Abilene Independent School District
Johnston Elementary School
2014-15
Approval Date: 10/13/2014

Mission
The mission of the Abilene Independent School District is to provide exceptional educational opportunities in an environment that will produce graduates with the skills necessary to become productive, responsible citizens. Our goal at Johnston Elementary School is to provide a safe and nurturing place with exceptional teachers where every student will be able to achieve and grow academically and socially toward continued future success. We expect every student to leave Johnston Elementary with the belief that they can succeed in advanced educational opportunities.

Core Beliefs
1All children can learn, but all children do not learn in the same way.
2All children learn best in a safe, nurturing, and stimulating environment.
3All children learn best when they are active participants in the process.
4All children have immeasurable, inherent worth and thrive on positive recognition.
5All children should have access to excellent educational opportunities.
6The education of all children is the responsibility of the family, school, school district, and community.

Profile
Johnston Elementary is a beautiful neighborhood school located in the Northwest part of Abilene. Throughout Johnston's existence it has maintained a "Tradition of Excellence." We are a TEA Recognized campus serving approximately 550 students. Our teachers and staff are dedicated to enabling every student to reach his/her academic potential while instilling a sense of self-worth and confidence which will carry him/her into future success. Our students are eager to do their best because they know we care about them as individuals. Every teacher works hard to connect with his/her students and their families. We encourage and facilitate family involvement, with each student's family being actively involved in their child's education. Our active PTA supports and provides many opportunities for our families to attend school activities which connect school and community. Johnston is a wonderfully diverse campus with a student population that includes a well-balanced mix of socio-economic and ethnic groups. This mix allows our students to experience the uniqueness of many cultures while clinging to the tradition of their own. Our teachers are excellent and bring a great desire to facilitate student success in the classroom. They are constantly seeking new methods and better ways to teach, allowing our students to excel in all that they do. We are proud to be Johnston Jaguars and proud to be in Abilene ISD!

CNA Summary
Demographics: 1. Continue to work with social and family services to help meet the needs of the low socio-economic students; 2. Continued emphasis on good attendance; 3. Continue to use district coordinated curriculum to facilitate student stability as they move to other schools. Student Achievement: 1. Strengthen Kindergarten efforts and curriculum to assure student success; 2. Continue to research and apply data to identify weak areas and students who are struggling; 3. Continue use of targeted support through the RtI system. School Culture and Climate: 1. Continue to implement the Leader in Me process; 2. Continue to plan and build the new campus; 3. Continue effective and timely staff development; 4. Encourage and facilitate participation in extracurricular activities. Staff Quality, Recruitment and Retention: 1. Continue to support and encourage staff during transitional times; 2. Continued relevant staff development; 3. Continued salary increases to offset cost of living increases. Curriculum, Instruction and Assessment: 1. Continued use of Sharon Wells Math in support of improved math scores on the STAAR; 2. Continued use and support of Balanced Literacy; 3. Resist the urge to jump from the current curriculum to the latest "hot" product until its success is proven. Family and Community Involvement: 1. Implementation of Leader in Me process for families; 2. Find and use creative methods to attract parents to important educational meetings. School Context and Organization: 1. Continued self-evaluation and analysis seeking improvement; 2. Improved effort to complete regular walk-throughs. Technology: 1. Implement use of iPads in the classroom; 2. Locate and use more effective programs for growth and remediation; 3. Use technology to help accelerate GT students' growth.

Consultation Committee
AISD Administration RepresentativeConnie Mangin, Executive Director-Special Edu - Special Education
Business RepresentativeJosh Hajri, Business Representative
ChairpersonRoger Thomas, Principal - Elementary - Administrative
Community RepresentativeCecil Faye Pemberton, Community
Parent RepresentativeSummer Anders, Parent
Professional Non-teaching RepresentativeBetsy Mosley, Counselor - Guidance & Counseling
 Torey Fisher, Instructional Coordinator - Ti
Teacher RepresentativeDebra Taubert, Teacher - Elementary - 4th Grade
 Gina Holt, Teacher - Elementary - 5th Grade
 Jennifer Mansker, Teacher - Elementary - 3rd Grade
 Kayla McCoy, Teacher - Elementary - 2nd Grade
 Melanie Hale, Teacher - Elementary - Kindergarten
 Paula Findley, Teacher - Elementary - Special Educ-Resource
 Philda Dudgeon, Teacher - Elementary - 1st Grade

District Goals
1Abilene ISD will develop a strong literacy foundation for every student.
2Abilene ISD will advance character development by nurturing habits of mind and ethical, principle-based leadership.
3Abilene ISD will prepare all students for success in college and the workforce.
4Abilene ISD will fully integrate student-led technology and develop innovative learning environments and facilities for the purpose of high student engagement, safety and academic success.
5Abilene ISD will secure high quality, effective staff who embrace diversity, are reflective of and responsive to the district's student body, utilize best practices and understand the importance of student engagement, rigorous and relevant learning environments and the significance of connecting with students to foster a desire to learn.

Objectives
1Increase the number of students meeting or exceeding one year's growth to at least 70%.
2Increase student performance rates to meet the new Federal standard of 83%.
3Increase Distinction Designation to at least four categories.
4Increase the rigor of special education program to increase student success on STAAR to 70%.
5Increase student attendance average to 97%.
6100% of parents, students and community stakeholders will receive communication regarding Johnston's goals, opportunities and activities.
7100% of Johnston parents will be involved in their child's education and will be informed of their child's progress throughout the year.
8100% of Johnston's struggling or at-risk students will receive additional instruction time in core subjects.
9The performance gap between White students and African American, Hispanic and Economically Disadvantaged students in core subject areas will decrease by an average of 10%.
10100% of Johnston's faculty/staff will participate in professional growth activities to meet the needs of a diverse student population.
11TAIS: The campus will use its Campus Leadership Team and implement interventions to address areas of need based on the System Safeguards on the State ratings report.
12All students will participate in a coordinate health program.

