Loc Objective Strategy Provide a rationale explaining why this strategy is currently working or not working. What actions will you take to ensure that this strategy meets its objective by May? (Please be thorough in your answer - provide at least 3 sentences) will develop and implement a plan of action to ensure that its stakeholders feel safe at school and school events. Tha campus safety committee will lead, implement and review the Olweus anti-bullying program, discipline management program, district aligned safety drill training, and campus visitor policy. Stated strategies to support the objective have been implemented and have impacted the campus in a successful way. The Campus has continued to provide the Oleweus lessons for students on a weekly basis. Administration monitors lessons and provide instructional support. The campus has seen a positive impact in developing students to become proactive and report any bullying situations (directly and indirectly). Discipline management efforts have resulted in a decline in discipline referrals. Campus counselor has provided small group interventions as well as goal setting strategies to help teach student manage their behavior. Teachers are working with students and redirecting Level 1 incidents. Area that is still developing is the continuing to support and help teachers understand how to provide behavior interventions. Monthly drills have been conducted to practice and prepare the campus community for any situation. Our goal is to continue to develop the Parent Volunteer Top Dog program and increase our number of father volunteers. Page 1 of 12
will fulfill 100% of the requirements for safety audits and safety drills to be prepared for multiple emergency scenarios. Tha campus safety committee will meet on a monthly basis to lead, implement and review the district aligned safety drill training and audits. Escontrias has complied with all safety audits and drills. Safety meetings have been implemented. Monthly meetings need to be held to finalize the Emergency Operation Plan for 16-17 and prepare for our Safety Audit in May. During the next safety meeting we will select personal to assist in a campus audit team to ensure all areas of concern have been addressed. For the 2015-2016 school year, the attendance rate for all students at Escontrias Early Childhood will increase by 1.4 percentage point over the attendance rate of the previous year (95.6% to 97%). The campus attendance committee will lead, implement and review attendance initiatives that provide incentives and accountablity for students and parents. Student incentives for perfect attendance have continued to work (Monthly Free Dress day). Attendance is at a 97%. Administration has also made sure to follow up with parents of students that have three or more unexcused or excessive absences. Administration is utilizing these meetings to discuss with parents the importance of attending school. Other parents are informed of the expectations and consequences through notices, phone calls and conferences with administration. Attendance committee will continue to meet on a monthly basis to track progress and make adjustments to plan. Students being picked up early is still a concern. A notice addressing the concern of lost instructional time is sent to parents that have a high volume or reflect a frequent pattern of picking up students before the instructional day concludes. Page 2 of 12
For the 2015-2016 school year, the total number of disciplinary incidents at Escontrias will decrease by 10%. By the end of the 2015-2016 school year, 100% of Escontrias teachers will be familiar with the requirements of House Bill 5. The campus safety committee will lead, implement and review the Olweus anti-bullying program and discipline management program. The campus administrators will present House Bill 5 information to faculty, staff, parents and students through monthly faculty meetings, after school community meetings, and written parent communication. This objective has been met and there has been a significant decline in referrals to the office. The implementation of the counselor s accountability program with students has helped many students change their behavior in a positive manner. The next step is to continue to decrease discipline concern with the implementation of the Positive Behavior and Intervention Support program (PBIS). Strategy is working to increase HB5 awareness. Attendance policies have been communicated to faculty, staff, parents and students. Students have also been exposed to the five graduation plan endorsements through the campus career day activities and presenters. Campus will continue to support the district's "Pathway to Success" initiative. By the end of May 2016, Escontrias will develop and implement a College and Career Ready Strategic Plan. Instructional leadership team will evaluate current practices, programs, and systems to determine effectiveness on increasing student achievement and in turn develop student college and career readiness. Strategy is supporting several new teachers and we will continue to implement Fundamental Five strategies, Guided Reading and Guided Math. Instructional Leadership is modeling best practices at trainings and in the classrooms. Leaderhship is also monitoring this daily to ensure it's success. Page 3 of 12
