. Monthly staff fun days are scheduled throughout the year to provide recognition and appreciation of everyone hard work and dedication. 5. Staff members are recognized in a variety of ways, including affirmation posters, shout outs at staff meetings, posts on our campus google site, and by the administrative teams at their weekly meetings. Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs Problem Statement 1 (Prioritized): Teacher/Paraprofessional Attendance: Staff attendance is low. Root Cause: Teacher/Paraprofessional Attendance: Emery is a late school which means staff members must take a half day or full day off for personal appointments. Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 9 of 47 January 20, 2021 9:43 AM
Parent and Community Engagement Parent and Community Engagement Strengths The following are strengths of the campus in regard to parent and community engagement. (For example, summarize the campus strengths in regard to parent survey data, records of parent attendance at meetings/trainings/student events and/or other related 2019-20 data available before the onset of COVID-19.) 1. We participated in the WATCH DOG Dads Program in 2019-2020 for the sixth year in a row and our students and staff love it. 2. Emery's PTO Board works diligently to increase the number of families join the PTO and increase the number of volunteers for school activities. They host a number of events for the community including an annual carnival, free movie nights and fun mother/son and father/daughter events to provide family fun for the community. 3. We continue to offer support with academics, behavior strategies and other information for parents as well as provide ideas on how they can support our school and their students. Problem Statements Identifying Parent and Community Engagement Needs Problem Statement 1 (Prioritized): Parent and Community Engagement: Due to COVID 19, we need to think of different ways to include our parents and community in school activities. Root Cause: Parent and Community Engagement: In order to adhere to the safety protocols, we can not do all of the activities we have done in the past. Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 10 of 47 January 20, 2021 9:43 AM
Priority Problem Statements Problem Statement 1: Reading: We did not meet our 2019 Incremental Growth Targets for the Approaches level in 3rd or 4th grades. Root Cause 1: Reading: Teachers need more opportunities to collaborate and monitor differentiated instruction to meet the needs of our struggling readers. Problem Statement 1 Areas: Student Achievement Problem Statement 2: Writing: Our Hispanic and African American populations are performing below the district. Root Cause 2: Writing: Teachers need more professional development on how to effectively develop student writing skills. Problem Statement 2 Areas: Student Achievement Problem Statement 3: Math: Our 3rd and 4th grade students are performing more than 20% lower than our 5th grade students at the Approaches level on STAAR. Root Cause 3: Math: Instruction is not being individualized and targeted to meet student needs. Problem Statement 3 Areas: Student Achievement Problem Statement 4: Science: Our Special Education population are performing below the district at the Approaches level on STAAR and district assessments. Root Cause 4: Science: Teachers need to utilize critical reading strategies to increase student performance. Problem Statement 4 Areas: Student Achievement Problem Statement 5: Students are beginning the 2020-21 school year with learning gaps. Root Cause 5: The onset of COVID-19 in the spring of 2020 and the implications of modified instructional methods necessitated by the need for immediate remote learning. Problem Statement 5 Areas: Student Achievement Problem Statement 6: Campuses serving the most economically disadvantaged students experience larger achievement gaps. Root Cause 6: The need to deepen understanding and address specific academic needs of African American, White, English Learners and Special Education student groups. Problem Statement 6 Areas: Student Achievement Problem Statement 7: School Culture and Climate: Our AA population has a very high numbers of students with In-School Suspensions. Root Cause 7: School Culture and Climate: Staff members require additional training and supports in restorative discipline. Problem Statement 7 Areas: School Culture and Climate Problem Statement 8: Teacher/Paraprofessional Attendance: Staff attendance is low. Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 11 of 47 January 20, 2021 9:43 AM
Root Cause 8: Teacher/Paraprofessional Attendance: Emery is a late school which means staff members must take a half day or full day off for personal appointments. Problem Statement 8 Areas: Staff Quality, Recruitment, and Retention Problem Statement 9: Parent and Community Engagement: Due to COVID 19, we need to think of different ways to include our parents and community in school activities. Root Cause 9: Parent and Community Engagement: In order to adhere to the safety protocols, we can not do all of the activities we have done in the past. Problem Statement 9 Areas: Parent and Community Engagement Problem Statement 10: Additional Targeted Support Reading: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Reading Growth and Student Success. Root Cause 10: Additional Targeted Support Reading: Our campus focus was not on this population so we were not effectively monitoring data to ensure that first instruction is most beneficial. Problem Statement 10 Areas: Student Achievement Problem Statement 11: Additional Targeted Support Math: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Math Growth and Student Success. Root Cause 11: Additional Targeted Support Math: Our campus focus was not on this population so we were not effectively monitoring data to ensure that first instruction is most beneficial. Problem Statement 11 Areas: Student Achievement Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 12 of 47 January 20, 2021 9:43 AM
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Accountability Data
Student Achievement Domain
Student Progress Domain
Closing the Gaps Domain
Accountability Distinction Designations
Student Data: Assessments
Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
Local benchmark or common assessments data
Student Data: Student Groups
Special education/non-special education population including discipline, progress and participation data
At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
Section 504 data
Gifted and talented data
Dyslexia Data
Response to Intervention (RtI) student achievement data
Student Data: Behavior and Other Indicators
Attendance data
Mobility rate, including longitudinal data
Discipline records
Employee Data
Staff surveys and/or other feedback
State certified and high quality staff data
Parent/Community Data
Parent surveys and/or other feedback
Support Systems and Other Data
Budgets/entitlements and expenditures data
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 13 of 47 January 20, 2021 9:43 AMGoals
Goal 1: Academic Achievement: The district will ensure academic performance and achievement levels that reflect excellence in learning and attainment of
both high expectations and high standards for all students.
