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T. G. Givens Early Childhood Education
Center
Campus Improvement Plan
2010-2011
Schoolwide Theme: “We Pave the Way!”
_________________________________________________________________
Date of School Board Approval
Table of Contents
Table of Contents ............................................................................................................................................................................................................................. 2
Planning and Decision Making Committee ..................................................................................................................................................................................... 3
New Activities .................................................................................................................................................................................................................................. 4
A Highlight of Continued Activities................................................................................................................................................................................................ 5
Discontinued Activities .................................................................................................................................................................................................................... 6
Comprehensive Needs Assessment.................................................................................................................................................................................................. 7
Programs and Services ...................................................................................................................................................................................................................12
Attachment A: AEIS Data for the Needs Assessment..................................................................................................................................................................26
Attachment B: State Compensatory Education Budget and Full-Time Equivalent Staff............................................................................................................27
Attachment C: Assurances and Good Practices ...........................................................................................................................................................................28
NOTE: The highly qualified teacher requirement is found under Strategy 5, Objective 5.21 on page 26 of this plan.
T. G. Givens Early Childhood Education Center 2
Planning and Decision Making Committee
Name Position
Suzanne Patty Pre-K Director
Sandra Gadman Teacher
Kelly Miller Teacher
Monica Rhodes Teacher
Kim Miller Teacher
Mary Jackson Non-Teaching Professional
Sheila Ensey Non-Teaching Professional
Claudia Homer Parent
Jason Rogers Parent
Thadius Jones Community Representative
Georgia Page Community Representative
T. G. Givens Early Childhood Education Center 3
New Activities
Assessment / Curriculum
More intensively disaggregate and analyze the Texas Early Education Model-TEEM (PK), Texas Primary Reading Inventory-TPRI (K), and Iowa Test
of Basic Skills-ITBS assessment results to identify students for program placement, modify curriculum, and target individual and small-group
instruction.
Increase CIRCLE staff development to enhance TEEM implementation/CIRCLE Assessment in Prekindergarten and use the results to target instruction
and meet PK School Readiness Certification system requirements four times per year.
Implement research-based, high quality curriculum alignment in the areas of math and science; revise curriculum and instruction in accordance with
CSCOPE Math and Science Vertical Alignment Documents (VAD), Instructional Focus Documents (IFD), Units, Lessons, and Student Performances.
Participate in Region VIII ESC summer staff development to analyze the new state English Language Arts/Reading TEKS; analyze and revise current
curricula accordingly.
Explore opportunities for additional horizontal alignment and planning via potential master-schedule restructuring.
Restructure PE program to provide more structured, gross motor-based activities, as found in a Motor Lab.
Examine master schedule to provide more time for Prekindergarten and PPCD PE opportunities in the gym; implement 125 minutes per week of
moderate to vigorous physical activity.
Work with community service clubs, as Kiwanis, to help provide new library backpacks and books.
Drug Education / Character Education / Campus Safety / Behavior Management
Expand the campus Crisis Prevention Intervention Team, as appropriate to student needs, and provide additional training and updates for members.
Provide In-School Suspension/Behavior Intervention opportunities that emphasize regular-classroom curriculum enhancement, with leadership provided
by the Crisis Intervention Assistant.
Expand Red Ribbon Week’s drug and substance abuse activities to heighten awareness.
Explore mentoring program with assistance from churches, service clubs, and the Diversity Task Force.
Expand STAR counseling, Center for Psychological Development services, State Agency Social Welfare Services, and opportunities provided by other
outside agencies to assist with education of inclusion and PPCD students.
Parent / Community Involvement
Increase attention to student attendance and use of truancy court procedures.
Utilize services of new Parent Involvement Liaison to assist with parent communication, training, and truancy court avoidance.
Expand Love and Logic training for parents, using district-trained presenters.
Consistently use the campus marquee to promote and inform parents and the community about Givens activities.
Expand the use of home and clinical visits to meet parent and student educational and health needs.
Continue “Reading in the Garten” concept, not name, using community volunteers to read to students.
Utilize social work services to provide medical assistance to parents.
Prekindergarten director will be available to assist with guidance, testing, and curriculum implementation.
T. G. Givens Early Childhood Education Center 4
Special Program Identification and Services
Add one Bilingual Kindergarten teacher and one bilingual teacher assistant due to increased enrollment.
Prekindergarten director will be available to assist with guidance, testing, and curriculum implementation.
Provide Tier 3 and Tier 3 Priority Early Childhood grant services to PK teachers.
Utilize Letters and Vocabulary subsets of the Texas Early Education Model CIRCLE Assessment to identify at-risk students.
Restructure PPCD classroom to implement MEville to WEville curriculum and active learning expectations.
Expand Response to Intervention (RTI) activities to include multiple intervention-team planning sessions for students with at-risk behaviors and special
needs.
Provide additional space for occupational therapy to better accommodate student needs.
Staff Development
Split campus staff development day (a.m.) and teacher workday (p.m.) into morning and afternoon sessions rather than full-day sessions to facilitate
teacher needs.
Analyze campus master schedule to create additional time for common planning and alignment.
Provide staff development on analysis and use of test data to impact instruction.
Include teacher assistants in staff development activities to enhance instructional needs; provide specific training geared to the needs.
TEEM staff development will be provided on four full days rather than eight evenings.
Technology
Investigate more up-to-date methods of assessing PK students during pre, interim, and post-testing required by the state.
Research and purchase software for classroom and Tech Lab use.
Provide staff development specific to PK student technology guidelines.
A Highlight of Continued Activities
Parent/Community Involvement
Conduct Registration Round-Up in the spring to share the importance of early childhood education to success later in life and to encourage parents to
enroll their prekindergarten children at Givens.
Provide Parent Orientation prior to the first day of school.
Host after-school/evening report card conferences at the end of the 1st six weeks.
Provide four musical performances: “Christmas Classic Remix”, “Celebrating with Mother Goose”, “Cinco de Mayo”, and “All We Really Needed to
Know We Learned at T.G. Givens”.
Continue with Mr. Ozark publishing assembly to promote early literacy.