For the 2015-2016 school year, 100% of RTI committee will evaluate individual student Escontrias students, encompassing all needs and data to ensure that all students in special and sub-populations, will be placed need of interventions are making progress to in proper learning environments and close their specific academic gap. Student data proper grade levels to ensure that they will be collected through screening assessment reach their full potential. tools, weekly performance assessments, and documented teacher observation. Strategy is working based on progress made by the RTI committee. RTI meetings identify students At-Risk, monitor student progress, and provide support for instruction and intervention to help differentiate instruction. Students are being identified early and provided with interventions to support their academic growth. The RTI committee will continue to develop and implement the RTI system components. 100% of At- Risk students that are failing one or more content areas and/or coded At-Risk ( D, F, T and H ) have documented interventions on the Eduphoria. For the 2015-2016 school year, 100% of Leadership team will evaluate classrooms and Escontrias students, encompassing all ensure a quality learning environment with special and sub-populations, will be placed appropriate instructional rugs and properly in proper learning environments and functioning technology including student proper grade levels to ensure that they computers, headphones, projectors, mobile reach their full potential. devices and internet connectivity. Strategy is working. Campus is in the process of ordering new projectors for all classrooms in need of new Dell projectors. Laptops are also in the process of being ordered to replace broken units. Memory upgrades have been installed in classroom computers to improve performance. New desktops have been ordered to replace outdated units. For the 2015-2016 school year, 100% of Escontrias students, encompassing all special and sub-populations, will be placed in proper learning environments and proper grade levels to ensure that they reach their full potential. Leadership team along with grade level teams will plan and implement enrichment activities that supplement the core curriculum to include field trips, family learning nights, math competitions, and science fair competitions. Strategy is working based on monthly community learning nights. Robotics team has been practicing on a regular bases. PE coaches have volunteered after school to develop volleyball and basketball teams to compete. Science fair opporunities have been successfully completed for 3rd through 5th grade students. Page 4 of 12
By January 2016, Escontrias shall increase the level of instructional rigor across the core content areas, to indicate an overall student achievement from 85% (2015) to 90% as measured by TEA Index 1 and from 35 to 40 points as measured by Index 2 Post Secondary Readiness. classroom teachers by providing instructional walkthrough feedback based on the Fundamental Five instructional model, facilitating professional development opportunities and leading team discussion of relevant student data. Strategy is working. The Instructional Leadership Team is in classrooms daily and provides teachers with feedback. ILT is providing professional development during half day staff development to provide Fundamental Five modeling, review and feedback. in Reading from 86% (Spring 2015) to 90% classroom Reading instruction by providing teachers with instructional walkthrough feedback, professional development on research based best Reading practices, and team discussion of relevant student Reading data. Strategy is working. The Instructional Leadership Team is in classrooms daily and provides teachers with feedback. ILT is providing professional development where needed: Istation Teacher Resources, Lexia program and Teacher Resources, JCSpell, Phonemic Awareness, Daily Five, Guided Reading, Guided Math. ILT meets with teachers to decipher IFDs and plan next steps using both whole class and individual student scores. ILT meets with teachers both in a group or individually and has an open door policy in which teachers can ask for assistance. in Reading from 86% (Spring 2015) to 90% Classroom teachers will evaluate individual student Reading needs and data to ensure that all students in need of interventions are making progress to close their specific academic gap. Student Reading data will be collected through screening assessment tools and weekly performance assessments. Students will be identified and provided interventions based on a 3 Tier model system. Tier 2 and 3 student data will be monitored on a weekly basis. Resources to purchase include Lone Star Target Reading. Strategy is working based on teachers using Istation, District Milestones, fluency probess, and 4th and 9th week reading assessments to identify students in need of interventions. Our first grade teachers provide an extra layer of intervention during Super School - 3 hours a week. Teachers use small group to provide further interventions. Early Childhood used four instructional aides to assist our students with interventions and our first grade teachers provide tutoring after school. Page 5 of 12
