Rcescampusplan

Killeen Independent School District
Reeces Creek Elementary School

2014-2015 Campus Improvement Plan
Accountability Rating: Met Standard
Board Approval Date: October 28, 2014

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Mission Statement
Teach so that students learn to their full potential.
Vision
Through the implementation of a full, innovative, rigorous, comprehensive education program, Reeces Creek Eleemtary School will provide superior
learning opportunities so that upon the leaving us for another school or the completion of 5th grade, students are prepared for academic success.
Value Statement
At Reeces Creek we value collaboration, integrity, hard work, a heart for children, and high standards for all.

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Table of Contents
Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and post-secondary success. . . .
Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success. . . . . . . . . . . . . . .
Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, and
partnerships in accomplishing the district's goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community. . . . . . . . . . . . . . . . . . .
Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff. . .
State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personnel for Reeces Creek Elementary School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2014-2015 Site-Based Decision Making Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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4
4
6
11
13
15
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Comprehensive Needs Assessment

Demographics
Demographics Summary
Enrollment
Federal Program
504
At-Risk (state)
Dyslexia
Homeless
Unaccomp
Youth
Immigrant
LEP
Denial
ELL (ESL)
Migrant
Title I
Pre-K Kinder 1st 2nd 3rd 4th 5th Total %

106 125 144 136 120 141 106 881 2.18%
0
67
0
5
4
71
0
4
4
71
1
2
8
59
4
2
9
47
8
4
14
56
7
3
17
41
11
1
56
412
32
21
6.36%
46.77%
3.36%
2.38%
0.23%
0
12
0
11
0
106
6
12
1
11
0
125
4
20
1
18
0
144
3
14
1
12
0
136
1
21
2
18
0
120
1
10
1
9
0
141
0
10
0
10
0
106
15
99
6
89
1
881
1.70%
11.24%
.68%
10.10%
.11%
100.00%
The chart above shows the Demographic Information for Reeces Creek as it relates to the student population for the current school year.
Demographics Strengths
We recognize and celebrate the diversity of the student body. We recognize that diversity provides opportunities to differentiate instruction. With this, we go
above and beyond to ensure that our students are matched with the appropriate programs to assist in their success.
Demographics Needs
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Increase the amount of teachers that reeeeflect the diversity of the students (Goal 2, Performance Objective 4, Strategy 1).

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Student Achievement
Student Achievement Summary
Students at all grade levels were assessed at the beginning of the year, in the middle of the year, and at the end of the year using Universal Screeners in
keeping with the plan for the district. Kindergarten, First Grade, and Second Grades are assessed using the Texas Primary Reading Inventory (TPRI) and
MCLASS from Wireless Generation in Math. Third, Fourth, and Fifth graders are assessed using the Scholastic Reading and Math Inventories (SRI &
SMI). Additionally, Third, Fourth, and Fifth graders are assessed using some form of the STAAR as required by the State of Texas. Using the Universal
Screeners and the previous year's STAAR results, students are placed into categories by performance. These categories are Below Basic, Basic, Proficient,
and Advanced in most grade levels. These are terms used in the SRI and SMI assessments but we placed students in all grade levels into one of these
categories so that we could determine need and provide a baseline of a student's understanding at beginning of the year, to determine needs, and to monitor
progress. Data is arranged according to achievement and growth in the primary and intermediate grades.
Primary Achievement & Growth:
Kindergarten - There was a 50% growth for our Kindergarten students between the beginning of the year (BOY) administration and the end of year (EOY)
administration of the mClass Math assessment. TPRI yielded a 23% growth between the BOY and EOY. These gains were accomplished even with an
increase in student mobility throughout the school year.
Deficit (red)
Emerging
(yellow)
Established
(green)
Kindergarten mClass Math Overall

Beginning of the
Middle of the
Year
Year
18%
9%
End of the
Year
11%
66%
41%
23%
16%
50%
66%
Kindergarten TPRI Overall Screening

Beginning of the
End of the Year
Year
Still Developing
42%
19%
Developed
58%
81%
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First Grade - There was a 29% growth for our First grade students between the beginning of the year (BOY) administration and the end of year (EOY)
administration of the mClass Math assessment. TPRI yielded a 17% growth between the BOY and EOY. These gains were accomplished even with an
increase in student mobility throughout the school year, as well as opening a new section after the beginning of school.
Deficit (red)
Emerging
(yellow)
Established
(green)
First Grade mClass Math Overall

Beginning of the
Middle of the
Year
Year
14%
15%
End of the
Year
11%
66%
48%
40%
20%
37%
49%
First Grade TPRI Overall Screening

Beginning of the
End of the
Year
Year
Still
Developing
Developed
37%
20%
63%
80%
Second Grade - There was a 56% growth for our Second grade students between the beginning of the year (BOY) administration and the end of year (EOY)
administration of the mClass Math assessment.The TPRI shows growth over the last 3 years in comprehension on both Story 5 and Story 6 at the end of the
year, with the biggest gains this year being on Story 6.
Deficit (red)
Emerging
(yellow)
Established
(green)
Second Grade mClass Math Overall

Beginning of the
Middle of the
Year
Year
13%
6%
End of the
Year
5%
77%
51%
29%
10%
43%
66%
Second Grade EOY TPRI Reading Comprehension results are as follows:

