EAJ School Profile 2014-2015

University of St. Thomas, Administrative Internship II

Arciniega, Marta

attending E.A. Jones for 2014-15 school year are male

and 47% female.

Campus Demographics
In 2014-15 school year E.A. Jones had a total enrollment
of 616 students; experiencing about an 8.6% decrease
from the number of children registered in 2013-14.

Ethnic Distribution EAJ 2014-15

0.5%

800

733

747

0.2%

0.3%

1.1%
African American

Total Enrollment EAJ 5-yr

900

1.0%

43.5%

Hispanic
White

766
671

700

Native American

616

600

Asian

500

Pacific Islander

400
300

53.4%

Two or more races

200
100
0
2010-11

2011-12

Total Enrollment

2012-13

2013-14

2014-15

Linear (Total Enrollment)

Historically, the year over year enrollment in Prekindergarten through 5th grade has fluctuated at a rate of
plus/minus 1.5%. The campus organization consists of
self-contained classrooms for grades Pre-Kinder through
2nd grade and team teaching in 3rd thru 5th grades. The
primary grades PK-2 accounted for 50.9% of the total
enrollment and intermediate grades 3-5 represented the
remaining 49.1%.

Economically Disadvantaged
EAJ 5-yr Trend
82.6%

85.0%
80.0%
75.0%
70.0%

82.5%

74.2%

74.5%
76.5%

75.0%

65.0%

% of Total Enrollment by
Grade EAJ 3-yr Trend
% of Total Enrollment

The population identified as economically

disadvantaged decreased from 82.6% and 82.5% in years
2011-12 and 2012-13 respectively to 75.0% in 2013-14
and close to 74.2% in 2014-15.

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Economically Disadvantaged

20.0%
15.0%
10.0%
5.0%
0.0%

2012-13
2013-14
2014-15

E.A. Jones population is predominantly African

American and Hispanic 53.4% and 43.5% respectively,
and only 3.1% other races. Around 53% of students

Around 58.6% of the students were identified as being

at-risk. The school offers a bilingual program that is
currently servicing 139 students in grades PK5. Approximately, 28.8% of the E.A. Jones' students
were identified as LEP and 4.7% as ESL. The number
of special education students in both life skills and
resource was 43 or 7.2% of the population. Also, around
2.5% of the students had been qualified to receive 504
services; and less than 1% of the student population was
categorized as being homeless.

Attendance Rate By Grade

2012-13

Students in Special Programs EAJ

2014-15

800

601

600

100.00%
98.00%
96.00%
94.00%
92.00%
90.00%

446

352

400

173

200

139
43

28

13

15

Special Programs

2nd Semester 2012-13

The on-going mobility rate has presented a favorable

three-year trend, decreasing from 20.5% in 2012 to
16.1% in 2014.

Mobility Rate EAJ 4-yr Trend

22.0%
20.0%

20.5%

19.9%

18.0%
16.0%

Attendance Rate By Grade

2013-14
100.00%
98.00%
96.00%
94.00%
92.00%
90.00%

17.8%
16.1%

14.0%
2010-11

2011-12

2012-13

2013-14

1st Semester 2013-14

Mobility Rate

Attendance Rate EAJ 5-yr

Trend

Discipline Referrals EAJ 3-yr

Data

96.7%

96.6%
96.4%

2009-10

2010-11

2011-12

2012-13

Attendance Rate

2013-14

Number of Infractions

96.9%
96.7%

2nd Semester 2013-14

In 2013-14, the number of out-of-school suspensions

decreased from 101 to 50 cases; and the number of inschool suspensions increased from 12 to 18 incidences.

The 5-year average attendance rate is 96.7%.

97.0%
96.9%
96.8%
96.7%
96.6%
96.5%
96.4%
96.3%
96.2%
96.1%

1st Semester 2012-13

300
250
200
150
100
50
0

270
101 132
50

1212 9

91

13

2013
2014
2012

Type of Referral(Skyward)

The data breakdown on 2013-14 suspension

data reflected a high concentration of infractions among
the African American population, accounting for 95.9%
of all out-school suspensions and 89.9% of the in-school
suspensions. The Hispanic population and the subset of
two or more races accounted for the remaining
suspension cases.

Discipline Referrals By
Ethnic Group EAJ 2013-14

The 5-year trend data showed that teachers have 27.7%

more students in their classroom in 2014-15 than they
did in 2009-10. On average, teachers had 14.4 students
in 2009-10 school year. On 2014-15 these number
increased to 18.4.

Average Students per

Teacher EAJ 5-yr Trend
2014-15

18.4

2013-14

19.5

100%

2012-13

15.4

80%

2011-12

14.6

60%

Two or More

2010-11

14.7

40%

Hispanic

2009-10

14.4

African American

20%

0.0

10.0

20.0

Students per
Teacher

30.0

Average Number of Students per Teacher

0%
ISS

OSS

The 3-year average for teacher ethnicity showed a higher

proportion of African American teachers, accounting for
42.0% of the total. The second largest ethnic group at
E.A. Jones is represented by Hispanic teachers with a
30.7%. The remaining ethnicities were White teachers
with 16.6%, Asian teachers with 8.7%, American Indian
teachers 1.5% and Two or more races with 0.5%.

