Campus Improvement Plan
2013-2014
Campus: Reaves Elementary
Rating: Met Standard
Goal 1: Student Achievement and Post-Secondary Success
Reaves Elementary School will maintain rigorous standards of achievement to prepare all students for graduation and post
secondary success.
1.1
Master Rigorous Academic Standards

Index 1: Student Achievement Grades 3-4; all subjects; all students; % met phase-in Level I standard

Index 2: Student Progress Grades 3-4; Reading, Math and Writing; all students, 7 racial/ethnic groups, ELL, Sp Ed;
weighted progress
o Top 25% Distinction, including Top quartile of campus comparison group in performance on Index 2, Greater
Than Expected Progress in ELA, and Greater Than Expected Progress in Math.
1.2
Close the Performance Gap

Index 3: Closing Performance Gaps Grades 3-4; all subjects; eco dis and 2 lowest performing racial/ethnic groups from
the previous year; weighted performance (phase-in Level I)
1.3
Successful Completion of High School

Index 4: Postsecondary Readiness Grades 3-8; HS:4-year or 5-year graduation rates (or annual dropout rate, if no
graduation rate), all students, 7 racial/ethnic groups, ELL, SP Ed; RHSP/DAP annual rates, all students, 7 racial/ethnic
groups; STAAR % met final level II standard on one or more tests, all students, 7 race/ethnic groups, combined over all
subject areas.

Campus Academic Achievement Distinction Designations (AADD). K-8: 50% of measures in top quartile; HS: 33% of
measures of measures in top quartile
GOAL 1: STUDENT ACHIEVEMENT AND POST-SECONDARY SUCCESS
Core Analysis
CISD Curriculum
Reaves Elementary School disaggregates and analyzes performance on Texas Statewide Assessments
(STAAR, TELPAS, PBMAS): by content, by grade, by campus (all students), by student groups (African
American, American Indian, Asian, Hispanic, White, 2 or More Races, Economically Disadvantaged, ELLs,
and Students with Disabilities), and by program (Special Education, Bilingual or ESL, migrant, CTE) to
determine target areas of improvement.
Reaves Elementary School implements the CISD Curriculum, which is aligned with the TEKS and has
integrated the English Language Proficiency Standards (ELPS), Career and College Readiness Standards
(CCRS), and the Technology Applications TEKS for grades K-12. The curriculum establishes rigorous
standards through the depth and complexity of the content, processes, and assessment.

The Reading/ELA curriculum, CISD Reads, is a balanced literacy model that includes the instructional
components of phonemic awareness, phonics, semantics and syntax, reading /thinking together,
shared reading, guided reading, strategic reading, independent reading, modeled writing, shared
writing, interactive writing, guided writing, and independent writing.

The Mathematics curriculum, CISD Solves, is a balanced math model that ensures the development of
computational skills, mathematical reasoning and problem-solving abilities, conceptual
understanding, and demonstration of mathematical understanding in a variety of assessment
formats. CISD Solves includes the use of math review, mental math, problem solving, poster method,
and math fluency.

