2018-2019 Campus Improvement Plan Brownsville Independent ...eljardinbisd.weebly.com/uploads/1/8/8/7/18874716/... · Brownsville Independent School District El Jardin Elementary 2018-2019

Brownsville Independent School District

El Jardin Elementary

2018-2019 Campus Improvement Plan

El Jardin ElementaryGenerated by Plan4Learning.com 1 of 51

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Mission Statement

The Mission of El Jardin Elementary is toeducate all students to become critical thinkers

by providing a strong foundation towards acollege bound future.

Vision

Academic Excellence for all Students


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Goal 1: BISD students will receive educational opportunities that will produce well-rounded graduates who are prepared for the future, arecollege/career ready, and are responsible, independent citizens. (Board Goal #1 and TEA Ch. 4 Objectives 2, 4, 5, 7, and 11). . . . . . . . . . . . . . . . . . . 16Goal 2: The Board of Trustees, in collaboration with District Staff, Administration, Parents, and Community will ensure equity in availability ofappropriate, well maintained, energy efficient facilities for a safe and orderly learning environment for all students. (Board Goal 2) . . . . . . . . . . . . . . 27Goal 3: The District will ensure effective and efficient use of all available funds in implementing a balanced budget which includes improvedcompensation for teachers and plans to recruit, retain and support highly qualified personnel. (Board Goal 3) (TEA Ch. 4, Obj. 6) . . . . . . . . . . . . . . . 28Goal 4: All BISD programs and campuses will work closely and collaboratively with the BISD Public Information Office to expand publicrelations/marketing campaigns to further expand student enrollment/recruitment/ and retention efforts. (Board Goal 4) . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 5: School campuses will maintain a safe and disciplined environment conducive to student learning. (TEA Ch. 4, Obj. 8) . . . . . . . . . . . . . . . . . 32Goal 6: The Board of Trustees, in collaboration with District Staff, Administration, Parents, and Community will provide required support andresources for the attainment of educational excellence and equity. Parents will be full partners with educators in the education of their children.(TEA Ch. 4, Obj. 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Goal 7: Educators will keep current with the development of creative and innovative techniques in instruction and administration using thosetechniques as appropriate to improve student learning. (TEA Ch. 4 Obj. 9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Goal 8: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development,and administration. (TEA Ch. 4 Obj. 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Goal 9: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. (TEA Ch. 4 Obj. 3) .45

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50


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Comprehensive Needs Assessment

Demographics

Demographics Summary

The student population at EL Jardin Elementary School is approximately 520 students in grades 3 year old program through fifth grade. According to theTARP Data review of our campus profile, the student population includes: 77.9% Hispanic, 21.8% White, 99.1% Economically Disadvantaged, 55.6%English Language Learners (ELL), .023% Migrant, 3.3% Gifted and Talented, 7.6% Special Education. Enrollment numbers for EL Jardin ElementarySchool have shown to be steady for the last two years. The mobility rate for the campus last year was 21.7%. A total of 465 students are identified as at-riskwith the highest number of at-risk students being identified under the LEP indicator. Additionally, the retention rate is as follows: All students 7.6% At-Riskstudents 7.6%. The Attendance Rates for the 2015-2016 school year was 96.5% for all students.

El Jardin Elementary School views demographics data on a daily basis. One of the main focuses of data is daily attendance and At-Risk student data. Onceattendance is taken on a daily basis, we view our average daily attendance to see if we met our attendance goals. Administration, counselors and teachersreview student data from ESchools, student AARs, Eduphoria-and AWARE program generated reports. Once we identify that we have not met outattendance goals, we make sure to call the parents of students who are absent and work to make sure that absences are excused. If students are consistentlyabsent we make sure to conference with parents. We follow our district policy afterward. Counselors ensure student coding is correct including ethnicity,economically disadvantage, GT, and At-Risk. The special education department ensures all special education students are also coded correctly. The 504/dyslexia program ensures student data is updated yearly. The PEIMS administrator oversees that all departments and special program departments verifyand check student demographic data. Once students are identified as At-Risk, administrators and teachers begin consistent progress monitoring to make surestudents are academically successful. Procedures for overseeing demographic concerns include verifying daily attendance, verifying after-school andSaturday tutorial attendance, allotting time for teacher and parent conferences, and purchasing additional resources.

