Daniels CIP - GPISD

Grand Prairie Independent School District

Daniels Elementary Academy of Science and Math

2018-2019 Campus Improvement Plan

Daniels Elementary Academy of Science and MathGenerated by Plan4Learning.com 1 of 30 Campus #057-910-104

December 4, 2018 12:46 pm

Mission StatementAll students learn when provided proper guidance and support from the staff, parents, community, and administration. An exemplary, innovative

curriculum is provided within a friendly, safe, orderly and culturally diverse environment.

VisionAll students will learn to read, write and think critically.

Motto"Aiming for Excellence"



Comprehensive Needs Assessment

Revised/Approved: October 02, 2018

Demographics

Demographics Summary

David Daniels Elementary Academy of Science & Math is located in the historic Dalworth community of Grand Prairie and serves students in grades Kthrough 5th grade. The campus has a current enrollment of 368 students with 92% of that population being classified as Economically Disadvantaged and35% English Language Learners. Ethnic distribution is 51% Hispanic, 41% African American, 6% White, .5% Asian and .5% reporting two or more races. Daniels is a Title I School wide Program campus and receives State Compensatory Education (SCE) funds. We have a 25% mobility rate and attendancerate of 95%.

Demographics Strengths

The ethnic breakdowns are consistent with the previous year. The at-risk numbers and categories are consistent with previous year. The school of choice hasled to 20 students enrollment in grades K-5. Staff is SBOE certified.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Low reading scores. Root Cause: Attendance and high mobility rate.



Student Academic Achievement

Student Academic Achievement Summary

Reading -approaches 64%. Meets 33%, Masters 14%.

Math- approaches 72 % Meets 36% Masters 18%.

Science -approaches 54% Meets 17% Masters 7%.

Student Academic Achievement Strengths

Students are more successful in math than the other content areas.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Low science scores. Root Cause: Inconsistent fidelity of science instruction K-4.

Problem Statement 2: Low meets and masters percentage Root Cause: Lack of rigor training

Problem Statement 3: Low reading scores Root Cause: Teachers needed more training on Guided Reading



School Processes & Programs

School Processes & Programs Summary

Teachers will utilize the following programs that we purchase in order to enhance student achievement as well as improve the student's ability to usetechnology in the world: StemScopes, REAL School Gardens, and STAR 360. Teachers are highly encouraged to attend district trainings over the summerand throughout the school year to help them develop instructionally, which will ensure success in the classroom. During weekly PLC's, effective lessonplanning and instructional strategies are discussed. Data meetings are held after Quarter Summative Assessments as well as after DRA/EDL testing. Administrators, RtI Core Team, and grade level teachers review student data and develop an action plan to ensure student success. Wednesday LearningMeetings are held each Wednesday after school to facilitate learning in areas of deficit determined by administrators during walk-throughs and classroomobservations the week prior.

School Processes & Programs Strengths

At Daniels, all grade levels meet with our Instructional Coach at least 1 time a week during their conference period for PLC. At PLC, data, alignment, andinstructional delivery/strategies are discussed. All teachers are unpacking SE's in order to ensure all activities are 100% aligned to the SE's. Through TAP,(Teacher Advancement Program)cluster meetings are held weekly by grade level. The Master Teacher's are responsible for helping teachers understand therubric and for introducing school-wide strategies. Lesson plan feedback is given to teachers by the TLT or icoach on a weekly basis. Additionally, wecontinue to focus on effective, targeted supplemental instructional materials to increase student achievement.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Low utilization of STEM resources Root Cause: Lack of teacher training.



Perceptions

Perceptions Summary

David Daniels Elementary Academy of Science and Math has embraced Capturing Kids Hearts. Students and parents are greeted by teachers andadministrators each morning. We've had an increase in PTA parent participation. We offer a variety of parent workshops and parent content nights.