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CATEGORIES
Story 5
Story 6
11-12 Percentage
87%
83%
12-13 Percentage
92%
87%
13-14 Percentage
96%
95%
Intermediate Achievement and Growth - Data exists for 339 3rd, 4th, and 5th graders who began and ended the 2013-2014 school year at Reeces Creek
Elementary. The percentages of students achieving at each of the described levels is depicted in the chart below.
Below Basic
Basic
Proficient
Advanced
Beginning of the
End of Year
Year
Scholastic
Scholastic
Reading
Reading
Inventory
Inventory
Beginning of
End of Year
the Year
Scholastic Math
Scholastic Math
Inventory
Inventory
14%
33%
47%
6%
21%
38%
38%
3%
7%
18%
58%
17%
3%
9%
49%
39%
Students in 3rd, 4th and 5th grades also participated in the State testing program referred to as STAAR. The performance results for students who were in
attendance at Reeces Creek on the last Friday in October, which is known as the "snapshot" date, are as follows.
Reading
Math
Writing
Science
Did
Did
Did
Did Not
Achieved
Achieved
Achieved
Achieved
Met
Not
Met
Not
Met
Not
Met
Meet
Standard
Meet
Standard
Meet
Standard
Meet
Standard
Standard
Advanced
Advanced
Advanced
Advanced
Standard
Standard
Standard
3rd 22%
78%
15%
29%
71%
6%
4th 19%
81%
13%
16%
84%
9%
23%
77%
4%
5th 5%
95%
20%
3%
97%
21%
22%
78%
15%
Total16%
84%
16%
15%
85%
12%
23%
77%
4%
22%
78%
15%
Student Achievement Strengths
Primary Strengths Pre-K Reading - 30% growth in the number of students developed at the end of the year as measured by the CIRCLE.
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Kindergarten Reading - 81% of all students were Developed by the end of the year on the TPRI screening.
Kindergarten Math - There has been a steady growth in all areas of evaluation over that past 3 years on the mClass math assessment with the exception of
one area.
First Grade Reading - The Comprehension Questions yielded 91% of the students being developed on Story 1 and 81% developed on Story 2 by the end of
the year. In addition, there was a 20% improvement on Initial Consonant Substitutions at the end of this year in comparison to last year.
First Grade Math -There was a 21% increase overall on the end of the year mClass Math assessment of developed (established) students compared to last
year. The greatest gains were on the Counting and Next Number evaluation with an 18%-20% gain on each evaluation.
Second Grade Reading - 95% of students exhibited proficiency on comprehension on Story 2 on the end of the year TPRI.
Second Grade Math - There was a 5% increase in the number of students who exhibited an established rating on math concepts on the MCLASS math
assessment when comparing the previous school year data with end of year data this year.
Intermediate Strengths - A review of achievement data as it pertains to the intermediate grades shows that our students made considerable growth in math
and reading as measured by the Scholastic Math and Reading Inventories. The number of students meeting the standard set by the state increased when
compared to last year, as well. The greatest increases were seen in science and writing with smaller gains being made in math and reading.
Student Achievement Needs
- Increase the performance on vocabulary development tasks as measure by the Circle and TPRI in the primary grades (Goal 1, Performance Objective
1, Strategies 1, 2, 3, 4, 6, 9, 10, 11, & 12; Goal 1, Performance Objective 2, Strategy 1; Goal 1, Performance Objective 3, Strategies 1, 2, & 3; Goal 2,
Performance Objective 2, Strategy 2; Goal 3, Performance Objective 3, Strategies).
- Increase the percentage of students making one year's progress and achieving at the Advanced level on the STAAR in al subject areas (Goal 1,
Performance Objective I, Strategies 1, 2, 3, 4, 7, 8, 10, 11, & 12; Goal 1, Performance Objective 2, Strategy 1; Goal 1, Performance Objective 3, Strategies 1,
2, & 3; Goal 2, Performance Objective 1, Strategy 1; Goal 2, Performance Objective 2, Strategy 2).
- Close performance gaps (Goal 1, Performance Objective 1, Strategies 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, & 12; Goal 1, Performance Objective 2, Strategy 1;
Goal 1, Performance Objective 3, Strategies 1, 2, & 3; Goal 2, Performance Objective 1, Strategy 1; Goal 2, Performance Objective 2, Strategy 2; Goal 3,
Performance Objective 3, Strategy 1; Goal 3, Perfromance Objective 1, Strategy 4; Goal 3, Performance Objective 3, Strategy 1 & 2; Goal 5, Performance
Objective 1, Strategy 1).
- Increase the level of alignment between the learning target and the learning task (Goal 2, Performance Objective 1, Strategy 1; Goal 2, Performance
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Objective 2, Strategy 2).

- Increase the rigor of learning targets and tasks in math, reading, writing, and science at all grade levels (Goal 2, Performance Objective 1, Strategy 1; Goal
5, Performance Objective 1, Strategy 1).

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School Culture and Climate

School Culture and Climate Summary
Separate staff, parent, and student surveys were recently administered with results showing an overall satisfaction with the climate of the school. Staff
responses show an average of 84% favorable responses to questions regarding school climate. Parent survey results show a mean result of 87% favorable
responses to questions about school climate. Parents and students indicated they do feel safe in school and that they have confidence in their teachers. School
wide programs designed to develop the feeling of community, such as the student variety show, Early Act First Knight, Faculty Follies, Snuggle up with a
Good Book, Science Fair, Math Night, Music Programs, and Meet the Teacher Night were all well attended. Grade level parent nights were also well
received and attended. Additionally, the parents came together to revitalize our PTA program.
School Culture and Climate Strengths
Parents show particular satisfaction (90%+) with questions regarding their student's feelings about Physical Education and the Library. Additionally, parents
rated faith in their child's teacher's abilities the highest of any area on the survey. Teachers were most satisfied with participation in Staff Development (95%
favorable.) Teachers also showed 85% favorable responses when asked if they were generally happy with their job. The grade level parent nights lead to a
decrease in parent complaints and misinformation. Our parents were more informed and equipped with the necessary information to assist in the success of
their child.
A total of 403 discipline referrals were processed by administrators. This number is down from 452 the previous year. This is the fourth year this
downward trend in the number of discipline referrals earned by students has occurred.
School Culture and Climate Needs
Increase the level of collaboration among teachers (Goal 2, Performance Objective 1, Strategy 1).
Impove the level of "Hope" felt by students as measured by the Gallup Survey (Goal 4, Performance Objective 1, Strategy 2).
Decrease out of school suspensions (Goal 1, Performance Objective 1, Strategy 3).
Increase participation of parents and community members (Goal 1, Performance Objective 3, Strategy 3; Goal 3, Performance Objective 1, Strategies 1, 2, 3,
& 4; Goal 3, Performance Objective 2, Strategy 1; Goal 3, Performance Objective 3, Strategy 1 & 2).
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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary
Reeces Creek Elementary School consists of a Staff of fifty-nine teachers, two counselors, three and half secretaries, one librarian, twenty four instructional
aides, a part-time nurse, two assistant principals, a nutrition staff of nine employees, one and a half Campus Instructional Specialists (CIS), and one
principal. All aides will return for the 2014-2015 school year. Nine teachers will not be returing to Reeces Creek for the 2014-2015 school year.
Two teachers retired at the end of the year. One teacher moved into the role of a counselor at another KISD campus and 1 teacher moved into the role of an
assistant principal in another district for the coming year. Two teachers moved out of state and three teachers resigned with the intention of leaving teaching
altogether. One of these teachers cited "low pay" as a reason for leaving, one cited personal reasons, and one cited a desire to be a stay at home mother as the
reasons for leaving teaching. One teacher transfered to a neighboring Austin ISD because she lives in Austin. Many teachers from across the district have
requested to transfer to Reeces Creek. A committee interviews prospective staff members and makes recommendations for employment to Personnel
Services.
Teacher performance is evaluated using the Professional Development and Appraisal System (PDAS). At the start of each year, teachers identify an area in
which they would like assistance "growing" and administrators respond accordingly.
Staff Quality, Recruitment, and Retention Strengths
A review of teacher surveys and staff records revealed the following -All staff members are highly qualified.
-Staff members continue to cite Staff Development as rewarding and useful.
-Three staff members moved into leadership roles in the teaching profession.
-Many student teachers came through Reeces Creek during the 2013-2014 school year.
Staff Quality, Recruitment, and Retention Needs

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Increase understanding of effective instructional strategies among teachers (Goal 2, Performance Objective 1, Strategy 1; Goal 2, Performance Objetive 2,
Strategy 2; Goal 2, Performance Objective 3, Strategy 1)

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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary
The Killeen Independent School District has adopted TEKS Resource System as the curriculum. The portions of TEKS Resource System required for use
are the Year at a Glance and the Instructional Focus Document. Teachers at Reeces Creek use these two documents when planning lessons and many have
utilized the Exemplar Lessons and other resources found within the TEKS Resource System. A system for monitoring the level of TEKS Resource System
implementation was developed during the 2012-2013 school year. This same system was followed and improved upon during the 2013-2014 school year.
The Leadership Team and several principals from around the district conducted judgement free walk-thrus (Instructional Rounds) to collected a large amount
of data on one day. The level to which Learning Targets were posted, students were able to communicate the Learning Target, and the level of alignment
between the Learning Target and the Tasks were analyzed. Information from Instructional Rounds, walk-thrus, teacher feedback, and staff conversations
show that almost all teachers consistently post a Learning Target and about half of our students are able to communicate said target.
The Scholastic Reading and Math Inventories are used as Universal Screeners and progress trackers for 3rd, 4th and 5th grades. The TPRI and MCLASS
assessments are used for this purpose in Kindergarten, first, and second grades. The CIRCLE assessment is used for this purpose in Pre-Kindergarten.
Results from these assessments are recorded on class sheets for classroom teachers, Special Program Teachers, and the RtI committee. The class sheets were
used to determine next steps for individual students and as a tool to determine tutoring groups within the classrooms and during after-school tutoring.
Curriculum, Instruction, and Assessment Strengths