CISD Best Practices
2/16/2016
The Science curriculum, CISD Investigates, includes the use of the 5-E lesson model (engage, explore,
explain, elaborate, and evaluate), science interactive notebook, and Science Success, the CISD science
review process.
 The Social Studies curriculum, CISD Remembers, includes engagement through student centered
instructional strategies based on History Alive! or Social Studies Alive!, integrates content literacy
strategies K-12 and emphasizes the roles and responsibilities of global citizenship by recognizing the
interconnectedness between global issues and the actions and decisions of ordinary citizens.
Reaves Elementary School implements and supports the following CISD best practices:
 The Curriculum and Instruction Model (CISD Instructional Model) accommodates for the needs of all
student populations through Tier 1 best practices of differentiating the content, process, product,
1
1.1
1.2
and environment, and ensures that all students construct multiple representations of learning. CISD
Instructional Model incorporates the foundational research of Gardner’s Multiple Intelligences,
Cooperative Learning, Brain-Based Learning, Understanding Poverty, and Marzano’s Research of Nine
Instructional Strategies of Effective Teaching and Building Academic Vocabulary. The three
components of the CISD Instructional Model include the alignment of the TEKS, the students’
Learning process of the required curriculum, and the ongoing Assessment in which both teachers
and students evaluate their learning.
 Tier I Differentiated instruction is provided to all students and all student groups through strategies,
techniques and resources that include tiered assignments; flexible groupings; anchor activities;
scaffolding; frequent monitoring; Bloom’s Taxonomy of Critical Thinking, Quality Questioning,
Thinking Maps, CRISS and Sheltered Instruction Using the SIOP Model.
 Response to Intervention is addressed through Tier I, II, and III practices and interventions
appropriate for the individual student.
MASTER RIGOROUS ACADEMIC STANDARDS - INDEX 1: STUDENT ACHIEVEMENT and INDEX 2: STUDENT PROGRESS
CLOSE THE PERFORMANCE GAP - INDEX 3: CLOSING PERFORMANCE GAPS
INDEX 1: STUDENT
ACHIEVEMENT
OBJECTIVE
INDEX 2: STUDENT
PROGRESS
OBJECTIVES
INDEX 3:
CLOSING
PERFORMANCE GAPS
OBJECTIVES
Focus Strategies
READING/ELA
Performance Objective
Focus Strategies
2/16/2016
Index 1: Student Achievement Grades 3-4; all subjects; all students; % met phase-in Level I standard
90% of All students combined over all subject areas will meet phase-in Level I performance
standard in STAAR 3-4; STAAR 3-4 Modified and Alternate; STAAR L.
Index 2: Student Progress Grades 3-4; Reading, Math and Writing; all students, 7 racial/ethnic groups,
ELL, Sp Ed; weighted progress
1. 90% of ten student groups (All, African American, American Indian, Asian, Hispanic, Pacific
Islander, White, and 2 or more races), Students with Disabilities, and ELLs will meet student
progress measures (weighted progress) in Reading and Math.
2. Will meet Top 25% Student Progress Distinction in Reading/ELA and Math
Index 3: Closing Performance Gaps Grades 3-4, HS; all subjects; eco dis and 2 lowest performing
racial/ethnic groups from the previous year; weighted performance (phase-in Level I)
1. 90% Economically Disadvantaged students and 2 lowest performing racial/ethnic groups from
the previous year (African American and Hispanic) will meet the weighted performance phase-in
Level I
2. Will meet Top 25% Distinction in Reading/ELA and Math
 Provide intensive, systematic tutoring for identified at-risk students before, during and after
school.
 Provide mentors to targeted at-risk students.
 Provide intensive, systematic, research-based reading instruction to identified dyslexic at-risk
students.
 Ensure that ELL students receive appropriate English language acquisition and sheltered
instruction.
 Provide RtI through Tier 1 research-based best practices and Tier II and III interventions to
facilitate academic improvement for identified students.
 As School Wide Title I campus, general education teachers provide differentiated instructional
strategies to improve the achievement of all at-risk students.
 Review, revise, and implement daily attendance procedures to meet 95% average attendance.
 Promote students as “Future CISD High School Students” through activities within feeder and
district, including: Tiger Challenge, football games, pep rallies, student visits, etc.
READING/ELA CURRICULUM, INSTRUCTION & STAFF DEVELOPMENT: FOCUS, CLARITY, DEPTH
90% of all students and student groups taking the general STAAR assessment, STAAR Modified, or STAARL in Reading/ELA will meet phase-in Level I: Satisfactory Performance Level; 35% will meet Level III:
