Katy Independent School District
King Elementary
2016-2017 Campus Improvement Plan
Accountability Rating: Met Standard
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Mission Statement
Recognizing that education is a lifelong pursuit, the mission of Robert E. King Elementary is to inspire individual learning that will prepare
students to become responsible, self-reliant, caring citizens. Understanding the importance of educating the whole child, the teachers, staff,
parents, and community of RKE are committed to providing a dynamic curriculum, quality instruction, appropriate assessment, and an
appreciation of the arts within a nurturing learning environment. Believing that all students in our diverse population can achieve success,
Robert E King Elementary Lions are… “Roaring with pride”
Vision
Be the Legacy
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Table of Contents
Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 1: Student Growth and Success Each student will be provided engaging, relevant, and meaningful learning experiences which foster the
acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy,
problem solving and social contribution) that lead to student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 2: Safe and Orderly Learning and Working Environment A safe, orderly, positive and quality learning and working environment will be
provided for students and staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 3: Community Engagement Parents and Community members are provided with a variety of opportunities for active, collaborative
involvement which supports student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 4: Effective and Efficient Operations Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive
and effective work environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 5: Organizational Improvement Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and
performance needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personnel for King Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Campus Advisory Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Robert E King Elementary, in Katy ISD, opened in August 2001 as a PK- 5 bilingual campus and became a Title 1 campus in 2007.
Based on 2015-2016 PEIMS data, King Elementary's enrollment of 1,406 included the following subpopulations: 61% At Risk; 19% Bilingual; 50%
Economically Disadvantaged; 12% ESL; 1.5% GT; 32% LEP; 12.7% Special Education. The campus population includes 52.49% Hispanic, 28.24% White,
12.38% Black/African American, 3.98% Asian, and 2.20% claiming Two-or-More Races. The mobility rate for King Elementary is 10.9% and attendance
rate is 97.6%
Demographics Strengths
Robert E King Elementary notes the following demographic strengths:
1. Many families move to Katy ISD just for the schools. Our community is supportive of our commit to success.
2. Attendance rates remain above state average.
3. Campus enrollment is projected to decrease due to the opening of a new school for 2016-2017.
Demographics Needs
Robert E King Elementary notes the following demographic needs:
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1. Enrollment data indicates the percentage of students who have qualified for and are receiving Special Education services is above the state average. The
teacher feedback identifies the need for additional training to address student needs.
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Student Achievement
Student Achievement Summary
All schools in Texas must meet standards set in four state accountability areas. For the 2015-2016 school year, Robert E King Elementary met all four
targets:
Index 1 - Student Achievement. RKE Score: _77_(state target score =_60__)
Index 2 - Student Progress. RKE: 38_(state target score = 32_)
Index 3 - Closing Performance Gaps. RKE: 39_ (state target score = 28_)
Index 4 - Post-Secondary Readiness. RKE: 33_ (state target score =12_)
These scores result in Robert E King Elementary receiving a 2016 Texas Accountability Met Standard rating.
Robert E King Elementary met all of the State System Safeguards. For the 2015-2016 school year, 85% of students had to pass the 3rd - 5th grade
STAAR exams in order for the campus to meet federal achievement targets. Robert E King Elementary will address all areas of Reading and Mathematics to
meet System Safeguards.
Student Achievement Strengths
Robert E King Elementary focuses on the academic growth and progress of students. The campus notes the following strengths:
1. Meeting all of the State Accountability Standards.
Student Achievement Needs
Robert E King Elementary notes the following needs:
1. Data reveals that Special Education student scores are significantly below other student groups. The root cause is the need for greater structures and
consistency in providing support for Special Education students.
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2. Data reveals student scores are below KISD percentages in Math. Teachers are analyzing data to determine the root cause.
3. Data reveals student scores are below KISD percentages in Reading. Teachers are analyzing data to determine the root cause.
4. Data reveals student scores are below KISD percentages in Science. Teachers are analyzing data to determine the root cause.
5. Data reveals student scores are below KISD percentages in Writing. Teachers are analyzing data to determine the root cause.
6. Data and observation reveals gaps in student scores in grades K-5 Science, Social Studies and Writing. Teachers are analyzing data to determine the root
cause.
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School Culture and Climate
School Culture and Climate Summary
Robert E King Elementary promotes Positive Behavior Intervention and Supports (PBIS) campus wide. Our campus is committed to providing a safe and
secure environment where students can learn, grow, and become productive members of the community.
Campus discipline data indicates an overall decrease in the percentage of office referrals, however, the number of "Physical Contact/Creating a Disruption"
incidents were higher than preferred at 135 recorded for the 2015-2016 year. Review of the referrals revealed the students involved in these incidents were
limited to a few, with repeated behaviors.
School Culture and Climate Strengths
Robert E King Elementary notes the following strengths:
1. PBIS is implemented with positive results campus wide, based on the data.
School Culture and Climate Needs
Robert E King Elementary notes the following needs:
1. Consistent support and implementation of strategies are needed for identified students to address behaviors.
2. Professional development for staff related to behavior intervention and redirection of behaviors in the general education environment is needed.
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
While the federal mandate for highly qualified requirements has now expired, Robert E King Elementary School continues to place a high priority in
employing a high-quality, talented staff. The federal mandate for highly qualified Paraprofessional staff remains in effect. Professional development
opportunities are provided on the campus as well as the district level. All RKE teachers are encouraged to attain ESL certification. RKE assigns campus
mentors as well as campus buddies to all new teachers. New teachers are also provided time to observe in veteran teacher classrooms. Regularly scheduled
Professional Learning Community (PLC) meetings and Super Specials provide opportunities for collaboration and training.
Due to the reduction in projected enrollment for the 2016-2017 school year, the grade level teams are staffed as follows:
PreK-3; Kinder-7; 1st-8; 2nd-9; 3rd-8; 4th-8; 5th-6
Staff Quality, Recruitment, and Retention Strengths
Robert E King Elementary notes the following strengths:
1. 50 out of 59 RKE teachers are ESL certified.
2. Only 11 out of 109 staff members are new to RKE this year.
Staff Quality, Recruitment, and Retention Needs
Robert E King Elementary notes the following needs:
1. Professional development and book studies to insure staff continue to grow and improve their craft.
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Robert E King Elementary provides instruction and assessment following the Katy ISD curriculum, based on TEKS. A variety of research based
instructional strategies are utilized to insure quality and success.