Perceptions Strengths

All new staff members have been trained in CKH and Daniels has greater particpation this past year with parent activities.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Some teachers need a refresher on CKH training Root Cause: Lack of funding

Problem Statement 2: Parents want more workshops in how to help their children in math Root Cause: Parents feel less confident in helping their childrenin math.



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

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic math assessment dataSSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local benchmark or common assessments dataStudent failure and/or retention ratesLocal diagnostic reading assessment data



Local diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Economically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, progress, and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, progress, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, progress, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataResponse to Intervention (RtI) student achievement dataDyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackSchool safety dataClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) data



Staff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results



Goals

Goal 1: Student Achievement: Students will demonstrate exemplary performance in comparison to state, national andinternational standards in the areas of reading and writing of the English language and in the understanding ofmathematics, science and social studies. Measurements: District benchmark/assessment data, STAAR/EOC data,graduation/completion rates, attendance rate (TEA Strategic Priorities: 2, 3, 4)

Performance Objective 1: Implement Needs Assessment processes and Professional Learning Communities (PLC) at each campus for data analysis ofstudent achievement and behaviors for timely and effective instructional planning and delivery and interventions for all students in all subject areas, toproduce student academic growth.

Evaluation Data Source(s) 1: PLC rosters, training agendas, intervention documentation, tutoring records

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) 1) 1. Continue to advertise the Pre-K in GPISD on thecampus website, Twitter, Experience attendance, andthrough communication sent home to parents.Edit Remove2, 7Principal, Assistant Principal Increased Pre-Kenrollment at the district levelFunding Sources: N/A

Campus Secretaryand PEIMS

Increase participation in Pre-k programs across thedistrict.



PBMASCritical Success Factors

CSF 1 CSF 2 CSF 3 CSF 5 CSF 6 CSF 7

2)

1) PLC's will be held on Tuesday's during conferencetime. PLC's will focus on lesson planning, instructionaldelivery, and data.

Principal, AP, Instructional Coach Lesson plans will be100% aligned to SE's observations will show evidenceof quality Tier 1 instruction.

2) Data meetings will be held after every 3, 6, 9 weekassessment to review student achievement. Attendancewill be reviewed weekly. A review of studentperformance and identifying students needingintervention will be the focus.Edit Remove1, 2, 8, 9Principal, AP, Instructional Coach, Master TeachersResults for individual students will be documented aftereach 9 week assessment. Grade level results will beposted in the PLC room and throughout the campus.

3) Continue Instructional Coach supplemental work toassist with classroom instructional delivery, training,support hands on learning and accelerated instruction.

iCoach Instructional delivery improvement and increaseteacher effectiveness campus-wide.

2.4, 2.5, 2.6 Principal, AssistantPrincipal,Instructional Coach

Lesson Plans will be aligned to SE's. Walk ThroughObservations will show evidence of quality Tier 1instruction.

3) ) Data meetings will be held after every 3, 6, 9 weekassessment to review student achievement. Attendancewill be reviewed weekly. A review of studentperformance and identifying students needingintervention will be the focus.

= Accomplished = Continue/Modify = No Progress = Discontinue



Goal 1: Student Achievement: Students will demonstrate exemplary performance in comparison to state, national and international standards in the areas ofreading and writing of the English language and in the understanding of mathematics, science and social studies. Measurements: Districtbenchmark/assessment data, STAAR/EOC data, graduation/completion rates, attendance rate (TEA Strategic Priorities: 2, 3, 4)

Performance Objective 2: Provide high quality preschool programs to improve educational objectives for eligible children that include activities to engagefamilies and to improve the transition from PreK-Kindergarten into elementary programs. (ESSA requirement)

Evaluation Data Source(s) 2: Enrollment data, GPISD assessment data




Critical Success FactorsCSF 1 CSF 6

1) ) 1. Continue to advertise the Pre-K in GPISD on thecampus website, Twitter, Experience attendance, andthrough communication sent home to parentsCSF 1,CSF 5, CSF 6





Performance Objective 3: Implement College/Career Ready Initiatives, through Programs and Schools of Choice, with annual increases in successfulcompletion rates and STAAR post-secondary rates, college coursework, college acceptance rates and career and technical learning opportunities that lead toskill attainment for in-demand occupations or industries. (ESSA requirement)

Evaluation Data Source(s) 3: College acceptance, AP course data, completion rates, Programs of Study completion, Licenses and certificationsreceived by students.






