Hurshel Antwine Cougars will challenge themselves to exceed the expectations of society in their academic and technological skills as well as their character and social commitments.

Goal 1:

We will increase the levels of all students’ performance in all grade levels in all TAKS content areas by establishing benchmarks, aligning instructional content, and assessing data to increase student achievement and high graduation rates in compliance with No Child Left Behind requirements.

Goal 2:

We will produce 21st Century citizens, competitors, and leaders by expanding, updating, and integrating technology opportunities for our students.

Goal 3:

We will attract, retain, and provide growth opportunities for highly qualified staff.

Goal 4:

We will provide a fiscally responsible, safe and highly efficient District\Campus environment supportive of student learning.

Goal 5:

We will improve parental/community involvement by creating effective home-to-school communications and increasing family learning opportunities.

Goal 6:

We will provide all students with the opportunity to graduate from high school college-ready and ensure they have the skills to successfully compete in a global economy.

Goal 7:

We will provide facilities that will support the District’s learning environment.

Introduction

Hurshel Antwine School served 1,016 students in grades K-8 during academic year 2008-2009. Antwine expects to serve a projected enrollment of 780 students in grades Pre-K to 5 for academic year 2009-2010. Opened in 2005-2006, Antwine is located in East El Paso County, near the Ft. Bliss Military installation. Due to the Base Realignment and Closure (BRAC) initiative of 2005, we expect the East El Paso County population to grow significantly in 2009-2010. We anticipate that families and young children from all across the United States will move into the Antwine attendance area. We expect that our numbers will reach capacity early in academic year 2009-2010.

Our anticipated student body is projected for 821 students, according to “completed registration packet” data as of 5/21/09: 614 Latino/Hispanic, 32 White, 24 African American, 4 Native American, and 4 Asian American. Five hundred forty-one students will be coded as Economically Disadvantaged and 254 will be coded as Limited English Proficient (LEP). Twenty-six students will be coded Gifted and Talented (GT) and our special education population will be at 69.

Data used to compose this comprehensive needs assessment was taken from several sources, including the following: TAKS Scores for year 2008-2009, SELP Scores, TELPAS scores, TPRI/TJL Scores, District Benchmark scores, Parent Surveys, and other data supplied by PEIMS.

Goal #1A:
For the 2009-2010 school year, Hurshel Antwine will become a "Recognized" Campus. Progress will be measured by AEIS reports.

Hurshel Antwine is considered an "Academically Acceptable" campus for the 2008-2009 school year, based on the Socorro ISD “Preliminary TAKS Accountability Results 2009”:

Reading - 88% Passing
Writing - 90% Passing
Social Studies - 89% Passing
Math - 78% Passing
Science - 55% Passing

All passing rates remained stable, except for our science scores which dropped from a 65% passing rate and our social studies scores which increased to 89% passing rate.

In our effort to obtain “Recognized”, Antwine will use the SISD Instructional Specialists at campus discretion to assist with Power Planning, coaching teachers, and helping teachers to truly understand the TEKS, especially the new TEKS for Science and English/Language Arts/Reading. We will also utilize the following personnel: Campus At-Risk Aides, Campus TSA for Science,Campus Literacy Coach, and District Instructional Specialists.

We will form vertical alignment teams to ensure that science instruction in grades K-4 support the expectations of students in grade 5. Committees will determine the TEKS that need to be mastered by each student by the end of each grade level. We will also implement two science labs in which students can engage in hands-on learning, one lab for K-2 and one lab for 3-5. We will ensure each lab has sufficient equipment and materials to be fully functional.

We understand that the foundation for literacy and computation skills begins in grades K-2. We will provide after school tutoring for these students in reading and math and include these students in our intersession programs.

Goal #1B:
For the 2009-2010 school year, Hurshel Antwine will have 80% of Special Education students passing TAKS/TAKS-A or TAKS-M in reading and math. 100% of our Special Education students will pass the TAKS-Alt. Progress will be measured using TAKS data.

In academic year 2008-2009, Antwine did not make AYP due to the passing rate of our special education students in reading and math. In addition, almost 50% of our students who participated in TAKS-Alt did not meet passing standards. As a result, Antwine made the following changes to our academic program in order to meet AYP for our special education population:

There was a change in SPED assignments for the SPED personnel and the SPED department was restructured. A SPED chairperson was appointed and regularly collaborated with SPED teachers and leadership to provide a clear, academic purpose of increasing achievement levels of our students. We assigned an administrator to oversee the placement of all SPED students and track data according to benchmarks, grades, and teacher observation.

We strengthened our Inclusion Team and met our goal of monthly meetings. We trained general education and special education teachers on the collaborative process of using the co-teaching instructional model. We met with parents during parent conferences and ARD's to invite them to try the CWC experience so that the child was exposed to the rigor of the general education curriculum with special education support. This directly impacted our SSI grade levels as well as non-SSI grade levels. Of course, each decision was made based upon the individual child's needs.