Campus level disaggregation depends on plotting of critical skills and expectations at the beginning of each formative assessment period based on analysis of
student need and curricular expectations. Kindergarten through second grade focus upon ISIP, Fountas and Pinnell Assessment, mCLASS, and campus
benchmarks for assessment. Third through fifth grade focus on STAAR, iStation, Think Through Math, and campus benchmarks. Special courses and
programs such as physical education, music, special education, dyslexia and ESL/Bilingual instruction use the same standard of assessment as the grade
levels of their students. Texas English Language Proficiency Assessment System (TELPAS) is a major assessment for ESL/Bilingual students.
Weekly grade level plannings are held with the instructional coaches. These grade level learning communities target lesson planning, data
review, strategic planning, and professional learning. Paraprofessionals are included in all staff development days. Grade levels have a daily common
planning time.
Curriculum, Instruction, and Assessment Strengths
Robert E King Elementary notes the following strengths:
1. A strong RtI process
2. Planning and collaboration among teams
3. Teacher's ability to identify strategies for students in Tier 1 and Tier 2
4. The ability to interpret and use common assessment data to drive instructional decisions.
Curriculum, Instruction, and Assessment Needs
Robert E King Elementary notes the following needs:
1. A comparison of the data indicates some gaps in instruction and student achievement. The root cause is a lack of consistently providing instruction at the
correct level of rigor.
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2. Teachers state that the recent changes in the state math TEKS have created gaps in students' math skills. The root cause is that many standards are now at
new grade levels and the campus needs additional professional development to address this problem.
3. Based on feedback and reflection, staff identified the need for regular collaboration with special education and intervention teachers with grade levels.
This will be addressed in the master schedule for 2016-2017.
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Family and Community Involvement
Family and Community Involvement Summary
Robert E King Elementary works very hard at creating a family-friendly school environment. We strive to provide a responsive climate for parents and to
widely communicate ways for parents to partner with us in educating their children. Our practices recognize a variety of parenting traditions and practices
within the school community. Because of the diversity of our campus and high mobility, RKE has a Parent Teacher Association (PTA) to help strengthen
connections between home and school. We update the website, including as many dates and resources as possible to help parents. The campus provides
Spanish translations of materials. We also provide interpreters for school events, especially for those early in the year, such as registration and Meet the
Teacher Night. We make sure that our routines are consistent, including sending our Take-Home-Tuesday folders every week. We take pride in the fact that
parents and guests report our staff as very friendly and welcoming.
Family and Community Involvement Strengths
Robert E King Elementary notes the following strengths:
1. Involvement of parents in a variety of events, family activities, and trainings through the campus as well as PTA.
2. Communication through a variety of social media and websites, as well as printed materials.
Family and Community Involvement Needs
Robert E King Elementary notes the following needs:
1. Working parents are unable to participate as much as stay-at-home parents. The root cause is that due to the various working hours and demands of their
jobs, working parents cannot always come to school.
2. While parent participation is considered to be strong, an analysis of parent sign-in sheets, etc., reveals that parent involvement is not equal among the
parents of all student groups. The root cause may be a perceived language and/or cultural barrier.
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School Context and Organization
School Context and Organization Summary
Parents, teachers, and students at Robert E King Elementary take pride in their school and the school's reputation of success. The perception of RKE
among all is that it is a safe and positive environment with a focus on academic excellence, while maintaining the tradition of "family" . There is an
expectation for best instructional practices as well as building social character. RKE's focus goes far beyond STAAR scores. Our commitment is to keep
students at the center of all actions and decisions. As a result, learning is of paramount importance. When our students do not learn, you will see adjustments
made within
instruction, the school context and organization. We work hard to ensure that instructional time is protected. Teachers and students are not pulled out of the
classroom for unnecessary reasons. Teachers value the planning time that they have with their Professional Learning Communities (PLCs) and also to
prepare for their individual classroom
instruction. There is a healthy sense of urgency among the staff that promotes professionalism and unity of purpose.
School Context and Organization Strengths
Robert E King Elementary notes the following strengths:
1. Teachers are aware of a strong sense of urgency for best instructional practices as placed upon them by the active parent community.
2. Teachers accommodate special populations with more time and individualized instructional plans.
3. RtI is being utilized successfully with students being referred to the appropriate special population.
4. A master schedule and calendar maximize the amount of time spent on instruction and ensure that special program times are addressed.
5. Interruptions to the instructional day are kept to a minimum.
6. Safety drills are performed frequently and efficiently.
School Context and Organization Needs
Robert E King Elementary notes the following needs:
1. Access points and gates on the playground need to be secured. The root cause is fencing that does not extend and repeated vandalism of gates during nonschool hours.
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Technology
Technology Summary
Robert E King Elementary recognizes the benefit of integrating technology into instruction with the Digital Natives of today. We have purchased a variety
of resources for classroom use, including the following in each classroom: Mounted SmartBoards, iPads, Netbooks, Mirror 360. Additionally, online
subscriptions to PebbleGo and Reading A-Z have been purchased. RKE has 2 computer labs as well as a portable computer cart equipped with 20 laptops.
Training is provided to staff with a Technology Facilitator assigned to the campus along with multiple opportunities for training at the district level. The
library has iPads available for home checkout provided by the Bridging Digital Divide grant, approved by the Katy ISD School Board. Annual Bright Bytes
Surveys are completed by students in grades 3-5 and by all staff members regarding technology access and use. A variety of social media (Twitter, Websites,
Email, Facebook) is utilized to communicate with our community.
Technology Strengths
Robert E King Elementary notes the following strengths:
1.
2.
3.
4.
iPads with Internet access are available for students
Teachers report increasing skills and confidence with the use of technology
Two full computer labs are available for students with additional computers in the library
All classrooms are fully equipped with a variety of current technology
Technology Needs
Robert E King Elementary notes the following needs:
1. Increase the use of technology as an integrated part of instruction, instead of centers or additional activities. The root cause is the constant advances and
changes with technology and teacher training and comfort level.
