504 Data

Demographic Data

Circle

Prior Year Data

TAPR

Accountability Report

District Benchmark Assessments

GT Demographics and Performance

Professional Development Feedback

T-TESS

ACT

District Survey

HB3 Board Goals

Progress Reports

Teacher Retention

Administrator Input

Dual Credit

Homeless and Foster Care

RDA Report

Teacher/Student Ratio

AP

Dyslexia Data

HR Complaints and Grievance data

SAT

Technology Help Tickets

Attendance

Educator Evaluations

MISD Values and Cornerstones

Teacher Lesson Plans

Technology Input from Stakeholders

Teacher Feedback

Parent Feedback

MISD Vision

Special Education Data

TELPAS

Cambium

Extra Funding Request

MAP Data

STAAR

PEIMS Discipline

Counselor Input on Mental Health

Facebook Analytics

MTSS (RtI) Data

Safety Data

Capturing Kids' Hearts Survey Data

CTE Participation and Certifications Earned

Failure Rates

New Teacher Survey

Staff Title I Survey

Fitness Gram

Curriculum Documents

Federal Report Card

Parent Surveys

Strategic Plan

Irvin Vision and Mission

Discipline Action

Total Count

In School Suspension (ISS)

9

Out of School Suspension (OSS)

3

DAEP

1

Math Strengths:

- The student group in 4th grade went performed the same or better in all areas (2024) compared to their performance in 3rd grade (2023)

All subpops but hispanic stayed the same or increased in 4th grade from 2023 to 2024

Math Strengths:

- The student group in 4th grade went from 59% approaches in 3rd grade (2023) to 78% approaches (2024). (19% increase in achievement for that group)

- All subpops but two or more races increased in 3rd grade from 2023 to 2024

- Increases for black, economically disadvantaged, and sped students in 4th grade from 2023 to 2024

- 10% increase for white students in 5th grade

Science Strengths:

- Two or more races increased

Grade Level/ Course

Reading Assessment

Overall Did Not Meet or (Red - Well Below Benchmark Amplify)

Overall Approaching or (Yellow - Below Benchmark Amplify)

Overall Meets or (Green - At Benchmark Amplify)

Overall Masters or (Blue - Above Benchmark Amplify)

PK

Circle 2023 EOY

BOY Circle

71%

29%

MOY CIrcle

38%

62%

EOY Circle

28%

72%

K

Amplify 2023 EOY

22%

17%

30%

31%

Amplify BOY

21%

21%

27%

31%

Amplify MOY

17%

10%

41%

32%

Amplify EOY

9%

7%

26%

58%

1st Grade

Amplify 2023 EOY

24%

7%

39%

30%

Amplify BOY

29%

23%

34%

14%

Amplify MOY

34%

26%

28%

12%

Amplify EOY

17%

25%

26%

32%

2nd Grade

Amplify 2023 EOY

Amplify BOY

34%

16%

26%

24%

Amplify MOY

34%

15%

27%

24%

Amplify EOY

26%

17%

25%

32%

MAP 2023 EOY

31%

69%

33%

12%

Map BOY

37%

63%

31%

11%

Map MOY

39%

61%

29%

8%

Map EOY

35%

65%

33%

12%

3rd

Grade

MAP 2023 EOY

41%

59%

34%

16%

Map BOY

32%

68%

35%

14%

Map MOY

31%

69%

24%

14%

Map EOY

42%

58%

29%

10%

STAAR 2023

26%

74%

44%

18%

Spring Benchmark

39%

61%

27%

1%

STAAR 2024

33%

67%

37%

11%

4th

Grade

MAP 2023 EOY

26%

74%

41%

26%

Map BOY

32%

68%

45%

23%

Map MOY

32%

68%

36%

22%

Map EOY

36%

64%

32%

21%

STAAR 2023

15%

83%

52%

28%

Spring Benchmark

25%

75%

38%

14%

STAAR 2024

15%

86%

48%

26%

5th

Grade

MAP 2023 EOY

19%

81%

45%

21%

Map BOY

18%

82%

41%

19%

Map MOY

27%

73%

39%

22%

Map EOY

27%

73%

39%

21%

STAAR 2023

15%

85%

39%

24%

Spring Benchmark

23%

77%

55%

26%

STAAR 2024

21%

78%

60%

29%

Grade Level/ Course

Assessment

Overall Did Not Meet or (Red for Amplify)