T. G. Givens Early Childhood Education Center 5
Continue T.G. Givens traditions, as Valentine’s Day Parent Appreciation Luncheon, Grandparent’s Day lunches and breakfasts, PK Rodeo and parent
luncheon, yearbook development and distribution, Fall and Christmas pictures, and PK moving up.
Provide Perfect Attendance trophies at PK Moving Up ceremony.
Use PISD Parent Involvement Coordinator/Liaison to translate for non-English speaking parents and provide parent workshops and family literacy
services.
Reinstate the Givens Goes Green recycling program– where locations are available to accept the materials collected.
Discontinued Activities
Parent Outreach Library and training (Videos are very old, out-dated, and in bad condition.)
Early Childhood Specialist –Pre-K director will teach guidance and character education classes to Pre-K students bi-weekly .
Veterans Day assembly; not appropriate for PK audience. (Will continue on smaller scale in classrooms)
All kindergarten activities will be discontinued.
T. G. Givens Early Childhood Education Center 6
Comprehensive Needs Assessment
INTRODUCTION:
The campus site-based decision-making committee met on October 15, 2009, to develop a comprehensive needs
assessment of the Givens Elementary School in anticipation of developing the Campus Improvement Plan for school
year 2010-11. During the meeting, committee members discussed the strengths and needs of the school focusing on
five areas: students, staff, parental involvement, community involvement, and plant facilities. It was considered
important to review both strengths and needs in these areas since programs, services, and activities used in
successful areas may also be appropriate to address areas wherein needs are identified. The committee considered
results of local assessments, experience in the school and community, and professional opinions to arrive at the
strengths and needs discussed in this report. W. Paul Mettke, Managing Consultant, Consultative Services, Texas
Educational Consultative Services, Inc. (TECS) facilitated the meeting.
The Paris ISD is anticipating a reorganization of its schools and staff beginning with the 2010-11 school year. The
grades currently served at Givens Elementary are the Early Childhood, Prekindergarten, and Kindergarten. Under
the proposed reorganization, the school will only serve Early Childhood (PPCD) and Prekindergarten. The
Kindergarten classes will be moved to Aikin Elementary and Justiss Elementary schools depending on the
attendance area in which the Kindergarten students reside.
STUDENTS:
Schools in Texas today are judged primarily by the performance of their students on the Texas Assessment of
Knowledge and Skills (TAKS), attendance and graduation rates. These are the areas considered in determining
whether or not a school has made adequate yearly progress (AYP) as required under the No Child Left Behind Act
of 2001, Public Law 107-110, enacted into law by the U. S. Congress on January 8, 2002. Other data were also
considered when determining the strengths and needs of the students enrolled in the Givens Elementary School
including, but not limited to, the TPRI, ITBS, other commercially developed instruments, locally developed teacher-
made tests, and the professional opinion of the staff.
The demographics of students attending Givens Elementary School as compared to the State of Texas are depicted
in the following table:
Table 1—Student Demographics*
Category African Hispanic White Other Low LEP At-Risk
American Income
Givens El. 34.1% 14.8% 48.6% 2.5% 81.5% 8.4% 63.0%
State 14.2% 47.9% 34.0% 4.0% 56.7% 16.9% 48.3%
Difference +19.9% -33.1% +14.6% -1.5% +24.8% -8.5% +14.7%
*Source: Academic Excellence Indicator System (AEIS) for school year 2008-09.
The school does not parallel the State of Texas demographics inasmuch as ethnicity is concerned as well as the other
categories included in the Academic Excellence Indicator System (AEIS) Report for school year 2008-09. African
American and White students exceed by large percentages the State averages as do the percentages of children from
low-income families and students in at-risk situations. The latter two categories present special challenges for the
staff at Givens Elementary as these students typically bring with them special needs that require supplemental
programs and accelerated services.
The school was not rated by the Texas Education Agency for school year 2008-09 since it serves children in grades
Early Childhood through Kindergarten. Only schools serving grades three and above are rated by the Texas
Education based on the school’s performance on the TAKS as well as attendance and dropout rates.
T. G. Givens Early Childhood Education Center 7
Student Strengths
Based on the professional opinion of the members of the site-based decision-making committee, students typically
are prepared for the first grade when they leave Givens. In August 2009, forty-six out of the fifty-two students from
all private and public feeder schools who were designated to receive years of Talent Pool services attended Givens
Kindergarten. According to the committee, after being promoted to kindergarten, Givens students maintained their
developed TPRI scores without summer regression better than students coming from private child care or
kindergarten schools.
The Head Start program works with students who are from low-income families in an attempt to provide the
experiences they missed growing up in a household with limited financial resources. These students have typically
not met the expectations of the Paris ISD kindergarten and first grade teachers. In an effort to address this, the
Givens teachers are coordinating with the Head Start teachers and explaining what their expectations are as well as
making available to the Head Start teachers Circle training, an intensive program for teachers working with
Prekindergarten students that is based on TEA prekindergarten guidelines and results in Texas School Ready
certification. All six Prekindergarten classrooms have received this certification from the Children’s Learning
Institute.
Student Needs:
Basic needs of students growing up in our current society are not being met in many of the homes from which
Givens live. The high incidence of poverty, 81.5 percent, is indicative of this concern. The percentage of students
classified as being in an at-risk situation, 63 percent, is further evidence of students not receiving the preschool as
well as school experiences necessary to excel in today’s schools. The district has implemented an all day
Prekindergarten program at Givens to ameliorate this situation.
STAFF:
The organizational culture of any educational organization is critical to the success of the students it serves. This
atmosphere must foster collegiality and be able to maintain a high level of staff morale. Among the most important
elements of organizational culture is the ability of the administration to create an atmosphere of trust through open,
two-way communication and a monitoring of staff attitudes and opinions. Success in today’s complex workplace
also dictates that schools have qualified staff and offer a diverse curriculum, rich in technology, math, science,
foreign languages, and the arts. The No Child Left Behind Act of 2001 mandates that all teachers teaching the core
academic subjects meet the law’s “highly qualified” criteria. According to the law to be highly qualified, a teacher
must have at least a bachelor’s degree, be appropriately certified to teach in the area(s) to which he/she is assigned
and demonstrate competency in the subject area(s) he/she teaches.