2. Provide technology resources to insure students recognize appropriate and responsible use, which enhances their learning. (Flocabulary, PebbleGo)
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Campus goals
Current and/or prior year(s) campus and/or district improvement plans
Campus and/or district planning and decision making committee(s) meeting data
State and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) data
Performance Index Framework Data: Index 1 - Student Achievement
Performance Index Framework Data: Index 2 - Student Progress
Performance Index Framework Data: Index 3 - Closing Performance Gaps
Performance Index Framework Data: Index 4 - Postsecondary Readiness
System Safeguards and Texas Accountability Intervention System (TAIS) data
Accountability Distinction Designations
Federal Report Card Data
PBMAS 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 versions
Progress of prior year STAAR failures
STAAR Released Test Questions
STAAR ELL Progress Measure data
Texas English Language Proficiency Assessment System (TELPAS) results
Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results
Student Success Initiative (SSI) data for Grades 5 and 8
SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)
SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)
Local diagnostic reading assessment data
Local diagnostic math assessment data
Local benchmark or common assessments data
Student failure and/or retention rates
Running Records results
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Observation Survey results
Istation 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 between groups
Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc
Economically Disadvantaged / Non-economically disadvantaged performance and participation data
Male / Female performance and participation data
Special education population, including performance, discipline, attendance, and mobility
Migrant population, including performance, discipline, attendance and mobility
At-Risk population, including performance, discipline, attendance and mobility
ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc
Section 504 data
Homeless data
Gifted and talented data
Dyslexia Data
Response to Intervention (RtI) student achievement data
Student Data: Behavior and Other Indicators
Attendance data
Mobility rate, including longitudinal data
Discipline records
Student surveys and/or other feedback
Class size averages by grade and subject
Employee Data
Professional Learning Communities (PLC) data
Staff surveys and/or other feedback
Highly qualified staff data
Teacher/Student Ratio
Campus leadership data
Campus department and/or faculty meeting discussions and data
Professional development needs assessment data
Evaluation(s) of professional development implementation and impact
PDAS and/or T-TESS
Parent/Community Data
Parent surveys and/or other feedback
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Parent Involvement Rate
Community surveys and/or other feedback
Support Systems and Other Data
Organizational structure data
Processes and procedures for teaching and learning, including program implementation
Communications data
Capacity and resources data
Budgets/entitlements and expenditures data
Study of best practices
Action research results
Other additional data
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Goals
Goal 1: Student Growth and Success
Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the
KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information
literacy, problem solving and social contribution) that lead to student success.
Performance Objective 1: Increase student performance on Reading STAAR during the 16-17 school year for special education students from 25% to 60%
Evaluation Data Source(s) 1:
Summative Evaluation 1:
Strategy Description
Title I
Critical Success Factors
CSF 1 CSF 2 CSF 4
2, 9, 10 Campus Staff
1) Provide additional instruction/tutorials and resources for students
struggling with identified TEKS in reading, math, writing, and science
during King Academy, PAW, or small group instruction.
Critical Success Factors
CSF 1 CSF 7
= Accomplished
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Rosters
AWARE data
STAAR scores
Funding Sources: 192 - Special Project - $10,000.00, 211 - Title I Part A - $4,000.00, 263 - Title III LEP $3,500.00, 199 - State Comp Ed - $0.00
4
2) Provide professional development to focus on vocabulary development,
math skills, and assessment.
Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
Staff Responsible
for Monitoring
Campus staff
Lesson plans
Sign in sheets
Funding Sources: 211 - Title I Part A - $9,500.00, 199 - General Fund - $5,000.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 1: Student Growth and Success
Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone
Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student
success.
Performance Objective 2: Increase student performance on Math STAAR during the 16-17 school year for special education students from 36% to 60%
Evaluation Data Source(s) 2:
Summative Evaluation 2:
Strategy Description
Title I
Critical Success Factors
CSF 1 CSF 2 CSF 4
2, 9, 10 Campus Staff
1) Provide additional instruction/tutorials and resources for students
struggling with identified TEKS in math during King Academy, PAW, or
small group instruction.
= Accomplished
King Elementary
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Staff Responsible
for Monitoring
Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
Rosters
STAAR scores
AWARE data
Funding Sources: 192 - Special Project - $10,000.00, 211 - Title I Part A - $4,000.00, 263 - Title III LEP $3,500.00, 199 - State Comp Ed - $0.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 1: Student Growth and Success
Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone
Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student
success.
Performance Objective 3: Increase Student Progress Indicator (Index 2) during the 16-17 school year from 38% to 43% for students meeting advance
standards on STAAR
Evaluation Data Source(s) 3:
Summative Evaluation 3:
Staff Responsible
Title I
for Monitoring
Strategy Description
Critical Success Factors
CSF 1 CSF 2 CSF 4
2, 9, 10 Campus Staff
1) Provide additional instruction/tutorials and resources for students based
on identified TEKS in reading, math, writing, and science during King
Academy, PAW, or small group instruction.
= Accomplished
King Elementary
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Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
Rosters
STAAR scores
AWARE data
Funding Sources: 192 - Special Project - $10,000.00, 211 - Title I Part A - $4,000.00, 263 - Title III LEP $3,500.00, 199 - State Comp Ed - $0.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Safe and Orderly Learning and Working Environment
A safe, orderly, positive and quality learning and working environment will be provided for students and staff.
Performance Objective 1: Maintain practices and procedures to insure a safe and orderly environment in which to learn and work
Evaluation Data Source(s) 1:
Summative Evaluation 1:
Strategy Description
Title I
State System Safeguard Strategy
Federal System Safeguard Strategy
4
Critical Success Factors
CSF 1 CSF 7
1) Support better understanding of the social and emotional needs of gifted
students through professional development
Critical Success Factors
CSF 5 CSF 6
GT Facilitators
Administrators
STAAR
Informal observations
Funding Sources: 199 - General Fund - $5,000.00, 211 - Title I Part A - $9,500.00
6
2) Maintain Watch DOGS program for male role models to serve as
volunteers in the school.
Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
Staff Responsible
for Monitoring
PTA
Watch DOGS
Campus Staff
Agenda
List/Calendar of Watch DOGS
Funding Sources: 199 - General Fund PTA Donation - $0.00
Critical Success Factors
CSF 4
Admin
Safety Liaison
Fire Drill Record
Calendar
3) Maintain safety procedures and protocols outlined by Katy ISD and
Harris County Fire Marshall.
Funding Sources: 199 - General Fund - $0.00
4) Provide members of Food Allergy Action Team and START team and
essential staff training on first aid and CPR.
Safety Liaison
Training rosters
Nurse
Certificates
START team
Funding Sources: 199 - General Fund - $0.00, 199 - General Fund PTA Donation - $0.00
= Accomplished
King Elementary
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= Considerable
= Some Progress
21 of 41
= No Progress
= Discontinue
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Goal 3: Community Engagement
Parents and Community members are provided with a variety of opportunities for active, collaborative involvement which
supports student success.
Performance Objective 1: Provide opportunities to enhance the partnership among students, parents, staff and community members.
Evaluation Data Source(s) 1:
Summative Evaluation 1:
Strategy Description
Critical Success Factors
CSF 6
1) Implement vertical and horizontal student groups to provide input and
feedback regarding the campus.