Performance Objective 1: Curriculum and Instruction & Accountability: By June 2021, students will meet or exceed the STAAR performance targets as
noted on the attached CIP data table.
Evaluation Data Sources: STAAR Reading, Writing, Math and Science results
Strategy 1: Reading: Teachers will use collaborative resources to plan and implement instruction that meets the needs of all students in a Formative Reviews
variety of ways, including small groups, varied independent reading selections and strategies to help struggling readers. Nov Feb May
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialists
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 1
Strategy 2: Writing: Teachers will implement strategies learned from campus book studies, professional development and peer observations. Formative Reviews
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables. Nov Feb May
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialists
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 2
Strategy 3: Writing: 4th Grade teachers will implement strategies learned while working with Judy Wallis, a writing consultant, and during Formative Reviews
planning. Nov Feb May
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialists
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 2
Strategy 4: Math: Teachers will effectively implement strategies learned during professional development and peer observations as well as Formative Reviews
effectively using small group instruction to differentiate instruction and using Imagine Math. Nov Feb May
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialist
Title I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Achievement 3
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 14 of 47 January 20, 2021 9:43 AMStrategy 5: Science: Teachers will attend professional development workshops on how to differentiate instruction and effectively Formative Reviews
implementing strategies during instruction to meet the needs of all students. Nov Feb May
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialist
Title I Schoolwide Elements: 2.4
Problem Statements: Student Achievement 4
Strategy 6: Eliminate the Learning Gap and Increase the Amount of Quality Learning Time: The campus will provide 30 minutes of Formative Reviews
targeted instruction each day that includes: additional targeted small group intervention for our most at-risk students and enrichment Nov Feb May
activities for students who have met and/or exceeded the targets on district and state assessments.
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialists
Title I Schoolwide Elements: 2.5
Problem Statements: Student Achievement 7, 8
Strategy 7: Well-Rounded Education : The campus will provide the following enrichment programs, courses, and/or activities in order to Formative Reviews
provide all students with a well-rounded education: Sanford Harmony Lessons, Capturing Kids Hearts Curriculum, No Place for Hate Nov Feb May
Activities and Grade Level Community Service Projects.
Strategy's Expected Result/Impact: Meet or exceed the targets on the attached CIP target tables.
Staff Responsible for Monitoring: Principal, Assistant Principals, Counselors
Title I Schoolwide Elements: 2.5
Strategy 8: Deepen understanding of and address specific academic needs of the African American, White, English Learners and Special Formative Reviews
Education student groups in an effort to address the needs of all students, particularly at-risk. Nov Feb May
Strategy's Expected Result/Impact: Title I Campuses: Write in specific results/impacts for EACH FUND SOURCE item listed
below.
1. Salaries: The interventionists will work with our most at-risk students in 3rd, 4th and 5th grade to increase student achievement in
math and reading. The instructional paraprofessionals will assist in classrooms to ensure students stay on task while teachers work with
small groups.
2. Extra Duty Pay: Teachers will tutor our most at-risk students before and/or after school to help close the learning gaps and meet the
needs of students on and off campus.
3. Extra Duty Pay: Staff Development: Staff members worked prior to their contracted start date to prepare for the Staff Development
Sessions at the beginning of the school year.