Table 2—Staff Demographics*
Category African Hispanic White Other Over 20 Exp. in the
American Years Exp. District
Givens El. 16.6% 8.3% 75.2% 0.0% 50.3% 13.7 years
State 9.7% 22.1% 66.7% 1.6% 18.6% 7.4 years
Difference +5.9% -13.8% +8.5% -1.6% +31.7% +6.3 years
*Source: Academic Excellence Indicator System (AEIS) for school year 2008-09.
Staff Strengths:
Givens enjoys a staff of experienced teachers. During school year 2008-09, teachers in the over 20 year category
made up 50.3% of the teaching staff at the school. This compared with the State average of 18.6% or more than 30
percentage points greater at the school than for the State. The average years of experience for teachers in the district
at the school was 13.7 years compared with the State at 7.4 years. These statistics are indicative of favorable
working conditions that tend to draw and retain teachers. All of the non-bilingual teachers at Givens meet the highly
qualified requirements mandated by the No Child Left Behind Act. Two of the bilingual teacher (one in
T. G. Givens Early Childhood Education Center 8
Prekindergarten and one in Kindergarten) are in the process of testing to achieve that goal. See Table 2—Staff
Demographics.
Prekindergarten teachers receive extensive training using the Circle model. This training is also made available to
the Head Start teachers in an effort to coordinate teaching methodologies between the Head Start Program and
Givens Elementary. This coordinated training was considered a strength since Givens Elementary receives students
from the Head Start Program. The committee agreed that the staff has access to adequate professional development
activities. The C-Scope curriculum has been fully implemented for math and science at Givens and appears to be
generally accepted by the teachers.
Paraprofessionals make up 40.2% of the instructional staff while the State average is 9.7%, indicative of a great deal
of assistance for teachers and students from this important segment of the staff. These supportive positions are of
special significance when dealing with very young and new students in Prekindergarten and Kindergarten classes.
The additional assistance is also important given the very high percentage of students from low-income families and
who are in at-risk situations. Paraprofessionals go into classrooms and work with students on a one-on-one and
small-group basis, reinforcing the direct instruction provided by the classroom teachers.
The committee agreed that the staff worked together well and were mutually supportive of one another. Overall
morale is good; however, some anxiety exists among the staff regarding the impending reorganization of the schools
and staff.
Staff members give more than their time and expertise to the students they serve. They frequently use their personal
resources to purchase medicine, clothing, and other student needs. They also use personal time to take students to
meet doctor appointments and make home visits.
Staff Needs:
The committee agreed that morale could be considerably enhanced if the staff knew more about how the
reorganization will affect them on an individual basis. Presently, there are many unanswered questions regarding
where staff will be assigned, who will be their supervisor, what programs and materials will they be able to take
with them, will they be teaching the same programs and using the same materials if they are moved to another
school, etc. The need for answers to these questions is foremost in the minds of the staff at Givens Elementary.
There continues to be a disparity in the percentage of minority staff verses the percentage of minority students at
Givens Elementary. While minority students make up 55.2% of the student body, minority teachers represent only
30.2%. Research conducted over a five year period by Texas A & M University demonstrated that when the ratio of
minority teachers closely parallels that of minority students, the students perform better.
There was a general consensus among members of the committee that paraprofessionals should be provided more
training in the implementation of inclusion and the Response to Intervention (RtI) model for addressing the needs of
struggling students. According to the committee, it would be appropriate for Region 8 Education Service Center to
provide training focused on Early Education, Prekindergarten, and Kindergarten needs and issues.
PARENTAL INVOLVEMENT/COMMUNITY INVOLVEMENT:
A key ingredient in a successful instructional program is the involvement of parents and the community in the
education of the students. From parent volunteers in the classroom to strong support in financing the educational
program through bond elections, involvement of parents and the community is essential to an effective educational
program. Parents must become involved in supporting the school through being responsible for their students’
attendance, homework, participation in school activities, serving on the site-based decision-making committee, and
maintaining a dialogue with the teachers of their students. The community must become involved by participating
in programs such as Adopt-a-School, supporting bond elections to finance the construction of new facilities or
renovation of existing facilities, and serving on the site-based decision-making committees and board of trustees. It
is therefore worthy of any teacher’s or school Pre-K Director’s time to foster the enhancement of the relationship
between the school and the community it supports.
T. G. Givens Early Childhood Education Center 9
Parent Involvement Strengths:
Givens is enjoying a high level of parent participation this year from parents volunteering at the school as well as
supporting the school and staff. It was noted; however, that this is not always the case as participation varies from
year to year depending on the dedication of the parents.
The committee indicated that the staff goes out of its way to make parents feel welcome at the school. This is
manifest in the number of volunteers, the number of parents who eat lunch with their children, and the high
attendance of parents at parent-teacher conferences.
Some of the techniques used by the school to encourage parental participation include providing food; elegant
parties where the students dress up; the fall and spring festivals; a Cinco de Mayo party; musicals/plays for parents
presented by their children; as well as other activities involving the children. The Pre-K Directors have promised to
continue these activities under the new organization.
Teachers routinely make positive telephone calls to parents to compliment them on the accomplishments of their
students which help to enhance parent-teacher communication.
Parent Involvement Needs:
The greatest need among parents, according to the committee, is parenting training. Many parents simply do not
know how to be parents, and in some cases they are “children having children.” Training should include how to
love your child, dealing with stressful situations, and how to help students academically.
Unfortunately, a very high percentage of parents are economically and academically challenged and too often are
unable to provide adequate love and attention needed to nurture a young child. See Table 1—Student
Demographics. Sometimes this is exacerbated by parents who are involved with alcohol and drug abuse.
Community Involvement Strengths:
Generally the community is very supportive of the school. Many businesses and service clubs make monetary and
merchandise donations to the school. Wal-Mart, Hallmark, and the Kiwanis Club are examples among many others
that have made major contributions to the school.