State Objectives
1Parents will be full partners with educators in the education of their children
2Students will be encouraged and challenged to meet their full educational potential
3Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma
4A well-balanced and appropriate curriculum will be provided to all students
5Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and productively function in a free enterprise society
6Qualified and highly effective personnel will be recruited, developed, and retained
7The state students will demonstrate exemplary performance in comparison to national and international standards
8School campuses will maintain a safe and disciplined environment conducive to student learning
9Educators will keep abreast of the development of creative and innovative techniques in instruction and administration using those techniques as appropriate to improve student learning
10Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration

NCLB Performance Goals
1By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics
2All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics
3By 2006-2007, all students will be taught by highly qualified teachers
4All students will be educated in learning environments that are safe, drug-free, and conducive to learning
5All students will graduate from high school

State testing results → Please replace this page with printouts of the following documents:


Goal #1:Abilene ISD will develop a strong literacy foundation for every student.
ActivityCommittee NumberActivity NumberPersons ResponsibleResources CostTimelineFormative EvaluationSummative EvaluationStaff DevelopmentStatusStatus Notes
Campus staff will evaluate available STAAR data identifying areas in need of improvement - Teachers and students will work together to improve literacy skills through guided reading, Balanced Literacy program
Re:DA Committee 801 Activity 1; Committee 801 Activity 10; Committee 801 Activity 13; Committee 801 Activity 6; Committee 850 Activity 1; Committee 850 Activity 3; Committee 853 Activity 12; Committee 880 Activity 3
Re:Campus Objective 1; 2; 3; 4; 9;
Re:Title I Component 1; 2; 4; 8; 9;
1131Teachers, Instructional Coordinator, CounselorStaff time, Title 1, Part A= $29,820, district resources, campus resourcesOctober 2014, January 2015, March 2015, May 2015Meeting agendas and notesSTAAR data for 2014 and 2015Training in disaggregation of STAAR data, Collaborative assessment of data across grade levelsFinalCompleted and will be repeated
In school, before and after school tutoring will be provided to assist struggling students
Re:DA Committee 801 Activity 6; Committee 801 Activity 8; Committee 850 Activity 10; Committee 850 Activity 2; Committee 853 Activity 12; Committee 853 Activity 13; Committee 853 Activity 7; Committee 880 Activity 11
Re:Campus Objective 1; 2; 8; 9;
Re:Title I Component 1; 2; 9; 10;
1133Instructional coordinator, teachers, skills development teacher, RtI Interventionist, teachers, principalStaff time, district funds, Title I funds(Reading Intervention Teacher - $61,747), Compensatory education funds ($7,500), campus fundsOctober, November, December 2014; January, February, March, April, May 2015Tutorial logs, testing data, Istation data, Accelerated Reader data, Reading Success dataPassing rate, STAAR dataProvided by Instructional coordinatorFinalCompleted and will be repeated
Give first and second grade students identified as struggling in reading through Istation and teacher assessment a formal assessment by the Reading Success teacher and provide remediation as required using the Leveled Literacy Intervention system as well as other appropriate interventions - All students will be tested using the Reading Assessment Benchmark system and running records will be maintained to monitor student progress in reading
Re:DA Committee 853 Activity 8; Committee 880 Activity 1; Committee 880 Activity 3; Committee 880 Activity 5
Re:Campus Objective 9;
Re:Title I Component 3; 9;
11315Classroom teachers, Reading Success teacher, Instructional CoordinatorTitle I funding, Part A funds = $61,746 (Supp. staffing), $29,820 (LLI), District funds, campus funds, staff timeSeptember 2014, October 2014Istation records, teacher evaluation, Reading Success recordsSuccess in reading at grade levelIstation training provided by district and campus personnelFinalCompleted and will be repeated
Provide opportunities and extra-curricular and after-school activities to extend the learning of our GT and other interested students - These may include: Garden/Science Club, Project Re-Directory, City wide track meet, Abilene Clean and Proud, Abilene recycling program, UIL, Spelling Bee, and Family Reading Night
Re:DA Committee 850 Activity 14; Committee 850 Activity 15; Committee 850 Activity 16; Committee 850 Activity 5
Re:Campus Objective 1; 2; 3; 7;
Re:Title I Component 2;
11318Principal, teachers, community volunteers, Partners in EducationCampus and district funds, Partners in Education funds, PTA fundsSeptember 2014, December 2014, February 2015, May 2015Participation in eventsStudent participation logsGT trainingFinalCompleted and will be repeated

Goal #2:Abilene ISD will advance character development by nurturing habits of mind and ethical, principle-based leadership.
ActivityCommittee NumberActivity NumberPersons ResponsibleResources CostTimelineFormative EvaluationSummative EvaluationStaff DevelopmentStatusStatus Notes
Campus staff will evaluate available STAAR data identifying areas in need of improvement - Teachers and students will work together to improve literacy skills through guided reading, Balanced Literacy program
Re:DA Committee 801 Activity 1; Committee 801 Activity 10; Committee 801 Activity 13; Committee 801 Activity 6; Committee 850 Activity 1; Committee 850 Activity 3; Committee 853 Activity 12; Committee 880 Activity 3
Re:Campus Objective 1; 2; 3; 4; 9;
Re:Title I Component 1; 2; 4; 8; 9;
1131Teachers, Instructional Coordinator, CounselorStaff time, Title 1, Part A= $29,820, district resources, campus resourcesOctober 2014, January 2015, March 2015, May 2015Meeting agendas and notesSTAAR data for 2014 and 2015Training in disaggregation of STAAR data, Collaborative assessment of data across grade levelsFinalCompleted and will be repeated
In school, before and after school tutoring will be provided to assist struggling students
Re:DA Committee 801 Activity 6; Committee 801 Activity 8; Committee 850 Activity 10; Committee 850 Activity 2; Committee 853 Activity 12; Committee 853 Activity 13; Committee 853 Activity 7; Committee 880 Activity 11
Re:Campus Objective 1; 2; 8; 9;
Re:Title I Component 1; 2; 9; 10;
1133Instructional coordinator, teachers, skills development teacher, RtI Interventionist, teachers, principalStaff time, district funds, Title I funds(Reading Intervention Teacher - $61,747), Compensatory education funds ($7,500), campus fundsOctober, November, December 2014; January, February, March, April, May 2015Tutorial logs, testing data, Istation data, Accelerated Reader data, Reading Success dataPassing rate, STAAR dataProvided by Instructional coordinatorFinalCompleted and will be repeated
Teachers and students will be trained in positive behavior systems which will positively impact student referrals - The Leader In Me program will be initiated and phased in - In addition, the counselor will provide guidance lessons in the classroom and the district will help provide bully prevention training by Rod Pruitt and from the WHO organization.
Re:DA Committee 850 Activity 8
Re:Campus Objective 5; 6;
Re:Title I Component
1138Principal, instructional coordinator, counselorDistrict funds, Campus funds, possible grant fundsAugust 2014, October 2014, March 2015, May 2015Data in Deputy Dawg and District DashboardFinal data on student referralsCampus trainingFinalCompleted and will be repeated
Meet with the core subject teachers and the special education teacher at least every other week to ensure appropriate scope, sequence, and fidelity of curriculum as well as examine the pace of instruction - Provide Leader in Me training and Lighthouse Team training
Re:DA Committee 853 Activity 8; Committee 863 Activity 4
Re:Campus Objective 1; 3; 4;
Re:Title I Component 1; 2;
1139Instructional coordinator, principalStaff timeSeptember, October, November, December 2014; January, February, March, April, May 2015Notes on meetingsSTAAR and benchmark dataCampus staff developmentFinalCompleted and will be repeated
All Kindergarten and first grade teachers will have parent conferences within the first six-weeks of school and second through fifth will have a minimum of one parent conference during the first semester - In addition all grade levels will hold Parent/Teacher forums within the first six-weeks to share classroom information
Re:DA Committee 801 Activity 5; Committee 801 Activity 7
Re:Campus Objective 6; 7;
Re:Title I Component 2; 6;
11313Classroom teachers, parent coordinator, principalStaff time, campus fundsSeptember 2014, October 2014, December 2014Teacher parent conference logs, records maintained in the parent coordinator's officeSameStaff meetingsFinalCompleted and will be repeated
Students will receive 90 minutes of PE each week - In addition, each student will receive a minimum of 75 minutes of recess time each week - Third, Fourth and Fifth grade students will be screened for physical fitness using the Fitnessgram program each year - Each student will be screened for health by district nurses - Each student will receive health instruction in the classroom as a part of the weekly curriculum
Re:DA Committee 874 Activity 1
Re:Campus Objective 12;
Re:Title I Component
11317Teachers, nurses,Staff timeSeptember 2014, November 2014, February 2015, May 2015Nurse and student recordsNurse and student recordsNoneFinalCompleted and will be repeated
Provide parents an opportunity to participate in school activities by planning and hosting; a Fall festival, Christmas family involvement night, Science/Garden club, PTA music performance nights, PE program for 3rd graders, Monthly family reading nights, Spring family involvement night, School-wide PAC meetings
Re:DA Committee 801 Activity 7
Re:Campus Objective 6; 7;
Re:Title I Component 6;
11323PTA, Parent Coordinator, teachers, principal, community volunteersPTA funds, Title I funds, campus fundsOctober 2014, December 2014, March 2015, May 2015Planning and agenda for planned meetings and activitiesTitle I sign in sheets, pictures documenting attendanceTitle I parent coordinator trainingFinalCompleted and will be repeated