in Mathematics from 85.5% (Spring 2015) to 90% in Mathematics from 85.5% (Spring 2015) to 90% classroom Math instruction by providing teachers with instructional walkthrough feedback, professional development on research based best Math practices, and team discussion of relevant student Math data. Classroom teachers will evaluate individual student Math needs and data to ensure that all students in need of interventions are making progress to close their specific academic gap. Student Math data will be collected through screening assessment tools, weekly performance assessments, and documented teacher observation. Students will be identified and provided interventions based on a 3 Tier model system. Resources to purchase will include Lone Star Target the Question. Strategy is working. The Instructional Leadership Team is in classrooms daily and provides teachers with feedback. ILT is providing professional development where needed: ILT meets with teachers to decipher math IFDs and plan next steps. ILT provides teachers with activities and resources for teaching math concepts. ILT meets with teachers both in a group or individually and has an open door policy where teachers can ask for assistance. Strategy is working based on teachers using District Math BOY, MOY, and EOY assessments, weekly math fluency assessments, and 4th and 9th week math assessments to identify students in need of interventions. First grade teachers provide an extra layer of intervention during Super School - 3 hours a week. Teachers use small group to provide further interventions. Early Childhood uses four Instructional Aides to assist our students with interventions and first grade teachers provide tutoring after school. in Science from 77% (Spring 2015) to 85% classroom Science instruction by providing teachers with instructional walkthrough feedback, professional development on hands on Science lessons, and team discussion of relevant student Science data. Strategy is working based on teachers using the Science Lab weekly, and 4th and 8th week science assessments to identify students in need of interventions. Professional development has been provided to PK - 5th grade teachers. The Science Labs are available to K - 5th grade students. The Science Vertical Team is collaborating and has provided 1st - 4th grade teachers with a list of TEKS to implement for better instruction. Page 6 of 12
in Science from 77% (Spring 2015) to 85% Classroom teachers will evaluate individual student Science data to ensure that all students in need of interventions are making progress to close their specific academic gap. Student Science data will be collected through weekly performance assessments, and documented teacher observation. Strategy is working based on teachers using the Science Lab weekly and a campus wide interventions focused on math, reading and writing. K - 5th grade students are receiving data based science interventions both in the Science Lab and in the classrooms. All teachers are using Texas Resource System IFDs unit assessments to plan and implement TEKS based instruction. The Science Vertical Team is collaborating and has provided 1st - 4th grade teachers with a list of TEKS to implement for better instruction. in Science from 77% (Spring 2015) to 85% in Writing from 81% (Spring 2015) to 90% classroom Science instruction by creating a science lab to provide hands on scientific investigations. Science lab equipment will be purchased and support from a temporary instructional aide will be provided. classroom Writing instruction by providing teachers with instructional walkthrough feedback, professional development on research based instructional practices in Writing, and team discussion of relevant student Writing data. Strategy is working based on teachers using the Science Lab weekly and a campus wide interventions focused on math, reading and writing. K - 5th grade students are receiving data based science interventions both in the Science Lab and in the classrooms. All teachers are using Texas Resource System IFDs unit assessments to plan and implement TEKS based instruction. The Science Vertical Team is collaborating and has provided 1st - 4th grade teachers with a list of TEKS to implement for better instruction. Strategy is working. The Instructional Leadership Team is in classrooms daily and provide teachers with feedback. Campus has a Book of the Month writing assignment. ILT meets with teachers to decipher ELAR IFDs and plan writing actiities: ie, writing lists, poems, invitations, etc. ILT provides teachers with activities and resources for writing concepts. ILT meets with teachers both in a group or individually and has an open door policy which teachers can ask for assistance. Page 7 of 12
in Writing from 81% (Spring 2015) to 90% Classroom teachers will evaluate individual student Writing needs and data to ensure that all students in need of interventions are making progress to close their specific academic gap. Student Writing data will be collected through weekly performance assessments, and documented teacher observation. Resources to purchase will include Kamico Writing. Strategy is working based on teachers using the ELAR IFD performance assessments that relate to writing and 4th and 8th week writing assessments to identify students in need of interventions. Teachers also use daily classroom observations to identify student needs. Teachers are in the process of being trained in JCSpell which will progress from writing letters, to a sentence, to a paragraph. For the 2015-2016 school year, the number of teachers that demonstrate increased instructional effectiveness (as measured by PDAS, walkthroughs, etc.) will increase by 20%. will maintain 100% Highly Qualified teachers in all core academic subjects. classroom