HOUSTON INDEPENDENT SCHOOL DISTRICT
BUILD
BRIDGE
BELIEVE
Campus Name: Parker Elementary
Campus Number: 215
Principal: Lori Frodine
School Support Officer: Paty Palacios
Chief School Officer: Karla Loria
Becoming #GreatAllOver
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NT PLAN 2015-2016
10:05 AM
SIP Part 1: Background, Data Analysis and Needs Assessment
MISSION STATEMENT
The mission, vision, and core values of our school serve as a foundational organizational component upon which
all decisions are aligned. The mission of Parker Elementary School is to develop knowledge and character one
child at a time. Our vision is to become the elementary school of choice in the Houston Independent School
District (HISD).
The values that we honor at Parker include high expectations, individuality, progress and achievement for every
child, equity and equality, and the development of the whole child.
SCHOOL PROFILE
Parker Elementary is a high performing academic school with an award winning Music Magnet Program with
classes ranging from pre-kindergarten through fifth grade and is located in the Westbury area of the Houston
Independent School District. Parker Elementary has almost 850 students, with over half on magnet transfers
coming from all over the Houston area. All students in kindergarten through fifth grade participate in a
comprehensive music program. Instruction is offered in music enrichment, Suzuki strings, choral music, piano,
guitar, studio music, and band. Emphasis is placed on maintaining a strong instructional program. Parker has a
well-qualified, sensitive staff of talented and creative teachers who strive to help each child reach his/her
maximum potential. Fifty percent (50%) of the teachers have 11 or more years of experience, 29% of the
teachers have from 6 to 10 years of classroom experience, and 21% of the teachers have less than 6 years’
experience. Parker's qualified classroom teachers are complemented by a highly qualified support staff
including an Assistant Principal, Magnet Coordinator, Reading Intervention Teacher, Bilingual Intervention
Teacher, Physical Education Teacher, Librarian, Technology Teacher, Art Teacher, and nine Music Teachers.
Teachers have been trained to use a wide variety of instructional strategies in the areas of rigor and relevance,
gifted and talented, cooperative learning, Daily Five literacy, problem solving, hands-on science through the
grade levels, writing strategies, and more. Parker's total population is comprised of 28% African-American, 4%
Asian, 43% Hispanic, and 22% White students. Among our special populations, the Special Education Program
includes 5% of the children, Bilingual/ESL 18%, and the limited English proficient (LEP) population is 22%. The
gifted and talented program serves 26% of the population. Economically disadvantaged students total 53% of
the current enrollment and 38% of the students are classified as at-risk. Student attendance for the 2014-2015
school year was 97%, which was an increase from last year.
SHARED DECISION MAKING (sample language provided – modify as needed)
Organizational Structure
The Campus Intervention Team (CIT) is based on the Shared Decision-Making model (SDM) designed to
establish, monitor, and evaluate goals for budgeting, staffing, curriculum, planning, school organization, staffing
patterns, and staff development. This model is aligned to state legislation and HISD board policy. A Professional
Service Provider (PSP), and a School Support Officer or Lead Principal is a member of the Campus Intervention
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Team for schools under state Improvement Required sanctions or federal sanctions as a Focus or Priority
campus. Teacher Development Specialists and other district level personnel can serve as members of the CIT
according to the campus needs. The intention of the SDMC is to pull together our community in a constructive,
organized, and unified body to enhance the education of all students. The CIT is responsible for development,
implementation, and monitoring of the School Improvement Plan, monitoring of student performance, and
determination of student interventions and support service.
The SDMC component of the CIT is the shared decision-making body. Professional staff representatives are
elected by the faculty. Principal determines number of classroom teachers; then, assigns half that number to
school-based staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the committee must have
one non-instructional staff, one business member, at least two parents and at least two community members.
Parents are elected by the PTO, PTA or PACS membership.
The Council meets monthly and as needed to discuss issues brought forth by the administration, staff, parents,
or community. It is supported by standing committees that address budgeting, staffing, curriculum, planning,
school organization, staffing patterns, and staff development. Standing committees meet as needed. Parents are
encouraged to serve on standing committees.