4. Extra Duty Pay: Staff Development: ELAR teachers in grades 2-5 will attend after-school professional development throughout the
year from Judy Wallis, a Reading and Writing consultant, to strengthen their instructional practices and improve first instruction.
5. Extra Duty Pay: Staff Development: All staff members will attend Dr. Tyrone Howard's presentation "Equity in the Classroom" on
Saturday, November 11, 2020 to gain a deeper understanding of cultural issues and how to help all students be successful.
6. Extra Duty Pay: Staff members prepared, organized and distributed instructional materials for our CFISD Connect students.
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 15 of 47 January 20, 2021 9:43 AM7. Temporary Workers: Temporary workers will provide targeted interventions to increase student achievement and help students meet
and/or exceed the targets goals on district and state assessments.
8. Consultants: Staff Development: ELAR teachers will attend staff development with Judy Wallis, a Reading and Writing consultant,
to strengthen their instructional practices and increase student achievement.
9. Contracted Services: Karen Lowery will meet with all grades throughout the school year to share her abilities as a storyteller to
enhance the writing abilities of our students. Teachers will help students apply those strategies in their own writing and increase their
written composition skills.
10. Subscriptions: Reading Materials: Our Scholastic News subscription has been renewed for teachers to use in the classroom to
deepen student understanding of content taught in class.
11. Supplies: Non-Consumable Instructional: We purchased bookshelves and storage cabinets to help with classroom organization in all
content areas so students can easily access materials and maximize first instruction. Additional easels were purchased to help teachers
and interventionists deliver instruction to student on and off campus effectively. Technology will help students on campus access online
interventions to increase student achievement.
12. Supplies: Instructional: Additional content materials for literacy, math and science for classrooms in all grades will increase student
learning and academic achievement on district and state assessments, including student book bags, books for classes to use for reading
workshops and class read alouds, Brain Pop and Imagine Math program.
13. Supplies: Staff Development: Professional Books, including Big Ideas of Early Mathematics, Creative Block Play, When I Build
with Blocks, Teaching Numeracy, Language and Literacy with Blocks and Where's the Math?, will be used to increase teacher capacity
in our primary classrooms and improve first instruction. Teachers will use The Reading Strategies Book, The Writing Strategies Book
and Literacy Beginnings to address specific academic needs of our most at-risk students. Hacking School Discipline will help staff
members understand and address student behaviors in the classroom.
14. Supplies: Additional content materials for literacy, math and science, including flash cards, manipulatives, and school supplies, for
our CFISD Connect students will increase online engagement during lessons and provide an equal learning opportunity as their on
campus peers.
15. We purchased a Buddy Bench for our playground to promote our Capturing Kids' Hearts and No Place For Hate initiatives so
students have a safe place to go to at recess if they are feeling sad or upset or if they are new. Then students can go to the bench to help
friends who are needing a helping hand.
Staff Responsible for Monitoring: Principal, Title 1 Coordinator
Title I Schoolwide Elements: 2.6
Funding Sources: Consultants for Staff Development - 211 - Title 1 - $9,700, Supplies: Instructional - 211 - Title 1 - $103,456, Extra
Duty Pay for before and after school tutoring - 211 - Title 1 - $5,000, Supplies: Non-Consumable Instructional - 211 - Title 1 - $30,000
, Extra Duty Pay for Staff Development - 211 - Title 1 - $3,503, Interventionists and Instructional Paraprofessionals - 211 - Title 1 -
$240,188, Subscriptions: Reading Materials-Scholastic News - 211 - Title 1 - $393, Temporary Worker - 211 - Title 1 - $5,000,
Supplies: PAFE - 211 - Title 1 - $4,382, Supplies: Staff Development-Professional Books - 211 - Title 1 - $2,700, Contracted Services:
Karen Lowery - 211 - Title 1 - $6,000, Extra Duty Pay for PAFE - 211 - Title 1 - $4,397
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 16 of 47 January 20, 2021 9:43 AMNo Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Student Achievement
Problem Statement 1: Reading: We did not meet our 2019 Incremental Growth Targets for the Approaches level in 3rd or 4th grades. Root Cause: Reading: Teachers need
more opportunities to collaborate and monitor differentiated instruction to meet the needs of our struggling readers.
Problem Statement 2: Writing: Our Hispanic and African American populations are performing below the district. Root Cause: Writing: Teachers need more professional
development on how to effectively develop student writing skills.