Advanced Performance Level; and will increase weighted progress in Index 2 from 76 to 100 out of 200.
Target: Reporting Category 1 – 3rd & 4th Grade African American, Hispanic, Special Ed., Eco. Dis. and LEP;
Reporting Category 2 – 3rd & 4th Grade All Students, African American, Hispanic, White and LEP; Reporting
Category 3 – 3rd & 4th Grade African American
Reading/ELA Performance Safeguard Target (if applicable):N / A
 Emphasize higher level questioning within each component of CISD READS: Reading Aloud and
Thinking Together, Shared/Strategic Reading, Guided Reading, and Independent Reading in
2
whole group, flexible groups, and with individual students
Re-examine effectiveness and depth of Guided Reading in the K-4 classroom through an in-depth
examination of classroom practices and focus on the critical role of texts and the expert
teaching in the process of reading
 Continue the integration of Elementary Language Arts into Social Studies content K-4
 Provide leadership, training, and follow-through on the implementation of CISD READS.
 Develop and implement common formative assessments to assist in monitoring achievement,
including matching rigor of the questions to the requirement of the TEKS, using data to write and
review common assessment items, and focusing on the benefits of teacher collaboration when
developing and reviewing common assessments.
 Continue the emphasis on small group reading instruction such as in guided reading, tracking
individual progress through documentation (including ARI) using anecdotal notes and
implementation of effective tutorial programs for students.
 Continue to use differentiated instruction to develop reading strategies that modify for identified
gifted reading students and/or close learning gaps, such as using lessons from The
Comprehension Toolkit (Stephanie Harvey) and Interactive Read Aloud (Linda Hoyt).
 The District and Campus Instructional Literacy Coaches will provide campus based “customized”
reading staff development and assist teachers with reading instruction throughout the school
year.
WRITING CURRICULUM, INSTRUCTION & STAFF DEVELOPMENT: FOCUS, CLARITY, DEPTH
90% of all students and student groups taking the general STAAR assessment, STAAR Modified, or STAARL in Writing/ELA will meet phase-in Level I: Satisfactory Performance Level; and 25% will meet Level III:
Advanced Performance Level.
Target: Reporting Category 1 – 4th Grade Hispanic and LEP (Personal Narrative / Expository); Reporting
Category 3 – 4th Grade All Students
Writing Performance Safeguard Target (if applicable):N / A
 Continue to focus on daily writing in every K-4 classroom in both fiction and nonfiction genres.
 Explicitly teach grammar and conventions within the context of the CISD READS Writers'
Workshop model by implementing Mentor Sentences and the Lucy Calkins CISD Writing
Calendars for Grades 1-4.
 Provide fourth grade teachers with staff development to focus on personal narrative and
expository writing along with the effective teaching of revising and editing.
 Provide leadership, training, and follow-through on the implementation of the CISD READS
Writers’ Workshop model using the Lucy Calkins Writing Model for grades K-4.
 Develop and implement common formative assessments to assist in monitoring achievement,
including matching rigor of the questions to the requirement of the TEKS, using data to write and
review common assessment items, and focusing on the benefits of teacher collaboration when
developing and reviewing common assessments.
 Develop and implement a writing camp to promote writing, revising / editing and reading
mentor texts to improve student engagement in writing.
 The District and Campus Instructional Literacy Coaches will provide campus based “customized”
writing staff development throughout the school year.
MATH CURRICULUM, INSTRUCTION & STAFF DEVELOPMENT: FOCUS, CLARITY, DEPTH
90% of all students and student groups taking the general STAAR assessment, STAAR Modified, or STAARL in Math will meet phase-in Level I: Satisfactory Performance Level; 40% will meet Level III: Advanced
Performance Level; and will increase weighted progress in Index 2 from 105 to 125 out of 200.
Target: Reporting Category 1 – 3rd & 4th Grade African American and Special Ed.; Reporting Category 2 –
3rd & 4th Grade African American, Hispanic and LEP; Reporting Category 3 – 3rd & 4th Grade African
American
Math Performance Safeguard Target (if applicable):N / A
 Emphasize multiple representations of learning in math within each component of CISD Solves
Math Structure: Math Review / Mental Math, Poster Method and Math Fluency in whole group,
flexible groups, and with individual students.
 Provide leadership, training, and follow-through on the implementation of the CISD Solves Math