1) Critical Success FactorsCSF 1, CSF 5, CSF 61) Staff will create developmental appropriate activitiesto create and foster College and Career Readiness.

CSF 1, CSF 5, CSF 62) 2) Implement College and Career Readiness initiativethat promotes the visibility of college names throughoutthe campus along with spotlighting the colleges of staffmembers on campus during the morningannouncements. The career focus is prominent duringCareer Week. Guest speakers come to speak withstudents about their careers and inspire them to reach forcareers in chosen fields.

Critical Success FactorsCSF 1, CSF 5, CSF 63) Career Cruising program will be used by all students.

Students will have the opportunity to explore differentcareer opportunities.

4) All students will participate in Career Day during thespring semester.

Students will be more aware of careers that they areinterested in.

2.4, 3.1, 3.2 Principal, AssistantPrincipal, Counselor,Classroom teachers.

Students will be exposed and more aware of careers theycould be or are interested in.College awareness and visibility throughout the campus.





Performance Objective 4: Decrease dropout rates and increase completion rates for students designated as at risk of dropping out of school by TEAdefinitions.

Evaluation Data Source(s) 4: PEIMS data, completion rates. STAAR data, GPISD progress reports




PBMAS1) 2) Classroom teachers will work with the Response toIntervention Core Team to identify At-Risk students inorder to provide additional academic instruction.Academic gaps with our At-Risk students will closeresulting in more students on grade-level.Funding Sources: N/ACritical Success FactorsCSF 1, CSF 43) School will monitor attendance and identify those atrisk of dropping out.

Absence percentages will decrease.

2.5, 2.6, 3.2 Principal, AssistantPrincipal, Counselor,PEIMS,classroomteachers

Staff will monitor attendance and identify those at risk ofbeing on a path that leads to dropping out.





Performance Objective 5: Provide prescriptive instructional services and interventions to address identified student needs for specific groups of students asrequired and necessary, (SPED, LEP, GT, Homeless, Students in Foster Care, Migrant and at risk)

Evaluation Data Source(s) 5: tutoring records, prescriptive interventions cocumentation






PBMAS1) Critical Success FactorsCSF 1, CSF 2, CSF 41) Retired teachers will be hired as tutors to intervenewith small groups of students and provide researchbased interventions in reading, math, and writing. Targetstudent groups are ALL, AA, Eco dis, H and ELLstudents.

Problem Statements: Student Academic Achievement 1

Funding Sources: 199 - SCE - $10,000.00Critical Success FactorsCSF 1, CSF 2, CSF 42) K-2 Reading Interventionist will pull small groupsbased on data.

Student's DRA levels will increase.Problem Statements: Student Academic Achievement 1

Funding Sources: N/ACritical Success FactorsCSF 13) Identified GT students are served daily by a certifiedGT teacher and work with their grade level GT Peers onhigher level activities.Edit Remove3, 9, 10Principal, AP, GT Teacher GT students will consistentlyhave higher scores on assessments and keep scoring inthe Masters range.Funding Sources: N/ACritical Success FactorsCSF 14) Identified SPED students will be served throughinclusion services led by a certified SPED teacher.

Principal, AP, SPED teacher SPED students will haveimproved scores.Funding Sources: N/A

2.4, 2.5, 2.6 Principal, AssistantPrincipal,Instructional Coach,

Monitoring District and State assessments





Performance Objective 6: Implement curriculum to improve relational capacity between administrators, teachers and students and their families to improvethe teaching and learning environment, including dating violence, bullying, being drug free, etc.