Problem Statement 3: Math: Our 3rd and 4th grade students are performing more than 20% lower than our 5th grade students at the Approaches level on STAAR. Root Cause:
Math: Instruction is not being individualized and targeted to meet student needs.
Problem Statement 4: Science: Our Special Education population are performing below the district at the Approaches level on STAAR and district assessments. Root Cause:
Science: Teachers need to utilize critical reading strategies to increase student performance.
Problem Statement 7: Additional Targeted Support Reading: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Reading
Growth and Student Success. Root Cause: Additional Targeted Support Reading: Our campus focus was not on this population so we were not effectively monitoring data to
ensure that first instruction is most beneficial.
Problem Statement 8: Additional Targeted Support Math: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Math Growth
and Student Success. Root Cause: Additional Targeted Support Math: Our campus focus was not on this population so we were not effectively monitoring data to ensure that
first instruction is most beneficial.
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 17 of 47 January 20, 2021 9:43 AMGoal 1: Academic Achievement: The district will ensure academic performance and achievement levels that reflect excellence in learning and attainment of
both high expectations and high standards for all students.
Performance Objective 2: Additional Targeted Support: By the end of the 2020-21 school year, the campus will meet the Closing the Gaps targets that
were identified for school improvement after the 2018-19 school year in the following areas: White (Academic Achievement Reading (60%), Academic
Achievement Math (59%), Growth Reading (69%), Growth Math (74%), Student Success (58%).
Evaluation Data Sources: STAAR Data
Strategy 1: Additional Targeted Support Reading: Our campus will highlight and monitor our White Population's data after each ELAR Formative Reviews
assessments and use the data to plan re-teach lessons and provide appropriate interventions. Nov Feb May
Strategy's Expected Result/Impact: Meet performance objective STAAR performance targets for the Closing the Gaps Domain in the
current accountability system.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialists, Teachers
TEA Priorities: Build a foundation of reading and math - Additional Targeted Support Strategy
Problem Statements: Student Achievement 7
Strategy 2: Additional Targeted Support Math: Formative Reviews
Our campus will highlight and monitor our White Population's data after each Math assessments and use the data to plan re-teach lessons and Nov Feb May
provide appropriate interventions.
Strategy's Expected Result/Impact: Meet performance objective STAAR performance targets for the Closing the Gaps Domain in the
current accountability system.
Staff Responsible for Monitoring: Principal, Assistant Principals, Instructional Specialists, Teachers
TEA Priorities: Build a foundation of reading and math - Additional Targeted Support Strategy
Problem Statements: Student Achievement 8
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 2 Problem Statements:
Student Achievement
Problem Statement 7: Additional Targeted Support Reading: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Reading
Growth and Student Success. Root Cause: Additional Targeted Support Reading: Our campus focus was not on this population so we were not effectively monitoring data to
ensure that first instruction is most beneficial.
Problem Statement 8: Additional Targeted Support Math: Our White population did not meet the Closing the Gap targets in the areas of Academic Achievement, Math Growth
and Student Success. Root Cause: Additional Targeted Support Math: Our campus focus was not on this population so we were not effectively monitoring data to ensure that
first instruction is most beneficial.
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 18 of 47 January 20, 2021 9:43 AMGoal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 1: Student Safety: By the end of the 2020-21 school year, 100% of the district's safety policies will be implemented.
Evaluation Data Sources: Record of safety drills and other required safety actions
Strategy 1: Campus Safety: We will implement our No Place for Hate Program as well as our Capturing Kids Hearts philosophy daily. Formative Reviews
Strategy's Expected Result/Impact: Emery Staff will make sure our campus is safe for students and staff. Nov Feb May
We purchased a Buddy Bench for our playground to promote our Capturing Kids' Hearts and No Place For Hate initiatives so students
have a safe place to go to at recess if they are feeling sad or upset or if they are new. Then students can go to the bench to help friends
who are needing a helping hand.
Staff Responsible for Monitoring: Principal, Assistant Principals, Emery Staff
Strategy 2: Conduct Emergency Operating Procedure (EOP) safety drills (fire, shelter in place, intruder, crisis, evacuation, metal detectors, Formative Reviews
etc.) throughout the year. Nov Feb May
Strategy's Expected Result/Impact: 100% of Emergency Operating Procedure (EOP) safety drills will be conducted by scheduled
deadlines.