Goal #3:Abilene ISD will prepare all students for success in college and the workforce.
ActivityCommittee NumberActivity NumberPersons ResponsibleResources CostTimelineFormative EvaluationSummative EvaluationStaff DevelopmentStatusStatus Notes
Campus staff will evaluate available STAAR data identifying areas in need of improvement - Teachers and students will work together to improve literacy skills through guided reading, Balanced Literacy program
Re:DA Committee 801 Activity 1; Committee 801 Activity 10; Committee 801 Activity 13; Committee 801 Activity 6; Committee 850 Activity 1; Committee 850 Activity 3; Committee 853 Activity 12; Committee 880 Activity 3
Re:Campus Objective 1; 2; 3; 4; 9;
Re:Title I Component 1; 2; 4; 8; 9;
1131Teachers, Instructional Coordinator, CounselorStaff time, Title 1, Part A= $29,820, district resources, campus resourcesOctober 2014, January 2015, March 2015, May 2015Meeting agendas and notesSTAAR data for 2014 and 2015Training in disaggregation of STAAR data, Collaborative assessment of data across grade levelsFinalCompleted and will be repeated
In school, before and after school tutoring will be provided to assist struggling students
Re:DA Committee 801 Activity 6; Committee 801 Activity 8; Committee 850 Activity 10; Committee 850 Activity 2; Committee 853 Activity 12; Committee 853 Activity 13; Committee 853 Activity 7; Committee 880 Activity 11
Re:Campus Objective 1; 2; 8; 9;
Re:Title I Component 1; 2; 9; 10;
1133Instructional coordinator, teachers, skills development teacher, RtI Interventionist, teachers, principalStaff time, district funds, Title I funds(Reading Intervention Teacher - $61,747), Compensatory education funds ($7,500), campus fundsOctober, November, December 2014; January, February, March, April, May 2015Tutorial logs, testing data, Istation data, Accelerated Reader data, Reading Success dataPassing rate, STAAR dataProvided by Instructional coordinatorFinalCompleted and will be repeated
Evaluate curriculum to determine areas that need to be strengthened and provide additional resources that target weak areas
Re:DA Committee 801 Activity 11; Committee 801 Activity 8
Re:Campus Objective 4; 9;
Re:Title I Component 2;
1134Instructional coordinator, District curriculum specialists, teachers, principalTitle I funds, campus funds, district funds, staff timeSeptember 2014, October 2014, May 2015STAAR, testing data, Istation data and student report card dataSTAAR, benchmark and Istation dataCampus coordinator and district curriculum specialistsFinalCompleted and will be repeated
Provide professional development for teachers and staff that will support increased success by students on the STAAR tests
Re:DA Committee 801 Activity 8; Committee 853 Activity 3
Re:Campus Objective 2; 3; 4;
Re:Title I Component 2; 4;
1135Principal, district specialists, instructional coordinator, Region 14 personnelCampus funds, district funds, Title I funds, GT fundsAugust 2014, October 2014, November 2014Attendance log, meeting agendasSTAAR, benchmark and Istation dataELAR training, math training, science training, GT training, ESL trainingFinalCompleted and will be repeated
Meet with the core subject teachers and the special education teacher at least every other week to ensure appropriate scope, sequence, and fidelity of curriculum as well as examine the pace of instruction - Provide Leader in Me training and Lighthouse Team training
Re:DA Committee 853 Activity 8; Committee 863 Activity 4
Re:Campus Objective 1; 3; 4;
Re:Title I Component 1; 2;
1139Instructional coordinator, principalStaff timeSeptember, October, November, December 2014; January, February, March, April, May 2015Notes on meetingsSTAAR and benchmark dataCampus staff developmentFinalCompleted and will be repeated
Send home a Parent/Student/School compact with each student, conduct parent meetings to inform them of Title I support, conduct parent center for training and support
Re:DA Committee 880 Activity 19; Committee 880 Activity 20; Committee 880 Activity 21; Committee 880 Activity 22; Committee 880 Activity 23; Committee 880 Activity 43
Re:Campus Objective 6; 7;
Re:Title I Component 2; 6; 10;
11312Title I parent coordinator, Part A funds = $29,833, teachersTitle I funds, campus funds, staff timeSeptember 2014, November 2014, April 2015Records maintained in parent coordinator's officeReturn of signed compacts, sign in logs at meetingsRegion 14, District, CampusFinalCompleted and will be repeated
Give first and second grade students identified as struggling in reading through Istation and teacher assessment a formal assessment by the Reading Success teacher and provide remediation as required using the Leveled Literacy Intervention system as well as other appropriate interventions - All students will be tested using the Reading Assessment Benchmark system and running records will be maintained to monitor student progress in reading
Re:DA Committee 853 Activity 8; Committee 880 Activity 1; Committee 880 Activity 3; Committee 880 Activity 5
Re:Campus Objective 9;
Re:Title I Component 3; 9;
11315Classroom teachers, Reading Success teacher, Instructional CoordinatorTitle I funding, Part A funds = $61,746 (Supp. staffing), $29,820 (LLI), District funds, campus funds, staff timeSeptember 2014, October 2014Istation records, teacher evaluation, Reading Success recordsSuccess in reading at grade levelIstation training provided by district and campus personnelFinalCompleted and will be repeated
Disaggregate data and examine student records to determine at-risk eligibility based on the state and local criteria and their placement in ESL or LEP programs
Re:DA Committee 853 Activity 10; Committee 853 Activity 8
Re:Campus Objective 8;
Re:Title I Component 2;
11316Counselor, ESL/Bilingual personnel, ESL teachers, instructional coordinator, principalTitle I funds, Bilingual/ESL funds, campus fundsSeptember 2014, January 2015Records of students identified as being At-Risk and in the ESL or LEP programsSuccessful completion of grade level and TELPAS dataESL training, LPAC trainingFinalCompleted and will be repeated
Provide assistance to families in need through the use of community organizations and through the teaching of students to set goals, keep data notebooks keeping track of their growth (Leader in Me)
Re:DA Committee 880 Activity 33; Committee 880 Activity 45; Committee 880 Activity 6; Committee 880 Activity 7
Re:Campus Objective 9; 10;
Re:Title I Component 2; 10;
11319Counselor, principal, parent coordinator, PTA, campus secretaryPTA funds, Junior League of Abilene, Christian Service Center funds, Hardin Simmons funds, Food Bank of Abilene funds, PTA funds, Big Country Dental CommunitySeptember 2013, December 2013, May 2014Participation in activitiesCampus recordsLeader in Me trainingFinalCompleted and will be repeated
Johnston will provide tutoring for students who have not mastered state assessments
Re:DA Committee 853 Activity 10; Committee 853 Activity 12; Committee 853 Activity 13; Committee 853 Activity 7; Committee 853 Activity 8; Committee 853 Activity 9
Re:Campus Objective 2; 4; 9;
Re:Title I Component 2;
11320Campus administration, teachers, tutorsState Compensatory Funds, District and campus fundsOctober 2014, April 2014Students enrolledState assessment resultsAs neededFinalCompleted and will be repeated
Provide supplementary staffing. Provide additional technology and materials for remediation, strengthening, and accelerating student learning
Re:DA Committee 880 Activity 11; Committee 880 Activity 25
Re:Campus Objective 1; 4; 8; 9;
Re:Title I Component 2; 3; 8; 9; 10;
11321Principal, Instructional coordinator, District technologyTitle 1, Part A funds = $50,238 Title 1, Part A funds = $12,500October 2014, January 2015Reduction of classroom size provided by additional teacher. Purchase of technology and other materialsUse of technology and other materials in the classroomCampus and district trainingFinalCompleted and will be repeated
Students in homeless situations will be identified by school personnel and will receive the educational and related services for which they are eligible - served by district and school personnel through coordination activities with other entities and agencies
Re:DA Committee 880 Activity 40; Committee 880 Activity 45; Committee 880 Activity 8
Re:Campus Objective 2; 5; 9;
Re:Title I Component
11324Title I coordinator, homeless liaison, campus principalTitle I, Part A-$67,069; Title I, Part D, Subpart 2- $12,000; TEXSHEP- $45,000September 2014, December 2014, March 2015, May 2015Attendance records, student gradesDistrict, campus, and state reportsN/AFinalCompleted and will be repeated