Our success are as follows - Student Achievement on the math, reading, writing, and science increase when considering all students over the previous year
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- Preliminary student passing percentages are higher than the district average in math, reading, writing, and science
- The Intervention Block has resulted in an increase in the level of rigor provided our students
Curriculum, Instruction, and Assessment Needs
- Continue the intervention block (Goal 1, Performance Objective 1, Strategy 1).
- Strengthen the Instructional Core through professional learning opportunities (Goal 2, Performance Objective 1, Strategy 1; Goal 2, Performance Objective
2, Strategy 2; Goal 2, Performance Objective 3, Strategy 1, Goal 1, Performance Objective 4, Strategy 1 & 2).
- Intervene early when a teacher is struggling with behavior management, lesson delivery, lesson construction, etc. (Goal 2, Performance Objective 2,
Strategies 1 &2).
1. The need - continue the intervention block. Goal 1, Objective 1, Strategy 1 addresses this need.
2. Strengthen the Instructional Core - We will implement TEKS Resource System with fidelity through Goal 1, Goal 2, Objective 1, Strategy 1; Goal 2,
Objective 3, Strategy 1; and Goal 2, Objective 5 address thsi need.
3. The need is to close the achievement gap between SPED and general education students, increase achievement of self-contained SPED students and
increase the advanced levels of general ed students. The strategies are teachers and students will participate in goal setting, provide as much on grade level
instruction as possible, etc.

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Family and Community Involvement

Family and Community Involvement Summary
Community and Family involvement at Reeces Creek is strong. A total of 17 evening and 17 daytime events were conducted in which parents were invited.
All were well attended. Teachers and parents communicated regularly with teachers making over 4,000 documented parent contacts via phone, texts, e-mails,
and in person. In the end of year survey, 83% of responding parents indicated that their child's teacher communicated with them regularly. Communication
between the campus administration and the Fort Hood Adopt-a-unit occurred on a weekly basis with an average of seven soldiers participating on campus
each week. This does not include support given to field trips and field day by our adopt-a-unit soldiers. The local Rotary club is also involved at the campus
providing leadership to our Service Club at their monthly meetings and visiting the campus as a whole group annually. A total of 805 hours of volunteer
work was logged from parents and 351 hours were logged by soldiers from the adopt-a-unit. Additionally, 35 high school students from Ellison High School
participated in our "Eagle Reader Program" volunteering to read in classrooms twice this year. Twenty-five students from the CATE center who are
interested in early childhood degrees also participated on campus twice weekly working directly with students in various roles ranging form teaching lessons
to grading papers for teachers.
Family and Community Involvement Strengths
We have a diverse group of volunteers involved on campus who fill varied roles.
The relationship with the 2/12 Cav Adopt-A-Unit, the Eagle Readers, the Rotary and the CATE program are all strong.
We increased the number of after school events from 12 held during the 2012-2013 school year to 17 held during the 2013-2014 school year.
Community business men and women as well as School Board members get involved by serving as judges for our Science Fair.

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School Context and Organization

School Context and Organization Summary
According to the results of the Gallup Poll Survey, a huge majority of students at Reeces Creek feel good about being at school. Students recorded being
more engaged and have a greater sense of well-being than their peers within the district and the nation. A parent survey shows that our parents have
confidence in the abilities of their teachers. The level of security at the school, the parents' ability to access different areas of the school, and the extent to
which a parent can participate in school activities has been both praised and critisized by parents. We are working to find a means of ensuring the safety of
our students and provide a sufficient amount of access to our parents.
The schedules that run the school are closely adhered to and designed to maximize instructional time. Teachers determine the amount of time given to
different subject areas. However, Kindergarten thru 5th grades have an Intervention hour in which all teachers and instructional assistants designated as the
Intervention Team flood a grade level and the focus is on supplemental math and reading instruction.
Professional Learning Communities are organized around grade levels and are meant to focus purely on instruction and improving practices within the
classroom. The Site-Based Decision Making (SBDM) Team works to allocate resources, solve problems, and plan for the future of the school.
School Context and Organization Strengths

A review of student surveys, parent survey, the Gallup Poll Survey reveals the following strengths - Teachers and students enjoy the Intervention Block
- Professional Learning Communities were stronger last year than in previous years
- Instruction time is maximized
- Most parents feel their children are safe at school
- Compared to last school year, customers are quite satisfied with the service they receive in the library

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School Context and Organization Needs

A review of student surveys, parent survey, the Gallup Poll Survey reveals the following needs-Increase effective communication with parents (Goal 3, Performance Target,1, Strategy 5).

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Technology
Technology Summary
Reeces Creek Elementary School has several resources in the way of technology. Promethean Boards are mounted in all but seven classrooms within the
building. iPods, iPads, Desktops, and laptops are available for teacher use during lessons. Additionally, 15 Active Slates have been deployed within the
school in an effort to provide equal access to the teachnology Promeathean Boards provide. Active Response systems are also used by a few teachers who
participate in a district intiaitive. We also employ several internet platforms such as Think Through Math, IXL, iStation, Faastmath, and EducationCity.
Most of these programs are accessible by children at home as well as at school. Some subscriptions are available only through systems within the school
building such as Science Starters, CEI, ReadAbout, Accelerated Reader, and StudyIsland.
Technology Strengths
Teachers have a wide variety of technology resources available to them. Student use of programs is high for Think Through Math, Accelerated Reader, IXL,
Science Startes, Study Island, and EducationCity. These programs also serve as a springboard for parent involvement.
Technology Needs
Increase technology usage and integration (Goal 1, Performance Objective 1, Strategy 5,6,7,8,9,10,& 11; Goal 2, Performance Objective 2, Strategy 2; Goal
5, Performance Objective 1, Strategy 1).