The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings for the
term of his/her office, monitor the implementation of the School Improvement Plan, address issues presented
by the principal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc
committees by consensus of the SDMC, chair standing committees and ad hoc committees, submit minutes to
the principal for committee meetings, and report the recommendations to the SDMC. The SDMC is responsible
for approving all professional development plans for the school.
The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders,
considers issues and recommendations from the community, SDMC, and standing committees, and makes
decisions based on those recommendations.
Shared Decision Making Process
Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary
for consensus. Consensus is a collective process that provides a forum for full dialogue on
appropriate/applicable responses to issues.
Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews
recommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an issue in
favor of the majority. All points of view will be considered and general agreement must be reached before
decisions will be implemented. If general agreement is not reached, further study of the issue will occur and
alternatives will be presented until agreement is reached. After all alternatives have been explored, a deadlock
can be broken by a majority vote. As issues come up for discussion, the chairperson is responsible for ensuring
that all present have a legitimate opportunity to state their case. The principal retains the authority to exercise a
veto over decisions made by the SDMC.
Method of Communications
Members of the school community may submit non-personnel issues for consideration through the shared
decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC
box located in the main office. A school community member may attend a meeting of any committee to discuss
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6/21/2016 10:05 AM
or present an issue. All meetings are on the monthly calendar. The SDMC delivers issues to appropriate standing
committees for action. Communications from all committees is transmitted to faculty, staff, and parents.
Membership Composition of the SDMC
Number of Classroom Teachers
Number of School-based Staff
(Half the number of classroom teachers)
Number of Non-Instructional Staff
6
3
1
Number of Parents (at least 2)
Number of Community Members
(at least 2)
Number of Business Members
2
2
1
(Modify or insert additional lines as needed)
Name of SDMC Member
Bobbi Richardson
Amy Wethington
Allie Walton
Jennifer Lemon
Greg Kabay
Reaby Gibson
Leslee Cross
Yvonne Fedee
Terra Herce
Mark Fleming
Lori Frodine
Desire Slack
Dr. Aileen Wang
Catherine Quinn
Sonia Garcia
Dale Harrison
Position (Term expires)
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Community Member
Community Member
Parent
Parent
Principal
Non-Instructional Staff
Business Member
School-based Staff
School-based Staff
School-based Staff
Other Campus Intervention Team members (non-SDMC):
For campuses designated for Improvement Required, Focus or Priority for 2014-2015:
Name
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Position
School Support Officer (SSO)
Professional Service Provider (PSP)
Teacher Development Specialist (TDS)
Other district personnel – position: Click here to
enter text.
Other
district personnel – position: Click here to
enter text.
Other:
Click here to enter text.
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NEEDS ASSESSMENT
Narrative of Data Analysis and Root Causes (causal factors)
We have identified three primary root causes for our 2014-2015 data results. In the area of reading, we believe
the systemic use of the Daily Five structure in grade 1-3 provided more effective individualized student
instruction from teachers and therefore increased student performance on STAAR. We also believe our slight
decline at the 4th and 5th grade levels resulted due to special educational students being assessed using the
same test as general education students for the first time. Fourth grade reading declined by 5% for the cohort
and 5th grade reading declined by 4% for the cohort. We believe our decrease in our math performance was
directly related to the introduction of the new state mandated math TEKS. Finally, we attribute our increase at
the advanced levels in all in subjects to a campus focus on increasing differentiated instruction.
Narrative of Identified Needs
Our overall reading pass rate for the 2014-2015 school year was 87%, math was not officially calculated this year
due to new TEKS. Our overall reading pass rate did decline a bit from the year before; however, we did show
growth in the advanced level. Due to the increasing passing standard with STAAR over the next few years, it is
important that we continue to strive for growth across the board in all STAAR areas. Based on the analysis of all
of our STAAR data, our primary area of need is to continue to show growth in the areas of reading and math.