Goal #4:Abilene ISD will fully integrate student-led technology and develop innovative learning environments and facilities for the purpose of high student engagement, safety and academic success.
ActivityCommittee NumberActivity NumberPersons ResponsibleResources CostTimelineFormative EvaluationSummative EvaluationStaff DevelopmentStatusStatus Notes
Daily attendance will be taken and entered into student tracking database - Students will keep an attendance chart in their data notebook to create a visual chart to track their own attendance
Re:DA Committee 720 Activity 4
Re:Campus Objective 5; 6; 7;
Re:Title I Component 2;
1136Teachers, campus secretaryStaff timeAugust 2013, January 2014, May 2014Student attendance dataStudent attendance dataCampus secretary, staffFinalCompleted and will be repeated
Parents will be contacted by our parent coordinator or the district automated call out system concerning student absences - Attendance officers will make contact and provide support of students with excessive absences
Re:DA Committee 720 Activity 4; Committee 880 Activity 38; Committee 880 Activity 43
Re:Campus Objective 5;
Re:Title I Component 10;
1137Parent coordinator, campus secretary, attendance officerDistrict and campus fundsSeptember 2014, October 2014, December 2014, May 2015Daily attendance records, parent coordinator call logsFinal attendance recordsNoneFinalCompleted and will be repeated
Johnston will display special activities on the school marquis sign and will use district communication programs to notify parents
Re:DA Committee 808 Activity 6
Re:Campus Objective 6; 7;
Re:Title I Component 6;
11310Principal, secretary, lead custodianStaff timeSeptember, October, November, December 2014; January, February, March, April, May 2014Appearance of information and call-out logsTitle I parent participation sign-in sheetsDistrict trainingFinalCompleted and will be repeated
Send home a monthly activity calendar, a PTA newsletter, monthly parent newsletter from the counselor, a monthly newsletter from the principal, list activities in ARN's Chalkboard, maintain the school website, and utilize the School Messenger system
Re:DA Committee 862 Activity 3; Committee 862 Activity 4
Re:Campus Objective 6; 7;
Re:Title I Component 6;
11311Parent volunteer, Counselor, clerical aide, principal, secretaryVolunteer time, faculty/staff time, school funds, district fundsSeptember, October, November, December 2014, January, February, March, April, May 2015Records maintained in the school officeIncreased family involvementProvided by the districtFinalCompleted and will be repeated
Provide supplementary staffing. Provide additional technology and materials for remediation, strengthening, and accelerating student learning
Re:DA Committee 880 Activity 11; Committee 880 Activity 25
Re:Campus Objective 1; 4; 8; 9;
Re:Title I Component 2; 3; 8; 9; 10;
11321Principal, Instructional coordinator, District technologyTitle 1, Part A funds = $50,238 Title 1, Part A funds = $12,500October 2014, January 2015Reduction of classroom size provided by additional teacher. Purchase of technology and other materialsUse of technology and other materials in the classroomCampus and district trainingFinalCompleted and will be repeated