teachers by providing instructional walkthrough feedback based on individual teacher goals, professional development on research based best practices, and team discussion of relevant student data. Administration team will form and lead interview committees made up of members of the instructional leadership team and grade level teachers when filling faculty and staff vacancies. Strategy is working based on walkthrough data and feedback provided through Eduphoria comments and grade level meetings. Data Based communication between grade levels and instructional leadership team will continue to identify and provide professional development. Strategy is working based on administration successfully screening applicants and using effective interview committees to hire highly qualified staff to fill vacancies when approved by district HR. Campus will continue to follow the process. During the 2015-2016 school year, Escontrias will increase the number of professional development opportunities Instructional leadership team and classroom teachers will collaboratively evaluate current practices, programs, and systems to adjust, Strategy is working. ILT members are in classrooms daily and adjust staff development to match the needs that are observed. ILT also ellicit from teachers their offered to employees by 20% as compared plan and implement ongoing staff development staff development needs. Grade levels meet with ILT 2 - to the 2014-2015 school year. that will be provided at a minimum of 2 times 4 times monthly. ILT continues to have an open door monthly. Staff development will include DI policy where teachers know they can ask for help. ILT (differentiated instruction), Thinking Maps, will use sign in sheets to determine the number of PD Balanced Reading. opportunities and its increase. Page 8 of 12
During the 2015-2016 school year, Escontrias will allocate funding to purchase scientifically research-based programs, materials, and/or resources for professional development training in order to meet 100% of system safeguard indicators. Administration will purchase staff development materials for implementation of Singapore Math strategies, Close Reading Strategies and Balanced Literacy. During the 2015-2016 school year, Parent Liaisons, faculty, staff and Escontrias will increase the number of administration will provide educational collaborative educational involvement activities and events for parents and community members by 10% as compared to the 2014-2015 school year to promote teamwork and unity in the education of students. involvement activities and events for parents and community members on current issues and trends that affect students' safety in the social, emotional, physical and educational setting. Activities will include: refreshments, supplies and materials for family frameworks and parent meetings. Strategy is in the process of being implemented. Administration is currently evaluating Singapore Math training materials and existing materials are being used to to begin introductory training. Student materials and resources that support Close Reading and Balanced Literacy instruction have been ordered for all grade levels based on their feedback. Administration can begin to provide sessions through the parent liasons that can include topics such as, properly identifying bullying, safety procedures students follow, and effects of social media. These current issues are areas of concern that can be shared. will increase the number of notifications, sent via newsletters, email, etc. to parents, business, and community members by 10%. Disseminate information to parents and community regarding campus initiatives, programs and general information through campus monthly newsletters, event-driven flyers, campus website, automated phone messages, marquee postings and family nights. Strategy is working based on parent meetings held during the fall semester to share information with parents. We have been able to provide information through monthly calendars, school messengers, school marquis, and Twitter to allow parents to receive current information immediately. Page 9 of 12
By the end of the 2015-2016 school year, Escontrias will increase, by 3 over the previous year, the number of partnership activities with businesses, higher education institutions, and other outside agencies to support student education. Campus counselors and parent liaisons will make contact with businesses, higher education institutions, and other outside agencies to create partnerships that support student education. Strategy is working based on EECC increasing the number of relationships with the community and the activities that come with the partnership. Whataburger is one of our newest partner who provides a monetary donation to support the Children s Access to Mentors Promotes Success (CHAMPS). The School Spirit Night raised funds that afford students the ability to participate in college readiness activities such as University showcase. Through the showcase we expose our students to higher education. With the help of UTEP who assist with Career Day, Generation Texas Week, and motivational events for the students. High school magnet programa are also utilized to teach our students what is available at the secondary level. will have a minimum of 2 customer service training(s) to ensure a positive and welcoming school climate for parents and community members. Administration will set up a minimum of 2 customer service training(s) to ensure a positive and welcoming school climate for parents and community members. Training will be provided by administration and/or trained district personnel. A customer service training was conducted for all Escontrias personnel to include office personnel, monitors and teachers. A second training will be conducted during the second semester. During this training we will include all faculty and staff again. An effort will be made to include real situations that have been observed at the campus that can be used to focus on areas of concern. Page 10 of 12