Critical Success Factors
CSF 1 CSF 5
Staff Responsible
Title I
for Monitoring
2, 7
Principal
Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
Notes
Responses
Agenda
List of students
Funding Sources: 199 - General Fund - $0.00
6
Campus Staff
Sign in sheets
Instructional
Handouts
Coaches
2) Provide opportunities for parents to practice using technology available to
students and identifying the connection with curriculum. (Technology/
Funding Sources: 211 - Title I Part A - $2,000.00, 199 - General Fund - $2,000.00
Curriculum Night - Reading, Math, Science)
Critical Success Factors
CSF 5 CSF 6
3) Insure parent access to campus information by utilizing Parent Link
(emails and texts), Katy ISD app, campus webpage with newsletters,
calendars, resources and links to district resources.
Critical Success Factors
CSF 5 CSF 6
6
Campus
Webmaster
Campus Staff
Feedback and parent response
Funding Sources: 199 - General Fund - $0.00
6
Campus staff
Translated newsletters and signs posted
newsletters
4) Insure information in newsletters, interior/exterior signs posted for events Funding Sources: 199 - General Fund - $0.00, 199 - General Fund PTA Donation - $0.00
and campus expectations are in English and Spanish.
Critical Success Factors
CSF 1 CSF 5 CSF 6
5) Offer Family Learning Events in English and Spanish sponsored by the
Children's Museum of Houston
King Elementary
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6
Campus Staff
CMH Staff
Sign in sheets
Handouts
Calendar of events
Funding Sources: 211 - Title I Part A - $7,500.00, 199 - General Fund - $0.00
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State System Safeguard Strategy
Federal System Safeguard Strategy
6, 7
Campus Staff
CMH Staff
Critical Success Factors
CSF 1 CSF 5 CSF 6
sign in sheets
handouts
calendar of events
6) Offer Parenting Workshops targeting transition of Preschool age children Funding Sources: 211 - Title I Part A - $5,000.00, 199 - General Fund - $0.00
and their parents in English and Spanish sponsored by Children's Museum
of Houston.
7) Assist 5th grade students with transition to 6th grade by providing field
trips to the junior high, visitation with counselors, preview fine arts
programs, assistance with schedule planning and orientations/ Q&A events
for parents.
Critical Success Factors
CSF 5 CSF 6
King Elementary
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Campus Staff
Calendars
Junior High Staff Handouts
Sign-in sheets
Funding Sources: 199 - General Fund - $0.00
6
8) Provide opportunities for students, teachers, parents and community
members to collaborate and partner together. (Read-Deed-Run/Veteran's
Day/ Career Day/ Junior Achievement)
= Accomplished
6, 7
Campus Staff
Calendar
Rosters
Sign-in sheets
Funding Sources: 199 - General Fund - $0.00, 461 - Campus Activity Fund - $0.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 4: Effective and Efficient Operations
Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective work
environment.
Performance Objective 1: Allocate resources to facilitate quality learning experiences and a positive work environment
Evaluation Data Source(s) 1:
Summative Evaluation 1:
Strategy Description
Critical Success Factors
CSF 1 CSF 2 CSF 3 CSF 6 CSF 7
1) Utilize Super Specials and PLC to provide job-embedded professional
development, time to review AWARE data and collaborate vertically and
horizontally.
Critical Success Factors
CSF 1 CSF 2 CSF 4
2) Provide additional tutorials for struggling students (King Academy) in
reading, math, writing, and science/social studies
Critical Success Factors
CSF 1 CSF 4
Staff Responsible
Title I
for Monitoring
2, 3, 4, Campus Staff
10
Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
Agenda
Calendars
Funding Sources: 211 - Title I Part A - $2,000.00, 199 - General Fund - $2,000.00, 461 - Campus Activity Fund $2,000.00
9, 10 Campus Staff
Schedule for King Academy
Funding Sources: 192 - Special Project - $10,000.00, 211 - Title I Part A - $4,000.00, 263 - Title III LEP $3,500.00, 199 - State Comp Ed - $0.00
2, 4, 10 Campus staff
STAAR score
AWARE Data
Student feedback
3) Utilize technology (iPads, Netbooks, Document Cameras, etc) to enhance
Funding Sources: 211 - Title I Part A - $35,000.00, 199 - General Fund - $10,000.00
instruction and increase student engagement.
Critical Success Factors
CSF 1 CSF 7
4) Provide opportunities for teachers to attain ESL certification, while
monitoring certification renewals as appropriate.
Critical Success Factors
CSF 1 CSF 7
5) Ensure paraprofessionals are highly qualified, based on federal
guidelines.
King Elementary
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3, 4, 5, KISD Human
10
Resources
Campus Staff
Certifications
Rosters
Funding Sources: 211 - Title I Part A - $500.00, 263 - Title III LEP - $0.00
3, 4, 10 KISD Human
Resources
Campus Staff
Certifications
Funding Sources: 211 - Title I Part A - $9,500.00, 263 - Title III LEP - $0.00, 199 - General Fund - $5,000.00
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Critical Success Factors
CSF 1 CSF 3 CSF 6 CSF 7
3, 4, 5, Campus Staff
10
6) Provide professional development opportunities for campus staff in
content and grade levels PK - 5, including reading, math, writing, science,
social studies, technology, fine arts.
= Accomplished
King Elementary
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Certificate of Attendance
Rosters
Agendas
Calendars
Funding Sources: 211 - Title I Part A - $9,500.00, 199 - General Fund - $5,000.00
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 5: Organizational Improvement
Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performance
needs.
Performance Objective 1: Utilize strategies, processes, and activities to involve all stakeholders in a collaborative environment for decision-making
Evaluation Data Source(s) 1:
Summative Evaluation 1:
Strategy Description
Critical Success Factors
CSF 1 CSF 4 CSF 7
Staff Responsible
Title I
for Monitoring
2, 9
Campus staff
Reviews
Evidence that Demonstrates Success
Formative Summative
Nov Jan Mar June
STAAR scores
Formative and Summative Assessments
Lesson plans
1) Increase vertical alignment of instruction PK - 5 in writing and science as
Funding Sources: 199 - General Fund - $0.00, 199 - State Comp Ed - $0.00
well as reading and math, through collaborative planning.
Critical Success Factors
CSF 1 CSF 3 CSF 6 CSF 7
2) Provide professional development for new teachers through mentors,
buddies, book studies, professional development, and other supports.
Critical Success Factors
CSF 1 CSF 4 CSF 6 CSF 7
3, 4, 5, Campus staff
10
Calendar
Meeting Agendas
Rosters
Funding Sources: 199 - General Fund - $2,000.00, 211 - Title I Part A - $2,000.00, 199 - State Comp Ed - $0.00
4, 10 Campus staff
Certificates
Agendas
3) Provide ongoing professional development opportunities for instructional Funding Sources: 211 - Title I Part A - $9,500.00, 199 - General Fund - $5,000.00
paraprofessionals.
