Gustine Independent School District

Gustine Independent School District

District Improvement Plan

2014-2015

We are a Title I school-wide campus

Gustine ISD Mission Statement

The mission of the District is to provide students with individualized instructional opportunities that will assure success in student achievement as measured by appropriate testing.

Gustine ISD Philosophy

The mission of Gustine Independent School District is to offer all students fundamental knowledge, which will enable them to acquire crucial wisdom, expand their education and vocational goals, and to perform successfully in society.

Gustine ISD Vision

Our vision at Gustine Independent School District is that our students will become successful adults ready to attain their life goals. We invite all students to become reliable, goal-oriented and constructive individuals with the ability to make rational and educated judgments.

Comprehensive Needs Assessment

Demographics

Demographic Summary

Gustine ISD has identified strengths and weaknesses based on data from multiple sources to develop the district plan for the 2014-2015 school year. Gustine ISD serves 231 total students enrolled from Pre-k through 12th grade. The district consists of a population with 61.5% Hispanic/Latino students, 36% White students, .5% African American students, and .5% American Indian students, and 1.73% two or more race students. The district has 80.95% Economically Disadvantaged, 29.44% LEP, and 126 students identified as At-Risk. The district is a Title I Targeted Assistance district. Enrollment is steady at this time.

Demographic Strengths

Our student-to-teacher ratios are less than state mandated. The district attendance percentage rate is good at 95.8%. Our high school state assessment scores improved this year from the 2012-2013 school year.

Demographic Needs

Improve the achievement of our low socio-economic students as the student population in increasing. Targeted intervention for our elementary students will continue for the upcoming school year.

School-wide Components (SWC)

Gustine ISD

CNA SWC#1 Comprehensive Needs Assessment

RS SWC#2 Reform Strategies

IHQT SWC#3 Instruction by Highly Qualified Teachers

HQPD SWC#4 High-Quality Professional Development

SAHQT SWC#5 Strategies to Attract HQ Teachers

SIPI SWC#6 Strategies to Increase Parental Involvement

T SWC#7 Transition

TDMRA SWC#8 Teacher Decision-Making Regarding Assessments

ETAS SWC#9 Effective and Timely Assistance to Students

CI SWC#10 Coordination and Integration

Title I (NCLB) Goals

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency

or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will

reach high academic standards at a minimum attaining proficiency or better in

reading/language arts and mathematics.

Performance Goal 3: By 2006-2007, all students will be taught by highly qualified teachers.

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and

conducive to learning.

Performance Goal 5: All students will graduate from high school.

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.

Performance Objective 1.1: GISD will continue its Pre-Kindergarten program and students will show academic growth as measured by the prescribed Pre-Kindergarten curriculum.

Summative Evaluation: PK students will make progress in reading readiness skills and will achieve at or above 70% on teacher-made test approved by the district.

NCLB Performance Goals: 1, 2,3,4

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 3: By 2006-2007, all students will be taught by highly qualified teachers.

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Activities / Title I
Comp. / Responsibility / Resources / Timeline / Formative Evaluation
1.1-1 Improve writing skills by learning and drawing the shapes of the letters, numbers, and learning to write their names. / 3,8,9 / PreK teacher / Classroom Resources
Balanced Literacy/math / August-May / Student performance in classroom
1.1-2 Improve math, language, and science skills. / 3 / PreK teacher / TEA Pre-Kindergarten
Curriculum Guides
Balanced Literacy/math / August-May / Student performance
in the classroom
1.1-3 Improve transition between PK & K through classroom visitation. / 7 / PreK and Kindergarten teacher / Lesson Plans / Ongoing / Student Feedback/Teacher Evaluations
1.1-4 Improve classroom instruction through teacher retention and through placement of a highly qualified PK teacher / 3,5,7 / Principal and PreK Teacher / Elementary Highly Qualified Worksheet / Ongoing / Principal Attestation

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.

Performance Objective 1.2: GISD will improve LEP student academic growth as measured by the TPRI, STAAR, and TELPAS.

Summative Evaluation: Students in grade K-2 will achieve TPRI developing/still developing.

NCLB Performance Goals: 1,2

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency or better in reading/language arts and mathematics.