WRITING Performance
Objective
Focus Strategies
MATH Performance
Objective
Focus Strategies
2/16/2016
3
Structure.
Develop and implement common formative assessments to assist in monitoring achievement,
including matching rigor of the questions to the requirement of the TEKS, using data to write and
review common assessment items, and focusing on the benefits of teacher collaboration when
developing and reviewing common assessments.
 Continue the emphasis on small group math instruction such as in guided math, tracking
individual progress through documentation (including AMI) using anecdotal notes and
implementation of effective tutorial programs for teachers.
 Continue to use differentiated instruction to develop math strategies that modify for identified
gifted math students and/or close learning gaps, such as using Number Sense Routines
(Shumway), Math Work Stations (Diller), Guided Math (Sammons) and Kim Sutton.
 The Title I teacher will provide small group instruction of target math skills for at-risk students
needing additional interventions.
 The District and Campus Instructional Math Coaches will provide campus based “customized”
math staff development and assist teachers with math instruction throughout the school year.
SOCIAL STUDIES CURRICULUM, INSTRUCTION & STAFF DEVELOPMENT: FOCUS, CLARITY, DEPTH
90% of all students and student groups taking the general STAAR assessment, STAAR Modified, or STAARL in Social Studies will meet phase-in Level I: Satisfactory Performance Level; 25% will meet Level III:
Advanced Performance Level.
 Continue the integration of Social Studies content into Elementary Language Arts K-4.
 Provide leadership, training, and follow-through on the implementation of CISD Remembers.
 Ensure that teachers plan and implement social studies lessons based on the district scope and
sequence CISD Remembers.
 Continue to use differentiated instruction in the focus area of engagement that modify for
identified gifted math students and/or close learning gaps, such as using hands-on activities from
Social Studies Alive!
 Provide Texas Studies Weekly Newspapers (K-4th) to integrate social studies curriculum with
language arts instruction.
SCIENCE CURRICULUM, INSTRUCTION & STAFF DEVELOPMENT: FOCUS, CLARITY, DEPTH
90% of all students and student groups taking the general STAAR assessment, STAAR Modified, or STAARL in Science will meet phase-in Level I: Satisfactory Performance Level; 25% will meet Level III: Advanced
Performance Level.
Target: Reporting Category:
 Provide leadership, training, and follow-through on the implementation of CISD Investigates.
 Ensure that teachers plan and implement TEKS aligned science lessons using the 5-E lesson
model (engage, explore, explain, elaborate, and evaluate) based on the district scope and
sequence CISD Investigates.
 Improve vocabulary building in Science through the Science Word of the Week (WOW), Science
word walls, and the use of Marzano Words in the district scope and sequence.
 Ensure that teachers require all students to utilize a science interactive notebook as part of their
learning process
 Continue to use differentiated instruction to develop science process skills and concepts that
modify for identified gifted math students and/or close learning gaps, such as using CISD Science
Success (K-4) and STEMScopes (4).
HEALTH CURRICULUM, INSTRUCTION & STAFF DEVELOPMENT: FOCUS, CLARITY, DEPTH
90% of all students will meet or exceed their personal Healthy Fitness Zone standards.
 Coordinate lesson plans that have students involved in MVPA for at least 65% of class time.
 Track and evaluate students’ personal level of health related fitness through student-developed
short term and long term goals, testing with Fitnessgram two times a year (Fall and Spring), and
practice sessions at last once each 6 weeks.
 Ensure students are well informed of physical activity that can be performed outside of the
Physical Education classroom in order to keep them physically active throughout their lifetime.