In collaboration with our diagnostician, we were able to dismiss 17 students from SPED services after careful review of each student’s academic performance data, coding, services and progress. As a result we reduced our special education population in grades 3-8 to 8 % as of the October 31, 2008 PEIMS Snapshot.

All Special Education teachers were teamed with a grade level to receive the same training as general education teachers. (For example, Debbie Stewart Math training, SIOP, Destination Reading, Destination Math, TMDS and TSDS data bank and Power Planning days once per quarter.) We also incorporated focused tutoring during the school day, After-School tutoring, use of Pacing Guides, Kilgo stems, Kilgo's Level 3 and 4 questions, Saturday School tutoring, Intersession, Interactive notebooks for Middle School-Reading, Math and Science as well as flip charts. Our goal was to provide our K-5 special education teachers with Open Court Reading materials and Houghton-Mifflin Math materials. Although were able to obtain some materials, an entire curricular program was not provided to our campus.

Middle school teachers were provided a second conference period in which to document and meet the needs of our students coded as "at-risk". As we become a Pre-K to 5 campus, the “at-risk” conference period will no longer be required.

The Teacher Support Team (TST) process was strengthened and monitored more closely. Out of a total of 71 TST referrals, 3 resulted in recommendations for Full Individual Evaluation (FIE) by our diagnostician, 3 resulted in recommendations for dyslexia evaluation and 1 resulted in recommendation for 504.

These strategies also helped our special education students who are coded as LEP to increase their TELPAS, SELP and TAKS scores so that they could more successfully and confidently exit the bilingual program. Our LPAC was able to remove the LEP code from 3 SPED students in the Structured Learning Unit.

Our challenges for the 2009-2010 academic year will be to serve a higher percentage of special education students that are coming to our campus due to redistricting and/or overflow. Our special education population will increase to 9% in grades 3, 4, and 5. We will also have a higher number of students in our Structured Learning Unit and our Self-Contained Academics Unit, requiring more staff development, reallocation of resources, and additional assistance from other district personnel.

Goal #1C
For the 2009-2010 school year, Hurshel Antwine will have 70% of English Language Learners passing TAKS/TAKS-A or TAKS-M in reading, math, writing and science. Progress will be measured using TAKS data.

For the 2008-2009 school year, Antwine enrolled all bilingual students in a transitional bilingual program. Unless a student was a newcomer to the U.S., all bilingual children were instructed in English, with Spanish support. At our end-of-year LPAC, we exited 10 students in grade 3 with 10 pending the passing of 3rd administration of TAKS reading and/or math. We also exited 7 students in grade 4.

As we further disaggregated our sub-population TAKS data, we discovered that our English Learners, who are coded as “LEP” in PEIMS, did not perform to passing standards in writing and science. As a result, we will focus more of our objectives on providing these students with a higher quality of instruction based on scientifically-based research (SBR) strategies. We will review our ESL instructional program and our sheltered English instruction.

We will ensure better equity among the bilingual classrooms in terms of the range of English Learners in each class. (i.e. one teacher will not have all beginners or all proficient students) We will also investigate more effective models of English as a Second Language (ESL) curriculum such as Rosetta Stone, Lexia, Achieve 3000 and Leap Pad for grades K-2. We will need additional training for bilingual teachers who must teach both developmental and transitional models in one classroom setting due to lack of numbers to create a full transitional or a full developmental classroom.

We will monitor more closely the academic progress of our English Learners mid-year and adjust instruction accordingly. We will need to train the entire staff on issues related to English Learners, including use of TELPAS and SELP assessment data. We will also designate an English Learner mentor who will assist all teachers with policies and procedures. We will allocate funds to provide staff development for all staff members and allocate funds for our LPAC Coordinators to review documentation to better serve and place English Learners.

Goal #2
For the 2009-2010 school year, Hurshel Antwine will train 100% of our teachers in the effective use of available technology to analyze student performance data. Progress will be measured by usage reports, grade level/content area meeting minutes, and sign-in sheets.

Hurshel Antwine is a very well-equipped campus in terms of technological resources. Every classroom has an Interactive White Board and a teacher station. There are currently 4 computer labs on campus with approximately 25 computers each. We also have two Computers on Wheels (COWS). The types of training offered to our teachers include the following: School House, Online Student Profiles, Destination Math, Destination Reading for ESL Academies, Achieve 3000, TAKScope, Mambo Webpages, Activotes, IWB, TSDS/TMDS, ScanTEK, United Streaming, eSMART, and eHAC.

Instructional technologists trained teachers how to develop alignment input forms for Edusoft. This allowed teachers to create answer documents that matched the common assessments for their grade level or subject. Teachers did this twice per grading period. As a result, teachers became more accountable for their own student data which allowed them to make more informed decisions about interventions and lesson planning.