Staff Responsible for Monitoring: Principal, Assistant Principals, EOP Coordinator, Emery Staff
No Progress Accomplished Continue/Modify Discontinue
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 19 of 47 January 20, 2021 9:43 AMGoal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 2: Student Attendance: By the end of the 2020-21 school year, student attendance will be at 97%.
Evaluation Data Sources: Student attendance records
Strategy 1: Student Attendance On-Campus: Teachers will routinely monitor and communicate with administration about students with Formative Reviews
three or more tardies or absences. The Assistant Principals will contact parents and set up a conference to discuss excessive tardies and Nov Feb May
absences.
Strategy's Expected Result/Impact: Student attendance will remain at or exceed 97%.
Staff Responsible for Monitoring: Principal, Assistant Principals, Teachers
Strategy 2: Student Attendance Remote: Teachers will routinely monitor and communicate with administration about students with three or Formative Reviews
more tardies or absences. The Assistant Principals will contact parents and set up a conference to discuss excessive tardies and absences. Nov Feb May
Strategy's Expected Result/Impact: Student attendance will remain at or exceed 97%.
Staff Responsible for Monitoring: Principals, Assistant Principals, Teachers
No Progress Accomplished Continue/Modify Discontinue
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 20 of 47 January 20, 2021 9:43 AMGoal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 3: Restorative Discipline: By the end of the 2020-21 school year, discipline referrals and exclusionary discipline actions will be
decreased by 10%.
Evaluation Data Sources: Discipline reports
Strategy 1: Restorative Discipline: Staff will implement our PBIS philosophy, CKH program, present our monthly Project Safety lessons Formative Reviews
and do our annual Code of Conduct presentations with students. Nov Feb May
Strategy's Expected Result/Impact: Discipline referrals will be decreased by 10%.
Staff Responsible for Monitoring: Principal, Assistant Principals, Behavior Interventionists, Teachers
Problem Statements: School Culture and Climate 1
Strategy 2: In School Suspensions data will be monitored by the Assistant Principals, Behavior Specialists and the PBIS Level 2 committee Formative Reviews
members bi-monthly. They will discuss areas of concern and provide staff members strategies and ideas to that will keep our African Nov Feb May
American Sped students in class for instruction.
Strategy's Expected Result/Impact: In School Suspensions for SPED African American students will be reduced by 10%.
Staff Responsible for Monitoring: Principal, Assistant Principals, Behavior Specialists
Strategy 3: Out of School Suspensions: Work one-on-one as needed to support students to attain increased social, emotional and behavioral Formative Reviews
competencies. Nov Feb May
Strategy's Expected Result/Impact: Out of school suspensions will be reduced by 10%.
Staff Responsible for Monitoring: Principal, Assistant Principals, Behavior Interventionists, Teachers
Strategy 4: Special Opportunity School (SOS) Placements: Work one-on-one as needed to support African American students to attain Formative Reviews
increased social, emotional and behavioral competencies. Nov Feb May
Strategy's Expected Result/Impact: Special Opportunity School (SOS) placements of African American students will continue to be
0%.
Staff Responsible for Monitoring: Principal, Assistant Principals, Behavior Interventionists
Strategy 5: Emery had a 0 % rate of violent incidents for the 2019 and 2020 school year. To maintain this goal, we will continue to provide Formative Reviews
programs and learning opportunities for our students, including No Place for Hate, Sanford Harmony team building activities, PBIS Nov Feb May
strategies and Capturing Kids Hearts lessons.
Strategy's Expected Result/Impact: Violent incidents will continue to be 0%
Staff Responsible for Monitoring: Principal, Assistant Principals, Behavior Interventionists, Counselors
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 3 Problem Statements:
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 21 of 47 January 20, 2021 9:43 AMSchool Culture and Climate Problem Statement 1: School Culture and Climate: Our AA population has a very high numbers of students with In-School Suspensions. Root Cause: School Culture and Climate: Staff members require additional training and supports in restorative discipline. Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 22 of 47 January 20, 2021 9:43 AM
Goal 2: Safe and Healthy Learning Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.
Performance Objective 4: Coordinated Health Program: By the end of the 2020-21 school year, 100% of the Campus School Health Advisory Council
(CSHAC) Campus Plan will be implemented.
Evaluation Data Sources: Records of CSHAC plan implementation (ex: Lesson Plans etc.)