SOCIAL STUDIES
Performance Objective
Focus Strategies
SCIENCE Performance
Objective
Focus Strategies
HEALTH Performance
Objective
Focus Strategies

2/16/2016
Engage students regularly in exercising, stretching and running in a standard format, as well as
4
games and activities.
SUCCESSFUL COMPLETION OF HIGH SCHOOL
POSTSECONDARY READINESS (Index 4)
INDEX 4:
INDEX 4: POSTSECONDARY READINESS
POSTSECONDARY
Grades 3-8, High School
READINESS
90% all students and 7 race/ethnic groups will meet final level II standard on one or more tests combined
OBJECTIVES
over all subject areas.
Meet Campus Academic Achievement Distinction Designations (AADD) in Reading/ELA and Math
K-8
50% of measures will be in top quartile
Grades 3-12 AADD Indicators
Increase Attendance Rate from 97% to 98%
Increase Level III Performance in Reading/ELA from 24% to 35%.
Increase Level III Performance in Writing grade 4from 10% to 25%.
Increase Level III Performance in Math from 28% to 35%.
Increase greater than expected growth in ELA from 13% to 25%.
Increase greater than expected growth in Math from 34% to 45%.
Grade 3-12 Safeguard Indicators
Safeguard Target for Participation Rate(if applicable): N/A
Focus Strategies
 Ensure that teachers implement strategies/techniques in their classroom to promote regular
attendance.
 Communicate the attendance laws to parents annually and reinforce the importance of regular
school attendance.
 Promote students as “Future CISD High School Students” through activities within feeder and district,
including: Tiger Challenge, football games, pep rallies, student visits, etc.
Financial Resources
Campus budget
SCE, Title I, Title III
Additional Resources
Curriculum: CISD Instructional Model, CISD Reads, CISD Solves, CISD Investigates, CISD Remembers, CISD
English Language Acquisition Model for Bilingual Education Programs, Gifted & Talented
Assessment: STAAR, STAAR M, STAAR L, STAAR Alt, TELPAS, District Benchmarks, Campus Common
Assessments, Universal Screeners, Stanford, DRA, OS, QPS, PAPI, SAT, ACT
Systems: ViewIt, Eduphoria, INOVA Process, Quintiles, Curriculum Heat Maps
Monitoring Timeline
November, January, April
Formative Evaluation
CISD Benchmarks at 70% passing rate
Summative Evaluation
TEA Data Tables
AEIS
Project Manager(s):
Principal
Assistant Principal
1.3
Goal 2 RECRUITMENT, DEVELOPMENT, AND RETENTION OF STAFF
Objective
Strategies
To recruit, retain and develop highly qualified teachers and staff for all students.

Additional
Resources
Ensure the appropriate certification and highly qualified requirements for professional and
paraprofessional s.
 Provide mentor support for beginning teachers.
 Improve qualifications of teachers by providing opportunities to attend workshops and trainings sessions.
 Provide opportunities for teachers to attend GT training to maintain HQ status in the area of GT.
 Provide opportunities for teachers to acquire ESL certification.
Campus budget
Teacher Activity Fund
Title III
Position Control Reports
Allocation Reports
Monitoring
November, January, March
Financial
Resources
2/16/2016
5
Timeline
Formative
Evaluation
Summative
Evaluation
Project
Manager(s):
Goal 3
HQ data from Human Resources
AEIS
HQ Report to TEA
Principal
Assistant Principal
PARENTS AND COMMUNITY
Objective
Strategies
Financial
Resources
Additional
Resources
Monitoring
Timeline
Formative
Evaluation
Summative
Evaluation
Project
Manager
Goal 4
To work jointly with parents and the community to maximize learning for all students through communication,
collaborative partnerships and unity of purpose.
 Provide communications regarding campus initiatives, programs, meetings, and activities through a
variety of media, including campus website, e- newsletters, email announcements, campus meetings, and
other sources.
 Expand the campus partnerships with Conroe Noon Lions Club and Sam Houston State University to
support the educational achievement of all students.
 Provide opportunities at school for parents to participate in academic and social events with students.
 Provide information nights, curriculum nights, and parent/teacher conferences so parents fully
understand the rigor and complexity of CISD curriculum and assessment.
 Utilize the CISD and campus website to promote campus and district events and information for parents,
families, communities and businesses.
 Hold school improvement committee meetings weekly on a rotating basis to provide opportunities for
teacher collaboration and understanding of prior and future curricular expectations.
 Hold weekly PLC and grade level planning meetings to ensure teacher collaboration within each
department/grade.
Campus budget
Title I
Campus Key Communicators
Translation services
Local media
Safe Schools Plan
Technology
Formative
November, January
Summative
July
Record of contact with media
Record of press releases
Record of campus communication
Website information is current and accurate
Meet Performance Indicators for Campus
Principal
SAFE SCHOOLS
Objective
Strategies
To provide a safe and orderly school environment conducive to learning for all students and staff.