Activities / Title I
Comp. / Responsibility / Resources / Timeline / Formative Evaluation
1.2-1 Provide a supplemental and comprehensive program to teach and reinforce essential skills for proficient readers, to include Alphabetical Principle-Phonological Awareness – Reading Fluency & Comprehension.
K-2 / 3, 9 / K, 1, 2 teachers / Balanced Literacy, Journeys, TEKS resource system / August-May / Increased
TPRI scores
1.2-2 Use questioning strategies,
Sequence of events, recalling details, and main events / 1, 2, 10 / K, 1,2 teachers / Teacher Resources, Balanced Literacy/math, Journeys, Study Island, and TEKS Resource System / August-May / Increased TPRI scores
1.2-3 Improve understanding of math concepts by using calendar activities, sorting, counting, geometric shapes, and other practical applications that are age appropriate. / 1, 2, 10 / K, 1,2 teachers / Teacher Resources, Manipulatives, Study Island and TEKS, Balanced Literacy/math, and TEKS Resource System, GO Math / August-May / Increased TPRI scores
1.2-4 Use Reading strategies for English-as-Second Language students. / 3 / Grade 1,2 teachers / ESL Certified Teachers, Scholastic, Sheltered Instruction,
AR Reading, and Balanced Literacy, Journeys / Ongoing / Increased
TPRI scores

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.

Performance Objective 1.3: GISD students will show academic growth as measured by the STAAR and RPTE.

Summative Evaluation: Students in grades 3-5 will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 90% on STAAR Writing, and 75% on STAAR Science.

NCLB Performance Goals: 1,2

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency or better in reading/language arts and mathematics.

Activities / Title I
Comp. / Responsibility / Resources / Timeline / Formative Evaluation
1.3-1 Use STAAR math, reading, writing, and science activities. / 8, 10 / Grade 3,4, &5 teachers / Study Island Scope, STAAR Workbooks, and Balanced Literacy/math, Journeys, GO Math, Science Fusion / August-May / Increased test scores from STAAR
1.3-2 Expand the math program. / 3,8 / Grade 3,4, &5 teachers / Go Math, Study Island, Eduphoria, Balanced Literacy/Math / August-May / Increased Math scores from STAAR
1.3-3 Increase student time on "Accelerated Reader" program / 3,8 / Grade3, 4,5 teachers & Librarian / "Accelerated Reader" program on library and classroom computers, and Balanced Literacy / Ongoing / STAAR assessment
Pre and post tests
1.3-4 Provide accelerated classes for students who did not pass STAAR / 2,3,8,9 / Grade 3,4,and 5 teachers / STAAR objectives, Study Island, Before/After School Tutorials / August-May / Improved classroom performance and STAAR.
1.3-5 Use STAAR Release tests for practice in reading, math, and writing. / 3,7,8 / Grade 3,4, &5 teachers and counselor / STAAR Practice Tests, Eduphoria, EDHelper, TEKS Resource System / August-March / Improved classroom performance and STAAR
1.3-6 Implement a professional development plan to address student performance on low scoring objectives for TEKS / 3,4, / Grade 3,4,5 / Region 14 Service Center and
Balanced Literacy/math Training / Ongoing / Improved classroom performance and STAAR

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.

Performance Objective 1.4: GISD students will show academic growth as measured by the STAAR and RPTE.

Summative Evaluation: Students in grades 3-5 will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 90% on STAARWriting, and 75% on STAAR Science.

NCLB Performance Goals: 1,2

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency or better in reading/language arts and mathematics.

Activities / Title I
Comp. / Responsibility / Resources / Timeline / Formative Evaluation
1.4-1 Integrate social studies and science TEKS with relevance to real life situations incorporating critical thinking skills that can be used in everyday life. / 3,8 / Grade 3,4,5 teachers / Teacher-made materials, computer, library, maps, posters, globes, field trips, Study Island, and STAAR enrichment materials, TEKS Resource System, Science Fusion / Ongoing / Increased test scores
1.4-2 Integrate critical thinking skills with math, reading, writing, language arts, and science TEKS that can be used in everyday life. / 3,8 / Grade 5 teacher / Teacher Resources and Balanced Literacy/math, Journeys, Go Math, Istation, Think Through Math, Science Fusion / Ongoing / Increased test scores
1.4-3 Align curriculum and instruction with TEKS to master STAAR objectives. / 1,2,3,8, 10 / Grade3, 4,5 teachers / Region 14 Service Center, TEKS, TEKS Resource System, Journeys, Go Math, Science Fusion / Ongoing / Improved test scores

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.

