CAMPUS IMPROVEMENT PROJECTS

Campus Improvement Projects

for A.M. Aikin Elementary School
University of St. Thomas
May 2, 2015
Dana B. Ricks

Dana B. Ricks/May 2, 2015

CAMPUS IMPROVEMENT PROJECTS

There are three projects that could greatly enhance the learning and success of students and
families at A.M. Aikin Elementary School in New Caney, Texas. After serving as the school
counselor for the past two years, I have noticed these problem areas and would like to make a
positive difference by implementing relatively simple changes. Changes would be focused on
improving students self-confidence and grades, parent participation, and student test scores in
the areas of math and science.
Improve the After-School Tutoring Program

As evidenced by the e-mails above, I have had phone calls and meetings with many parents
this year concerned about their students grades and/or self-esteem because of poor grades. I
started off tutoring one student one day a week, and now at the end of the year, my group can
include as many as nine students from grades three through five. I work with them three days a
week. Every student who attends on a regular basis from 5th grade passed the Reading STAAR
test.

Dana B. Ricks/May 2, 2015

CAMPUS IMPROVEMENT PROJECTS

While a few teachers tutor after school five that I know of most do not. In this era of
high-stakes testing, I feel that this service is not only needed but imperative. Fifth graders
especially feel the pressure of needing to pass the test to go on to middle school. I see as a
counselor how this affects them emotionally. In my previous school district, each teacher was
required to tutor one day per week before or after school. That way, students had many options
when trying to fit tutoring into their families busy schedules. All teachers then received an extra
bonus at Christmas and at the beginning of the summer. It wasnt much - $100.00, but we were
always happy to receive it. I know that we have funds for tutoring in New Caney, and I would
like to see a policy such as this implemented as an administrator. Many teachers are in the
building at those times anyway, and it just takes a few minutes to sit down with a child, listen to
them, and help them figure out whatever they are struggling with.
English Classes for Parents

Dana B. Ricks/May 2, 2015

CAMPUS IMPROVEMENT PROJECTS

After a quick review of the Texas Academic Performance Report (TAPR) on my campus, one
can see that the majority of our students are Hispanic (75.5%) and English Language Learners
(63.1%). The majority of our students come to us in pre-kindergarten with little to no English.
Many parents do not speak English. Most of our students are also economically disadvantaged
(76.9%). I believe this is partly a result of the families struggles to earn a living in an Englishspeaking country. If we offered parent classes one night per week after school, we could help
them to be more successful in their jobs and in helping their children learn a new language. A
bilingual teacher could provide this service instead of tutoring students after school for the same
monetary bonus listed in the paragraph above. Since most parents will also likely need child
care during this time, a paraprofessional could be paid for one additional hour per week. I
believe that this will not only improve parent-school communication and trust but will also pay
off in increased student performance when they see how their parents view education.
Greater Focus on Math and Science Skills

Dana B. Ricks/May 2, 2015

CAMPUS IMPROVEMENT PROJECTS

After reviewing our TAPR data for last year, I also realized that our campus scored far below
the state averages in both science and math on the STAAR tests. I believe this occurs for several
reasons: the school campus improvement plan (CIP) focuses mainly on reading; we need
improved science and math instructional materials; and we need a science lab. Last year, when
the 5th grade science teacher was told she would not be returning the following year, she
essentially stopped teaching all science. I offered to teach her class in the two weeks preceding
the Science STAAR test. I contacted the academic lead teacher at my former campus where I
taught science. She told me about a two-week program I could use to review all the science
TEKS. It only cost $100.00, and the kids loved it. Several students mentioned to me that they
finally understood concepts that had always eluded them. If I had more time, I would have loved
to institute one science lab day per week because I have seen how students love learning science
this way. I also believe that re-teaching both math and science skills in tutoring can make a big
difference with struggling students.
These three plans, while relatively simple and inexpensive, could lead to great improvements
at Aikin Elementary. All three projects are in accordance with the CIP which seeks to improve
test scores in all subject areas and to increase parent-school communication and trust. As a future
administrator, I will fight to implement these ideas from my very first day.

Dana B. Ricks/May 2, 2015