We showed substantial growth in all advanced levels during the 2014-2015 school year, either in year to year
increases, cohort increases, or in some cases both. However, during the 2014-2015 school year we showed little
growth overall. We did decline slightly in 4th grade reading; however 3rd grade reading showed our largest
gains. When examining STAAR cohort data, comparing same students and how much they grew from one year
to the next, there was a decline from 3rd to 4th grade, however again we showed growth from 4th to 5th grade
in advanced levels. While math was not officially recorded this year due to the introduction of new TEKS, we did
show a slight decrease from the year before. Additionally, during the 2014-2015 school year we performed
lower than previously with our bilingual students on STAAR, reading declined by 13%. See below for trend data:
Math
Grade 2011-2012
3rd
72%
3rd Span 65%
4th
87%
5th
77%
2012-2013
92%
48%
80%
93%
Reading
Grade 2011-2012
3rd
79%
3rd Span
80%
4th
89%
5th
82%
2012-2013
2013-2014
2014-2015
Advanced
94%
89%
91%
33%
71%
81%
68%
16%
81%
91%
84%
32%
93%
92%
96%
32%
2013-2014
87%
76%
85%
92%
2014-2015 Unofficial
87%
58%
77%
79%
(NEW TEKS)
We will continue with several of our successful programs, including our Intervention Program (tutorials), our
Professional Learning Communities, and our Leadership Team. We have also implemented school wide the Daily
5 Reading and Daily 3 Math initiative.
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Following the in-depth data analysis needs assessment and development of the campus SIP, the campus must
indicate on this table that any unmet or barely met accountability standards have been addressed:
Performance
Index
Met?
Y/N
Unmet or barely met
Subject(s) / Measure(s)?
Student Group(s)
Below Standard?
Needs addressed
in the following
SIP Goal(s):
Texas Accountability System
I. Student Achievement
Yes
86
II. Student Progress
Yes
47
III. Closing Gaps
Yes
47
IV. Postsecondary
Readiness
Federal System Safeguards
Reading Performance
Yes
44
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Reading Participation
Reading Alt/Mod
Math Performance
Math Participation
Math Alt/Mod
4 Year Graduation
5 Year Graduation
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STAFF DEVELOPMENT PLANS
Our focus for all staff development this year falls into the following categories: reading and math using the Daily
5 methodology, technology integration, and data tracking systems. We will be providing staff wide trainings in
these areas; additionally we will be sending teams of teachers to attend the Daily 5 training and Lead4ward
trainings throughout the school year. We will also be conducting a school wide book study around the “Brain
Rules” book by John Medina. This will allow us to focus on best practices for learning for all of our students.
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SIP Part 2: Goals & Objectives – Planning, Implementing, Monitoring
Based on the Data Analysis and Needs Assessment, the following Goals and Objectives have been developed to address the identified needs:
GOAL AREA I:
Reading
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Increase performance on STAAR
Improve Academic Performance
During the 2015-2016 school year all students in grades 3rd-5th will improve their reading comprehension by increasing 8% as
measured by the Reading STAAR Test, going from 87% using Phase I standard to 87% using Phase II standards.
Objective
Responsible
Resources
Timeline
Use of Daily Five
Practices Kinder-5th
grade during
Increase student
Reading Achievement
Leadership Team
Daily 5 Books & Training
Use of common
assessment/district
benchmark results to
drive instructional
decisions.
Campus Intervention
Plan, including push-in,
pull-out, afterschool,
and Saturday tutorials
Increasing parental
involvement Hosting
Mathematics/Literacy
Family Night for Parker
Families
Increase student
performance in Reading
Leadership Team
EdPlan, Time
Increase student
performance in Reading
Leadership Team
Extra Duty Pay & Hourly
Pay
August-May
Each Cycle
Increase student
performance in Reading
Ms. Brook & Ms. Payne
Time for planning
Fall grades 3-5
Fall grades 3-5
Spring grades K-2
Spring grades K-2
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August – staff wide
training
September – team will
attend Daily 5 training
August-May
Milestones/
Evaluation
Monthly
Each Cycle
Milestones Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Spring
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GOAL AREA I:
Mathematics
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Integration of
Math/Science Lab into
Classroom
Use of common
assessment/district
benchmark results to
drive instructional
decisions.
Campus Intervention
Plan, including push-in,
pull-out, afterschool,
and Saturday tutorials
Increasing parental
involvement Hosting
Mathematics/Literacy
Family Night for Parker
Families
Increase performance on STAAR
Improve Academic Performance
During the 2015-2016 school year all students in grades 3rd-5th will improve their math skills by increasing 8% as measured by
the Mathematics STAAR Test, going from 88% using Phase I standard to 88% using Phase II standards.