Strategy 1: A Campus School Health Advisory Council (CSHAC) Campus Plan will be developed and implemented as written within the Formative Reviews
specified timelines. Nov Feb May
Strategy's Expected Result/Impact: Use of successful methods to ensure students participate in instruction and a variety of activities
designed to enhance and encourage lifelong health fitness.
Staff Responsible for Monitoring: CSHAC Team
No Progress Accomplished Continue/Modify Discontinue
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 23 of 47 January 20, 2021 9:43 AMGoal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics.
Performance Objective 1: Teacher/Paraprofessional Attendance: By the end of the 2020-21 school year, teacher/paraprofessional attendance will increase
by 5%.
Evaluation Data Sources: Teacher/Paraprofessional Attendance Reports
Strategy 1: Teacher/Paraprofessional Attendance: We will recognize staff members and teams who have perfect attendance at our monthly Formative Reviews
staff meetings. Nov Feb May
Strategy's Expected Result/Impact: Teacher/paraprofessional attendance will increase by 5%.
Staff Responsible for Monitoring: Principal, Assistant Principals
Problem Statements: Staff Quality, Recruitment, and Retention 1
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Staff Quality, Recruitment, and Retention
Problem Statement 1: Teacher/Paraprofessional Attendance: Staff attendance is low. Root Cause: Teacher/Paraprofessional Attendance: Emery is a late school which means
staff members must take a half day or full day off for personal appointments.
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 24 of 47 January 20, 2021 9:43 AMGoal 3: Human Capital: The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics.
Performance Objective 2: Ensure that Teachers are Receiving High-Quality Professional Development: By the end of the 2020-21 school year, 100% of
teachers will receive job targeted professional development based on identified needs.
Evaluation Data Sources: Classroom implementation of professional learning
Walk-throughs
Lesson Plans
Strategy 1: High-Quality Professional Development: Staff will attend Professional Development, including Capturing Kids Hearts Formative Reviews
Refreshers, Behavior Sessions and content specific book studies throughout the school year. Nov Feb May
Strategy's Expected Result/Impact: Professional Development will provide our staff with strategies to improve first instruction in all
contents, supports for our most at-risk students and address social and emotional need of our students. Emery staff will implement
strategies learned from professional development offered to meet the academic and social/emotional needs of our students.
Staff Responsible for Monitoring: Principal and Assistant Principals
TEA Priorities: Recruit, support, retain teachers and principals
No Progress Accomplished Continue/Modify Discontinue
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 25 of 47 January 20, 2021 9:43 AMGoal 4: Family and Community Engagement: Increase parent engagement on the campus and the methods of communication used to engage parents in
school activities.
Performance Objective 1: By the end of the 2020-21 school year, parent and family engagement will increase by 10%.
Evaluation Data Sources: Parent Survey
Activity sign-in sheets/records
Strategy 1: Parent and Family Engagement: Parents will be invited to attend all of our family events in a variety of ways, including social Formative Reviews
media, campus newsletters, School Messenger, campus call outs, our school marque, etc. Nov Feb May
Strategy's Expected Result/Impact: Parent and family engagement will increase by 10%.
Staff Responsible for Monitoring: Principal, Emery Staff, Title 1 Coordinator
Problem Statements: Parent and Community Engagement 1
Strategy 2: Title I Campus: Formative Reviews
Nov Feb May
Parent and Family Engagement Policy: On September 3, 2020 the campus jointly developed/amended with (names and roles attached at the
end of this campus improvement plan) and distributed to all parents and family members within the school.
This policy was made available in English and Spanish and other languages based on the Language Access Plan for Title I Campuses on the
campus website as well as in the following location(s): The Commons at Hollyhock Apartments.
Strategy's Expected Result/Impact: 100% of parents and family members will have access to the Parent and Family Engagement
Policy.
Staff Responsible for Monitoring: Principal and Title 1 Coordinator
Title I Schoolwide Elements: 3.1
Strategy 3: Title I Campus: Formative Reviews
Nov Feb May
Flexible Number of Parent Involvement Meetings: The campus offers a flexible number of parent and family engagement meetings. All
virtual meetings will be recorded for families unable to attend the event.
September 3, 2020 5:30pm - 6:30pm Meet the Teacher-virtual
September 4, 2020 1:00pm - 2:00pm Meet the Teacher-virtual
September 29, 2020 6:00pm - 7:00pm Family Library Night-virtual
October 27, 2020 5:30pm - 6:30pm Spooktacular Math Night / Family Library Night-virtual
November 17, 2020 6:00pm - 7:00pm Family Library Night-virtual
Strategy's Expected Result/Impact: Parent and family participation will increase by 10% due to the campus offering flexible meeting
dates and times.