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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Campus goals
Current and/or prior year(s) campus and/or district improvement plans
Campus and/or district planning and decision making committee(s) meeting data
State and federal planning requirements
Accountability Data
Performance Index Framework Data: Index 1 - Student Achievement
Performance Index Framework Data: Index 2 - Student Progress
Performance Index Framework Data: Index 3 - Closing Performance Gaps
Performance Index Framework Data: Index 4 - Postsecondary Readiness
Accountability Distinction Designations
Federal Report Card Data
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
Progress of prior year STAAR failures
STAAR Released Test Questions
STAAR ELL Progress Measure data
Texas English Language Proficiency Assessment System (TELPAS) results
Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results
Student Success Initiative (SSI), Grades 5 and 8, data
SSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8)
SSI: Think Through Math assessment data (Grades 3-8)
Local diagnostic reading assessment data
Local diagnostic math assessment data
Local benchmark or common assessments data
Student failure and/or retention rates
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc
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Economically Disadvantaged / Non-economically disadvantaged performance and participation data

Male / Female performance and participation data
Special education population, including performance, discipline, attendance, and mobility
Migrant population, including performance, discipline, attendance and mobility
At-Risk population, including performance, discipline, attendance and mobility
ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc
Section 504 data
Homeless data
Gifted and talented data
Dyslexia Data
Response to Intervention (RTI) student achievement data
Student Data: Behavior and Other Indicators
Attendance data
Mobility rate, including longitudinal data
Discipline records
Student surveys and/or other feedback
Employee Data
Professional learning communities (PLC) data
Staff surveys and/or other feedback
Highly qualified staff data
Campus leadership data
Campus department and/or faculty meeting discussions and data
Professional development needs assessment data
Evaluation(s) of professional development implementation and impact
Teacher STaR Chart Technology Data
PDAS data
Parent/Community Data
Parent surveys and/or other feedback
Parent Involvement Rate
Community surveys and/or other feedback
Support Systems and Other Data
Organizational structure data
Processes and procedures for teaching and learning, including program implementation
Communications data
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Budgets/entitlements and expenditures data

Study of best practices
Other additional data

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Goals
Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and
post-secondary success.
Performance Objective 1: By June 2015, 90% of students in each student group will meet the minimum standard for math, reading, writing, and science for
their respective grade level and at least 85% of students in 3rd, 4th, and 5th grades will achieve at Final Level II on STAAR.
Summative Evaluation: CIRCLE data will be reviewed and analyzed for our Pre-Kindergarten students. TPRI and MCLASS data will be reviewed and
analyzed for Kindergarten, First Grade, and Second Grade students. STAAR data will be analyzed for our students in Third, Fourth, and Fifth Grades.
TELPAS data will be analyzed for all students for which it is available.
Strategy Description
1) Students who struggle in math, reading, writing, or
science will recieve supplemental instruction within the
school day.
TITLE I
Staff Responsible
for Monitoring
1, 2, 3, 5, Inteventionists 8, 9, 10 ARI/AMI Teachers,

At-risk Aides
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Student performance on state assessments, benchmarks, and

progress reports.
Funding Sources: 211 - ESEA, Title I Part A - $238105.00, 166 - State Comp Ed - $39290.00
2) Instructional assistant will assist at-risk children in
understanding math, reading, writing, science, and social
studies concepts.
1, 2, 5
At-risk Aide
Students assinged to ISS will maintain passing grades and

will meet the passing standard of all state assessments
Funding Sources: 166 - State Comp Ed - $20417.58
3) At-risk students experiencing difficulties in reading and/or 1, 2, 3, 5, Campus Instructional Student progress on the Scholastic Reading and Math
math will be provided an opportunity to attend after school 6, 8, 9, 10 Specialist
Inventories state assessments.
tutoring provided by certified teachers.
Funding Sources: 166 - State Comp Ed - $20000.00, 211 - ESEA, Title I Part A - $6488.00
4) To purchase instructional supplies reading, math, science
and writing for At-risk students
1, 5, 6, 7 Principal
CIS
100% of students have access to supplies needed for

classroom success.
Funding Sources: 166 - State Comp Ed - $12818.66, 211 - ESEA, Title I Part A - $17400.00
5) Students identified as needing remediation in automaticity 1, 5, 8, 9 FASTTMATH/CEI
of math facts by the Scholastic Math Inventory will receive
Aide
additional practice once daily in the FASTTMATH lab.
Progress as indicated by the Scholastic Math Inventory
6) EducationCity will be utilized as an in-the-classroom and 6, 7, 8, 9 Campus Instructional Progress on TPRI, MCLASS, and CIRLCE assessments
at-home resource for all students in Pre-K thru 2nd grades.
Specialist and
Students will have access for practice with reading, science,
Classroom Teachers
math, and writing concepts.

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7) Science Starters will be purchased for 3rd, 4th, & 5th

grade classes to serve as a spiral review for Science for use
as a supplement to the district adopted curriculum.
1, 3, 5, 9 Classrooms teachers
Science performance on formative assessments, science
and Campus
assignments, and state assessments.
Instructional Specialist
8) Study Island will be utilized in 4th grade for writing and

in 5th grade for science to provide supplemental practice for
students both during school and at home.
1, 5, 6, 8, Campus Instructional
9
Specialists and
Classrooms Teachers
Students Achievement in writing and science

9) IXL will be utilized in Pre-K through 2nd grades to
provide supplemental math practice/instruction for students
while at school and at home.
1, 5, 6, 7, Campus Instructional
9
Specialists and
Classroom Teachers
Students Achievement as measured by MCLASS, CIRCLE,

TPRI
Funding Sources: 211 - ESEA, Title I Part A - $2800.00

10) Purchase BrainPop Subscription to enhance
learning/lessons in classrooms at all levels. The subscription
will be available for use by students while at home, as well.
3, 5, 6, 9 Campus Instructional
Specialist, Campus
Technologist, and
Classroom teachers
11) Utilize the Accelerated Reader Program as a

1, 5, 6, 8 Librarian & Classroom Useage logs from the library
motivational tool to increase the number of books children
Teachers
read. Children in Kindergarten through 5th grades will have
access to the program and it will be used solely as a
supplement to the regular reading instruction.
12) Increase alignment between what is taught, how it is
1, 2, 4, 8, Leadership Team
taught, and the task students complete. This work will be
9
done through the implementation of the Momentum Plan and
the Instructional Rounds process (Internal Rounds)
= Accomplished

= Considerable
Walk-thrus
Evaluate of tasks and targets
Formal Observations
Student Achievement
= Some Progress
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= No Progress
= Discontinue
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Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and post-secondary success.
Performance Objective 2: By June 2015, 85 % of students taking the STAAR will meet the Final Level II standard.
Summative Evaluation: STAAR results - Index 4
TITLE I
1) Gifted and Talented students will be provided challenging 1, 3, 6, 8,

experiences through an enrichment period within the Cluster
10
classes. The work created during this time will be showcased
during a TAG Project Night.
Staff
Responsible for
Monitoring
Formative Reviews
Nov
Jan Mar June
Campus Instructional STAAR performance - Index 4

Specialists,
Administrators, and
Teachers
Funding Sources: 177 - Gifted/Talented - $3709.00

= Accomplished

= Considerable
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 3: By June 2015, 90% of all children participating in the ESL Program will achieve on grade level or higher on the end of year test
for reading and math for their respective grade level.
Summative Evaluation: The performance of children participating in the ESL program as measured by the appropriate grade level assessment.
TITLE I
Staff
Responsible for
Monitoring
Formative Reviews
Nov
Jan Mar June
1) After school tutoring will be provided by the ESL teachers 1, 3, 9, 10 Campus Instructional Performance of ELL/LEP students
and instructional assistant for all ELL/LEP children who are
Specialist and
struggling in math and/or reading.
Administrators
Funding Sources: 165/ES0 - ELL - $3000.00, 165/ES0 - ELL - $1000.00
2) Provide individualized instruction using English as the
1, 3, 5, 7, ELL Tachers &
primary language while preserving the history and culture of
9, 10
Administrators
the child through multi-cultural activities. ELL/LEP students
will have regularly scheduled instruction from the ESL
teacher who will provide small group sessions using a
combination of inclusion and the pull-out model of providing
services.
Performance of ELL/LEP students
3) Purchase supplemental instructional materials for use with 1, 3, 5, 9, ESL Teachers,