Goal #5:Abilene ISD will secure high quality, effective staff who embrace diversity, are reflective of and responsive to the district's student body, utilize best practices and understand the importance of student engagement, rigorous and relevant learning environments and the significance of connecting with students to foster a desire to learn.
ActivityCommittee NumberActivity NumberPersons ResponsibleResources CostTimelineFormative EvaluationSummative EvaluationStaff DevelopmentStatusStatus Notes
Campus staff will evaluate available STAAR data identifying areas in need of improvement - Teachers and students will work together to improve literacy skills through guided reading, Balanced Literacy program
Re:DA Committee 801 Activity 1; Committee 801 Activity 10; Committee 801 Activity 13; Committee 801 Activity 6; Committee 850 Activity 1; Committee 850 Activity 3; Committee 853 Activity 12; Committee 880 Activity 3
Re:Campus Objective 1; 2; 3; 4; 9;
Re:Title I Component 1; 2; 4; 8; 9;
1131Teachers, Instructional Coordinator, CounselorStaff time, Title 1, Part A= $29,820, district resources, campus resourcesOctober 2014, January 2015, March 2015, May 2015Meeting agendas and notesSTAAR data for 2014 and 2015Training in disaggregation of STAAR data, Collaborative assessment of data across grade levelsFinalCompleted and will be repeated
Administer district performance tests to evaluate academic progress and needs of students
Re:DA Committee 801 Activity 10; Committee 850 Activity 13
Re:Campus Objective 1; 2; 3; 4; 5; 8; 9; 11;
Re:Title I Component 1; 2; 9;
1132District coordinators, campus instructional coordinator, teachers, principalDistrict funds, campus fundsOctober 2014, November 2014, January 2015, March 2015, May 2015Data collected in EduphoriaData collected in EduphoriaDistrict and campus trainingFinalCompleted and will be repeated
In school, before and after school tutoring will be provided to assist struggling students
Re:DA Committee 801 Activity 6; Committee 801 Activity 8; Committee 850 Activity 10; Committee 850 Activity 2; Committee 853 Activity 12; Committee 853 Activity 13; Committee 853 Activity 7; Committee 880 Activity 11
Re:Campus Objective 1; 2; 8; 9;
Re:Title I Component 1; 2; 9; 10;
1133Instructional coordinator, teachers, skills development teacher, RtI Interventionist, teachers, principalStaff time, district funds, Title I funds(Reading Intervention Teacher - $61,747), Compensatory education funds ($7,500), campus fundsOctober, November, December 2014; January, February, March, April, May 2015Tutorial logs, testing data, Istation data, Accelerated Reader data, Reading Success dataPassing rate, STAAR dataProvided by Instructional coordinatorFinalCompleted and will be repeated
Evaluate curriculum to determine areas that need to be strengthened and provide additional resources that target weak areas
Re:DA Committee 801 Activity 11; Committee 801 Activity 8
Re:Campus Objective 4; 9;
Re:Title I Component 2;
1134Instructional coordinator, District curriculum specialists, teachers, principalTitle I funds, campus funds, district funds, staff timeSeptember 2014, October 2014, May 2015STAAR, testing data, Istation data and student report card dataSTAAR, benchmark and Istation dataCampus coordinator and district curriculum specialistsFinalCompleted and will be repeated
Parents will be contacted by our parent coordinator or the district automated call out system concerning student absences - Attendance officers will make contact and provide support of students with excessive absences
Re:DA Committee 720 Activity 4; Committee 880 Activity 38; Committee 880 Activity 43
Re:Campus Objective 5;
Re:Title I Component 10;
1137Parent coordinator, campus secretary, attendance officerDistrict and campus fundsSeptember 2014, October 2014, December 2014, May 2015Daily attendance records, parent coordinator call logsFinal attendance recordsNoneFinalCompleted and will be repeated
Send home a Parent/Student/School compact with each student, conduct parent meetings to inform them of Title I support, conduct parent center for training and support
Re:DA Committee 880 Activity 19; Committee 880 Activity 20; Committee 880 Activity 21; Committee 880 Activity 22; Committee 880 Activity 23; Committee 880 Activity 43
Re:Campus Objective 6; 7;
Re:Title I Component 2; 6; 10;
11312Title I parent coordinator, Part A funds = $29,833, teachersTitle I funds, campus funds, staff timeSeptember 2014, November 2014, April 2015Records maintained in parent coordinator's officeReturn of signed compacts, sign in logs at meetingsRegion 14, District, CampusFinalCompleted and will be repeated
Identify students at-risk and/or struggling through student records, teacher assessment and and district benchmarks - Provided before extended-day instruction to students identified as at-risk or struggling learners
Re:DA Committee 850 Activity 13
Re:Campus Objective 8;
Re:Title I Component 2;
11314Counselor, teachers, principal, instructional coordinator, reading success teacher, supplemental staffingCompensatory education funds, Title I, Part A funds = $141,862, campus funds, staff time and district fundsSeptember 2014, November 2014, January 2015, March 2015, May 2015Data in Eduphoria Aware, progress reports, tutorial recordsAssigned as at-risk, data in Eduphoria, mastery of STAAR tests, passing gradesCampus professional developmentFinalCompleted and will be repeated
Provide opportunities and extra-curricular and after-school activities to extend the learning of our GT and other interested students - These may include: Garden/Science Club, Project Re-Directory, City wide track meet, Abilene Clean and Proud, Abilene recycling program, UIL, Spelling Bee, and Family Reading Night
Re:DA Committee 850 Activity 14; Committee 850 Activity 15; Committee 850 Activity 16; Committee 850 Activity 5
Re:Campus Objective 1; 2; 3; 7;
Re:Title I Component 2;
11318Principal, teachers, community volunteers, Partners in EducationCampus and district funds, Partners in Education funds, PTA fundsSeptember 2014, December 2014, February 2015, May 2015Participation in eventsStudent participation logsGT trainingFinalCompleted and will be repeated
Provide assistance to families in need through the use of community organizations and through the teaching of students to set goals, keep data notebooks keeping track of their growth (Leader in Me)
Re:DA Committee 880 Activity 33; Committee 880 Activity 45; Committee 880 Activity 6; Committee 880 Activity 7
Re:Campus Objective 9; 10;
Re:Title I Component 2; 10;
11319Counselor, principal, parent coordinator, PTA, campus secretaryPTA funds, Junior League of Abilene, Christian Service Center funds, Hardin Simmons funds, Food Bank of Abilene funds, PTA funds, Big Country Dental CommunitySeptember 2013, December 2013, May 2014Participation in activitiesCampus recordsLeader in Me trainingFinalCompleted and will be repeated
Provide the parents of each individual student with results of student assessments in a language that the parents can understand
Re:DA Committee 880 Activity 27
Re:Campus Objective 7;
Re:Title I Component 6;
11322Counselor, Parent Coordinator, Secretary, PrincipalStaff time, Title I fundsOct. 2014, Nov. 2014, Jan. 2015, March 2015, May 2015Evaluate student profiles to determine which families require communication in a language other than EnglishReview at the end of the year to determine that all parents were adequately served. Title I parent surveyNoneFinalCompleted and will be repeated
Students in homeless situations will be identified by school personnel and will receive the educational and related services for which they are eligible - served by district and school personnel through coordination activities with other entities and agencies
Re:DA Committee 880 Activity 40; Committee 880 Activity 45; Committee 880 Activity 8
Re:Campus Objective 2; 5; 9;
Re:Title I Component
11324Title I coordinator, homeless liaison, campus principalTitle I, Part A-$67,069; Title I, Part D, Subpart 2- $12,000; TEXSHEP- $45,000September 2014, December 2014, March 2015, May 2015Attendance records, student gradesDistrict, campus, and state reportsN/AFinalCompleted and will be repeated