Staff Responsible for Monitoring: Principal and Title 1 Coordinator
Title I Schoolwide Elements: 3.2
No Progress Accomplished Continue/Modify Discontinue
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 26 of 47 January 20, 2021 9:43 AMPerformance Objective 1 Problem Statements:
Parent and Community Engagement
Problem Statement 1: Parent and Community Engagement: Due to COVID 19, we need to think of different ways to include our parents and community in school activities.
Root Cause: Parent and Community Engagement: In order to adhere to the safety protocols, we can not do all of the activities we have done in the past.
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 27 of 47 January 20, 2021 9:43 AM2020-2021 CPOC Committee Role Name Position Classroom Teacher Genesis Cortez Pre-K Teacher Classroom Teacher Hilda Salinas Kindergarten Teacher Classroom Teacher Kelly Coleman 1st Grade Teacher Classroom Teacher Brenda Carmona 2nd Grade Teacher Classroom Teacher Yesette Terrazas 3rd Grade Teacher Classroom Teacher Michael Riley 4th Grade Teacher Classroom Teacher Jennifer Ng 5th Grade Teacher Classroom Teacher Anne Brown PPCD Teacher Classroom Teacher Mary Pegg Art Teacher Non-classroom Professional Frances Yeaney SGRI/Dyslexia Teacher Non-classroom Professional Meghan Castle Nurse Non-classroom Professional Marissa Perez Diagnostician Non-classroom Professional Jessica Gerlich Testing Coordinator Paraprofessional Kelly Grissom Campus Secretary Paraprofessional Rita Quintana Registrar Paraprofessional Victoria Riley PPCD Paraprofessional Administrator Dr. Michelle Merricks Principal Administrator Angela Akin-Fonville Assistant Principal Administrator Tara Wehmeyer Assistant Principal Administrator Jennifer Carson ELAR Instructional Specialist Administrator Chesley Church Math and Science Instructional Specialist Administrator Kelly McMahon Primary Coach Administrator Myrthala Fischer Counselor Administrator Mayra Olvera Counselor Administrator Bettie McGinness Librarian Administrator Abigail Russell Behavior Specialist Administrator Diamonde Hensley Behavior Specialist Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 28 of 47 January 20, 2021 9:43 AM
Committee Role Name Position District-level Professional Lauri Barnes Director of Special Education Community Representative Mark Gerlich Community Representative Parent Leander Francis Parent Parent Hugo Perez Parent Community Representative Don Spada Community Representative Business Representative Frank Zuniga Business Representative Business Representative Mario Cruz Perez Business Representative Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 29 of 47 January 20, 2021 9:43 AM
Campus Funding Summary
211 - Title 1
Goal Objective Strategy Resources Needed Account Code Amount
1 1 8 Consultants for Staff Development $9,700.00
1 1 8 Supplies: Instructional $103,456.00
1 1 8 Extra Duty Pay for before and after school tutoring $5,000.00
1 1 8 Supplies: Non-Consumable Instructional $30,000.00
1 1 8 Extra Duty Pay for Staff Development $3,503.00
1 1 8 Interventionists and Instructional Paraprofessionals $240,188.00
1 1 8 Subscriptions: Reading Materials-Scholastic News $393.00
1 1 8 Temporary Worker $5,000.00
1 1 8 Supplies: PAFE $4,382.00
1 1 8 Supplies: Staff Development-Professional Books $2,700.00
1 1 8 Contracted Services: Karen Lowery $6,000.00
1 1 8 Extra Duty Pay for PAFE $4,397.00
Sub-Total $414,719.00
Grand Total $414,719.00
Emery Elementary School Campus #101907154
Generated by Plan4Learning.com 30 of 47 January 20, 2021 9:43 AMAddendums Emery Elementary School Campus #101907154 Generated by Plan4Learning.com 31 of 47 January 20, 2021 9:43 AM
Cypress‐Fairbanks Independent School District
Department of District Improvement and Accountability
2020‐21 Approaches CIP Targets
The targets listed below meet minimum expectations.
Campuses are responsible for meeting the CIP targets as well as state and federal accountability targets.