Grade K-3 Teachers also learned how to hot-sync their own Palm Pilots for the Texas Primary Reading Inventory. Teachers also learned how to access a variety of reports on student progress in reading, which in-turn were used during TST meetings to make more informed decisions about reading interventions.

We will strengthen our project-based learning using technology, specifically incorporating the use of DKC with our librarian for more effective and engaging research practices in grades 2-5. We will emphasize basic skills in grades K-1. However, our goal is to incorporate this strategy with all students, including English Learners and SPED students.

We will provide our Grade 5 teachers with staff development time to align the ScanTEK activities to our pacing guides and the new science TEKS. We will provide training to teachers to use the activities to supplement direct instruction in the classroom for grades 3-5. We will install ScanTEK software for Grade 2 teachers so primary students can be exposed to the program. We will allocate funds to replace ScanTEK misplaced parts as well as allocate funds for an IWB in the lab. We will also ensure that enough supplies and materials are provided.



Goal #3
For the 2009-2010 school year, Hurshel Antwine will support all “new” teachers to Hurshel Antwine, including: teachers who are new to the profession, new to the campus, new to the district and new to the grade level. Progress will be measured by usage reports, staff development rosters, STAR Chart data, and classroom observations.

We understand that there will be several teachers who are veterans of the profession who may need a different level of support. We will ensure that all new teachers are assigned a mentor, be it through the TIPS program, or a campus-based program. Such a campus-based program would be developed by campus mentors to ensure structure and consistency across all grade levels. Release time will need to be budgeted in order for master teachers to effectively mentor new teachers.

We understand that several teachers will be either new to the profession or new to our campus and will come with a variety of levels of technological proficiency. We will ensure these teachers are trained to maintain our level of excellence. We will need to purchase an IWB for each of our new Pre-K teachers’ classrooms.

These teachers will also need to be trained in Open Court, Houghton Mifflin Math, TPRI/TJL, GT programs and our Olweus Bullying prevention programs. Additional materials will need to be purchased to assist our new teachers and funds will need to be allocated for training and/or release time.


Goal # 4
For the 2009-2010 school year, the number of bullying incidents at Hurshel Antwine will decrease by 30%. Progress will be measured by data supplied by PEIMS.

For the 2008-2009 school year, the incidents of bullying decreased by 17%, below our goal of 30%, but a great improvement that can be attributed to the following:

All teachers were trained in using the Olweus Bullying Prevention Program. A coordinating committee attended training in the summer of 2008 and organized training and implementation of the program in Fall 2008. A classroom syllabus was developed that guided teachers in specific lessons and resources.

We will continue the Olweus program for year 2009-2010, expanding our coordinating committee and will train all new teachers in the program. We will also hold a new “Kick-Off” Event early in the year to re-capture the momentum of this past year. Funds will be allocated to provide new teachers with appropriate resources to implement the program in their classroom.

We would also like to expand the coordinating committee to include business partners, parents and other community members. We will arrange for a “Bully-Free Zone” spot during Friday broadcasts that will reinforce the theme/lesson in the week's classroom activity. We will integrate the Olweus program more closely with our positive behavior reinforcement system and our Teacher Support Teams (TST). We will create a more visible presence of our anti-bullying campaign by displaying more posters and banners in more areas of the campus.

Our counseling department provided our students with a variety of services such as: Group counseling, individual counseling, social skills groups, Sense of Self (SOS) groups, Students of Military Families support groups and a Newcomer Group for students who are recent immigrants to the U.S. Strategies used in these services are based on Character Education and include guided lessons, modeling, and role-playing. We will continue all of our counseling activities, specifically targeting our Military families, in anticipation of an increased enrollment of students belonging to this demographic group.


Goal # 5
For the 2009-2010 school year, Hurshel Antwine will increase our parent involvement. Progress will be measured by sign-in sheets kept by our Parent Liaison.

We have employed a full time Parent Liasion to help create a large parent support base for the Antwine Community. Our Parent Liaison will assist us in the creation of a plan to increase parent communication and participation. This plan will include development of a parent education program that will invite parents to participate in personal growth education such as ESL, Computer Skills, library skills and meeting the needs of special education students. These classes will be taught by instructional staff on a volunteer basis. We will continue to offer after school sports programs in order to increase elementary student participation in extra-curricular activities. A plan to beautify the campus will be created in order to create a more inviting and aesthetically pleasing facility (murals, pictures, banners, posters, etc.). Our plan will also target parent volunteerism in the classroom/laboratory setting so that parents can better understand the instruction that their children are benefitting from and how to better support the teachers.

The Instructional Technologist will also re-train teachers on the development of a classroom website using MAMBO. Parents will be able to see classroom rules and procedures, supply lists, and current events.