Overall Approaching (or Higher) or (Yellow for Amplify)

Overall Meeting (or Higher) (or Green-BMK for Amplify)

Overall Masters (n/a for Math Amplify)

Needs Support

PK- On Track

PK & EE

Circle Math 2023 EOY

6%

n/a

94%

n/a

BOY Circle Math

16%

n/a

84%

n/a

MOY CIrcle Math

18%

n/a

82%

n/a

EOY Circle Math

K

Amplify Math 2023 EOY

18%

30%

52%

n/a

Amplify Math BOY

16%

68%

16%

n/a

Amplify Math MOY

12%

39%

49%

n/a

Amplify Math EOY

8%

32%

60%

n/a

1st

Grade

Amplify Math 2023 EOY

15%

45%

40%

n/a

Amplify Math BOY

18%

53%

29%

n/a

Amplify Math MOY

19%

50%

31%

n/a

Amplify Math EOY

13%

46%

41%

n/a

2nd Grade

Math Map 2023 EOY

29%

71%

27%

3%

Math Map BOY Proj Prof

22%

78%

25%

5%

Math Map MOY

21%

79%

28%

8%

Math Map EOY

37%

63%

24%

5%

3rd

Grade

Math Map 2023 EOY

44%

56%

26%

5%

Math Map BOY Proj Prof

29%

71%

26%

7%

Math Map MOY

30%

70%

32%

12%

Math Map EOY

28%

72%

39%

15%

STAAR 2023

44%

57%

26%

14%

Spring Benchmark

33%

67%

30%

15%

STAAR 2024

23%

76%

52%

21%

4th

Grade

Math Map 2023 EOY

35%

65%

27%

8%

Math Map BOY Proj Prof

35%

65%

27%

7%

Math Map MOY

36%

64%

33%

12%

Math Map EOY

38%

62%

30%

11%

STAAR 2023

25%

75%

53%

25%

Spring Benchmark

30%

70%

48%

21%

STAAR 2024

22%

78%

54%

28%

5th

Grade

Math Map 2023 EOY

20%

80%

34%

11%

Math Map BOY Proj Prof

20%

80%

39%

13%

Math Map MOY

21%

79%

43%

12%

Math Map EOY

24%

76%

27%

7%

STAAR 2023

18%

82%

47%

24%

Spring Benchmark

25%

75%

32%

9%

STAAR 2024

26%

74%

42%

10%

3rd Grade

2024

ECR Average Scores (out of 10 points total)

4th Grade

2024

ECR Average Scores (out of 10 points total)

5th Grade

2024

ECR Average Scores (out of 10 points total)

State

2.82

State

3.87

State

2.75

ESC

2.95

ESC

4.14

ESC

3.05

District

3.15

District

4.77

District

3.27

Irvin

1.52

Irvin

4.34

Irvin

2.45

5th

Grade

Science Map 2023 EOY

24%

76%

31%

20%

Science Map BOY Proj Prof

22%

78%

29%

39%

Science Map MOY

18%

82%

25%

40%

Science Map EOY

18%

72%

28%

35%

STAAR 2023

26%

73%

24%

20%

Spring Benchmark

43%

57%

19%

11%

STAAR 2024

37%

62%

17%

11%

School Processes & Programs

Summary

Curriculum, Instruction, and Assessment Programs:

Progress Learning, iReady, FlyLeaf, Reading A-Z, Lalilo, StemScopes Science and Math, Wonders, Hand2Mind, Social Studies Weekly, Learning A to Z, Pre-K On My Way, Handwriting Without Tears, Daily Math Fluency, Heggerty, ESGI, Acadiance, Number Corner, Guided Math, Target Reading, Target Math, Keyboarding Without Tears

Tests:

CIRCLE (PK) mClass Assessment, Amplify, MAP, STAAR

District Resources:

TCMPC, DIGS, Wonders, Hand2Mind, Stemscopes, Social Studies Weekly, Texas Science, Write From the Beginning

Program Support Services (Extracurricular Activities, After School programs etc.)