Objective
Responsible
Resources
Timeline
Increase TEKS alignment Leadership Team
and increase hands on
activities in
math/science
Increase student
Leadership Team
performance in Math
Hourly Pay for
Math/Science Lab
Teachers
Weekly
September-April
EdPlan, Time
August-May
Each Cycle
Increase student
performance in Math
Leadership Team
Extra Duty Pay & Hourly
Pay
August-May
Each Cycle
Increase student
performance in Math
Ms. Brook & Ms. Payne
Time for planning
Fall grades 3-5
Fall grades 3-5
Spring grades K-2
Spring grades K-2
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Click here to enter a date.
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Milestones/
Evaluation
Each Semester
Modifications?
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Spring
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GOAL AREA I:
Safety
Priority Need:
Critical Success Factor(s):
Goal:
Decrease suspension rates
Improve School Climate
The 2015-2016 In-School and Out-of-School Suspension rates will decrease by 10% going from 25 incidents to less than 22.
Strategy
Objective
Implement School Wide
Detention Program.
Decrease number of
students removed from
instructional time due
to disciplinary concerns
Decrease number of
students removed from
instructional time due
to disciplinary concerns
Promote a culture of
positive interactions
with other students
Grade level incentives
for positive behavior
plans
Code of Cooperation
Responsible
Resources
Bryan Berry
Time
August-May
Milestones/
Evaluation
Weekly
Admin & Grade Level
Teams
Time
August-May
Monthly
August-May
Fall & Spring
Leadership Team
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Click here to enter a date.
Mid-Year
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Timeline
Achievements?
Challenges?
On track?
Modifications?
Spring
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
GOAL AREA I:
Click here to enter a date.
Additional Goal Area(s)
Goal Area(s) identified via TEA Accountability Ratings:
(These must be covered using the goal area section below)
Student Achievement I Closing Gaps I Postsecondary Readiness I
Use the section below to provide details about goal areas identified above or provide additional goal areas applicable to your campus. Please
add multiple goal areas as required.










Student Achievement
Student Progress
Closing Gaps
4 Year Graduation
5 Year Graduation
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Postsecondary Readiness
Attendance
Special Populations
Teacher & Administrator Quality
Parent and Community Involvement
GOAL AREA I:
Student Achievement and Teacher & Administrator Quality
Priority Need:
Critical Success Factor(s):
Goal:
Goal:
Maintaining high attendance & high staff quality
Improve School Climate
During the 2015-2016 school year Parker Elementary’ s average attendance rate will increase from 97% to 98%
During the 2015-2016 school year, Parker Elementary will decrease number of effective teachers leaving from 3 teachers in
2014-2015, to less than 1.
Strategy
Objective
Monthly Perfect Attendance Award
for students who have perfect
attendance.
Monthly reward for class with
highest attendance rate.
Recognition of highest in each grade
level.
A referral system will be used to
refer students to the counselor with
any repeated attendance issues.
Provide growth and leadership
development opportunities for
highly effective teachers.
Utilize collaborative practices in
campus based decision making.
Highly effective teachers utilized as
facilitators of campus based
professional development.
Responsible
September- May
Admin Team
Money to
purchase
incentives
Time
Milestones/
Evaluation
Each Month
September- May
Each Month
Increase student attendance
Patricia Curvey
Time
September- May
Each Month
Retain 100% of Highly Effective Teachers.
Admin Team
Time & Money
Monthly
Fall & Spring
Increase teacher ownership and buy-in of
school goals and initiatives.
Increase teacher ownership and buy-in of
school goals and initiatives.
Admin Team
Time & Money
Monthly
Fall & Spring
Admin Team
Time & Money
Monthly
Fall & Spring
Increase student attendance
Admin Team
Increase student attendance
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Click here to enter a date.
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Resources
Timeline
Challenges?
On track?
Modifications?
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Spring
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Special Funding Goals
Goal Area:
Title I Ten Components (standard language provided, update data)
1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results
and conclusions of this review are reflected in the SMART goals and the Executive Summary for the next
school year. The components of the campus needs assessment include the: establishment of a school wide
planning team, clarification of the campus vision with a focus on reform, creation of the school profile,
identification of data sources and analysis of the data.