Evaluation Data Source(s) 6: Program documentation (Rachel's Challenge and/or Capturing Kids' Hearts), student/teacher feedback




PBMASCritical Success FactorsCSF 1 CSF 6 CSF 7

1)1) 100% of teachers will implement Capturing Kids'Hearts measured by having the following items postedin classrooms and referring students to: social contract,4 questions for misbehavior, student/staff affirmations.

Continue implement Rachel's Challenge and have atleast 50% of the school staff assigned a mentee.

Principal, AP, Counselor Academics will improve andstudents' social emotional needs will be met.Funding Sources: N/ACritical Success FactorsCSF 1, CSF 5, CSF 63) Continue with the Kindness and Compassionclub(KC Crew) on campus.

Counselor Students will participate in communityprojects.

2.5, 2.6 Principal, AssistantPrincipal, CounselorTeachers,





Performance Objective 7: Improve student attendance with software that monitors attendance, provides student detail reports, sends notifications in homelanguage and prepares reports for PEIMS and administrators.

Evaluation Data Source(s) 7: Attendance Reports.




PBMASCritical Success FactorsCSF 1 CSF 2 CSF 6

1) Attendance and student performance.




Goal 2: Recruitment Support and Retention of Personnel: Teachers and administrators will be recruited, developed andretained, with educators keeping abreast of the development of creative and innovative techniques in instruction andadministration, using those techniques to improve student learning. Measurements: Recruitment data, retention rates,training records, classroom walkthroughs, teacher evaluations. (TEA Strategic Priority 1)

Performance Objective 1: Support instructional leadership development focused on the observation/feedback cycle to create personalized professionaldevelopment for campus leaders who provide a rigorous evaluation and support system for teachers.

Evaluation Data Source(s) 1: classroom walkthrough data, teacher evaluation system data


Goal 2: Recruitment Support and Retention of Personnel: Teachers and administrators will be recruited, developed and retained, with educators keepingabreast of the development of creative and innovative techniques in instruction and administration, using those techniques to improve student learning.Measurements: Recruitment data, retention rates, training records, classroom walkthroughs, teacher evaluations. (TEA Strategic Priority 1)

Performance Objective 2: Develop and implement initiatives to recruit, hire and retain effective teachers, campus administrators and other instructionalleaders. Special attention will be given to address the needs of high-need campuses receiving effective and experienced teachers.

Evaluation Data Source(s) 2: retention data, recruitment data


Goal 2: Recruitment Support and Retention of Personnel: Teachers and administrators will be recruited, developed and retained, with educators keepingabreast of the development of creative and innovative techniques in instruction and administration, using those techniques to improve student learning.Measurements: Recruitment data, retention rates, training records, classroom walkthroughs, teacher evaluations. (TEA Strategic Priority 1)

Performance Objective 3: Provide ongoing technical assistance to teachers and PLC members for connecting analysis of student achievement data toeffective classroom interventions for all students (SPED, LEP, GT, Migrant and at-risk students as identified) in all subject areas.

Evaluation Data Source(s) 3: PLC feedback, lesson plans, student achievement data






PBMASCritical Success Factors

CSF 1 CSF 2 CSF 4 CSF 6 CSF 7

1) Teachers will attend PLC will analyze the data toimplement specific classroom interventions based onstudent needs.




Goal 3: Parent and Community Engagement: Parents and community members will be full partners with educators in theeducation of GPISD students. Measurements: Parent/community engagement meetings, communitypartnerships/organizations, EIC and CIC meetings, parent workshops/trainings, parent-school compacts (Title 1), parentinvolvement/family engagement policy, and volunteer documentation. (Local Strategic Priority 3)

Performance Objective 1: GPISD Education Improvement Committee and Campus Improvement Committees will utilize GPISD Board Policyrequirements (parents, community, teachers) to assist with the annual Comprehensive Needs Assessment and District and Campus Improvement Plandevelopment.