District Coordinators

Professional Development Training provided by Curriculum & Instruction Department

Math Pentathlon, All-City Choir, Destination Imagination, Art Club, News Crew, Safety Patrol

School Processes & Programs Strengths

Processes and Programs: PLC’s weekly, District Planning Days, Capturing Kids Hearts, PALS, Mentor Teachers, REACH Council, Challenge Lab, iCoach support/collaboration, WIN Time (Intervention), Vertical Alignment teams, Boys Scouts, Calibration walks across the campus and district, PTO

• RTI (addresses student achievement and maximizing instructional time)

• We have two new interventionists who have aligned intervention practices with district expectations and interventionists in the district
• Interventionists are working with teachers to provide resources for RTI and Tier 1 support when needed
• Protected WIN Time (intervention) that allows teachers time to pull intervention groups as well as campus interventionist time to pull students to limit missed instructional time

• PLCs (focused plan to improve student achievement/growth)

• The District has provided days for campus PLCs (Pink Days). The first half of the morning teams meet in Vertical PLC groups for alignment from K-5. The second half of the morning grade level teams PLC to implement what was discussed in Vertical Teams.
• Grade levels meet weekly for PLCs to disaggregate data, make data driven instructional plans, and to plan for intervention and extension.  
• Campus admin has responded by organizing data and providing time to plan, align and organizing grade level PLCs with the campus iCoach to address TEKS and plans for closing gaps

  Campus Committees and Leadership Teams (addresses involving staff in improvement planning)

• Capturing Kids' Hearts

• Recognized campus and reaching students’ hearts
• We have a great Capturing Kids' Hearts team that is leading this initiative, and this has changed our perception as we educate our students

• Guiding Coalition (Leadership Team)

• Monthly meetings and weekly check-ins with lead teachers to keep all teams informed.
• Leadership opportunities for staff to provide professional development through a campus-wide book study and any additional topics staff choose.

School Processes & Programs Identified Needs

During the August 29, 2024 CEIC meeting, several processes and programs were discussed. The district recruits and selects high-quality teachers through job fairs and screeners, with a mentor program in place on each campus to support new hires. Instructional leaders are developed through team leads and committees, with clear roles and expectations outlined at the beginning of the year. Professional development is planned based on observations, walkthroughs, and T-TESS evaluations, with five walkthroughs conducted, three of which are followed by meetings for feedback. Students, particularly those at risk, are given opportunities to meet challenging state academic standards through a well-rounded curriculum that includes Skills Block, WIN Time, differentiated instruction, and various clubs like Math Pentathlon, Run Club, Art Club, Ambassadors, Pokémon, and All City Choir. Data from observations, walkthroughs, and T-TESS evaluations are also used to determine professional development needs. Teachers have a voice in decision-making through team leads, surveys conducted at the beginning, middle, and end of the year, weekly newsletter feedback, and an open-door policy. Evidence-based interventions for struggling students are supported by data from MAP, Amplify, CLI, STAAR, RTI progress monitoring, and Acadience. However, there is a noted area of opportunity in ensuring that assessments are fully aligned with specified achievement standards.

Priority 1: Student Success

District Performance Objective 1.2

All Students Exhibit Yearly Growth in Core Areas

Key Strategic Action(s)

1.2c Continuous data analysis and progress monitoring through a variety of assessment tools to impact instruction.

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Provide vertical alignment planning between grade levels, K-5, to improve student progress growth measures, through intentional planning and alignment between grade levels to ensure that skills are being consistently taught in each grade level.

Principal, Assistant Principal, Interventionists, iCoach

By 2025, the number of students performing at Meets grade level will increase the targeted areas:

• 2nd-grade Amplify Reading: Meets rating will increase from 25% to 51%
• 3rd-grade reading: Meets rating will increase from 38% to 44%
• 3rd-grade math: Meets rating will increase from 50% to 56%
• 5th-grade reading: Meets rating will increase from 61% to 65%
• 5th-grade math: Meets rating will increase from 42% to 48%

S

S

C

YES:

Title I Funds will be used for instructional resources that support vertical alignment and consistency in instruction

Teachers will meet weekly in Professional Learning Communities (PLC) to review student data and plan using district provided resources and the Instructional Delivery Cycle. These data driven PLCs will focus on essential TEKS, and specific plans will be made for tier 1, intervention, and extension.