2. School-wide reform strategies – The continued use of the student information system to identify and monitor
student growth; the continued use of district Unit Planning Guides and the staff development which
accompanies it; the use of Exemplar Lessons and the meeting by content and grade level to monitor; and
develop instructional plans are part of our school-wide reform strategies.
3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold. They
have varying levels of experience, and support is given to less experienced teachers by their colleagues.
Parents are notified if a teacher is not certified and the teacher must either be working toward certification or
efforts continue to hire someone who is certified.
4. High-quality and on-going professional development – Lead Teachers who receive training during the
summer and during the school year, provide on-site training and monitoring to assist in professional
development. The Shared Decision-Making Committee identifies areas in which staff development is needed.
Staff members participate in staff development offered by the District. Staff development may also be done
on site by in-house instructional leaders and also by administrative district instructional support staff.
5. Strategies to attract high-quality highly qualified teachers – Recruitment and retention of teachers who are
certified for positions for which they are appropriately certified is ongoing. We closely work with our district’s
HISD Personnel officer and network with other principals to help in this effort; our own teachers also serve as
recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position
they hold.
6. Strategies to increase parental involvement – Family Math, Science and Literacy Nights are held to increase
parents in the school’s programs. Open Houses, frequent telephone contact and weekly folder
updates/newsletters are methods of recognizing parents as partners. In addition, parents are offered classes
to meet their needs, for example ESL classes or STAAR information programs.
7. Transition from early childhood programs – Early Childhood Centers collaborate with receiving elementary
schools to coordinate parent and student visits to kindergarten programs. Elementary schools conduct
community awareness campaigns, on-site meetings at the ECCs and Head Start programs, and round up and
registration days to distribute information about programs and registration. Newsletters are distributed from
receiving elementary schools. Not applicable to secondary schools.
8. Measures to include teachers in the decisions regarding the uses of academic assessments – Ongoing staff
development is available on site to analyze assessment data, whether national, state or teacher produced, to
use in making instructional decisions. Grade level or departmental meetings and the SDMC provide forums to
discuss assessment issues.
9. Effective, timely additional assistance – The use of formative and summative assessments allow for individual
student progress to be monitored at the teacher level, building and administrative district levels so that
interventions and assistance will be timely.
Coordination and integration of Federal, State, and local services and programs – At the building level, federal,
state and local services and programs are coordinated to best address student needs; this coordination of
services and programs is reflected in the activities listed in the campus goals and activities.
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Goal Area: State Compensatory Education (standard language provided, update data)
Total amount of State Compensatory Education funds: $59,214.00
Personnel funded with State Compensatory Education funds:
List names here: Fanisha Jordan
Total number of FTE’s funded with State Compensatory Education funds: 12,306.00
Brief description of how these funds are utilized on your campus: To reduce class size
State Compensatory Education funds are coded in the Resources column of the SIP Part 2 as SCE. $45,135.00.
For Title I schools: These supplemental State Compensatory Education funds are used to enhance the Title I
School Program at our campus.
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Goal Area: Mandated Health Services
1. Immunization Monitoring
Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements:
Sonia Garcia, Nurse
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before October 30, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
2. Vision Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Sonia
Garcia, Nurse
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
3. Hearing Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Sonia
Garcia, Nurse
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
4. Type 2 Diabetes Screening at Grades: 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Sonia
Garcia, Nurse
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
5. Spinal Screening at Grades: 6, 9
Person Responsible for screening, data entry, completing referral forms, and submitting state report: N/A
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before February 1, 2016 (include an estimate of number of students that must be screened): Click here to
enter text.
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6. Medication Administration
Person Responsible for administering medication including, but not limited to emergency care of students with
diabetes, seizures, and life threatening anaphylaxis: Sonia Garcia, Nurse
If your campus does not have a certified school nurse, please explain your rationale for not providing this service
and how you will meet this ongoing student support need for the school year of 2015-2016:
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SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY 2015-2016
Campus Name:
Parker Elementary
Parker Elementary is a high performing academic school with an award winning Music Magnet Program with
classes ranging from pre-kindergarten through fifth grade level and is located in the Westbury area of the
Houston Independent School District. Parker Elementary has almost 850 students, with over half on transfers
from all over the Houston area. All students in kindergarten through fifth grade participate in a comprehensive
music program. Instruction is offered in music enrichment, Suzuki strings, choral music, piano, guitar, studio
music, and band. Emphasis is placed on maintaining a strong instructional program. Parker has a well-qualified,
sensitive staff of talented and creative teachers who strive to help each child reach his/her maximum potential.