Many students benefit from the volunteer readers who come in and read to the students. This exposure to books and
reading skills is important when dealing with such a high percentage of students from low-income families and who
are at-risk of dropping out of school.
The passage of the bond election in 2007 to build the new High School is further evidence of community support for
the school system as a whole.
Community involvement among the school districts in Paris is stretched thin due to the fact that there are five school
districts that are either within or border on the city limits. This results in businesses trying to help, but when five
districts are in competition for help, it creates hardships on the businesses. It also hinders the public display of
school support because businesses do not want to show partiality to a particular school district and possibly hurt
their business.
Community Involvement Needs:
Better awareness of the accomplishments of Givens Elementary and Paris ISD as a whole. Too often the community
only hears negative aspects of the school. An example was the recent classification of the district by the Texas
Education Agency as “Academically Unacceptable” and negative press coverage of this. On the other hand, nothing
was mentioned about the fact that 46 out of the 52 students identified to receive grade 1 Talent Pool services
graduated from Givens.
T. G. Givens Early Childhood Education Center 10
FACILITIES:
In addition to an effective staff, parent and community involvement, another key ingredient in a successful
instructional program is a facility that is conducive to the teaching-learning process. A safe, well lighted, heated,
cooled, and ventilated environment with adequate and appropriate supplies, furniture, and equipment is essential in
completing the equation for a successful program.
Facilities Strengths:
The community uses the facilities for various meetings and get-togethers. The committee felt that this had a positive
impact on community involvement as it provides an opportunity for the school to give back to the community.
Facilities Needs:
In August 2010, Kindergarten will be moved to Aikin and Justiss, while Prekindergarten and an aged 3-4 PPCD
class will remain at Givens. All Prekindergarten regular education classes and Prekindergarten bilingual classes will
move into the current enclosed Kindergarten wing.
Givens Elementary is the oldest facility in the Paris ISD. The facility has been recommended for closure in the past.
There are many maintenance problems when dealing with an outdated facility. Presently, many of the classrooms
open to the outside and must be locked during class for security purposes. Idealistically, the facility should be
replaced with a modern building.
T. G. Givens Early Childhood Education Center 11
Programs and Services
T. G. GIVENS EARLY CHILDHOOD EDUCATION CENTER
Campus Improvement Plan for 2010-2011
Strategic Goal #1: A SELF-DISCIPLINED STUDENT BODY, LEARNING TOGETHER IN AN ATMOSPHERE OF
MUTUAL RESPECT.
Objective #1: Maintain 95% attendance rate.
Objective #2: Reduce discipline referrals by implementing Love and Logic approach and providing additional time for
ISS settings to concentrate on prevention.
Objective #3: Increase Truancy Court filings, in accordance with attendance records.
Objective #4: Increase collaboration with community services to reduce disciplinary referrals.
Activity Resources Person(s) Responsible Timeline Formative Summative
Evaluation Evaluation
1.1 Continue schoolwide theme of “We Local funds Pre-K Director August 2010- Documentation of use Satisfactory
Pave the Way” to keep students on June 2011 of theme in materials TEEM goal
the road to educational success. distributed Formatted: Font: Not Bold
1.2 Recognize, record, and award each Local funds Givens PTO, End of each 6 Attendance records, Maintain 95%
student with perfect attendance; post Classroom Teachers, weeks, end of list of trophies attendance
pictures in Givens main office. Social Skills/ISS Teacher year awarded at PK
Assistant ceremonies
1.3 Increase attention to absences and Local funds Pre-K Director, Monthly Attendance records, Maintain 95%
file Truancy Court charges regularly. Attendance Secretary Truancy Court letters attendance Formatted: Font: Not Bold
1.4 Celebrate PK class with highest and Local funds Pre-K Director End of each 6 Attendance records, Maintain 95%
most improved 6-weeks attendance. weeks reward invoices attendance Formatted: Font: 10 pt, Not Bold
1.5 Implement Love and Logic, Local funds, Special Services Staff, Weekly Class schedules Increased
Character Education. cooperation & Formatted: Font: Not Bold
teacher
observation
1.6 Implement Drug and Violence Ed No cost Classroom Teachers Weekly Lesson plans, Observation,
Curriculum. Pre-K Director Red Ribbon Wk. reduction in
discipline referrals Formatted: Font: Not Bold
T. G. Givens Early Childhood Education Center 12
Activity Resources Person(s) Responsible Timeline Formative Summative
Evaluation Evaluation
1.7 Provide emphasis on development of Local budget Social Skills/ISS Instructor, Daily Student attendance Observation,
social skills in classroom, ARD Classroom Teachers Biweekly PK records reduction in
committee, and ISS settings; provide discipline Formatted: Font: Not Bold
more time for Social Skills/ISS referrals, teacher
teacher assistant to deal with feed back
prevention. Formatted: Font: Not Bold
1.8 Increase opportunities for English Local funds Pre-K Director, Weekly Class schedules Observation,
Language Learner (ELL) students to teacher feedback,
interact with English-speaking increase in
students. TELPAS scores
1.9 Ensure distribution of collected RtI No cost Pre-K Director, End of year Inclusion of data in Decrease delay of
data to Aikin and Justiss at end of Registrar moving-up records students receiving
prekindergarten to enhance student needed services
services.
1.10 Add Disruptive Student Campus Local budget Pre-K Director, Prior to Day 1 Plan Reduced number
Management Plan centering around ISS Teacher of behavioral
Social Skills/ISS teacher assistant. offenses
1.11 Increase collaboration with STAR No cost for qualifying students Pre-K Director, Classroom Ongoing Records of meetings Reduced number
counseling and Center for Teachers of behavioral
Psychological Development offenses
programs.
T. G. Givens Early Childhood Education Center 13
Strategic Goal #2: AN INFORMED AND INVOLVED COMMUNITY THAT ACTIVELY WORKS TOGETHER TO PROMOTE
EDUCATION OF RECOGNIZED EXCELLENCE.
Objective #1: 85% of students are represented by parents/guardians who attend at least 85% of students are represented by
parents/guardians who attend at least one conference and at least one campus activity during the year. campus activities
during the year.