2/16/2016
Conduct fire, disaster, lock-downs, evacuation, and emergency drills to ensure the effectiveness of
Emergency operations Plans at the district and campus level.
Ensure the EOP addresses the areas of safety control, crisis management, facilities management and
health services.
Ensure the safety of students by requiring all visitors’ sign in with a valid, government issued ID and wear
visitor badges in the school.
6

Financial
Resources
Additional
Resources
Monitoring
Timeline
Formative
Evaluation
Summative
Evaluation
Project
Manager(s):
Goal 5
Implement bullying prevention and intervention strategies: faculty training through Safe Schools: Bullying:
Recognition & Response Full Course and Online Safety: What Every Educator Needs to Know; CISD online
resources at http://www.conroeisd.net/Bullying/student_guide.asp; campus programs and
presentations.
 Provide student education in safe schools and personal safety/wellness through implementation of
programs on character development; conflict resolution; drug, alcohol, and tobacco resistance; and
life/coping skills.
Campus budget
Emergency operations plan
Formative
November, January
Summative
July
Record of programs/presentations/trainings for students and staff
Quarterly reports of police activity and safety drills for campus
Clean safety audit
Principal
Assistant Principal
TECHNOLOGY
Objective
Strategies
Financial
Resources
Additional
Resources
Monitoring
Timeline
Formative
Evaluation
Summative
Evaluation
Project
Manager(s):
To ensure that all students and staff utilize technology to maximize learning for all students and to enhance the
educational practices of teachers.
 Increase student opportunities for utilizing technology across the curriculum areas.
 Ensure the Technology Applications TEKS are met across content areas.
 Provide hands-on training in use of new technology hardware and software.
 Provide staff development on integration of technology across the curriculum.
 Ensure staff and students utilize technology as a tool and resource within curriculum and assessment.
 Build teacher capacity to fully implement technology in instruction
 Provide meaningful opportunities for students to access technology for learning
 Relate technology staff development to specific instructional objectives
Campus budget
Title I
Technology staff
Formative
Summative
November, January
July
Records of professional development in technology
Campus and District Technology Plans align with strategies
Meet Performance Indicators for STaR Report
Principal
Assistant Principal
Technology Liaison
NON-DISCRIMINATION STATEMENT
The Conroe Independent School District is an equal opportunity employer and does not discriminate on the basis of race, color, national
origin, sex, religion, age, or disability in employment matters, in its admissions policies, or by excluding from participation in, denying access
to, or denying the benefits of district services, academic and/or vocational and technology programs, or activities as required by Title VI and
Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Amendments of 1972, the First Amendment of the United States
Constitution, the Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, as amended, and Title II of the Americans with
Disabilities Act.
2/16/2016
7
For information about Title IX rights, contact the Title IX Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7700. For information
about Section 504/ADA rights, contact the Section 504/ADA Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7670.
2/16/2016
8
State Compensatory Education Program
2013-2014 School Year
Strategy
SCE Program/Service
EXAMPLE:
Reading/ELA Strategy 4;
Writing Strategy 4; and
Math Strategy 1
Academic Tutorials
General Education Teachers for At-Risk Students
Funds
Budgeted
FTEs
12,594.00
1.0
1,246,052.57
21.0
Total Funds Budgeted and FTEs
22.0
Resources Allocated for Title I - III
2013-2014 School Year
Strategy
Program/Service
Funds
Budgeted
FTEs
Title IA
Instructional Support – Professionals
Subs
Computer Equipment
Books
Instructional Supplies
IPad Carts
Staff Development
Parent Involvement
TOTAL Title IA
211,617.70
5,175.00
10,000.00
959.25
6,902.05
15,000.00
3,500.00
2,736.00
255,890.00
3.25
00
00
3.25
Title III LEP
Extra Duty
2,250
Computer / AV
2,250
Books
2,000
General Supplies
TOTAL Title III
1,500
8,000
Extra Duty
Computer / AV
Books
General Supplies
TOTAL Title III
1,375
750
875
500
3,500
0
Title III Immigrant
8.14.13
2/16/2016
9
0
0