ESL students who are struggling with math, reading, writing,
10
Assistant Principals,
and/or science concepts.
Principal, Campus
Instructional
Specialist
Achievement of students participating in the ESL Program
Funding Sources: 165/ES0 - ELL - $5000.00

= Accomplished

= Considerable
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 4: Interact with the district Problem of Practice and Momentum Plan so that by the end of the school year, children are able to
articulate the learning target and determine the level of thinking a task requires.
Summative Evaluation: Walk-thru data, classroom observations, and Staff Surveys
TITLE I
1) Conduct staff development centered around the district

1, 2, 5, 8,
PoP and Campus Momentum Plan with particular focus being
9, 10
placed on the students ability to articulate the learning target
and our understanding of Bloom's II.
2) Provide for teachers to attend one day long PLC each 9
weeks in an effort to strengthen the instructional core.
= Accomplished

Staff
Responsible for
Monitoring
Principal
Assistant Principals
CIS
Instructional Coach
Formative Reviews
Nov Jan Mar June
Student's ability to articulate the learning target and the

implementation of Bloom's II as seen in walk-thrus and
during observations
1, 2, 4, 8, Principal
9, 10
Assistant Principals
Campus Instructional
Specialist
Instructional Coach
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for
success.
Performance Objective 1: During 2014-2015 school year, 90% of staff will find satisfaction in the professional development offered at the campus.
Summative Evaluation: A campus-wide staff survey will be administered at various points during the school year. This information will be analyzed to
determine the level of satisfaction of staff.
TITLE I
1) Provide one day of planning each nine weeks for all

teachers to meet in collaborative groups with the goal of
planning for the coming marking period with particular
attention being given to the "Hot Spots" within each grade
level/team.
= Accomplished

Staff
Responsible for
Monitoring
Formative Reviews
Nov
Jan Mar June
1, 4, 5, 8, Adminsitrators,
Student Achievement
9, 10
Specialists, and Team
Leaders
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success.
Performance Objective 2: By June 2015, 90% of staff will have been able to incorporate their learning from professional development they attended during
the year to the work they do/did with their students.
Summative Evaluation: A campus-wide staff survey will be administered at various points during the year. This information will be analyzed to determine
the effectiveness of the professional learning provided.
TITLE I
1) Conduct Student Code of Conduct (SCOC) training to all

staff at the start of the year.
Staff
Responsible for
Monitoring
1, 2, 4, 5, Assistant Principals
7
Formative Reviews
Nov Jan Mar June
Quality and quantity of discipline referrals
2) An Instructional Coach will assist teachers in

1, 2, 3, 4, Instructional Coach, Student achievement, teacher surveys, classroom observations
implementing staff development strategies which incorporate 5, 8, 9, 10 CIS, Principal
researched-based best practices for teaching and learning.
Funding Sources: 211 - ESEA, Title I Part A - $64681.00
= Accomplished

= Considerable
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 3: By June 2015, 90% of all children participating in the ESL Program will achieve on grade level or higher on the end of year test
for reading and math for their respective grade level.
Summative Evaluation: The performance of children participating in the ESL program as measured by the appropriate grade level assessment.
TITLE I
1) Nine teachers of students enrolled in the ESL/LEP

program, the Campus Instructional Specialist, and an
administrator will attend the TESOL Conference in San
Marcos, Texas November 13 - 15, 2014.
Staff
Responsible for
Monitoring
Formative Reviews
Nov
Jan
Mar June
1, 4, 5, 10 ESL teachers,
Perfromance of ESL teachers
Specialist
Funding Sources: 165/ES0 - ELL
2) Five Teachers of students enrolled in the ESL/LEP

1, 4, 5, 10 ESL Teachers,
Performance of ESL students
program will attend the SIOP Conference in Austin May 6Campus Instructional
8, 2015. Money allocated for the TESOL Conference will
Specialist
be used for the SIOP Conference.
Funding Sources: 165/ES0 - ELL - $5463.00
= Accomplished

= Considerable
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 4: Recruit highly qualified teachers of various ethnic backgrounds to mirror our student population.
Summative Evaluation: The results of interview committees will be analyzed along with the demographics of the staff.
TITLE I
1) Develop an interview committee which we will study the

FIT interview and participate in interviews for new
teachers/Staff members
= Accomplished

Staff
Responsible for
Monitoring
Formative Reviews
Nov Jan Mar June
1, 2, 3, 5 Principal & Assistant The success of the students in new teachers' classroom.
Principals
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 5: By June 2015, 100% of staff will participate in staff development which increases the strength of the Instructional Core ensuring
all three portions (the teachers' knowledge, the students' engagement, and the rigor of the curriculum) are included in all aspects of our learning.
Summative Evaluation: Walk-thru information will be evaluate to determine level of implementation. Staff survey will be conducted.
Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication,
participation, and partnerships in accomplishing the district's goals.
Performance Objective 1: During the fall and spring semester, at least 90% of parents will participate in a parent/teacher conference with 50% attending
other school events as these events apply to their child's grade level.
Summative Evaluation: Participation in parent teacher conferences and at school events.
TITLE I
1) Conduct Parent/Teacher Conferences once each semester.
1, 6, 9
2) Host Family Nights such as Math Night and the Science

Fair.
Staff
Responsible for
Monitoring
Formative Reviews
Nov Jan Mar June
Campus Instructional Number of parent contacts

Specialist
1, 5, 6, 7, Counselors, Content parent participation

10
Committee Members
3) Host parent orientation meetings for parents by grade level 1, 2, 6, 7 Classroom teachers
with each meeting taking place on a different evening.
and Campus
Instructional
Specialist
Participation and Surveys
4) Purchase instructional materials for parents to use at home 1, 6, 7, 9, Counselors, Campus

with their children to include ESL/LEP students.
10
Instructional
Specialists
Parent participation/check-out logs
Funding Sources: 263 - ESEA, Title III Part A - $873.00, 211/PAR - ESEA, Title I Parent Involvement - $3375.00, 211 - ESEA,
Title I Part A - $300.00
5) Utilize Remind 101 and Connect Ed to communicate more
effectively.
= Accomplished

Principal
Counselors
= Considerable
Participation numbers
= Some Progress
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= No Progress
= Discontinue
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Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, and partnerships in
accomplishing the district's goals.
Performance Objective 2: By June 2015, involvement of the 2/12 Cav (Adopt-a-Unit) and Rotary Club members will increase by 5%.
Summative Evaluation: Participation rates recorded in volunteer logs from the 2013-2014 school year will be compared to that of the current year to
determine the levels of participation.
TITLE I
1) Promote communication and involvement between the

school and 2/12 Cav and Rotary Club of Killeen memebers.
= Accomplished

Staff
Responsible for
Monitoring
5, 6, 8, 10 Counselors
= Considerable
Formative Reviews
Nov Jan Mar June
participation
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 3: Solicit participation of students from the CATE Center and Ellison High School to serve as mentors.
Summative Evaluation: Number of High School students volunteering and the number of Reeces Creek Students impacted by their service.
TITLE I
1) Assign CATE students who are learning about child

development to classrooms
2) Eagle Readers - Students from Ellison High School
Athletics Programs will come to the school to read to sudents
on a monthly basis and to serve as role models for younger
students.
= Accomplished