Activity Resources Person(s) Responsible Timeline Formative Summative
Evaluation Evaluation
2.1 Provide parent and report card Handbook Pre-K Director, End of 2nd six weeks Teacher records of 85% of parents
conferences. Parent/School Compact Teachers, and BOY TEEM parent attendance attend
testing conferences
2.2 Report individual assessment results No Cost Teachers After testing Report card, test 100% of parents Deleted: BOY
to parents. BOY, MOY, SOY results, conference have received Deleted: Parent survey
schedules test results
2.3 Provide educational materials for Campus budget Reading Consultant, As appropriate to Master set of 5% increase in Deleted: winter Make It-Take It, report
parents to use at home with their Parent Involvement student objective materials sent home student mastery card, test results conference
children. Coordinator, Classroom of Deleted: February
Teachers, Pre-K TPRI objective
Deleted: Record of participation
Director
2.4 Disseminate monthly campus Campus budget Secretary, Pre-K Monthly Copies of campus Parent/PTO Deleted: parent attendance
newsletter. Director newsletters responses Deleted: surveys
2.5 Continue PTLC-hosted Fall Festival Campus budget Pre-K Director, PTLC October 2010 Sign-in sheets 25% of families
and Spring Festival. PTLC budget Festival May 2011 attend
Chairperson
2.6 Conduct parenting sessions. Campus budget Parent Involvement Each six weeks Schedule, parent Participant Deleted: Parent surveys and
SCE Coordinator, District participation, agenda, evaluations
Trainers sign-in sheets
2.7 Provide parent training and award Special Education budget Special Ed Social 4 times per year Signature of parents Reduction in Deleted: Continue Parent/School
attendance credit to parents of SCE Worker, Parent number of Compact.
students with multiple absences. Involvement absences by Deleted: State/Federal Programs
Coordinator participant’s Director
child Deleted: August 2008 and as needed
2.8 Present prekindergarten Campus budget PreK-Teachers, Six performances per Parent notifications Stage for new students
plays/musicals. ISS Instructor, year performance Deleted: Completed forms in student
Pre-K Director folders
Deleted: school
T. G. Givens Early Childhood Education Center 14
Activity Resources Person(s) Responsible Timeline Formative Summative
Evaluation Evaluation
2.9. Continue Prekindergarten Moving Up PTO budget, Campus budget Pre-K Director, Staff, May/June 2011 Moving up program, 85% parent Deleted: All graduations on same day
ceremonies. PTO schedule attendance at Deleted: May 2009
graduation
ceremony
2.10 Continue volunteer programs, which No Cost to district Pre-K Director, Varies according to Participation sign-in 2% increase in
provide personnel to read to students Clerical Staff group schedules sheets number of
in classrooms, donate books to Givens PTO, volunteers
students, and fund field trips. Kiwanis Club of Paris,
Retired Teachers Assn.,
Mr. Thadius Jones
2.11 Continue encouraging and providing No Cost Pre-K Director Meet each month Agendas PTO Deleted: Parent surveys
for active Parent-Teacher Leadership membership
Committee (PTLC), with teachers as roster
members.
2.12 Continue providing field trips to Campus budget Pre-K Director, Staff, As appropriate to Record of CIP planning
promote relevancy and vocabulary PTLC budget PTLC curricula needs participation responses/
enrichment. Also to expand Campus
background knowledge, and enrich Evaluation
learning for all students.
2.13 Continue providing field trips, Special Education budget Pre-K Director, Ongoing Observation and List of activities
playground access, and technology Campus budget Special Ed Director, record of and staff
integration for students with Technology budget Teachers participation development
disabilities. records
2.14 Continue Library Book Backpack Kiwanis Club of Paris Librarian Twice a week Schedule Increase in
program. Local budget numbers of
books checked
out
2.15 Continue PK Grandparent Day and Local budget Pre-K Director, PK October 2010, May Schedule 50% attendance
PK Rodeo. Pre-K Director account Teachers 2011
2.16 Continue to emphasize PISD public No cost Pre-K Director Ongoing Observation Increased
relationships to ensure positive image enrollment
in the community.
T. G. Givens Early Childhood Education Center 15
Activity Resources Person(s) Responsible Timeline Formative Summative
Evaluation Evaluation
2.17 Enhance ARD Committee decisions No cost Special Services As appropriate to need ARD records ARD records
by promoting clear understanding of Director, Pre-K
special services opportunities for Director
identified students.
2.18 Encourage parents to attend LPAC No cost Bilingual/ESL As appropriate to need LPAC records LPAC records of
meetings; provide interpreters when Coordinator parent attendance
needed.
2.19 Use community resource members to No cost PK Lead Teacher; Pre- As appropriate to Schedule List of
assist with curriculum enrichment. K Director activity community
resource
members present
2.20 Provide parenting workshops/ Parent Involvement Coordinator Pre-K Director Monthly Parent attendance at Parent contacts
materials and liaison services among all workshops will increase by 10%
parents, teachers, and Pre-K increase by 10%
Directors.
2.21 Provide parent communications in No cost Bilingual Teachers Each six weeks Copies of translated Parent surveys
Spanish and English, as appropriate. notices
2.22 Design an awards system whereby Local budget Pre-K Director End of each semester Volunteer Awards
volunteers are recognized for their participation records presented
service.
2.23 Provide school assembly to promote PTO Pre-K Director Sept-May Parent notification 85% parent
early literacy. Campus budget attendance at
graduation
ceremony
2.24 Use campus web pages, newsletters, Local budget All Staff Sept-May Campus parent Parents kept
and e-newsletters to provide constant survey informed
communication between school and regarding school
home. activities
T. G. Givens Early Childhood Education Center 16
STRATEGIC GOAL #3: IMPLEMENTATION OF AN ALIGNED, RIGOROUS CURRICULUM THAT
INTEGRATES TECHNOLOGY AND APPLIES REAL-WORLD SKILLS
Objective #1: Prepare 80% of students for passing TAKS at grade 3 by promoting mastery of TEEM CIRCLE Assessment subsets, Texas
Primary Reading Inventory subsets, and Iowa Test of Basic Skills components.