For the 2015-2016 school year, 90% of all students in all subgroups at Escontrias will meet district, state, and federal accountability standards and measured by reports such as the Performance-Based Monitoring Analysis System. Classroom teachers will evaluate at-risk student data on a weekly basis to ensure that all students in need of interventions are making progress to close their specific academic gap. Student data will be collected through screening, diagnostic tools and weekly performance assessments. At-risk students will be identified and provided interventions based on a 3 Tier model system. Tier 2 students will receive small group intervention at least 3 times per week and Tier 3 students will receive more intensive intervention on a daily basis. Strategy is working. TIA's will continue to provide assistance in the classroom and during intervention time to address students in Tier II and III. Differentiated instruction will continue to help at-risk students move up and improve their Tier standing. We will continue to analyze student data and progress data in order to adjust intstruction and address deficits to better meet the needs of all students. During the 2015-2016 school year, 100% RTI committee will collaborate with classroom of Escontrias teachers at all grade levels teachers every 3 weeks to evaluate individual will provide students with meaningful and student data and ensure that at-risk students effective academic interventions to ensure receive meaningful and effective interventions their academic growth. that result in closing student academic gaps. Strategy is working. Students with academic concerns were identified early and have received various forms of support through TIA's, intervention time or tutoring. Differentiated instruction will continue to help close student gaps. Teachers have also received various trainings to help implement targeted interventions through resources found on I-station. The RTI committee reviews interventions to ensure that interventions are addressing student deficits. The LPAC committee supports RTI by monitoring interventions for ELL students. Page 11 of 12
administrators will increase, by 20%, the number of campus teachers provided with professional development support and resources to achieve professional growth and high student academic achievement rates. Administration team will support classroom teachers by collaborating to create individual professional goals, providing instructional walkthrough feedback, providing relevant professional development twice a month, and facilitating team discussion of relevant student data. Strategy is working based on individual goals created for specific classroom teachers on a one to one, as needed basis. In addition, walkthrough data and feedback provided through Eduphoria comments and grade level meetings. Data based communication between grade levels and instructional leadership team will continue to identify and provide professional development. Administration will use professional development sign in sheets to determine the number of and percentage increase of professional development provided by May 2016. During the 2015-2016 school year,escontrias administrators will schedule at least 2 data feedback session(s) with Curriculum and Instruction personnel to acquire support and resources. Instructional Leadership Team will collaborate with district Curriculum and Instruction personnel to review campus data, evaluate instructional practices, plan additional staff development, and gather feedback on intervention plan. Strategy is working based on collaboration with district C&I personnel and instructional technology specialist. One session was held with math and reading instructional specialist that reviewed instructional practices for new math TEKS. Intructional Technology specialist has started to participate with teacher planning sessions to increase collaboration. During the 2015-2016 school year, Escontrias personnel will actively engage parents in the education process to ensure the academic and behavioral success of students by increasing parent attendance at school meetings and events by 20% as compared to the 2014-2015 school year. Parent Liaisons, faculty, staff and administration will provide educational involvement activities and events for parents and community members on current issues and trends that affect students' well being in the social, emotional, physical and educational setting. Strategy is successful based on parent attendance of Parent Liaison sessions. These sessions are introduced by the Parent Liaison to assist with homework and better preparation. The campus hosts a reading and math night that have helped and assist them at home. Parent liaisons have introduced sessions such as identifying bullying, safety procedures for parents and students and the effects of social media. Page 12 of 12