Fifty percent (50%) of the teachers have 11 or more years of experience, 29% of the teachers have from 6 to 10
years of classroom experience, and 21% of the teachers have less than 6 years’ experience. Parker's qualified
classroom teachers are complemented by a highly qualified support staff including an Assistant Principal,
Magnet Coordinator, Reading Intervention Teacher, Bilingual Intervention Teacher, Physical Education Teacher,
Librarian, Technology Teacher, Art Teacher and nine Music Teachers. Teachers have been trained to use a wide
variety of instructional strategies in the areas of rigor and relevance, gifted and talented, cooperative learning,
Daily Five literacy, problem solving, hands-on science through the grade levels, writing strategies, and more.
Parker's total population is comprised of 28% African-American, 4% Asian, 43% Hispanic, and 22% White
students. Among our special populations, the Special Education Program includes 5% of the children,
Bilingual/ESL 18%, and the limited English proficient (LEP) population is 22%. The gifted and talented program
serves 26% of the population. Economically disadvantaged students total 53% of the current enrollment and
38% of the students are classified as at-risk. Student attendance for the 2014-2015 school year was 97%, which
was an increase from last year.
The mission, vision, and core values of our school serve as a foundational organizational component upon which
all decisions are aligned. The mission of Parker Elementary School is to develop knowledge and character one
child at a time. Our vision is to become the elementary school of choice in the Houston Independent School
District (HISD).
The values that we honor at Parker include high expectations, individuality, progress and achievement for every
child, equity and equality, and the development of the whole child.
We have identified three primary root causes for our 2014-2015 data results. In the area of reading, we believe
the systemic use of the Daily Five structure in grade 1-3 provided more effective individualized student
instruction from teachers and therefore increased student performance on STAAR. We also believe our slight
decline at the 4th and 5th grade levels may have been in part due to special educational students were assessed
using the same test as general education students for the first time. We believe our decrease in our math
performance was directly related to the introduction of the new state mandated math TEKS. Finally, we
attribute our increase at the advanced levels in all in subjects to a campus focus on increasing differentiated
instruction.
Campus SMART Goals
Reading Goal: During the 2015-2016 school year all students in grades 3rd-5th will improve their reading
comprehension as measured by the Reading STAAR Test, going from 87% using Phase I standard to 87% using
Phase II standards.
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Math Goal:
During the 2015-2016 school year all students in grades 3rd-5th will improve their math skills as
measured by the Mathematics STAAR Test, going from 88% using Phase I standard to 88% using Phase II
standards.
Safety Goal:
The 2015-2016 In-School and Out-of-School Suspension rates will decrease by 5%.
Attendance Goal:
During the 2015-2016 school year Parker Elementary’ s average attendance rate will
increase from 97% to 98%
Teacher & Administrator Quality Goal: During the 2015-2016 school year, Parker Elementary will decrease
number of effective teachers leaving from 3 teachers in 2014-2015, to less than 1.
Major Strategies and Initiatives Summary
In order to accomplish our goals for the 2015-2016 school year and support overall student achievement, the
following programs/activities will be developed and monitored:
•
Implement Daily Five in grades K-5 Reading.
•
Integration of Math/Science Lab into Classroom weekly for K-5 Math/Science.
•
Increase use of current Level Library by teachers.
•
Use of common assessment results to drive instructional decisions specifically for reading and math.
•
Literacy & Math Nights to work with our parents and students.
•
Campus Intervention Plan, including push-in, pull-out, afterschool, and Saturday tutorials.
•
Staff development will focus on Daily Five, Lead4ward, and Data Tracking system.
• Monthly Perfect Attendance Award for students & a monthly reward for class with highest attendance
rate.
•
Counselor Intervention for attendance concerns.
• Detention Program for minor student code of conduct issues to reduce in and out of school suspension
rates.
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