Critical Success Factors
CSF 1 CSF 4 CSF 6
4) Increase data based decision making through structured collaboration,
including instructional coach led team planning, PLC, Super Specials, and
RTI conferences.
Critical Success Factors
CSF 1 CSF 4 CSF 6
5) Continue student recognition and incentive programs to support PBIS,
including King Cash, Royal Court, Pawsome Writers, Recognition Tags.
Critical Success Factors
CSF 1 CSF 3 CSF 6
3, 4, 8, 9 Campus Staff
STAAR score
AWARE data
lesson plans
Funding Sources: 199 - General Fund - $0.00
2
Campus Staff
List of students
KBC announcements
reduction in office referrals
Funding Sources: 199 - General Fund - $0.00, 865 - Principal Activity - $0.00
2
Campus Staff
Letters to Pre K
CAT agenda
Calendar invites to LION CLUB
6) Increase opportunities for student voice to be shared with the school and
Funding Sources: 199 - General Fund - $0.00, 865 - Principal Activity - $0.00
community.
King Elementary
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Critical Success Factors
CSF 1 CSF 3 CSF 4 CSF 5 CSF 6
2, 5, 6 Campus Staff
7) Implement a school wide theme to encourage learning and creativity Reach for the Stars.
= Accomplished
King Elementary
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Calendar
Newsletters
Funding Sources: 199 - General Fund - $0.00, 865 - Principal Activity - $0.00
= Considerable
= Some Progress
27 of 41
= No Progress
= Discontinue
Campus #101-914-120
January 17, 2017 1:42 pm
State System Safeguard Strategies
Goal Objective Strategy
Description
2
1
1
Support better understanding of the social and emotional needs of gifted students through professional development
3
1
6
Offer Parenting Workshops targeting transition of Preschool age children and their parents in English and Spanish sponsored by
Children's Museum of Houston.
King Elementary
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Federal System Safeguard Strategies
Goal Objective Strategy
Description
2
1
1
Support better understanding of the social and emotional needs of gifted students through professional development
3
1
6
Offer Parenting Workshops targeting transition of Preschool age children and their parents in English and Spanish sponsored by
Children's Museum of Houston.
King Elementary
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State Compensatory
Personnel for King Elementary:
Position
Name
Program
FTE
Barbara Minenko
Teacher
Title I
1
Cheryl Deutschman
Teacher
Academic Support
1
Christine Henderson
Teacher
Academic Support
1
Ellen Barton
Teacher
Title I
1
Julie Faber
Teacher
Title I
1
Karina Podesta
Teacher
Academic Support
1
Pegi Williams
Teacher
Academic Support
1
VACANT
Teacher
Title I
1
King Elementary
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Title I
Schoolwide Program Plan
Robert E King Elementary has created a schoolwide program that is comprehensive in nature to ensure that we are serving all students, improving all
structures that support student learning, and combining all resources, as allowed, to achieve our goals and maximize the impact of Title 1.
The steps that our campus follows include:
1. Establishing our site-based planning team - Campus Advisory Team (CAT);
2. Clarify and review the school's profile;
4. Identifying data sources and gathering the data;
5. Analyzing the data;
6. Verify strategies are supported and included during CIP progress measures;
Reporting data findings.
7.
Throughout the schoolwide planning process, administrators and teachers identify student strengths, needs and the interventions that are currently in place.
They assess the effectiveness of those interventions and make recommendations for revisions as needed. The site-based planning process is used as a
campus organizational strategy to guide program development, implementation, and evaluation. This systemic planning provides structure and a common
language for school improvement. It also provides logical ways for school staff to think about current progress and the adjustments or changes that need to
be made on our campus to continually improve the effectiveness of our schoolwide program.
Ten Schoolwide Components
1: Comprehensive Needs Assessment
Robert E King Elementary has conducted a comprehensive needs assessment that serves as the centerpiece of our planning process and the driving force
most impacting the campus improvement plan. While data is gathered and analyzed throughout the year, a comprehensive effort is always made at the end of
each
school year. This year, administrators and teachers reviewed data and participated in collaboration with teacher leaders and others. Root causes were
identified, written as needs and reported to the site-based planning team. The team was given time to reflect on the data and ask clarifying questions. When
the team felt that
all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written into the plan.
2: Schoolwide Reform Strategies
Robert E King Elementary's schoolwide reform strategies provide opportunities for all children to meet the state's proficient or advanced levels of student
performance. These strategies are based on effective means of improving achievement for all students. The following are activities we utilized in this plan:
King Elementary
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1. Review program documentation to ensure that all instructional programs/instruction strategies are supported by scientifically-based research. Identify
how each activity in our school strengthens the core academic program.
2. Identify scientifically-based research programs that increase the amount and quality of learning time.
3. Insure the master schedule identifies opportunities for extended learning time.
4. Investigate how manipulatives are used in the various core areas.
5. Identify programs within our school that address enriched and accelerated curriculum issues.
6. Disaggregate the data by student populations to determine our program's effectiveness in meeting the needs of all our students.
3: Instruction by highly qualified professional teachers
ESSA no longer requires highly qualified teachers. However, the requirements for highly qualified paraprofessionals are still in place. Teachers are state
certified.
Procedures in use at Robert E King Elementary to ensure that high quality instruction and support occurs includes:
1. Provide time off for high-quality professional development.
2. Provide an effective mentoring system.
3. Assign teachers for a "best-fit" of their strengths.
4. Provide professional development for existing programs prior to new school year for new staff or those wanting refreshers.
5. Monitor effectiveness of teachers by walk-throughs.
6. Provide time for teachers to observe master teachers in the classroom.
7. Provide training and opportunities for collaboration in looking at formative and summative student achievement data.
8. Implement strategies to provide clear lines of communication between teachers and administrators.
4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services
personnel, parents, and other staff
Robert E King Elementary utilizes high-quality and ongoing professional development to ensure teachers are equipped to face the challenge of helping
students meet the state's academic achievement standards. Procedures include:
1. Select the professional development that meet the needs of all principals, teachers, paraprofessionals, parents, and others, as appropriate.
2. Provide opportunities for all staff to obtain training in programs and initiatives that are already in place.
3. Provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase student
performance.
4. Allow teachers to attend professional developments throughout the year on content areas specific to teacher's assignment.
5. Provide blocks of time during and after school for collaborative meetings or planning time across grade levels and content areas.
King Elementary
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5: Strategies to attract highly qualified teachers
Robert E King Elementary follows district procedures for recruiting and attracting highly qualified teachers. RKE schedules mentor activities, meetings and
book studies to assist and support new teachers. Katy ISD's annual job fair provides opportunities for teachers to meet with RKE representatives and review
open positions.