Staff
Responsible for
Monitoring
Formative Reviews
Nov
Jan Mar June
3, 5, 10 Counselors and
Amount of participation, observations, and surveys
Specialists
10
Counselors and
Participation rates and survey information
Sampus Instructional
Specialists
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Performance Objective 4: Create a Resource Closet for Parents to check out materials for use with their children at home to support learning at school
Summative Evaluation: Check out records.
TITLE I
1) Create a Resource Closet for ELL children to checkout

math and reading materials to use at home to support
learning.
Staff
Responsible for
Monitoring
Formative Reviews
Nov Jan Mar June
1, 2, 6, 8, Counselors and
Checkout records
9, 10
Specialist
Funding Sources: 263 - ESEA, Title III Part A - $5347.00
= Accomplished

= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and
community.
Performance Objective 1: By June 2015, the percentage of discipline referrals received by students will decrease by 5% when compared to previous year's
data.
Summative Evaluation: Discipline Reports
TITLE I
1) Conduct Student Code of Conduct Training for all Staff

2) Conduct daily lessons using the Early Act/First Knight
(EAFK) curriculum. these lessons are designed to teach
students the "virtues" of being a person of character along
with how to handle difficult situations/decisions. Knighting
ceremonies will be held to recognize and honor those students
who exemplify the virtue of focus for the month.
= Accomplished

1, 4
1, 2, 3
Staff
Responsible for
Monitoring
Assistant Principal
Formative Reviews
Nov Jan Mar June
The quality of discipline referrals generated and srategies

used prior to issuing a referral.
Classrooms Teachers, The quantity of discipline referrals generated and surveys will
Counselors, and
be used to assess the effective of the program.
Adminsitrators
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community.
Performance Objective 2: By June 2015, 100% of the required safety drills will have been conducted.
Summative Evaluation: Information from the final safety report will be analyzed.
TITLE I
1) Conduct monthly fire drills, two tornado drills, one

external lockdown, and one internal lockdown during the
school year.
= Accomplished

1, 10
Staff
Responsible for
Monitoring
Assistant Principal
= Considerable
Formative Reviews
Nov Jan Mar June
The level to which the procedures invovled in each drill are

implemented with fidelity.
= Some Progress
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= No Progress
= Discontinue
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Goal 4: Killeen ISD will provide a safe, healthy, secure, and orderly environment for students, staff, families and community.
Performance Objective 3: By June, students in all grade levels will increase their abilities by 10% as measured by the FitnessGram.
Summative Evaluation: Fitnessgram results
TITLE I
1) Students will be provided weekly physical education

lessons designed to make them more fit and to build the
knowledge of proper eating and exercise habits.
= Accomplished

Staff
Responsible for
Monitoring
1, 2, 3, 7, PE Teachers and
8
Administrators
= Considerable
Formative Reviews
Nov Jan Mar June
FitnessGram results
= Some Progress
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= No Progress
= Discontinue
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Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for
all students and staff.
Performance Objective 1: By June 2015, increase the integration of technology resources into math, ELA, and Science lessons (at least once a week) when
compared to data from the previous year.
Summative Evaluation: STAAR Chart, lessons plans
TITLE I
1) Purchase response systems for 10 classrooms in an effort

to increase at-risk student engagement and access to the
curriculum.
Staff
Responsible for
Monitoring
Formative Reviews
Nov
Jan Mar June
1, 2, 3, 5 Classroom Teachers, Lesson Plans, Walk-throughs, Formal Observations

Campus
Technologist,
Specialist, &
Administrators
= Accomplished

= Considerable
= Some Progress
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= No Progress
= Discontinue
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State Compensatory
Personnel for Reeces Creek Elementary School:
Name
Position
Program
FTE
Aardel, Shannon
Aide PC 18790
Interventionist
Suazo, Tomasa
Aide PCN 18723
Interventionist
Valentin, Aida
Aide PCN 18725
Interventionist

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Title I
Schoolwide Program Plan
The Campus
The Campus Improvement Plan (CIP) from Reeces Creek Elementary School was developed in accordance with the Texas Education Code 11.251. The plan
also meets the requirements of all Title I Schoolwide Components (SW#1-SW#10). The Site Based Decision Making (SBDM) Team convened to consider
the schools strengths and needs. The campus improvement planning process includes staff, parents, and community involvement. The SBDM Team
reviewed the assessment data generated from the CIRLCE (Center for Improving the Readiness of Children for Learning and Education) assessment in PreKindergarten and Kindergarten, the TPRI (Texas Primary Reading Inventory) in first and second grades, and the STAAR (State of Texas Assessment of
Academic Readiness) in grades 3 thru 5. The team also evaluated qualitative data generated from Professional Learning Communities and surveys from both
parents and Staff. Multiple other forms of data were analyzed to create a comprehensive CIP for the 2013-2014 school year .
Ten Schoolwide Components

1: Comprehensive Needs Assessment
The Comprehensive Needs Assessments revealed several points from which we will work in the coming year. We will continue to strive to get all students
performing on grade level in math, reading, science, writing, and social studies. We will work to move more students beyond the passing mark and onto the
Advanced Levels as measured by the Universal Screeners and the STAAR. Alignment between what is taught and what is assessed is sometimes a challenge
for us. A detailed listing of the findings can be found in the Comprehensive Needs Assessment.
2: Schoolwide Reform Strategies
In an effort to ensure that all students are learning to their maximum, our campus has a variety of strategic activities embedded throughout the school year
which positively impact student achievement. These strategic activities include Family Math Night during the first semester, which allow parents and
students to work together to solve math problems through the use of games and introduce the math skills their child will master per grade level during the
year.
Another strategic activity impacting student achievement is our annual Science fair. Students design and conduct experiments of their own choosing using
the scientific method. Our teachers work with our students and provide input at each step in the process and experiments are displayed for viewing as a
culminating activity and community members serve as judges and students earn awards in various categories.
Our school also invites authors and illustrators to speak with our students about their books, illustrations and the writing process during our Children's Book
Week. Students learn how a book is written, edited and published. After meeting with the author or illustrator, students write, edit and publish their own
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stories.
All students in grades first through fifth participate in the Accelerated Reader Program which involves the student checking out a bock from our Library,
reading the book and then taking a test by the use of computer which measures their reading comprehension. Students are extremely motivated by the
incentives and challenges the program provides.
Technology is a vital strategic tool that impacts our campus student achievement. Programs such as CEI, which is a computer based program in a lab
environment in which students that require intense repeated instruction in the foundational reading concepts participate in lessons that target one skill at a
time. Student progress is monitored and measured by a staff member who has been specially trained in the correct implementation and use of the program.
Fast Math and Read-about Lab is operational from 7:00 - 8:00 am. Students are assigned to this lab through the RTI process. We have found that students
who struggle in Reading and Math rarely have the time to use these computer based interventions during the regular school day.
After school tutoring is provided by teachers in Kindergarten through fifth grades during the second semester of the school year. Students who require
additional skill practice in math, reading and or science are encouraged to attend the tutoring sessions. Students are placed in tutoring groups based upon
their performance on the universal screening specific to their grade level and tutoring materials used are designed to meet the specific needs of each group.
Although instructions is delivered in a small group setting, tutoring is specific to the needs of the students in each group.
3: Instruction by highly qualified professional teachers

All staff members at Reeces Creek Elementary meet the federal and state qualifications to be considered Highly Qualified.
4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services
personnel, parents, and other staff
Reeces Creek staff members are devoted to continuous professional growth because we consider being a lifelong learner one of the greatest gifts we can pass
on to our students. Many staff members are currently enrolled in institutions of high learner and a significant number of our instructional assistants are
enrolled in Bachelor Degree programs with the hopes of becoming teachers. As a staff, we participate in both on and off campus professional learning.
Professional development is offered and conducted at the district and campus level. This year we will focus on Marzano's work as outlined in
Classroom Instruction that Work and we will use the Instructional Rounds model to determine levels of fidelity and next steps. At the campus, we will spend
most of our time working on writing clear objectives, stating these objectives in kid terms, and utilizing progress trackers to track student progress toward
mastery of grade level concepts and skills. A Math in Motion Team has been assembled and will participate in four sessions in which they will study the
alignment of math TEKS in the coming year. This team will train their grade levels. A team of ten teachers will attend the SIOP Conference in San Antonio
in November as the number of children participating in the ESL program is increasing.