State Compensatory Education Program
Introduction
Programs Funded

CampusExpendituresExpenditure NotesFTEFTE Notes
Johnston Elementary School$4,250.00


Title I Components
1Comprehensive needs assessment
2School-wide reform strategies, including those that: Strengthen the core academic program; Increase the amount and quality of learning time (extended year, before and after-school, provide enriched and accelerated curriculum); Strategies for meeting needs of underserved populations and Address needs of all, but particularly low-achieving students
3Provide instruction by Highly-Qualified teachers.
4Participate in high-quality, on-going professional development.
5Implement strategies to attract high quality, Highly-Qualified teachers to high need schools.
6Implement strategies to increase parental involvement in these five categories: Planning; Parent Education/Training; Conferencing; Family Home Learning and Volunteering.
7Implement plans for assisting preschool children in transition from early childhood programs to elementary school to middle school.
8Include teachers in decisions about using assessment information to impact the instructional program.
9Implement activities to ensure that all students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely, additional assistance.
10Coordinate and integrate federal, state, and local services and programs.

District-Wide Disciplinary Education Data
The following demographics apply to students assigned to a disciplinary education program in 2013-2014 school year
DescriptionStudent countAttendance rateDropout rateRecidivism rateGraduation rateOver representationPre-AssessmentPost-Assessment
All students52489.954.3839.8890.47
American Indian286.6750.0050.00
Asian376.930.0033.33
African American13089.695.3840.0085.71
Hispanic21789.035.5236.8685.71
White14891.791.3541.89100.00
Economic disadvantaged44088.945.0039.7787.50
Special Ed11588.463.4751.30100.00
LEP1088.8910.0020.000.00

Dating Violence

AISD strives to ensure that all of its students and employees are free from bullying, sexual harassment, dating violence, and sexual violence. The District has adopted policies to ensure every effort will be made to protect the due process rights of all victims and all alleged perpetrators.

Definition: Dating violence is defined as the intentional use of physical, sexual, verbal, or emotional abuse by a person to harm, threaten, intimidate, or control another person in a dating relationship. Dating violence is a pattern of coercive behavior that one partner exerts over the other person for the purpose of establishing and maintaining power and control.

A Notice of Parent and Students Rights: Bullying, Sexual Harassment, Dating Violence and Sexual Violence is included in the Student Code of Conduct. Complaint Forms are available in the school main office.

Complaints are documented and investigated in accordance with AISD policy and guidelines. Any staff member who observes an incident that involves physical or sexual assault or threats will report the incident immediately to the principal. Any staff member who learns of an incident or threat may submit a Complaint Form on behalf of the victim.

Administrators and faculty members receive annual awareness training during in-service days in August.

Students grades 7-12 also receive age-appropriate dating and sexual violence education in Health classes and online training. Special presentations may be offered by community organizations listed below:


Dyslexia
Dyslexia is a neurological disorder manifested by a difficulty in learning to read, write, or spell despite conventional instruction, adequate intelligence, and socio-cultural opportunity. It varies in the degree of severity and its primary characteristic is difficulty with phonological processing.

Abilene ISD follows Texas Education Agency (TEA) guidelines for identifying dyslexia students. These guidelines are mandated by the Texas Education Code (TEC) and require testing students for dyslexia and providing instruction for students with dyslexia. In addition, AISD provides ongoing training for educators regarding dyslexia.

AISD in compliance with TEC has developed procedures for:
  • Data Gathering
  • Formal Assessment
  • Identification of students
  • Providing instruction
Dyslexia students are provided a multisensory reading approach that includes the instructional components mandated in Texas Administrative Code (TAC). These services are provided on the student's home campus by a trained teacher.