6: Strategies to increase parental involvement
Robert E King Elementary understands that parental involvement is a major key to students' success. A variety of trainings and family activities are provided
to encourage and support parents. Parenting Partners and Love & Logic sessions are offered in English and Spanish. RKE has partnered with the Houston
Children's Museum to bring training and events to the campus for parents and students to participate in throughout the year. Training and workshops will
also be provided by the campus staff.
7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs
Robert E King Elementary recognizes and emphasizes the value of creating a coherent and seamless educational program for at-risk students. Our campus
does have a PreKindergarten program as well as a Preschool Program for Children with Disabilities. RKE has partnered with the Houston Children's
Museum to bring training to the campus targeting parents of preschool age children throughout the year.
It is important that the academic achievement of every preschool student is closely monitored. Because the early childhood programs provide a foundation
for later academic success, we work hard to be sure that our parents know what options are available for them and for neighborhood children who might not
have older siblings in school.
Although this component primarily addresses transitions to elementary from early childhood, RKE spends time reviewing activities at all critical transition
points to ensure the implementation of a coherent and seamless education program.
8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual
students and the overall instructional program
In addition to STAAR results, teachers receive current and ongoing assessment data that describe student achievement. The data often come from less
formal assessments, such as observation, performance assessments, or end-of-course tests. Robert E King Elementary provides teachers with professional
development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve
instruction. Each grade level is included in the formative review process for our improvement plan. This allows teachers to consistently evaluate the
effectiveness of our academic assessments and the overall instructional program.
9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic
achievement standards
King Elementary
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Each grade level identifies individual students who need additional learning time to meet standards. The teachers then provide those students with timely,
additional assistance that is tailored to their needs. The assistance and support looks different at each grade level; however it is always available to all
students in the school who need it. Additionally, morning tutorials are provided to students in grades 3-5 and all grades are included in morning IStation and
FASTT Math, based on teacher recommendation.
10: Coordination and integration of federal, state and local services and programs
Because we are a schoolwide Title 1 campus, we have flexibility to integrate services and programs with the aim of upgrading our entire educational
program and helping all students reach proficient and advanced levels of achievement. In addition, through our improvement planning and budgeting
process, we are able to combine most Federal, State and local funds in order to maximize the impact of the resources available to carry out the schoolwide
Title 1 program for the purpose of increasing student achievement.
King Elementary
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Title I Personnel
Name
Position
Program
FTE
Barbara Minenko
Teacher
Title I
1
Ellen Barton
Teacher
Title I
1
Julie Faber
Teacher
Title I
1
VACANT
Teacher
Title I
1
King Elementary
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Campus Advisory Team
Committee Role
Name
Position
Administrator
Tammi Wilhelm
Principal
Administrator
Connie Batey
2016-2018 Assistant Principal
Classroom Teacher
Elizabeth Elder
2015-2017 Dyslexia Intervention Teacher
Classroom Teacher
Denise Frazier
2016-2018 Kindergarten Teacher
Classroom Teacher
Manette Hall
2016-2018 PE Teacher
Classroom Teacher
Maggie Rosental
2015-2017 4th Grade Bilingual Teacher
Classroom Teacher
Pegi Williams
2015-2017 Math Academic Support Teacher
District-level Professional
Christy Gregory
2015-2017 Office of Assessment & Accountability
Non-classroom Professional
Tina Stockton
2016-2018 Instructional Coach
Non-classroom Professional
Ginger AbiHabib
2015-2017 Instructional Coach
Non-classroom Professional
April Carrasquero
2016-2018 Counselor
Non-classroom Professional
Susan Sanchez
2015-2017 Assistant Principal
Parent
Greg Frazier
2016-2018 Parent of 3rd Grader
Parent
Christina Chung
2016-2018 Parent of Kindergartener
Parent
Lorna Martir
2016-2018 Parent of 1st Grader
Parent
Justin Phillips
2016-2018 Parent of Kindergartener
Parent
Jill Prince
2016-2018 Parent of 2nd and 3rd Graders
Parent
Georgia Strickland
2015-2017 PTA President / Parent of 2nd and 5th
graders
King Elementary
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Campus Funding Summary
192 - Special Project
Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
staff for tutorials; instructional materials
$10,000.00
1
2
1
staff for tutorials; instructional materials
$10,000.00
1
3
1
staff for tutorials; instructional materials
$10,000.00
4
1
2
staff for tutorials; instructional materials
$10,000.00
Sub-Total
Amount
$40,000.00
199 - State Comp Ed
Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
staff for tutorials; instructional materials
$0.00
1
2
1
staff for tutorials; instructional materials
$0.00
1
3
1
staff for tutorials; instructional materials
$0.00
4
1
2
staff for tutorials; instructional materials
$0.00
5
1
1
instructional materials; PD consultants
$0.00
5
1
2
instructional materials; consultants PD
$0.00
Sub-Total
Amount
$0.00
199 - General Fund
Goal
Objective
Strategy
1
1
2
instructional materials; PD consultants
$5,000.00
2
1
1
instructional materials; PD consultants
$5,000.00
2
1
3
$0.00
2
1
4
$0.00
3
1
1
$0.00
3
1
2
3
1
3
King Elementary
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Resources Needed
technology, iPads, computers, doc cameras, instructional materials,
staff to teach, snacks
Account Code
Amount
$2,000.00
$0.00
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3
1
4
staff; instructional materials
$0.00
3
1
5
instructional materials, staff, snacks
$0.00
3
1
6
instructional materials, staff, snacks
$0.00
3
1
7
$0.00
3
1
8
$0.00
4
1
1
staff; instructional materials; consultants PD;
$2,000.00
4
1
3