Principal, Assistant Principal,  iCoach

By 2025, the number of students performing at Meets grade level will increase in the targeted areas:

• 2nd-grade Amplify Reading: Meets rating will increase from 25% to 51%
• 3rd-grade reading: Meets rating will increase from 38% to 44%
• 3rd-grade math: Meets rating will increase from 50% to 56%
• 5th-grade reading: Meets rating will increase from 61% to 65%
• 5th-grade math: Meets rating will increase from 42% to 48%

S

S

C

Teachers will meet weekly in Professional Learning Communities (PLC) to review student data to identify those students needing additional support through during and after school tutoring, intervention, and through the use of intervention instructional materials/resources provided by Title I funds.    

Principal, Assistant Principal, Interventionists, iCoach

Title I: By 2025, the number of students performing at Meets grade level will increase by 4% in the targeted areas:

• 3rd grade math Economically Disadvantaged: Meets rating will increase from 48% to 52%.
• 3rd grade reading  Economically Disadvantaged: Meets rating will increase from 35% to 39%.
• 5th grade math Economically Disadvantaged: Meets rating will increase from 41% to 45%.

S

S

C

YES:

Title I Funds will be used for tutor payroll and for instructional materials for intervention

District Performance Objective 1.3

Continuous Improvement of Curriculum, Professional Development, and the Art and Science of Teaching

Key Strategic Action(s)

1.3a Provide high-quality professional development aligned to student/teacher needs

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Teachers will attend outside professional development, vertical PLC’s on district pink days, weekly grade level PLCs, and SAT data meetings to provide instructional feedback and research-based explicit strategies. Teachers will receive feedback and guidance to improve instructional Tier 1 strategies.

Principal, Assistant Principal, iCoach, Interventionist

Teachers will perform at the accomplished level or higher with a 4% increase in Domain 2 in using the T-TESS evaluation system from 31% to 35% .

S

S

C

YES:

Title Funds will be used to send leadership team to Solution Tree PLC Conference

Teachers will create TEK-aligned lesson plans following the MISD Instructional Delivery Cycle, aligned to the district-approved curriculum, that will be reviewed weekly by Campus Administrators. Teachers will receive feedback and guidance to improve instructional Tier 1 strategies.

Principal and Assistant Principal

Title I: Teachers will perform at the accomplished level or higher with a 4% increase in Domain 2 in using the T-TESS evaluation system from 31% to 35% .

S

S

C

YES:

Title I Funds will be used to provide instructional materials that support differentiation and data driven instruction

Special Education teachers  will work closely with general education to ensure that all students demonstrate growth in achievement throughout the year. The teachers will collaborate to develop appropriate differentiations and modifications for special education students.

Teachers, iCoach, Administrative Staff, Curriculum Coordinators

By 2025, the number of Special Education (SpEd) students performing at Meets Grade Level or above in reading will rise from 20% to 25%.

By 2025, the number of Special Education (SpEd) students performing at Meets Grade Level or above in math will rise from 19% to 24%.

S

S

C

  √ =Accomplished            C =Considerable           S =Some Progress            N =No Progress           X =Discontinue

Priority 2: Capacity Building and Effective Leadership

District Performance Objective 2.2

Systematic Management of Individual Talent

Key Strategic Action(s)

2.2a Define leadership roles through the development of exemplary profiles aligned to role responsibilities in order to identify high-potential leaders

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Team leaders will collaborate with the campus administrator team to facilitate grade level PLCs to strengthen Tier 1 instruction, intervention, and extension/enrichment,

Principal, Assistant Principal, Team Leaders

By May 2025, teacher overall T-TESS scores will increase:

2023-2024 3.41% (average rating)

2024-2025 3.75% (average goal rating)

S

S

C

Campus staff will provide professional development based on areas of strengths, identified by the campus leadership team to improve Tier 1 and Tier 2 instructional practices.  

Principal, Assistant Principal,

By May 2025, the number of professional staff leading professional development/PLCs will increase by 5% by leveraging the Capturing Kids' Hearts EXCEL model.

2023-24 30%

2024-25 35% (goal)

S

S

C

District Performance Objective 2.2

Systematic Management of Individual Talent

Key Strategic Action(s)

2.2c Establish systems of support and development opportunities for all staff aligned to their estimated potential.

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Campus Administrators will provide an individualized instructional plan to improve instructional practices and build capacity in employees new to the campus.