Evaluation Data Source(s) 1: CIC documentation, CIC feedback, Title 1 requirements documentation, CNA documentation





1) Form a campus improvement committee and ensureall GPISD policies and procedures are followed.

3.1, 3.2 CampusImprovementCommittee

Overall campus improvement.

Problem Statements: Perceptions 2Funding Sources: 199 - General Fund - 0.00


Performance Objective 1 Problem Statements:

PerceptionsProblem Statement 2: Parents want more workshops in how to help their children in math Root Cause 2: Parents feel less confident in helping their children in math.



Goal 3: Parent and Community Engagement: Parents and community members will be full partners with educators in the education of GPISD students.Measurements: Parent/community engagement meetings, community partnerships/organizations, EIC and CIC meetings, parent workshops/trainings, parent-school compacts (Title 1), parent involvement/family engagement policy, and volunteer documentation. (Local Strategic Priority 3)

Performance Objective 2: Expand outreach services (based on research) to all parents and family community members and implement programs, activitiesand procedures for the engagement of parents, families, community members and volunteers.

Evaluation Data Source(s) 2: Numbers of parents/family/ community members served, in attendance. Feedback forms.




1) Provide family nights on how parents can help theirstudent at home.

3.1, 3.2 Principal, AP,Counselor, ParentLiaison

Increase parent attendance at school events.







Goal 3: Parent and Community Engagement: Parents and community members will be full partners with educators in the education of GPISD students.Measurements: Parent/community engagement meetings, community partnerships/organizations, EIC and CIC meetings, parent workshops/trainings, parent-school compacts (Title 1), parent involvement/family engagement policy, and volunteer documentation. (Local Strategic Priority 3)

Performance Objective 3: Provide district/campus opportunities for parents and community members to participate in academic workshops to strengthenthe home/school/community connection.

Evaluation Data Source(s) 3: Session planning documentation, agendas and attendance, Parent Involvement policy review, parent surveys




PBMASCritical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6

1) Parents will be engaged in our Math, Literacy andScience nights to increase student performance levels.


2) Hold at least 4 parent workshops with a focus onacademics.

3.1, 3.2 Administrators,counselors, teachers,parent liaison

Equip parents with resources needed to help improvestudent academics

Problem Statements: Demographics 1 - Student Academic Achievement 3 - Perceptions 2Funding Sources: 211 - Title 1 - 1000.00



DemographicsProblem Statement 1: Low reading scores. Root Cause 1: Attendance and high mobility rate.

Student Academic AchievementProblem Statement 3: Low reading scores Root Cause 3: Teachers needed more training on Guided Reading




Goal 4: Instructional Technology: Instructional Technology will be incorporated to increase the effectiveness of teachingand learning, instructional management, staff development and student progress assessments. Measurements: Technologyinventory, campus Needs Assessment, purchase orders with CIP references, usage logs. (Local Strategic Priority 4)

Performance Objective 1: Update and improve technology hardware and software applications for instruction and data retention as defined in the GPISDTechnology Plan.

Evaluation Data Source(s) 1: Campus inventory, purchase orders, usage data




Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

1) Teachers will integrate digital software basedlearning into their lessons. (STEMscopes, ReadingAZ)

2.4, 2.5, 2.6 Administation,iCoach, Teachers

Increase student achievement

Problem Statements: Demographics 1 - School Processes & Programs 1Funding Sources: 211 - Title 1 - 3500.00




School Processes & ProgramsProblem Statement 1: Low utilization of STEM resources Root Cause 1: Lack of teacher training.



Goal 4: Instructional Technology: Instructional Technology will be incorporated to increase the effectiveness of teaching and learning, instructionalmanagement, staff development and student progress assessments. Measurements: Technology inventory, campus Needs Assessment, purchase orders withCIP references, usage logs. (Local Strategic Priority 4)

Performance Objective 2: GPISD will design and implement a comprehensive digital integration plan to incorporate technology and effective applicationsinto the teaching and learning process.