Activity Resources Person(s) Responsible Timeline Formative Evaluation Summative
Evaluation
3.1 Update and use CIRCLE-compatible Prekindergarten grant Pre-K Director, Ongoing Classroom observation, CIRCLE Deleted: No Cost
computer software for prekindergarten Classroom Teachers, lesson plans assessment test Deleted: Jumpstart PK and KidPix
students to promote objective mastery. Technology staff scores preschool
3.2 Continue using computer literacy Prekindergarten grant State/Federal Programs Each semester Purchase orders Training records
training for Prekindergarten students. Director, Campus
Technology Coordinator
3.3 Update equipment and software prior to Local budget State/Federal Programs Each semester Purchase orders, lesson Training records
integrating technology into classroom Director, Campus plans, classroom
and lab instruction. Technology Coordinator observations
3.4 Explore and accommodate Distance Local budget Pre-K Director, Teachers, Each semester Agendas Records of
Learning /videoconferencing Technology Lab participation
opportunities. Instructor
3.5 Conduct Beginning-of-Year, Middle- TEEM CIRCLE Assessment Pre-K Director, Early Each semester Student test records 90% of students
of-Year, and End-of-Year testing for Childhood Specialist, show
Prekindergarten and use data to inform Teachers improvement
instruction.
3.6 Identify and serve English language Bilingual/ESL budget, Local Classroom Teachers, Each six weeks LPAC records, PEIMS, TELPAS records
learners with a certified ESL or budget State/Federal Programs ESL/Bilingual classes show gain of one
Bilingual teacher in addition to regular Director, LPAC, ESL attendance records, level per student
classroom instruction. Teacher, Bilingual ESL annual review
Teacher
3.7 Assist Prekindergarten student in their Local budget Elementary Schools & Spring Schedule of campus Teacher surveys
transition to Kindergarten. Pre-K Directors semester visitations & Pre-K
Director meetings
3.8 Include teachers in decisions regarding No cost, assessment samples Pre-K Director, Each semester Schedule of meeting to Teacher surveys
data disaggregation and the use of Classroom teachers review, evaluate, and
assessments to inform instruction. vote on assessment
instrument as needed
T. G. Givens Early Childhood Education Center 17
Activity Resources Person(s) Responsible Timeline Formative Evaluation Summative
Evaluation
3.9 Provide time for grade-level planning Extra-duty pay, early dismissal Pre-K Director 8/21/10 Schedule of meetings M-class, Deleted: Monthly, each semester
meetings. days (3), substitutes, class 10/5/10 classroom
coverage, materials 11/9/10 assessment results
Campus master schedule 2/19/11
5/10/11
6/4/11
3.10 Ensure consistency and fidelity in Special Education budget Special Education As appropriate List of interventions Improvement in
interventions for RtI students. Director, Pre-K Director RtI student scores
3.11 Continue using Thinking Maps lessons No cost Pre-K Director Ongoing Observation and Thinking Maps
to promote critical thinking and training records, lesson posted in
questioning in the classroom. plans classrooms
3.12 Use Response-to-Intervention (RtI) IDEA-B funds Pre-K Director, Early Ongoing based Committee meetings, TEEM, TPRI,
programs/strategies prior to SCE funds Childhood Specialist, on student needs, counseling data, list of ITBS, classroom
recommending students for Special Special Education end of year program interventions assessments
Education screening. Director, Behavior used
Intervention Staff,
3.13 Expand Response to Intervention No cost Pre-K Director, Special As needed Schedule of meetings Reduced numbers Formatted: Bullets and
(RtI) activities to include multiple Education Staff, Behavior of students sent to Numbering
intervention-team planning sessions Intervention Staff ISS
for students with at-risk behaviors and
special needs.
3.14 Ensure distribution of collected RtI No cost Early Childhood End of year Inclusion of data in Decrease delay of Formatted: Bullets and
data to Aikin and Justiss at end of pre- Specialist, Pre-K Director, moving up records students receiving Numbering
kindergarten. Registrar needed services
3.15 Provide staff development using Local budget Technology As needed Schedule Increased Formatted: Bullets and
current technology to increase use of Coordinator/Contact technology use Numbering
technology in content areas through
sharing best practices.
3.16 Continue to add classroom computers Local budget Technology As needed Implementation Improved Formatted: Bullets and
to increase student access. Coordinator/Contact schedule CIRCLE test Numbering
results
T. G. Givens Early Childhood Education Center 18
STRATEGIC GOAL #4: RESOURCES TO PROVIDE AN EXEMPLARY EDUCATIONAL PROGRAM
Objective #1: To provide effective instructional strategies and/or programs that provide an enriched or accelerated curricula for 100% of
students in at-risk situations, along with reform strategies that will help all children meet or exceed the state performance
standards through the use of federal, state, and state compensatory education funds. The following funds will be coordinated
to upgrade the entire educational program at Givens Early Childhood Education: ESEA, Title I, Part C; Title II, Part A; and
Title III, Part A. The intent and purpose of all coordinated funds will be met. State Compensatory Education funds provide
accelerated instructional activities for students who are in at-risk situations.
Objective #2: 80% of the English language learners will increase one or more proficiency levels in English.
Activity Resources Person(s) Responsible Timeline Formative Evaluation Summative
Evaluation
4.1 Conduct comprehensive needs SCE funds Pre-K Director, State/Federal May 2010 SET agenda, campus Campus
assessment. Programs Director, Campus planning results, test Improvement
Planning Team, School results, attendance, Plan
Effectiveness Team discipline reports
4.2 Continue full-day Prekindergarten to Campus budget, Pre-K Director Aug. 2010- Report card grades, TEA Evaluation
ensure readiness for the following Prekindergarten Tier 3 Grants June 2011 TPRI/TEEM CIRCLE Report shows
year’s expectations. test results 45% gain in
targeted areas
4.3 Continue to provide: Prekindergarten Grant: 9 FTEs Pre-K Director End of each Report card grades, Lee 96% of students
6 prekindergarten teacher assistants Bilingual funds Semester test results will be
(1 per teacher) Local funds “developed” on
2 bilingual teacher assistants for Pre- the screening
kindergarten section of the Deleted: (.5)
Classroom instructional teacher assistants TPRI post-test,
assist teachers, reduce student-teacher satisfactory on
ratio, and assist with small-group TEEM CIRCLE,
activities.