Performance Objective 1.5: GISD students will show growth as measured by the STAAR and RPTE.

Summative Evaluation: Students in grades 6th, 7th, and 8th grade will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 90% on STAAR Writing, 70% on STAAR Science, and 75% on STAAR Social Studies.

NCLB Performance Goals: 1,2

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency or better in reading/language arts and mathematics.

Activities / Title I
Comp. / Responsibility / Resources / Timeline / Formative Evaluation
1.5-1 Align curriculum and instruction to TEKS to master STAAR in reading, math, writing, science, and social studies. / 2,3,8, / 6,7,8th grade teachers / Region 14 Service Center, TEKS objectives,TEKS Resource System / August-May / Increased STAAR scores
1.5-2 Use of novel units in
Literature for students in
6th, 7th, and 8th / 1,3 / 6,7,8th grade teachers / Regular Budget, STAAR Reading Tool Kit / August-May / Increased Reading comprehension
1.5-3 Use Release Test as practice for STAAR mastery / 1,2,3,8 / 6,7,8th grade teachers / STAAR Release Tests, Eduphoria, TEKS Resource System / August-March / Improve student performance on weekly tests
1.5-4 Reinforce and practice daily reading, checking for understanding through general discussion. / 1,3,8 / 6,7,8th grade teachers / Classroom materials / August-May / Increase reading comprehension
1.5-5 Provide accelerated instruction during the school day for students who did not meet minimum expectations on STAAR. / 1,2,3,8,9 / 6,7,8 grade teachers / Study Island, STAARobjectives, STAAR Tutorials / Ongoing / Increased STAAR scores
1.5-6 Use "Accelerated Reader" Program in Grades 6-8. / 2,3,8,9 / 6,7,8th grade teachers and Librarian / Accelerated Reader Program on computers in classroom and in library. / Ongoing / Increase reading skills

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.

Performance Objective 1.6: GISD students will show growth as measured by the STAAR and RPTE.

Summative Evaluation: Students in grades 9-12 will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 85% on STAAR ELA, 70% on STAAR Science, and 75% on STAAR Social Studies.

NCLB Performance Goals: 1, 3

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 3: By 2006-2007, all students will be taught by highly qualified teachers.

Activities / Title I
Comp. / Responsibility / Resources / Timeline / Formative Evaluation
1.6-1 Continue STAAR Accelerated instruction for students who did not meet minimum expectations. / 1,2,3,8, 9 / 9-12 teachers / STAAR practice materials, STAAR Scheduled Tutorial Period, Study Island / August-April / Increased STAAR passing rate
1.6-3 Teach strategies and hints for passing the STAAR tests. / 2,3,8,9 / 9-12 teachers / Teacher-made materials,
STAAR Preparation materials, Study Island / August-April / Increased STAAR passing rate
1.6 -4 Offer tutoring before and/or after school to students who need help. / 1,2,3,6,9 / 9-12 teachers and aides and parents / Teacher-made materials, STAAR Preparation materials, Tutor available before/after school / August-May / Improved student performance in the classroom
1.6-5 Align curriculum instruction with TEKS and STAAR Objectives / 1,2,3,8, / 9-12 teachers / Region 14 Service Center, TEKS Resource System / Ongoing / Increased STAAR
passing rate
1.6-6 Enrich science curriculum. / 1,2,3 / HS Science teacher / Laboratory Experiments, Video, Teacher-made materials, Internet sites / Ongoing / Increased TAKS /STAAR
passing rate
1.6-7 Enrich social studies curriculum. / 1, 2,3 / HS History teacher / Internet projects, teacher-made materials, Internet sites / Ongoing / Increased STAAR
passing rate
1.6-8 Enrich English, reading, and writing curriculum. / 1,2,3 / HS English teacher / Teaching the Writing Process, TEKS Resource System, Tutoring before/after school / Ongoing / Increased STAAR
passing rate
1.6-9 Use computerized STAAR tests on the Internet. / 2,3,8,9 / 9-12 teachers and librarian / Study Island, Computers in classrooms and library / Ongoing / Increased student and teacher success

District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by