Eagle Elementary has received an Academically Unacceptable rating from the state for three years due to poor test performance, high teacher turnover, and a high ratio of African American males receiving special services. A team analyzed the causes of the school's decline and developed recommendations to improve academic performance, teacher quality, school climate, use of data, parent involvement, and learning time. Their short term goals are to improve school climate, curriculum/instruction, and remove AU status through interventions, professional development, and becoming more data driven. Their long term goal is to sustain these improvements and develop teacher quality.

1. Presented by:
Aaryenne Strickland
LaQueshia White
Sharone Woolen
Kimberly Goree

2. Eagle Elementary has received an Academically
Unacceptable rating from the TEA for three
consecutive years.
•Poor test performance
•High teacher turn over
•Ratio of African American males
receiving special services

3. We measured the causes for the
school’s steady decline in
academic success. Our aim was to
solicit strategies to help improve
the campus.

4. Ratio of students at Eagle elementary.
Student Ratio Student Ratio
2006-2007 2010-2011
Bilingual Bilingual
Gifted Gifted
No Services No Services
Resources Resources

5. Ratio of teacher at Eagle elementary.
Teacher Ratio Teacher Ratio
2006-2007 2010-2011
1st Year
1st Year
1-5 Years 1-5 Years
6-10 Years 6-10 Years
11-20 Years 11-20 Years
Over 20
Over 20
Years
Years

6. Ratio of Support Staff
Support Staff
2010-2011
Adminstation
Teachers
Professional Support
Paraprofessionals
Parental Support
Volunteers
Community Members made resource donations but had no physical presence.
http://www.slideshare.net/queshia03/ethnic-distribution

7. Collection of Data
•Needs Assessment Survey
•Comprehensive Strengths Matrix
•Observations
•Interviews

8. Tools used in data collection
AEIS Reports from the following years:
•2006-2007
•2007-2008
•2008-2009
•2009-2010
•2010-2011
•PEIMS Reports
•Parental Involvement Nights documentation (sign-in sheets)
•DMAC
•TPRI
•AIMSWEB

9. Needs Assessment Survey

10. Comprehensive Strengths and Needs Matrix
Curriculum Instruction Organization
Strength Need Strength Need Strength Need
Students more conceptual small student student performing
approach teacher ratio below grade level
increased student Improved expectations
engagement attendance instructional
according to extended hours (2)
PEIMS report days a week for
Implement after school tutorials
character increased
development implementation of
programs technology
Staff revision of Scope Kagan Structures lack of teacher
and Sequence and Coach4Success training in new
pacing guide reading edition
vertical alignment of inexperienced with
maps content areas
provide professional
development for
effective instruction
Parents/ increase in PTA lack of parental
Community membership involvement in
academic areas
enrichment
classes for parents
offer incentives
for attending
What are the strengths? What are weaknesses? meetings and

11. Recommendations for campus improvement.
Improved Academic Increased Teacher Improved School Increased Use of Data Increase Parent Increased Learning Time
Performance Quality Climate Involvement
Compare TAKS data to Professional Provide experiences such Continue the use of Provide training for Purchase 5 or more
STAAR predictor using development with a as (Field trips, guest DMAC in order to plan parents that is both computers for student use
DMAC focus on discipline and speakers, performers instruction accordingly academic and non-
Analyze data and align effective instruction etc…) for extracurricular It can be a Saturday academic
curriculum in math and reading incentives planning day
Can be used as
incentives for behavior.
Develop comprehensive system Develop a tool to Incentives on a six week Add TPRI/Tejas Lee Student service projects for Encourage students to read
to monitor student achievement monitor newly basis to encourage and component to DMAC for immediate surrounding with the use of AR and
developed ideas acknowledge honor Tier II and III students areas incentive program
academics, attendance,
conduct
Increase technology for student Summer curriculum Continue character Use AIMSWEB for Offer incentives for During extended breaks
and teachers planning teams with development student diagnostics and monthly attendance to provide take home materials
stipends prescriptive instruction parent meetings, geared to individual need
workshops
Extend instructional hour by Observe high Replace repeat offenders Purchase material to send Purchase home connection
(2) days performing school with in a self -contained class home with students material to help parents
similar demographics with certified teacher help their children
(DAEP)
Motivational Reading materials Provide incentives for Increase leadership Offer awards for
teacher attendance effectiveness training for outstanding parents (to be
principal and assistant published in newsletter)
principal
Motivational math materials Develop a consistent Award parents in

12. Short Term Goals Long Term Goals
1. Improve School Climate through the implementation of To continue to implement these services
PBIS (Positive Behavior Intervention Services)
a. Teach coping skills and social skills-R Time
b. Teachers have discussions with students over daily character
scenarios
c. Schedule Field trips and other in school related functions
d. Recognize students and classes through awards and incentives
2. Curriculum/Instruction To continue to implement these services
a. Implement a more conceptual way of teaching through the
Investigations program in Math
b. Professional Development provided by a reading specialist to
assist in implementing best practices in reading
3. Remove AU status through To continue to implement these services
a. Interventions for students
b. Professional development for teachers and staff
c. More data driven decisions
Continue to develop teacher quality through professional development
To remove AU status and retain highly qualified teachers