Add 1 prekindergarten full day bilingual
classroom.
4.4 Explore the possibility of Local funds Pre-K Director Ongoing Review strategies using Implement a
implementing a pull-out program for accelerated supplemental
students not performing satisfactorily. instructional program that
interventions addresses
struggling
students needs
T. G. Givens Early Childhood Education Center 19
Activity Resources Person(s) Responsible Timeline Formative Evaluation Summative
Evaluation
4.5 Continue to provide library and Local funds: 0.95 FTE Pre-K Director Aug. 2010- Number of books End of year Formatted: Bullets and
literacy services. SCE: .5 FTE June 2011 checked out library report Numbering
shows 2%
increase
4.6 Continue to provide supplemental SCE funds Pre-K Director End of each Report card grades 96% of students
library books, software, equipment, semester “developed” on
instructional materials, subscriptions, the screening
technology equipment. section of the
TPRI post-test
4.7 Provide supplemental instructional SCE, Pre-K Expansion Grant, SET, Pre-K Director, End of each Report card grades 96% of students
supplies/ materials, equipment, Student Success, Initiative State/Federal Programs Director semester “developed” on
software, hardware to enhance Grant the screening
instruction. section of the
TPRI post-test
4.8 Provide field trips as an integral part Givens PTO, Local Budget, Pre-K Director Each Schedule of field trips Teacher
of the prekindergarten curriculum. Pre-K Director Account semester tied to the curriculum evaluation of
effectiveness
4.9 Conduct family employment surveys Title 1, Part C Migrant Coordinator Upon Employment survey, Title 1, Part C
to identify, recruit, and provide registration or Certificate of Eligibility evaluation
services to Migrant students. as appropriate
4.10 Provide physical education/physical Local budget Pre-K Director, Daily Schedule Improved motor
fitness/active recess programs to Assistant PE Teacher coordination of
address childhood obesity. students
4.11 Provide additional inclusion support Special Ed budgets Special Ed Director, Pre-K Each Inclusion schedules Schedules and
in Prekindergarten classrooms with Director semester names of
appropriate staff development. students served
4.12 Provide a continuum of placement Special Education budget, Special Education Director, Pre- Daily PEIMs records, RtI Reduced number
options for students with disabilities. Local budget K Director, Staff records in PPCD,
increased
number in
inclusion
4.13 Continue to follow a plan to ensure Region VIII ESC, Circle TEEM Liasons Each Lesson plans and units Improved
that all Prekindergarten Guidelines Region XIII ESC semester centered around CIRCLE scores
SEs assigned to a grade level are research-based planning
taught. Coordinate vertically so that and instruction
teachers stay in their lane.
T. G. Givens Early Childhood Education Center 20
Activity Resources Person(s) Responsible Timeline Formative Evaluation Summative
Evaluation
4.14 Monitor activities of PBMAS and No cost Pre-K Director Each Track student Stay within
AEIS plan for special education semester enrollment accountability
students. guidelines
4.15 Identify and serve English language ESL/Bilingual budget State/Federal Programs Director Upon Enrollment records 100% served,
learners with a certified Bilingual or enrollment unless signed
ESL teacher and appropriate denials
materials.
4.16 Recommend to General No cost Pre-K Director August 2010 Recommendation made Facility
Administration to hold a bond improved
election to provide funding that
addresses the needs of the facility.
Deleted: ¶
¶
T. G. Givens Early Childhood Education Center 21
STRATEGIC GOAL #5: A HIGHLY AND EFFECTIVE QUALIFIED STAFF REPRESENTATIVE OF THE COMMUNITY
Objective #1: 100% of core classes will be taught by highly qualified teachers, 100% of paraprofessionals with instructional duties will meet NCLB
requirements, and 100% Highly Qualified staff will be maintained.
Objective #2: 100% of teachers, Pre-K Directors, support staff and 100% of paraprofessionals with instructional duties will receive high quality,
campus-based, and on-going professional development in areas determined by the campus needs assessment.
Activity Resources Person(s) Timeline Formative Summative
Responsible Evaluation Evaluation
5.1 Recommend to hire/employ teachers No cost Pre-K Director As appropriate to Personnel files, All instructional
and instructional teacher assistants need Campus roster teacher assistants
who are highly qualified and child- highly qualified
centered.
5.2 Provide certified teachers to Local budget Pre-K Director, As appropriate to Teacher observations Instructional
supervise instructional teacher State/Federal need teacher assistant
assistants. Programs Director, evaluations
SET
5.3 Provide high quality, research-based Title II, Part A Pre-K Director, As appropriate to PDAS and walk- TEEM CIRCLE
staff development to better the SCE State/Federal need through observations assessment results
educational knowledge and skill base Local budget Programs Director,
of campus staff. SET
5.4 Continue general and specialized Special Education budget, Pre-K Director, Ongoing Observation and List of activities
staff development for all campus Bilingual/ESL budget, campus Special Ed Director, record of and staff
staff, including Special Education budget, technology budget Technology Specialist, participation development
and Bilingual/ESL teachers and Classroom Teacher records
instructional assistants.
5.5 Provide targeted staff development to Title II, Part A Pre-K Director, As needed Record of Increased numbers Formatted: Bullets and
meet the needs of teacher assistants. SCE Reading Consultant, participation of EE and CO Numbering
Behavior Management ratings on EOY
Specialist, Region VIII evaluations
ESC Staff
5.6 District personnel attend recruiting Local budget Assistant As scheduled Schedule of events All personnel hired
fairs to recruit highly qualified Title II, Part A Superintendent for attended highly qualified on
teachers. Human Resources, NCLB Highly
Pre-K Directors Qualified Report
T. G. Givens Early Childhood Education Center 23
Activity Resources Person(s) Timeline Formative Summative
Responsible Evaluation Evaluation
5.7 Reimburse teachers for certification Title II, Part A State/Federal October 2010; Memos to teachers All teachers and
testing/fees, etc., for teachers to Programs Director, May 2011 requiring training, teacher assistants
become highly qualified, pay Pre-K Director testing, certification highly qualified on
professional development fees for NCLB Highly
teacher assistants to pass proficiency Qualified Report
tes.