Highly Qualified Teacher — Recruitment and Retention Plan
GOAL: Maintain the percentage of highly qualified core academic subject area teachers in the district at 100%.
Objective 1 Maintain the percentage of core academic subject area classes taught by highly qualified teachers on each campus to meet 100%
Objective 2 Maintain the percentage of core academic subject area classes taught by highly qualified teachers on high poverty campuses to meet 100%
Strategies/Activities Timeline Person(s) Responsible Benchmark/Evaluation
Ensure that teachers are hired and assigned to teach in areas in which they are highly qualified. August 2014-15 Assoc. Superintendent for Personnel, Campus Principals 100% of teachers will be assigned to teach in areas in which they are highly qualified as evidenced by highly qualified data and service record.
Reassign teachers who are not highly qualified to teach in areas in which they are fully certified/highly qualified. August 2014-15 Assoc. Superintendent for Personnel, Campus Principals 100% of teachers will be assigned to teach in areas in which they are highly qualified as evidenced by highly qualified data and service record.
Replace unexpected teacher vacancies with Highly Qualified staff. 2014-15 (As vacancy issues arise.) Assoc. Superintendent for Personnel, Campus Principals 100% of teachers will be assigned to teach in areas in which they are highly qualified as evidenced by highly qualified data and service record.
Objective 3 Increase the percentage of teachers receiving high-quality professional development on each campus.
Strategies/Activities Timeline Person(s) Responsible Benchmark/Evaluation
Each campus works with the District to provide on-going professional development based on performance data and teacher input. August - March 2014-15 Assoc. Superintendent for Curriculum & Instruction, Campus Principals The District has a plan in place that 100% of campuses ensure that all teachers will receive at least 18 clock hours of professional development annually.
As applicable, Title I campuses will continue annual training of teachers in Reading Recovery, Reading Success, Compass Learning Labs, Wireless Generation/mClass Software, Lightspan, and other areas. August - May 2014-15 Exec. Dir. Of Federal Programs, Title I, Campus Principals Sign-in sheets and Professional development records will be kept on file.
Objective 4 Ensure low-income students and minority students are not taught at higher rates than other student groups by inexperienced, out-of-field, or non-highly qualified teachers
Strategies/Activities Timeline Person(s) Responsible Benchmark/Evaluation
Analyze highly qualified teacher data between high-poverty and low-poverty campuses. August 2014-15 Exec. Director of Federal Programs, Director of Personnel Data analysis documentation on file showing highly qualified teacher gap between high-poverty and low-poverty campuses.
Assign highly qualified teachers in equal proportions to all campuses, including low-income and minority areas. August 2014-15 Exec. Dir. Of Federal Programs, Title I, Campus Principals Documentation on file showing highly qualified teacher assignments on high-poverty and low-poverty campuses.
If there is gap between high-poverty and low-poverty schools, review staffing patterns and make staff changes or develop strategies to reduce gap. January-February 2014-15 Assoc. Superintendent for Personnel, Exec. Director of Federal Programs (If needed) The implementation of a staffing plan that reduces gap between high-poverty and low-poverty campuses.
Objective 5 Attract and retain highly qualified teachers
Strategies/Activities Timeline Person(s) Responsible Benchmark/Evaluation
Participate in job fairs at ESC and local universities. March-May 2014-15 Assoc. Superintendent for Personnel, Director of Personnel Increased number of highly qualified applicants for positions.
Continue above base/differential pay to attract highly qualified personnel and to retain those already on staff. September 1, 2014-15 Superintendent, Assoc. Superintendent for Personnel Review of personnel files and teacher turn-over rate.
Objective 6 Assist teachers not currently highly qualified to meet the highly qualified requirements in a timely manner
Strategies/Activities Timeline Person(s) Responsible Benchmark/Evaluation
Encourage teachers to take the required certification test(s) in order to become highly qualified in their teaching assignment or reassign to areas in which they are fully certified. April 2014-15 Assoc. Superintendent for Personnel, Campus Principals SBEC teaching certificate or service record indicating reassignment.
Objective 7 Ensure Title I Highly Qualified paraprofessional requirements are met
Strategies/Activities Timeline Person(s) Responsible Benchmark/Evaluation
Analyze data from paraprofessionals' files to ensure all instructional aides are highly qualified. July-August 2014-15 Assoc. Superintendent for Personnel, Personnel Specialist Documentation on file showing highly qualified status
Require any instructional aides not considered highly qualified to complete a local training and assessment prior to being hired to a Title I campus. July 2014-15 Assoc. Superintendent for Personnel, Personnel Specialist, Exec. Director of Federal Programs Documentation on file indicating paraprofessionals who have successfully passed the local training and assessment.

Pregnancy Related Services
The Abilene ISD provides several services under this program:
  • Counseling services
  • School health services
  • Transportation for the student and/or the student's children
  • Child care
Instruction related to parenting knowledge and skills, including child development, home and family living, and appropriate job readiness training. The district also provides Compensatory Education Home Instruction (CEHI) during any required confinement during the prenatal period and during the postpartum period. All documentation required under the law (7-1 through 7-9) is on file.

Suicide Prevention

  1. The following updated intervention plan is to be implemented on each campus in the Abilene Independent School District:
    1. When a student threatens or attempts suicide, the teacher/educator, counselor, nurse, principal, or associate principal who first learns of the threat or attempt will talk with the student immediately. At this time, the staff member involved will obtain a "Student Safety Plan" agreement from the student.
    2. With the student's knowledge, the school official will telephone a parent or guardian and request that he or she come to school at once. When the parent or guardian arrives, he or she is to be informed that the student is in crisis and needs to receive counseling services from a qualified mental health practitioner. At this time, the parent should be given the names of qualified professionals in the community who can provide these services.
    3. In the event that the parent cannot afford these services, he or she should be informed that the Abilene ISD has a contractual relationship with a number of mental health service providers who can provide these services. The district will pay for as many as five counseling sessions with one of these professionals to assist the student through the current crisis. In order to receive counseling at district expense, the parent or guardian must give written permission for the district's student testing office to arrange for the student to be seen immediately by one of the professionals under contract with Abilene ISD. At this time the parent is to be given information about the relationship between the Abilene ISD and the mental health service providers that are under contract as part of this intervention plan. In addition, the parent must be given the names of other professionals in the community who can provide the same service. (Form 04.0449 should be used to obtain written consent. Send one copy to the District Testing Coordinator and keep one form for your files.)
    4. With the written permission of the parent or guardian, a school staff member will call the District Testing Coordinator, who will immediately schedule a counseling session with a professional counselor that will include the student and parent or guardian.
    5. If school personnel have difficulty contacting a parent or guardian, the school staff member that is working with the student will arrange to have someone remain with the student until a parent or guardian can be contacted.
    6. If a parent or guardian is reached and does not give his or her permission for counseling, a school staff member will have the parent or guardian sign the Abilene Independent School District Notification of Emergency Conference.
    7. The school staff member that is working with the student will notify other personnel such as the student's counselor, grade level associate principal, nurse, and principal of the action taken.
    8. If the student is seen by one of the contracted professionals, the professional will complete the Suicidal Intervention Follow-Up Form and will return it to the District Testing Coordinator. Upon receipt, the testing office will send a copy to the student's school counselor.
    9. If a parent or guardian refuses to seek help, law enforcement or Child Protective Services will be contacted.
  2. It is the principal's responsibility to see that all staff members who are responsible for implementing this plan are thoroughly familiar with it.

Violence Prevention and Conflict Management


Bullying Prevention, Policy, and Plan

BULLYING PROHIBITED

The District prohibits bullying as defined by this policy. Retaliation against anyone involved in the complaint process is a violation of District policy and is prohibited.