technology, iPads, computers, instructional materials
$10,000.00
4
1
5
instructional materials; consultants PD
$5,000.00
4
1
6
instructional materials; consultants PD
$5,000.00
5
1
1
instructional materials; PD consultants
$0.00
5
1
2
instructional materials; consultants PD
$2,000.00
5
1
3
instructional materials; consultants PD
$5,000.00
5
1
4
5
1
5
5
1
6
$0.00
5
1
7
$0.00
$0.00
incentives
$0.00
Sub-Total
$41,000.00
199 - General Fund PTA Donation
Goal
Objective
Strategy
2
1
2
2
1
4
3
1
4
Resources Needed
Account Code
staff; volunteers
Amount
$0.00
$0.00
staff; instructional materials
$0.00
Sub-Total
$0.00
211 - Title I Part A
Goal
Objective
Strategy
1
1
1
staff for tutorials; instructional materials
$4,000.00
1
1
2
instructional materials; PD consultants
$9,500.00
1
2
1
staff for tutorials; instructional materials
$4,000.00
King Elementary
Generated by Plan4Learning.com
Resources Needed
38 of 41
Account Code
Amount
Campus #101-914-120
January 17, 2017 1:42 pm
1
3
1
staff for tutorials; instructional materials
$4,000.00
2
1
1
instructional materials; PD consultants
$9,500.00
3
1
2
technology, iPads, computers, doc cameras, instructional materials,
staff to teach, snacks
$2,000.00
3
1
5
instructional materials, staff, snacks
$7,500.00
3
1
6
instructional materials, staff, snacks
$5,000.00
4
1
1
staff; instructional materials; consultants PD;
$2,000.00
4
1
2
staff for tutorials; instructional materials
$4,000.00
4
1
3
technology, iPads, computers, instructional materials
$35,000.00
4
1
4
consultants for PD; substitute coverage
$500.00
4
1
5
instructional materials; consultants PD
$9,500.00
4
1
6
instructional materials; consultants PD
$9,500.00
5
1
2
instructional materials; consultants PD
$2,000.00
5
1
3
instructional materials; consultants PD
$9,500.00
Sub-Total
$117,500.00
263 - Title III LEP
Goal
Objective
Strategy
Resources Needed
Account Code
1
1
1
staff for tutorials; instructional materials
$3,500.00
1
2
1
staff for tutorials; instructional materials
$3,500.00
1
3
1
staff for tutorials; instructional materials
$3,500.00
4
1
2
staff for tutorials; instructional materials
$3,500.00
4
1
4
consultants for PD; substitute coverage
$0.00
4
1
5
instructional materials; consultants PD
$0.00
Sub-Total
Amount
$14,000.00
461 - Campus Activity Fund
Goal
Objective
Strategy
3
1
8
4
1
1
King Elementary
Generated by Plan4Learning.com
Resources Needed
Account Code
Amount
$0.00
staff; instructional materials; consultants PD;
39 of 41
$2,000.00
Campus #101-914-120
January 17, 2017 1:42 pm
Sub-Total
$2,000.00
865 - Principal Activity
Goal
Objective
Strategy
Resources Needed
Account Code
5
1
5
5
1
6
$0.00
5
1
7
$0.00
incentives
$0.00
Sub-Total
Grand Total
King Elementary
Generated by Plan4Learning.com
Amount
40 of 41
$0.00
$214,500.00
Campus #101-914-120
January 17, 2017 1:42 pm
Addendums
King Elementary
Generated by Plan4Learning.com
41 of 41
Campus #101-914-120
January 17, 2017 1:42 pm
Robert E King Elementary Campus Improvement Plan Timeline
Prepare the 4 sections of the Needs Assessment using
current data
Finalize CAT nominations and members
Update Mission statement, CAT Members and
Timeline
Complete CPO STAAR Performance Report 2016 Goals
Complete draft of Needs Assessments and CIP
goals/objectives/activities (Work Plan)
Area Assistant Superintendent (AAS) reviews Needs
Assessment / CIP
RKE Campus Advisory Team Meeting
Revise CPO as needed, based on AAS feedback
District and Campus Performance Objectives presented
to Board for review and approval
Completed DIP and CIP document linked to school
website
Implement activities of CIP and DIP
August 15-September 20, 2016
September 16, 2016
September 16, 2016
September 20, 2016
September 20, 2016
September 22- October 1, 2016
October 3, 2016
October 10, 2016
October 17, 2016
October 26, 2016
2016-2017 school year
RKE Campus Advisory Team Meeting
February 27, 2017
RKE Campus Advisory Team Meeting
April 10, 2017
Katy Independent School District
Campus Professional Learning Plan
2016-2017
Campus King Elementary
Student Growth and Success
Professional Needs Assessment
The professional learning focus for RKE this year includes: District initiatives and STAAR
results - targeting System Safeguards and areas of need (reading / math/ writing / special
education)
Rationale: Professional development will focus on areas of need determined by state,
district and campus test results
The following training was presented for the August professional learning days:
Campus and District Procedures, Curriculum Training, PBIS / Discipline Reviews; Safety;
STAAR Data; PDAS/KDAS; Angela Maiers
For the Early Release days, I am planning the following learning for teachers who are not
participating in specialty teacher training:
Vertical and Horizontal Collaboration / Planning; Technology Training; Book Studies
(Passion Driven Classroom, Classroom Habitudes, Thriving as a New Teacher, Liberating
Genius, Strengths Finder) Student Progress Reviews; PBIS
For the one full campus professional learning day for the year - January 3, 2017 the following
topics will be included: Strategies for Math Instruction and Language Arts
Outside presenters I am bringing in this year include:
Name: GregTang
Topic: Math Strategies Audience: All RKE Staff Date/Time: Jan. 3, 2017
Name: Denise Tra ner
Topic: Vocabulary/Language Arts Audience: All RKE Staff Date/Time: Jan. 3, 2017
Name: Michelle Yzquierdo
Topic: Vocabulary Audience: All RKE Staff Date/Time: Nov 11, 2016
Name: Angela Maiers
Topic: Motivational / Engagement Audience: All RKE Staff Date/Time: Aug 15, 2016
District support I need for this plan: (Might include presenters/facilitators from Professional
Learning or other departments.)
Office of Research and Accountability (Darin Presto)
Title 1 Facilitators (Tiffany White)
Elementary Math Curriculum Specialist (Michelle Luster)
KISD Professional Learning Department (Elisa Farris)
King Elementary
Student Profile
Student Statistics_
Total Enrollment
1,371
At-Risk
63.7%
Low Income
48.7%
Limited English Proficient
32.4%
Special Education
11.1%
Career Technology Education
-
Bil/English as a Second Language
31.5%
Gifted/Talented
1.5%
Title I
100.0%
Attendance Rate (2013-14)
97.0%
' * ' indicates the number was masked by TEA. ' - ' indicates zero students.
Source: PEIMS snapshot demographic data for 2015-16. Attendance from 2014-15 TAPR.
Race/Ethnicity
#
%
Hispanic
711
51.9%
White
396
28.9%
Black or African American
163
11.9%
Asian
59
4.3%
Two or More Races
32
2.3%
American Indian or Alaska Native
5
0.4%
Native Hawaiian/Other or Pacific Islander
5
0.4%
ROBERT KING EL
Other includes student groups whose counts were masked by TEA, where applicable.