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5: Strategies to attract highly qualified teachers

It is the aim of the leadership of Reeces Creek Elementary to support the work of the teacher in the classroom. This is accomplished through a variety of
strategies. Professional Development, monetary resources, enforcement of the Student Code of Conduct, and mentorships are all things the Faculty can
count on at Reeces Creek. Professional Development in which teachers' needs are met and which the participants find rewarding are planned and carried out
as a matter of routine, a sum of money is dedicated to purchasing instructional materials requested by teachers throughout the year, and internships are
supported for both teachers and para-professionals who are working towards becoming teachers.
6: Strategies to increase parental involvement
Parental Involvement continues to be a focus at Reeces Creek. Family Focus Nights such as Math Night and the Art Show are designed to bring parents to
the school. Music Programs are offered for each grade level take place throughout the year, as well. This year, a Resource Center will be available for
parents and their children so that the many on-line programs available to students within the school day are available to them after school even if they do not
have internet access in their homes. We will also continue to have a place where parents can check-out instructional materials to use with their children
and/or books they can read which address a specific concern. We will continue to welcome volunteers during the school day, as well. Orientation meetings
for each grade level are planned so that parents are fully aware of ways in which they can participate in their child's learning. Reeces Creek enjoys strong
partnerships with community organizations, as well as with our parents.
The Rotary Club of Killeen has adopted Reeces Creek and donates a book a week to the school library. They also donate money for various projects, meet at
the school twice a year and volunteer their time to read with students, judge science fair projects, and sponsors our Early Act/First Knight (EAFK) Program.
This requires members of the club to participate in Service Club activities twice a month and in Knighting Ceremonies once a month. Rotarians are present
at each EAFK event and meeting and budget money to support various school programs.
Snuggle Up with a Good Book is hosted in the library. During the event, parents and children are invited to come to school in their pajamas to read a book
of their choosing. The librarian concludes the event by reading a book to the students aloud. Historically, the event is well attended.
Camp Read-A-Lot is a two week long event in which the library is set up as a camp site, children sit around the campfire and read books. The purpose of the
event is to introduce students to a variety of genres and to teach them that a book is something you can take anywhere because no matter where you are,
reading is always fun.
School wide parent/teacher conferences are held twice a year with the goal of keeping parents informed of their childs progress.
Adopt-A-Unit is a program sponsored by the leadership of nearby Ft. Hood. Our unit is the 2-12 CAV, 4 BCT, 1st Cavalry Division. Soldiers support the
school by participating in many of the events listed above, by tutoring and mentoring students, and in any way requested.
7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs
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A Pre-K Parent Orientation will be conducted in an effort to assist Pre-Kers transition into the elementary school program. Additionally, Education City,
IXL, and Istation in an effort to develop a home-school connection for these, our youngest learners.
8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual
students and the overall instructional program
Teachers participate in Response to Intervention meetings, ARD meetings, and PLCs and make decisions regarding the use of academic assessments in order
to improve the achievement of individual students and the overall instructional program. Teachers are given one day each nine weeks to plan for the coming
marking period as a team.
9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic
achievement standards
Great measures are taken to ensure that effective, timely assistance for students who experience difficulty mastering the proficient or advanced levels of
academic achievement occurs. Universal Screeners are used at each grade level to assess the mastery/understanding of skills in math and reading. A
Response to Intervention Committee meets to analyze the data and determine the appropriate program of instruction for each child performing below grade
level. An Intervention Hour is provided for students in Kindergarten through 5th grades in which three adults meet with children in small groups to provide
targeted small group instruction for math, reading, and writing. A FASSTMATH lab is run between 7:00 a.m. and 8:00 a.m. for students in 3 thru 5th grade
who have developed automaticity of math math facts. After school tutoring is offered to students who are performing below grade level, as well.
10: Coordination and integration of federal, state and local services and programs
A seamless coordination of federal, state and local services and programs is designed to meet the unique needs of our students. These include ELL, Special
Education classes, Talented & Gifted (TAG), and Reading in the Content Area (RICA).
ELL classes meet the needs of students whose families speak more than one language in the home. Eighteen different languages were spoken by various
students who attended Reeces Creek during the 2012-13 school year. ELL classes provide students the opportunity to receive instruction from their regular
education teacher and instruction and support from their ELL teacher. This instruction may be delivered inside the regular education classroom or in a
separate classroom depending upon the needs of the learner.
The majority of students who qualify for Special Education services received math and language arts instruction in the regular classroom setting through the
Inclusion model. We are becoming more adept at providing for children with disabilities in the regular education classroom and we continue to work toward
an Inclusion model of instructional delivery for our Special Education students. Decisions regarding instructional services for Special Education students are
made by a group of educators and the parents in an Admissions, Review, and Dismissal (ARD) meeting. We do anticipate more of our students with
disabilities being served inside the regular education classroom with the support of an Inclusion teacher.
We are thrilled to host four SKILLS classes for students whose needs are best met in a self-contained Special Education class.
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Campus #122
Students who are identified as Talented and Gifted (TAG) are placed in a classroom with a teacher who has been certified to meet the needs of these learners.
These students receive a differentiated curriculum in an effort to nurture specific gifts.
Reading in the Content Area (RICA) is a program which assists students identified as having dyslexia characteristics. Identified students attend the classes
on a regular basis and receive additional instruction from a teacher who is specifically trained to meet the needs of these learners.
We use Title I monies and State Compensatory Ed grants on the salaries of instructional assistants and teachers to provide small group and individual
tutoring sessions to our at-risk population when indicated.