2019 Data (ETS data file 6-10-19). SSI Cumulative Results also include Spanish.
2019 Approaches 2021 Approaches 2021 Approaches
Student Tested % Growth Tested
Content Grade Campus Incremental Growth
Group 2019 # % Needed 2021 # %
Target
Reading 3 Emery All 150 115 77% 77% 0%
Reading 3 Emery Hispanic 69 54 78% 78% 0%
Reading 3 Emery Am. Indian * * * * *
Reading 3 Emery Asian * * * * *
Reading 3 Emery African Am. 54 40 74% 74% 0%
Reading 3 Emery Pac. Islander * * * * *
Reading 3 Emery White 20 15 75% 75% 0%
Reading 3 Emery Two or More * * * * *
Reading 3 Emery Eco. Dis. 118 88 75% 75% 0%
Reading 3 Emery LEP Current 38 26 68% 68% 0%
Reading 3 Emery LEP M1 * * * * *
Reading 3 Emery LEP M2 16 15 94% 94% 0%
Reading 3 Emery LEP M3 * * * * *
Reading 3 Emery LEP M4 * * * * *
Reading 3 Emery SPED 16 9 56% 56% 0%
Reading 4 Emery All 183 126 69% 69% 0%
Reading 4 Emery Hispanic 92 65 71% 71% 0%
Reading 4 Emery Am. Indian * * * * *
Reading 4 Emery Asian 11 9 82% 82% 0%
Reading 4 Emery African Am. 60 38 63% 63% 0%
Reading 4 Emery Pac. Islander * * * * *
Reading 4 Emery White 18 12 67% 67% 0%
Reading 4 Emery Two or More * * * * *
Reading 4 Emery Eco. Dis. 131 91 69% 69% 0%
Reading 4 Emery LEP Current 26 14 54% 54% 0%
Reading 4 Emery LEP M1 22 19 86% 86% 0%
Reading 4 Emery LEP M2 5 5 100% 100% 0%
Reading 4 Emery LEP M3 22 21 95% 95% 0%
Reading 4 Emery LEP M4 * * * * *
Reading 4 Emery SPED 25 9 36% 36% 0%Cypress‐Fairbanks Independent School District
Department of District Improvement and Accountability
2020‐21 Approaches CIP Targets
The targets listed below meet minimum expectations.
Campuses are responsible for meeting the CIP targets as well as state and federal accountability targets.
2019 Data (ETS data file 6-10-19). SSI Cumulative Results also include Spanish.
2019 Approaches 2021 Approaches 2021 Approaches
Student Tested % Growth Tested
Content Grade Campus Incremental Growth
Group 2019 # % Needed 2021 # %
Target
Read Cumulative 5 Emery All 177 155 88% 88% 0%
Read Cumulative 5 Emery Hispanic 94 82 87% 87% 0%
Read Cumulative 5 Emery Am. Indian * * * * *
Read Cumulative 5 Emery Asian 9 7 78% 78% 0%
Read Cumulative 5 Emery African Am. 56 49 88% 88% 0%
Read Cumulative 5 Emery Pac. Islander * * * * *
Read Cumulative 5 Emery White 14 13 93% 93% 0%
Read Cumulative 5 Emery Two or More * * * * *
Read Cumulative 5 Emery Eco. Dis. 119 106 89% 89% 0%
Read Cumulative 5 Emery LEP Current 34 24 71% 71% 0%
Read Cumulative 5 Emery LEP M1 10 10 100% 100% 0%
Read Cumulative 5 Emery LEP M2 5 5 100% 100% 0%
Read Cumulative 5 Emery LEP M3 8 8 100% 100% 0%
Read Cumulative 5 Emery LEP M4 20 20 100% 100% 0%
Read Cumulative 5 Emery SPED 16 8 50% 50% 0%
Math 3 Emery All 150 108 72% 72% 0%
Math 3 Emery Hispanic 69 52 75% 75% 0%
Math 3 Emery Am. Indian * * * * *
Math 3 Emery Asian * * * * *
Math 3 Emery African Am. 54 35 65% 65% 0%
Math 3 Emery Pac. Islander * * * * *
Math 3 Emery White 20 15 75% 75% 0%
Math 3 Emery Two or More * * * * *
Math 3 Emery Eco. Dis. 118 82 69% 69% 0%
Math 3 Emery LEP Current 38 26 68% 68% 0%
Math 3 Emery LEP M1 * * * * *
Math 3 Emery LEP M2 16 16 100% 100% 0%
Math 3 Emery LEP M3 * * * * *
Math 3 Emery LEP M4 * * * * *
Math 3 Emery SPED 16 8 50% 50% 0%You can also read