Prepared by the Department of Research, Assessment and Accountability
TEXAS EDUCATION AGENCY
2016 Accountability Summary
ROBERT KING EL (101914120) - KATY ISD
Accountability Rating
Distinction Designation
Met Standard
Met Standards on
Did Not Meet Standards on
- Student Achievement
- NONE
Academic Achievement in ELA/Reading
NO DISTINCTION EARNED
- Student Progress
Academic Achievement in Mathematics
- Closing Performance Gaps
NO DISTINCTION EARNED
- Postsecondary Readiness
Academic Achievement in Science
In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses
must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.
NO DISTINCTION EARNED
Academic Achievement in Social Studies
Performance Index Report
NOT ELIGIBLE
Top 25 Percent Student Progress
100
NO DISTINCTION EARNED
Top 25 Percent Closing Performance Gaps
75
NO DISTINCTION EARNED
50
Postsecondary Readiness
NO DISTINCTION EARNED
25
77
38
39
Campus Demographics
33
0
Index 1
Index 2
Index 3
Index 4
Student
Achievement
(Target Score=60)
Student
Progress
(Target Score=32)
Closing
Performance Gaps
(Target Score=28)
Postsecondary
Readiness
(Target Score=12)
Campus Type
Elementary
Campus Size
1,370 Students
Grade Span
Performance Index Summary
Index
Points
Earned
Maximum
Points
Index
Score
1,151
536
868
1,503
1,400
2,200
77
38
39
1 - Student Achievement
2 - Student Progress
3 - Closing Performance Gaps
4 - Postsecondary Readiness
STAAR Score
Graduation Rate Score
Graduation Plan Score
Postsecondary Component Score
EE - 05
Percent Economically
Disadvantaged
48.7
Percent English Language
Learners
32.4
Mobility Rate
10.2
System Safeguards
Number and Percentage of Indicators Met
32.8
N/A
N/A
N/A
33
Performance Rates
22 out of 27 = 81%
Participation Rates
16 out of 16 = 100%
Graduation Rates
Total
N/A
38 out of 43 = 88%
For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html
TEA Division of Performance Reporting
Page 44
September 2016
King Elementary - Math
2015-2016
2015-2016
Level II
Total Students
Satisfactory
Tested
Academic Student
Standard #
2015-2016
2015-2016
2015-2016
2015-2016
2015-2016
2016-2017
Level II
Satisfactory
Academic
Student
Standard %
Level II
Satisfactory
Academic
Performance
(Final) #
Level II
Satisfactory
Academic
Performance
(Final) %
Level III Advanced
Academic
Performance
#
Level III
Advanced
Academic
Performance
%
Target
91%
All
611
454
74%
190
31%
64
10%
Black/African American
87
68
78%
24
28%
6
7%
Am Indian/Alaskan
Native
2
*
*
*
*
*
*
Asian
27
25
93%
17
63%
5
19%
Hispanic
317
232
73%
81
26%
27
9%
3
*
*
*
*
*
*
White
161
116
72%
62
39%
24
15%
Two or More Races
14
8
57%
3
21%
1
7%
Economically
Disadvantaged
294
204
69%
72
24%
21
7%
91%
Special Education
61
18
30%
6
10%
2
3%
91%
English Language
Learner
151
103
68%
44
29%
9
6%
91%
Native Hawaiian Pacific
Islander
King Elementary - Reading
2015-2016
Total Students
Tested
2015-2016
2015-2016
2015-2016
2015-2016
2015-2016
Level II Satisfactory Level II Satisfactory Level III Advanced
Level II Satisfactory Level II Satisfactory
Academic
Academic
Academic
Academic Student Academic Student
Performance (Final) Performance (Final)
Performance
Standard #
Standard %
#
%
#
2015-2016
2016-2017
Level III Advanced
Academic
Performance
%
Target
91%
All
611
488
80%
264
43%
127
21%
Black/African American
87
74
85%
37
43%
11
13%
Am Indian/Alaskan
Native
2
*
*
*
*
*
*
Asian
27
25
93%
17
63%
9
33%
Hispanic
317
248
78%
127
40%
57
18%
3
*
*
*
*
*
*
White
161
126
78%
76
47%
45
28%
Two or More Races
14
10
71%
3
21%
2
14%
Economically
Disadvantaged
294
219
74%
103
35%
42
14%
91%
Special Education
61
22
36%
8
13%
5
8%
91%
English Language
Learner
151
107
71%
44
29%
20
13%
91%
Native Hawaiian Pacific
Islander
King Elementary - Science
2015-2016
Total Students
Tested
2015-2016
2015-2016
Level II Satisfactory Level II Satisfactory
Academic Student Academic Student
Standard #
Standard %
2015-2016
2015-2016
2015-2016
Level II Satisfactory Level II Satisfactory Level III Advanced
Academic
Academic
Academic
Performance
Performance
Performance
(Final) #
(Final) %
#
2015-2016
2016-2017
Level III Advanced
Academic
Performance
%
Target
91%
All
203
147
72%
54
27%
13
6%
Black/African American
32
19
59%
7
22%
0
0%
Am Indian/Alaskan
Native
1
*
*
*
*
*
*
Asian
11
9
82%
7
64%
2
18%
Hispanic
103
76
74%
23
22%
4
4%
Native Hawaiian Pacific
Islander
0
*
*
*
*
*
*
White
51
39
76%
16
31%
7
14%
Two or More Races
5
*
*
*
*
*
*
Economically
Disadvantaged
114
75
66%
22
19%
3
3%
91%
Special Education
22
7
32%
4
18%
2
9%
91%
English Language
Learner
38
22
58%
5
13%
1
3%
91%
King Elementary - Writing
2015-2016
2015-2016
2015-2016
2015-2016
2015-2016
2015-2016
2015-2016
2016-2017
Total Students
Tested
Level II
Satisfactory
Academic
Student
Standard #
Level II
Satisfactory
Academic
Student
Standard %
Level II
Satisfactory
Academic
Performance
(Final) #
Level II
Satisfactory
Academic
Performance
(Final) %
Level III
Advanced
Academic
Performance
#
Level III
Advanced
Academic
Performance
%
Target
All
192
118
61%
58
30%
15
8%
91%
Black/African American
24
18
75%
8
33%
1
4%
Am Indian/Alaskan Native
0
*
*
*
*
*
*
Asian
5
*
*
*
*
*
*
106
57
54%
26
25%
7
7%
Native Hawaiian Pacific
Islander
1
*
*
*
*
*
*
White
52
34
65%
16
31%
5
10%
Two or More Races
4
*
*
*
*
*
*
Economically
Disadvantaged
79
39
49%
17
22%
7
9%
91%
Special Education
20
4
20%
1
5%
0
0%
91%
English Language Learner
44
20
45%
7
16%
2
5%
91%
Hispanic