Data Sources Reviewed: The following sources provided valuable data for Demographics in regards to the identification of needs:1.

PEIMS Demographic ReportsStudent AAR'sLPAC Special Programs FoldersStudent IEPseSchoolsEduphoria-AwareTAPR Report


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School Report CardPBMASPEIMS Demographic Data by SubgroupAverage Daily Attendance ReportsWeekly Attendance ReportsAt-Risk Student Identification Reports

Demographics Strengths

El Jardin Elementary is primarily Hispanic

Student tutorial attendance is high

Enrollment has been steady

Student-Teacher Ratio

Less students testing in Spanish, more students testing in English

Reports readily available

Availability State Compensatory Funds for At-Risk Students

Bilingual funds are utilized to target all LEP students’ academic needs in Language Proficiency

Problem Statements Identifying Demographics Needs

Problem Statement 1: Attendance rate needs to be monitor and improved. From a 96.5% ti a 97% Root Cause: High mobility rate is one of the main causesof our low attendance.


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Student Academic Achievement

Student Academic Achievement Summary

El Jardin Elementary student achievement profile is as follows:

3rd grade

Reading 63% Approaches

Math 72% Approaches

4th grade


Math 80% Approaches

Writing 62% Approaches

5th grade


Math 87% Approaches

Science 67% Approaches

The trends identified when students performance scores were compared over a period of two years demonstrate that students are slowly increasing theirperformance on state assessments.

Index 1 Score 71

Index 2 Score 44


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Critical to the academic success of El Jardin Elementary is the disaggregation of students’ assessment data. Data is disaggregated consistently to identifythe areas needing improvement such as meeting the state's student expectations and TEKS mastery. Data is disaggregated on a weekly basis through theanalysis of progress monitoring, student grades, percentages of students on a RTI plan, TPRI/Tejas Lee BOY, MOY and EOY, benchmarks, and practicestate assessment exams. Administrators, and teachers look as students’ scores and break down the test objectives to identify strengths and weaknesses. Once weaknesses are identified, teachers plan instruction accordingly to target the weaknesses. Teachers also plan for intervention instruction and tutorials inorder to provide support and differentiated instruction for students who are considered at-risk. The SBDM meets to disaggregate assessment data anddiscuss campus needs. Administration, and teachers evaluate student achievement history by generating state testing history results in Eduphoria-Awareprogram and Tango Trends Computer Program. Administration analyzes trends in student achievement by evaluating test history by special populationgroups. Teachers disaggregate their student data to identify the strengths and weaknesses of their students and also to determine which objectives could havebeen taught differently or more in-depth to produce better results.

Data Sources Reviewed: The following sources provided valuable data for Student Achievement in regards to the identification of needs:1.

TAPR ReportAYP ReportSTAAR Summary Report-Group PerformanceEduphoria! AwareTELPAS and AMAOS ResultsStanford and Aprenda ResultsTejas Lee/TPRI - BOY/MOY/EOY ScoresProgress MonitoringPromotion/Retention RatesCampus/District Benchmarks and assessment

Student Academic Achievement Strengths

Content area tutorials made available to students

Disaggregate Data by subgroups, grade levels and contents

Weekly grade level meetings to discuss student progress

Data Analysis (Item analysis is done by each teacher for each benchmark)


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Student Achievement Needs

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Reading, Math, and Writing STAAR student performance was 67% below passing standards performance for 2016. Root Cause:Literacy supports and interventions were not implemented with sufficient frequency and fidelity to close performance gaps and raise overall scores.