Using a BOY, MOY, and EOY survey, T-TESS walkthroughs.observations,  the new teacher mentor, campus buddies, and campus administrators will build relationships and determine areas of focus to provide support.  Campus Administration, in conjunction with campus iCoach, will determine an individualized coaching cycle based on employee needs.

Principal, Assistant Principal, iCoach, New Teacher Mentors

A baseline during the 24-25 school year, will be created from the survey to identify areas of focus.  

S

S

X

  √ =Accomplished            C =Considerable           S =Some Progress            N =No Progress           X =Discontinue

Priority 3: Culture, Climate, and Safety

District Performance Objective 3.2

Strive to Be a Listening and Learning Organization Aligned with Stakeholder Engagement

Key Strategic Action(s)

3.2a Provide opportunities for student engagement

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Campus staff will implement the Capturing Kids' Hearts EXCEL leadership model to intentionally communicate and create a positive classroom culture by empowering students.  

Parents will indicate on the Capturing Kids' Hearts EOY survey that students share with them about helping the teacher in the classroom, the teacher greeting them at the door, students leading Good Things, using the Social Contract, and finishing up class with Launches.  

Principal, Assistant Principal, Classroom teachers

This process will result in an increase of .3 points on the Capturing Kids' Hearts EOY survey from the 23-24 score of 3.9 to the 24-25 target score of 4.2.

S

S

C

Staff will focus on building strong relationships through teacher mentors for students, relational attendance incentives (i.e. popsicles with the principals), and frequent family check-ins/communication to improve the student sense of belonging and attendance.

Principals,

campus Staff

The average daily student attendance will increase from 94.7% to  95.5% for the 24-25 school year.

S

S

S

Use evidence-based curriculum to reduce violence and promote conflict resolution through anti-bullying training presented to students in grades K-5, depending on developmentally appropriateness. The campus will use an outside vendor such as YES! (formerly known as Youth Equipped to Succeed) as approved by the Student Health Advisory Committee (SHAC).

Principal, Counselor

Reduction of referrals from discipline incidents that could be resolved through student conflict resolution. For the 2024-25 school year, the Discipline Data will decrease from 13 to 10 incidents.

S

S

S

District Performance Objective 3.2

Strive to Be a Listening and Learning Organization Aligned with Stakeholder Engagement

Key Strategic Action(s)

3.2b Provide opportunities for staff engagement

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Monthly staff Affirmation Awards:

Teachers will be recognized monthly with the Capturing Kids' Hearts acknowledge a colleague award.  This award will be given out at faculty meetings. Teachers will also be recognized by students with shoutouts that will be shared via announcements

Principal, Assistant Principal, Staff Members

This process will result in an increase of .2 points on the Capturing Kids' Hearts EOY survey from the 23-24 score of 4.4 to the 24-25  target score of 4.6..

S

S

C

Family Engagement:

The campus will build a collaborative partnership with families through  open communication, campus events, and support and resource networks .

Principal, Assistant Principal, Teachers,

Counselor

Title I:  We will partner with service providers that enable the campus  to provide support services, such as mentorship, food, parenting, and instructional  support benefiting students and families in need.

Host at least 5 Family engagement events for parents such as: Math and Science Night, Literacy Night, Strong Fathers events, and community support information events to see an improvement on the CKH EOY Campus Family Survey score from 4.1 to 4.5.  Attendance incentives provided include refreshments and support materials.

S

S

C

YES:

TItle I Funds will be used for our Strong Father’s Partnership, event supplies, and parent information resources

  √ =Accomplished            C =Considerable           S =Some Progress            N =No Progress           X =Discontinue

Priority 4: District Operations/Financial Stewardship

District Performance Objective 4.1

Systematic Long-range Facility Management

Key Strategic Action(s) 4.1.a

Establish a maintenance cycle for the current facilities

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Communicate work order procedures to staff.

Principal & Assistant Principal

90% of work orders will be submitted through centralized help desks ( Zendesk, School Dude, Incident IQ).

S

S

A

Performance Objective 4.2

Effective and Efficient Cross Departmental Work Processes

Key Strategic Action(s) 4.2.a

Annually review district (local) policy and regulations to ensure alignment and relevancy to district goals and strategic plan

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Review district checklist of required policies and verify campus goal compliance.