Teacher Demographics EAJ

3-yr Average
1.5%
16.6%

8.7% 0.5%

African American
Hispanic
42.0%

White
American
Asian

30.7%

Pacific Islander
Two or more races

Texas Academic Performance Report

TEXAS EDUCATION AGENCY

Texas Academic Performance Report
2013-14 Campus Profile
Count/
Average

Percent

District

State

Total Staff

61.7

100.0%

100.0%

100.0%

Professional Staff:

52.9

85.7%

64.0%

64.2%

Teachers

45.2

73.2%

50.9%

51.0%

Professional Support

5.7

9.3%

10.4%

9.3%

Campus Administration
(School Leadership)

2.0

3.2%

2.5%

2.9%

Educational Aides:

8.9

14.3%

7.2%

9.4%

Total Minority Staff:

53.3

86.3%

53.1%

45.7%

Beginning Teachers

5.0

11.0%

5.8%

8.3%

1-5 Years Experience

15.0

33.3%

22.4%

25.3%

6-10 Years Experience

15.9

35.3%

26.6%

22.8%

11-20 Years Experience

8.1

17.8%

30.1%

27.0%

Over 20 Years Experience

1.1

2.5%

15.1%

16.5%

Number of Students per Teacher

14.5

n/a

17.1

15.4

Staff Information

Teachers by Years of Experience:

Campus Goal 2014-15:

Campus leaders will develop strategies that foster a positive school climate for students, teachers, staff,
administrators, and parents by providing professional development in the areas of building and maintaining
relationships and recognizing and celebrating successes of all stake holders every nine weeks.

COMMUNITY

Strengths
Families and the community members have
an opportunity to participate in decision
making
Community Partners
Actions Leading to Results
Parent participation in LPAC and 504
Parent position on CBLT
Recruitment Efforts
Needs

Offer a variety of times and days for school

activities
Have volunteer roles organized and specific
events

Strengths
Students and staff feel safe
Improved Customer Service

Needs

Action Plan
Create opportunities for community partners
to be present on campus
Extend invitations for partners to participate
in school sponsored activities
Invite community members to serve on
decision making boards
Consider alternate time/day(s) for parent

SCHOOL CLIMATE

Actions Leading to Results

Visible and available staff
Staff training in FBISD Exceptional
Customer Service

Roadblocks
Restricted times for use of building
Lack of clarity of expectations of volunteers

Incentives and positive rewards for teachers

and students
Improved communication
Consistency with CHAMPS and
Foundations
Professional development in building
relationships and improving communication
Continue Campus By Design Initiatives with
the Flippen Group to improve
communication and relationships with all
stakeholders at EA Jones Elementary.

Roadblocks
Not enough emphasis placed on recognizing
and celebrating faculty
Unclear participation expectations of faculty
Inconsistency with CHAMPS and
Foundation expectations
Lack of awareness of the importance of
building relationship
Action Plan
Continue Campus By Design Initiatives with
the Flippen Group to improve
communication and relationships with all
stakeholders at EA Jones Elementary.
Implement PLCs to provide professional
development in the areas of classroom
management and building relationships
Adhere to FBISD Customer Service
Expectations
Form moral committee to plan and conduct
monthly recognition & celebration activities
Utilize surveys to collect perception data
(students, teachers, staff)

PARENT INVOLVEMENT

Strengths
PRC assigned to campus
Increase in number of parent volunteers in
the PRC
Strong Bilingual presence on campus
Academic and Enrichment Parent Nights
Actions Leading to Results
Allocation of funds to secure PRC
Solicitation efforts of PRC
Various forms of notification
Recruitment efforts
Title One night and other informational
sessions
Academic and Enrichment Nights
Needs

Increase number of parent volunteers on

campus
Provide instructional resources and tips to
parents
Allocate funding for PRC to facilitate
parental involvement activities including
purchasing materials and supplies for
parent classes, programs, and other events
coordinated by the PRC
Provide instructional resources and tips to
parents in English and Spanish for parents
(Translations)
PTO Recruitment
Emphasize the importance of Parent Policy
and Compact

Roadblocks
Limited communication notices when
extending invitations and soliciting
involvement.
Insufficient funding allocations necessary
support parent center activity
Limited staff to translate communication in
timely manner
Newly formed PTO organization
Action Plan
Increase number of parent volunteers on
campus
Provide instructional resources and tips to
parents
Allocate funding for PRC to facilitate
parental involvement activities including
purchasing materials and supplies for parent
classes, programs, and other events
coordinated by the PRC
Provide copies of parental involvement
policy and parent/school compact
Administer annual perception surveys to
determine parent satisfaction with campus
Offer homework assistance to parents (PRC)
Provide instructional resources and tips to
parents in English and Spanish for parents
Invite community members to serve on
decision making boards (CBLT)