Our librarian will schedule times in which parents can use the computers in the library during designated times in order to accommodate parents who do not have a computer and/or internet access.

We will continue to send newsletters to the parents on a quarterly basis with updates about instructional programs, extracurricular activities and additional resources.

All written communication will continue to be bilingual (Spanish and English) to ensure that all parents are able to receive information.

We will continue to use the Global Connect system to notify parents about upcoming events and important dates.

We will continue to provide informational parent nights about TAKS testing requirements and strategies for success.

We will continue to hold Student Led Conferences twice a year in order to empower students to more effectively communicate with their parents about their academic success.

We will continue to provide each student with an agenda in order to assist students in completion of assignments as well as be used as an additional tool to communicate with parents.

Goal #6
For the 2009-2010 school year, Hurshel Antwine will identify and qualify a greater number of students for our Gifted and Talented program to equal 10% of our student population. Progress will be measured by PEIMS data.

For the 2008-2009 school year we had a total of 70 students coded as GT, giving us a percentage of 7%, a significant increase from the previous school year. This gain is attributed to the designation of an additional GT Coordinator for the elementary grades and closer monitoring of the GT program by our assistant principal.

For 2008-2009, we had 29 students enrolled in Algebra I, up from 8 the previous year. Sixty-six percent of these students enrolled in Algebra 1 met the passing standards on the Texas End-of-Course Algebra 1 exam. We also added Pre-AP Language Arts for Grade 7 and Pre-AP Science for Grade 8.

The following changes also helped to increase the number of students who participated in Pre-AP and GT programs:

We provided meetings for parents who include Pre-AP Nights to inform parents about curricular opportunities for advanced credit and opportunity.

We are also sponsored activities such as the "Go Get It" College Week in which our counselors displayed photographs of teachers in cap and gown and incorporated a “Career Awareness” theme.

We will implement a "College T-Shirt Friday" in which staff members wear clothing that represents various universities and colleges across the nation.

The challenge for our campus in 2009-2010 will be to identify more students for participation in the GT program. Our expected enrollment of GT students will be only 26 students out of a projected 821, bringing our percentage down to 3%.

In order to address this need, we will continue to designate a GT Coordinator for our elementary grades and will continue to provide administrative monitoring of the GT program. We will need to ensure that additional training is provided to our teachers in the identification process of students, including those in at-risk and English Learner and Special Education categories.

We will continue to provide differentiated instruction in order to enhance rigor and relevance for GT students to participate in various project-based activities which will start at the beginning of the academic school year. We will continue to recruit qualified students to compete in UIL competitions. We will form a GT Committee to help review and revise our plan to serve our GT students more effectively

Goal #7
For the 2009-2010 school year, Hurshel Antwine will continue to upgrade/maintain our facilities as needed in order to provide a safe and attractive environment for our students, 100% of the time. Progress will be measured by reports from Department of Operations and by principal evaluation.

For the 2008-2009 school year, 69% of our work orders were completed by district personnel between July 2008 and May 2009. We were able to re-model the administrative offices to accommodate our additional Assistant Principal position and to provide a more secure environment in which to account for and store cash and other funds generated from the cafeteria, fundraisers, and other sales. We also fundraised to provide 4 shaded canopy areas for students and parents, where there were none previously. We also fundraised to provide a marquee in which to communicate more effectively with the parents and community as well as to beautify our campus.

We will work to procure an additional playground in order to accommodate our growing elementary population as we make the transition from a K-8 school to a Pre-K to 5 school.

Administration will continue to communicate with custodial staff on a weekly basis to inform them of additional work orders that need to be placed and will work with district personnel to see that work orders are completed in a timely manner.

A plan to beautify the campus will be created in order to create a more inviting and aesthetically pleasing facility (murals, pictures, banners, posters, etc.).

-State and Local Funds

Basic Educational Services	$ 103,848,281
Gifted and Talented Education	$ 659,238
Career and Technical Education	$ 6,553,494
Special Education	$ 24, 049,924
State Compensatory Education (Accelerated Education)	$ 238,912
Bilingual / English as a Second Language	$ 23,470,376
State Compensatory Education (KEYS)	$ 2,244,764
State Compensatory Education (Schoolwide)	$ 13,490,639
Athletics	$ 4,173,915
Undistributed	$ 90,970,019
Grand Total	$ 269,699,562

-No Child Left Behind Federal Grants

Title I, Part A	$ 8,938,885
Title I, Part C	$ 124,650
Title I, Part D	$ 15,869
Title II, Part A	$ 1,444,905
Title II, Part D	$ 86,350
Title III, Part A LEP	$ 972,055
Title IV, Part A SDFSC	$ 102,596
Grand Total	$ 11,685,310

In accordance with the administrative procedures established under Education Code 11.251(b), the campus-level committee shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization. Education code 11.253(e)