Principal & Assistant Principal

100% of federal, state, and locally required policies will be covered in the campus improvement plan

C

C

A

Key Strategic Action(s) 4.2.b

Develop departmental systems and processes that require cross-departmental functionality and expeditiously meet the needs of campuses, staff, students 

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Ensure that campus procedures align with district departmental expectations.

Principal & Assistant Principal

100% of campus communicated procedures will align with district departmental expectations

C

C

A

Key Strategic Action(s) 4.2.c

Annually audit existing resources to evaluate the effectiveness and return on investment (ROI) of district purchases and initiatives aligned to district strategic goals

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Ensure campus staff complete district surveys measuring effectiveness and return on investment related to district purchases and initiatives aligned to district strategic goals.

Principal & Assistant Principal

100% of district surveys will be completed during the 2024-2025 school year.

C

C

A

Performance Objective 4.3

Commitment to Financial Stewardship

Key Strategic Action(s) 4.3a

 Transparency of financial processes and decisions

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Provide regular financial updates to staff and campus educational improvement committee regarding purchases and rationale to meet  student or campus need

Principal & Assistant Principal

100% of campus educational improvement committee agendas include a finance update including rationale for purchase.

C

C

A

Key Strategic Action(s) 4.3b

Demonstrate financial stewardship to community

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Correlate campus purchases with the associated key strategy in the Campus Improvement Plan

Principal & Assistant Principal

100% of purchases will be aligned with the Campus Improvement Plan.

C

C

A

Key Strategic Action(s) 4.3c

 Build system capacity to ensure intentional financial solvency for maximization of district resources

 Strategies and Action Steps

Person(s) Responsible

Campus Performance Objective

 Formative Reviews

 Review 1 -DEIC (Nov)   Review 2 - DEIC (March)  Review 3 - DEIC (May-June)

#1        #2        #3

Supported by State or Federal Funds

Provide training on district policies  for staff completing fiscal tasks and making decisions regarding purchases

Principal & Assistant Principal

100% of staff involved in fiscal processes are trained on district policies related to financial solvency.

C

C

A

  √ =Accomplished            C =Considerable           S =Some Progress            N =No Progress           X =Discontinue

Title I Funded Personnel for Irvin Elementary School

Name

Position

FTE

LaToia Stevenson

Title I Teacher

1

Hailey Wilson

Aide - Instructional

1

Title I Funded Budget Plan for Irvin Elementary School

Student Tutoring

Parent & Family Engagement Events

Supplies & Materials for Parent & Family Engagement Events

Supplies & Materials for Instruction and Interventions: Target Math, Target Reading, Keyboarding without Tears

Books for Staff Professional Development Book Study

Teacher Professional Development: Solution Tree PLC Training

Name

Position

FTE

SHANNON RENEE HOOPMAN

Math Interventionist

0.95

ADRIENNE F MITCHELL

ESL/Dyslexia Teacher

0.51

ALLISON JO STEBEN

3rd Grade Math Teacher

1.00

JESSICA LAYNE GRAVES

Inclusion Paraprofessional

0.25

MELISSA MARIE GOLDTHWAITE

Student Support Counselor/Elementary Schools

0.25

Committee Role

Name

Position

Administrator

Jennifer Leonard

Principal

Administrator

Christy Shelton

Assistant Principal

Interventionist

Toia Stevenson

Reading Interventionist

Interventionist

Shannon Hoopman

Math Interventionist

Business Representative

Kevin Stevenson

Business Representative

Parent

Alyssa Thomas

Parent

Community Member

Kourie Jones

Community Member

Committee Member

Janice Hansen

MTA Specialist

Classroom Teacher

Bryce McKee

ECSE Teacher

Classroom Teacher

Alexandria Hurst

Team Leader/3rd grade teacher

Classroom Teacher

Sunday Thigpen

Team Leader/4th grade teacher

Classroom Teacher

Christine Dobbins

Team Leader/Kindergarten teacher

Committee Member

Elizabeth Adkins

Counselor

Classroom Teacher

Elizabeth Richardson

Team Leader/2nd grade teacher

Classroom Teacher

Alyssa Thompson

Team Leader/Special education teacher

Classroom Teacher

Taite Siemsglusz

Team Leader/1st grade teacher

Classroom Teacher

Kayleigh Jenkins

Team Leader/ PE Teacher

District Representative

Ray Borden

Executive Director of Leadership Development