5.8 Provide high quality, research-based SCE Pre-K Director, SET, Each semester Expenditure of funds, All staff received
professional development to recruit Title II, Part A State/Federal records of professional
and retain teachers, teacher assistants, Elementary Education budget Programs Director, attendance, purchase development on
pupil services personnel, Pre-K Bilingual/ESL funds Reading Consultant orders documenting evaluation report
Director and other staff by providing Title III, Part A attendance
opportunities to participate in
District, Education Service Center,
and other workshops, conferences,
site visits to strengthen core academic
subject areas and better meet diverse
needs of students.
5.9 Provide professional development for Title II, Part A Pre-K Director, Monthly Schedule Test passing rates
instructional assistants to pass State/Federal for district staff
proficiency tests. (recruitment/ Programs Director
retention incentive).
5.10 Provide contracted services/fees for SCE, State/Federal As needed, Schedule Improved test
supplemental programs and Title II, Part A Programs Director August-June scores
services/staff development.
5.11 Actively recruit highly qualified Local budget Assistant Spring semester Schedule List of teachers
teachers, professionals, and para- Superintendent for or as needed hired correlated
professionals with advertisements Human Resources, with location of job
and participation in TAMU and other Pre-K Director fairs attended
university job fairs.
5.12 Actively recruit highly qualified Local budget Assistant As needed Schedule Balance achieved
minority teachers to achieve a Superintendent for
balance of minority teachers to Human Resources,
minority students. Pre-K Director
5.13 Provide professional development on Title II, Part A Pre-K Director August-June Schedule RtI fully
the use RtI and inclusion. implemented
T. G. Givens Early Childhood Education Center 23
Activity Resources Person(s) Timeline Formative Summative
Responsible Evaluation Evaluation
5.14 Provide a yearly stipend for Local budget, State/Federal Program August, 2010 Stipend schedule Eliminate
bilingual teachers/assistants and ESL Bilingual/ESL funds Director Bilingual/ESL
teachers/assistants, with teachers paid vacancies
above state base.
5.15 Teachers who serve ELL students ESL/Bilingual funds State/Federal Program Fall 2010 TELPAS certificates 100% of LEP
will obtain TELPAS certification. Director students’ teachers
TELPAS certified
5.16 Continue follow-up staff Title II, Part A State/Federal Program August-June Schedule 100% of training
development for existing programs Local budget Director events provide for
during and after school. follow-up
5.17 Assign a mentor to all first-year Local budget Pre-K Director August-June Mentor schedule PDAS summative
teachers and staff new to the campus. conference data
5.18 Use paraprofessionals to reinforce Local budget Pre-K Director August-June Staff schedules Improved
direct instruction provided by the Lesson plans performance of
regular classroom teacher by working students
with small groups or one-on-one
instruction.
5.19 Continue to coordinate the Head Local budget Pre-K Director August-June Period meetings with Head Start students
Start program with the regular both staffs meet Givens ECD
education program. teachers’ expecta-
tions
5.20 Involve the Head Start teachers in Title II, Part A Pre-K Director August-June Training schedule Head Start teachers
professional development activities Local budget Attendance records trained
provided by Paris ISD.
T. G. Givens Early Childhood Education Center 24
Activity Resources Person(s) Timeline Formative Summative
Responsible Evaluation Evaluation
5.21 The school will only recruit and hire Local funds Principal As needed Interviews conducted New personnel
core academic subject area teachers SBDM Committee hired
who meet the highly qualified teacher
requirements as set forth in the
NCLB, P. L. 107-110, Sec. 1119, and
the Texas Education Agency
Guidelines.
1. Instruction in core academic
subject area classes will only
be provided by teachers who
are highly qualified.
2. The school will provide
high-quality, on-going
professional development
activities to retain highly
qualified teachers. Teachers
will be involved in selecting
professional development
activities.
The school, in cooperation with the
district, may require teachers to
transfer from one campus to another
in an effort to ensure that low-income
and minority students are not taught
at higher rates than other students by
unqualified, out-of-field, or
inexperienced teachers. (3)
T. G. Givens Early Childhood Education Center 25
Attachment A: AEIS Data for the Needs Assessment
NOTE: T. G. Givens Early Childhood Education Center does not participate in the Texas Assessment of Academic
Skills (TAKS) testing since these tests are not administered until grade 3. T. G. Givens serves only Prekindergarten.
T. G. Givens Early Childhood Education Center 27
Attachment B: State Compensatory Education Budget and Full-Time
Equivalent Staff
FTE Amount
1.68
TOTAL BUDGET: $ 46,714 .
T. G. Givens Early Childhood Education Center 27
Attachment C: Assurances and Good Practices
State and Local Effort
State and local funds are used to provide the regular program of instruction for all students to include
general operating costs of instruction, which includes expenses related to buildings, maintenance, and
utilities, as well as salaries and related expenses for instructional and support staff and instructional
materials.
Improvement and Enhancement
State Compensatory Education funds are used to improve and enhance the regular program of instruction
for students who are at risk of academic failure or of dropping out of school as defined in the state rules and
Paris Independent School District’s at-risk criteria.
Coordination of Funding
All federal, state and local funds received by the Paris Independent School District will be coordinated to
ensure that all of the programs are operated in an effective and efficient manner. All students are
guaranteed equal access to all foundation programs and services. The integrity of supplemental programs
is maintained.
Coordination of Instruction
Instruction will be coordinated between and among regular classroom teachers and special program staff
who are serving students in the same content area. Instructional coordination will be skill and concept
specific for activities that include assessment, instructional activities and on-going monitoring of student
progress. Special emphasis is given to collaborative planning between regular classroom teachers and the
staff of the special programs.
T. G. Givens Early Childhood Education Center 28