Evaluation Data Source(s) 2: classroom walkthroughs, teacher feedback, usage logs




PBMASCritical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

1) Kurzweill and Fast Forward Data is the integratedtechnology that will be used to reinforce the learningprocess.

Inclusion, AP,Principal

Will use Fast Forward with fidelity. Students will useKurzweill to be better prepared for online testing.

Problem Statements: Demographics 1 - Student Academic Achievement 1, 3 - School Processes & Programs 1Funding Sources: 199 - General Fund - 0.00

Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 6

2) All classroom teachers will incorporate a variety oftechnology programs and applications to deliver highqualityinstruction to students in at least one lesson each day.

2.4, 2.5, 2.6 Administrator,Teachers

Increase Student Achievement.

Problem Statements: Demographics 1 - Student Academic Achievement 1, 2, 3 - School Processes & Programs 1Funding Sources: 211 - Title 1 - 12000.00




Student Academic AchievementProblem Statement 1: Low science scores. Root Cause 1: Inconsistent fidelity of science instruction K-4.Problem Statement 2: Low meets and masters percentage Root Cause 2: Lack of rigor trainingProblem Statement 3: Low reading scores Root Cause 3: Teachers needed more training on Guided Reading



School Processes & ProgramsProblem Statement 1: Low utilization of STEM resources Root Cause 1: Lack of teacher training.



Goal 5: Safe and Orderly Environment: GPISD will continue to develop and maintain a safe and disciplined environmentconducive to teaching andlearning, promoting physical and mental health in all students, their families and employees.Measurements: Safety audit reports, behavior records, PEIMS data. (Local Strategic Priority 5)

Performance Objective 1: GPISD will ensure the safety and well-being of students, staff, parents and community members and will provide a report to theBoard of Education.

Evaluation Data Source(s) 1: Incident reports. BOE report format.





1) Students will participate in lessons, activities, andprograms to address bullying, anti-violence, safetyawareness, and anti-drug use.

2.6 Administration,Counselor,Classroom Teachers

Promote positive learning environment


2) Ongoing safety and emotional training for studentsand staff.

2.6 Administration,Counselor,Classroom Teachers

Increase awareness of safety protocols and increasesocial emotional well being.



PerceptionsProblem Statement 1: Some teachers need a refresher on CKH training Root Cause 1: Lack of funding



Goal 5: Safe and Orderly Environment: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching andlearning,promoting physical and mental health in all students, their families and employees. Measurements: Safety audit reports, behavior records, PEIMS data.(Local Strategic Priority 5)

Performance Objective 2: Provide an effective student management framework to ensure student, staff and school safety and reduce the overuse ofdiscipline practices that remove students from the classroom. (ESSA Mandate)

Evaluation Data Source(s) 2: Incident reports.




Critical Success FactorsCSF 3 CSF 4 CSF 6

1) Daniels will follow the GPISD Code of Conductand complete all drills as mandated.

2.6 Daniels will followthe GPISD Code ofConductand complete alldrills as mandated.

Decrease in discipline referrals from repeat offenders.




PerceptionsProblem Statement 1: Some teachers need a refresher on CKH training Root Cause 1: Lack of funding



Campus Funding Summary

199 - General FundGoal Objective Strategy Resources Needed Account Code Amount3 1 1 $0.003 2 1 Materials for family nights $1,000.004 2 1 00 $0.005 1 1 $0.005 2 1 $0.00

Sub-Total $1,000.00211 - Title 1

Goal Objective Strategy Resources Needed Account Code Amount3 3 2 $1,000.004 1 1 $3,500.004 2 2 Istation and STEMscopes $12,000.00

Sub-Total $16,500.00Grand Total $17,500.00



Documents

Daniels CIP - GPISD