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Title I Personnel
Name
Position
Program
FTE
Douglas, Susan
Teacher PCN 18802
Instructional Coach
Ellis, Angela
Teacher PCN 18122
Interventionist
1.0
Gaasch, Laura
Teacher PCN 19458
Interventionist
Garibay Bartolo, Martha
Teacher PCN 19452
Interventionist
Lewis, Wendy
Teacher PCN 17984
Interventionist

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Plan Notes
08/27/2013 Reviewed. Recommend for approval pending changes. BS

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Campus #122
2014-2015 Site-Based Decision Making Committee

Committee Role
Name
Position
Administrator
Michelle Taylor
Principal
Business Representative
Raymond Perez
Businessman
Classroom Teacher
Emilie Armstrong
Third Grade Teacher
Classroom Teacher
Maria Baglan
Second Grade Teacher
Classroom Teacher
Katherine Foegelle
Fifth Grade Teacher
Classroom Teacher
Brandi Frazier
Special Education Teacher
Classroom Teacher
Jennifer Holmes
First Grade Teacher
Classroom Teacher
Corwin Jenkins
Fifth Grade
Classroom Teacher
Dana Johnson
Classroom Teacher
Wendy Lewis
Interventionist
Classroom Teacher
Sandra McCuskey
Kindergarten Teacher
Classroom Teacher
Mildrett Parsons
First Grade
Classroom Teacher
Katherine Pierce
Third Grade Teacher
Classroom Teacher
Melinda Pounds-Bain
Classroom Teacher
Margarito Rodriquez
Fifth Grade Teacher
Classroom Teacher
Samantha Udegha
Fourth Grade Teacher
Classroom Teacher
Rashawn White
First Grade Teacher
Classroom Teacher
Joshua Wiesboro-Torres
Music Teacher
Community Representative
Neil Farris
Community Member
District-level Professional
Michael Pointer
District Representative
Non-classroom Professional
Sylvia Simpson
Counselor
Parent
Aida Valentin
Parent
Parent
Jim Wrex
Parent

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Campus #122
Campus Funding Summary

166 - State Comp Ed
Goal
Objective
Strategy
Resources Needed
Account Code
Amount
Instervention Aide for at-risk students
166.11.6129.00.122.30.AR0
$39,290.00
Aide to work with at-risk students
166.11.6129.00.122.30.AR0
$20,417.58
After School Tutors for at-risk students
166.11.6118.CA.122.30.AR0
$20,000.00
Instructional Supplies for at-risk students
166.11.6399.00.122.30.AR0
$12,818.66
On-line subscription to EducationCity for at-risk students
166.11.6299.OL.122.30.AR0
$1,160.78
Subscription to Science Starters for at-risk students
166.11.6299.OL.122.30.AR0
$1,080.00
On-line subscription to Study Island for at-risk students
166.11.6299.OL.122.30.AR0
$1,026.80
10
BrainPop Subscription for at-risk students
166.11.6299.OL.122.30.AR0
$2,095.00
11
Accelerated Reader subscription for at-risk students
166.11.6299.OL.122.30.AR0
$5,174.00
Student Responses Systems for at-risk students
166.11.6394.00.122.30.AR0
$12,000.00
Sub-Total $115,062.82
Budgeted Fund Source Amount $112,770.00
+/- Difference
$-2,292.82
165/ES0 - ELL
Goal
Objective
Strategy
tutors for ELL students
165.11.6118.CA.122.25.ES0
$3,000.00
tutors for ELL students
165.11.6121.CA.122.25.ES0
$1,000.00
Supplemental Instructional Materials for ELLS
165.11.6399.00.122.25.ES0
$5,000.00
Registration & travel expenses for conference participants for

teachers servicing ELLS
165.13.6411.00.122.25.ES0
$0.00
Registration & travel expenses for conference participants for

teachers servicing ELLS
165.13.6411.00.122.25.ES0
$5,463.00

Resources Needed
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Account Code
Amount
Sub-Total
$14,463.00
Budgeted Fund Source Amount
$14,463.00
Campus #122
+/- Difference
$0
177 - Gifted/Talented
Goal
Objective
Strategy
Resources Needed
Enrichment supplies for GT students
Account Code
Amount
177.11.6399.00.122.21.000
$3,709.00
Sub-Total
$3,709.00
$3,709.00
+/- Difference
$0
211 - ESEA, Title I Part A

Goal
Objective
Strategy
Resources Needed
Account Code
Amount
Intervention Teacher
211.11.6119.00.122.30.000
$238,105.00
Tutors
211.11.6118.CA.122.30.000
$6,488.00
Instructional Supplies
211.11.6399.00.122.30.000
$17,400.00
On-line subscription
211.11.6299.OL.122.30.000
$2,800.00
Instructional Coach
211.11.6119.00.122.30.000
$64,681.00
instructional materials
211.61.6399.00.122.30.000
$300.00
Sub-Total $329,774.00
Budgeted Fund Source Amount $328,894.00
+/- Difference
$-880.00
211/PAR - ESEA, Title I Parent Involvement

Goal
Objective
Strategy
Resources Needed
instructional materials for families
Account Code
Amount
211.61.6399.00.122.24.PAR
$3,375.00
Sub-Total
$3,375.00
$3,375.00
+/- Difference
$0
263 - ESEA, Title III Part A

Goal
Objective
Strategy
reading materials for ELL students
263.11.6329.LE.122.25.000
$873.00
Materials for ELLS
263.61.6399.LE.122.25.000
$5,347.00

Resources Needed
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Account Code
Amount
Campus #122

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Sub-Total
$6,220.00
$6,220.00
+/- Difference
$0
Grand Total
$472,603.82
Campus #122
Addendums

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Campus #122

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Killeen Independent School District

Reeces Creek Elementary School

Board Approval Date: October 28, 2014

Reeces Creek Elementary School

Reeces Creek Elementary School

Reeces Creek Elementary School

Comprehensive Needs Assessment

Pre-K Kinder 1st 2nd 3rd 4th 5th Total %

Reeces Creek Elementary School

Kindergarten mClass Math Overall

Kindergarten TPRI Overall Screening

First Grade mClass Math Overall

First Grade TPRI Overall Screening

Second Grade mClass Math Overall

Second Grade EOY TPRI Reading Comprehension results are as follows:

Objective 2, Strategy 2).

Reeces Creek Elementary School

School Culture and Climate

Reeces Creek Elementary School

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Needs

Reeces Creek Elementary School

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Strengths

Reeces Creek Elementary School

Family and Community Involvement

Family and Community Involvement Strengths

Reeces Creek Elementary School

School Context and Organization

School Context and Organization Strengths

Reeces Creek Elementary School

School Context and Organization Needs

Reeces Creek Elementary School

Reeces Creek Elementary School

Comprehensive Needs Assessment Data Documentation

Economically Disadvantaged / Non-economically disadvantaged performance and participation data

Budgets/entitlements and expenditures data

Reeces Creek Elementary School

1, 2, 3, 5, Inteventionists 8, 9, 10 ARI/AMI Teachers,

Evidence that Demonstrates Success

Student performance on state assessments, benchmarks, and

Students assinged to ISS will maintain passing grades and

Funding Sources: 166 - State Comp Ed - $20417.58

100% of students have access to supplies needed for

Progress as indicated by the Scholastic Math Inventory

Reeces Creek Elementary School

7) Science Starters will be purchased for 3rd, 4th, & 5th

8) Study Island will be utilized in 4th grade for writing and

Students Achievement in writing and science

Funding Sources: 166 - State Comp Ed - $1026.80

Students Achievement as measured by MCLASS, CIRCLE,

Funding Sources: 211 - ESEA, Title I Part A - $2800.00

11) Utilize the Accelerated Reader Program as a

Reeces Creek Elementary School

1) Gifted and Talented students will be provided challenging 1, 3, 6, 8,

Evidence that Demonstrates Success

Jan Mar June

Campus Instructional STAAR performance - Index 4

Funding Sources: 177 - Gifted/Talented - $3709.00

Reeces Creek Elementary School

Evidence that Demonstrates Success

Jan Mar June

Performance of ELL/LEP students