DEFINITION

Bullying may occur when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and a school district's board of trustees or the board's designee determines that the behavior:

  1. Has the effect or will have the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm to the student's person or of damage to the student's property; or
  2. Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

This conduct is considered bullying if it:

  1. Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and
  2. Interferes with a student's education or substantially disrupts the operation of a school.

EXAMPLES

Bullying of a student may include hazing, threats, taunting, teasing, confinement, assault, demands for money, destruction of property, theft of valued possessions, name calling, rumor spreading, or ostracism.

RETALIATION

The District prohibits retaliation by a student or District employee against any person who in good faith makes a report of bullying, serves as a witness, or participates in an investigation.

EXAMPLES

Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not include petty slights or annoyances.


CNA Meeting Dates
Demographics3/31/2014
Student Achievement4/14/2014
School Culture and Climate4/3/2014
Staff Quality, Recruitment and Retention4/8/2014
Technology3/27/2014
Curriculum, Instruction and Assessment3/27/2014
Family and Community Involvement4/1/2014
School Context and Organization4/11/2014

CNA Member Role
Curriculum, Instruction and AssessmentMatilda Jimenez, Teacher - Elementary - 1st GradeTeacher Representative
 Pamela Massey, Teacher - Elementary - 1st GradeTeacher Representative
 Philda Dudgeon, Teacher - Elementary - 1st GradeTeacher Representative
 Teresa Adkins, Teacher - Elementary - 1st GradeTeacher Representative
 Torey Fisher, Instructional Coordinator - TiChairperson
DemographicsDebby Arroyo, Teacher - Elementary - 5th GradeChairperson
 Gina Holt, Teacher - Elementary - 5th GradeTeacher Representative
 Melissa Tumlinson, Teacher - Elementary - 1st GradeTeacher Representative
 Ruth Gaston, Teacher - Elementary - 5th GradeTeacher Representative
 Tonya Sutton, Teacher - Elementary - 2nd GradeTeacher Representative
Family and Community InvolvementChris Lana, Teacher - Elementary - KindergartenTeacher Representative
 Christi King, Teacher - Elementary - KindergartenChairperson
 Linda Piazza, Parent Coordinator - Title IProfessional Non-teaching Representative
 Melanie Hale, Teacher - Elementary - KindergartenTeacher Representative
School Context and OrganizationJennifer Bourland, Licensed Vocational Nurse - Health ServicesProfessional Non-teaching Representative
 Pattilyn Walker, Teacher - Elementary - MusicChairperson
 Paula Findley, Teacher - Elementary - Special Educ-ResourceTeacher Representative
 Raelynn Hymer, Teacher - Elementary - Physical EducationTeacher Representative
 Roger Thomas, Principal - Elementary - AdministrativeAISD Administration Representative
School Culture and ClimateJennifer Mansker, Teacher - Elementary - 3rd GradeTeacher Representative
 Shanda Bourn, Teacher - Elementary - 3rd GradeChairperson
 Tamra Cotton, Teacher - Elementary - 3rd GradeTeacher Representative
 Tina Johnston, Teacher - Elementary - 3rd GradeTeacher Representative
Staff Quality, Recruitment and RetentionDeirdre Massey, Teacher - Elementary - 2nd GradeTeacher Representative
 Jean Dotson, Teacher - Elementary - 2nd GradeTeacher Representative
 Kayla McCoy, Teacher - Elementary - 2nd GradeTeacher Representative
 Lacy Bruce, Teacher - Elementary - 2nd GradeTeacher Representative
 Patty Young, Teacher - Elementary - 2nd GradeChairperson
Student AchievementClaudia Anderson, Teacher - Elementary - 4th GradeTeacher Representative
 Debra Taubert, Teacher - Elementary - 4th GradeChairperson
 Joann Hood, Teacher - Elementary - 4th GradeTeacher Representative
 Kathran Churchill, Teacher - Elementary - 4th GradeTeacher Representative
TechnologyApril Bennett, Teacher - Elementary - ReadingTeacher Representative
 Betsy Mosley, Counselor - Guidance & CounselingProfessional Non-teaching Representative
 Kay Daniels, Speech Pathologist - Special EducationProfessional Non-teaching Representative
 Opal Mobbs, Computer Lab Aide - Computer LabChairperson
 Stephanie Cogburn, Teacher - Elementary - KindergartenTeacher Representative

CNA Data Sources Reviewed
Curriculum, Instruction, and AssessmentStandards-Based Curriculum Resources and Materials
 Scope and Sequence; Pacing Guides; and/or Other Focus Documents
 Instructional Design/Delivery; High-Yield Strategies
 Collaborative Horizontal and Vertical Team Alignment Processes
 Student-Specific/Differentiated Strategies and Processes
 Common Benchmark Assessments and/or Other Assessments
 Class, School, and Special Program Schedules
DemographicsEnrollment
 Attendance
 Ethnicity
 Gender
 Mobility/Stability
 Special Program Participation
 At-Risk by Category
Family and Community InvolvementFamily and Community Participation Counts by Type of Activity
 Parent Volunteer Information
 Parent Activity Evaluations and Feedback
 Demographic Data
 Community Service Agencies and Support Services
School Context and OrganizationSchool Structure or Make-Up, e.g., Teaming, Looping, etc.
 Decision-Making Processes
 Master Schedule
 Leadership: Formal and Informal
 Supervision Structure
 Support Structures: Mentor Teachers
 Duty Rosters
 Program Support Services, e.g., Extracurricular Activities, After School Programs, etc.
 Communication: Formal and Informal
School Culture and ClimateSurveys
 Focus Groups
 Interviews
 Classroom and School Walkthrough Data
 Parent Conferences, Meetings, etc.
Staff Quality, Recruitment and RetentionTeacher Certification/Qualification Data
 Paraprofessional and Other Staff Qualifications
 Staff Effectiveness in Relation to Student Achievement
 PDAS and/or Other Staff Effectiveness Data
 Staff Mobility/Stability
 Special Program Qualifications, e.g., Bilingual/ESL, Special Education, etc.
 Professional Development Data
 Teacher-Student Ratios
Student AchievementState Assessment Data
 TELPAS and AMAO Results
 Student Work
 Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures
 State and AYP Data Tables
 Promotion/Retention Rates
 Classroom and Program Assessments and Other Data
TechnologyTechnology Hardware and Software
 Classroom Technology Needs by Area, Class, Department, etc.
 STaR Chart
 Professional Development/Teacher Preparation Needs in Technology
 Leadership and Administrative Support Structures for Technology Implementation
 Technology Policies and Procedures
 Assessment of Technology Skills for Students, Staff and Other Stakeholders