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School Processes & Programs

School Processes & Programs Summary

El Jardin Elementary has departamentalize 3rd throug 5th grade classes to make sure all subject areas are addressed. This strenghtenes the communicationand collaboration between teachers. (vertically and horizontally)

This action has help us stayed focused and to raise the school performance on all state assessments.

English Language Arts

El Jardin Elementary implemants the following:

BISD Curriculum Framewroks

Reading Initiatives

A-Z Program

Dr. Kay

Language Arts (Lesson Plan Routine)

Mathematics


BISD Curriculum Frameworks

Lesson Plan Routine

Science



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Summit K-12

Social Studies



School Processes & Programs Strengths

In 2017-2018, a major factor contributing to our strengths continued to be the contant data analysis and planning.

Frequent walkthroughs ensured constant monitoring of classroom instruction based on the diverse needs of the district. Many classroom activities involvedmodeling, coaching, and providing instructional support to teachers.

Significant gains have been made in the school academic (STAAR) scores. By using prescriptive methods of intervention to assist students in passing statemandated tests and courses.

Our attendance rate has consistently remained above the state rate set at 95%.

District Processes & Programs Challenges (Needs)

Based on teh Spring 2018 Campus Needs Assessment Survey compiled for the entire school activitesa were added to our CIP to address needs.

Campus resources from supplemental programs continue to be needed to improve the level of intervention/accelerated opportunities—especially besupporting extra-duty pay and resources to increase quality learning time that includes the very popular with parents Extended Day Enrichment Program thataverages 150 students per day from 3:30 to 5:30 pm.

Title Program funds will be targeted to address the following identified areas of need:

expansion of the Pre-K 3 Programs; (Title I-A)accelerated instruction, such as extended day/week/year learning opportunities; (Title I-A, Title II-A, and Title IV-A)supplemental instructional supplies, materials, equipment and technology related hardware and software. (Title I-A)


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certified teachers and paraprofessionals to reduce class size in an effort to improve student achievement and address the needs of low achievingstudents; (Title I-A, Title II-A, and Title IV-A)professional development opportunities to retain District and private school teachers and staff, stipends to attend state and out-of-state conferences,out-of-district and in-district conferences/trainings/workshops/meetings; (Title I-A, Title II-A, and Title IV-A)supplemental student support services to eligible private schools and homeless students, as well as out-of-state travel for teachers of eligiblestudents;(Title I-A and Title II-A)STEM/Coding activities in order to improve science, technology, engineering and math skills; (Title I-A)parental activities in an effort to increase family engagement and student academic success. (Title I-A)

Attendance

After reviewing current PEIMS attendance data, the Pupil Services Department has identified the need for improvement in student attendance. The overalldistrict attendance goal is set at 96.8%. E Jardin attendance rate increased slightly in 2015-2016 school year to 96.5%. There is a need to continue providingtraining, monitoring and assistance to all campuses and campus personnel.El Jardin will provide incentives and awards to students meeting the districtattendance goals.

Migrant

After reviewing various data sources, the Migrant Education Department has determined that while many of the campuses are working diligently with themigrant students to ensure their academic success, there is still much to accomplished to improve the migrant students’ performance especially in Grades 3-8STAAR and the number of first grade students being retained. As a result, the Migrant Department will:

Increase extended-day opportunities for first grade students by having our elementary teachers focus on the lower grades.Encourage campuses with the highest number of early grade retentions to conduct tutorials with their campus allocations.Continue to require elementary teachers to access new computer programs and assessment results, using software such as Eduphoria and Tango, toimprove instruction.To increase overall awareness of the Migrant Program, the MEP will also schedule the above mentioned staff into Faculty and PTA meetings andvarious community agencies used by Migrant families

Technology needs include increasing the available infrastructure to support on-line testing and student access including using Bring your own device(BYOD), professional development in technology integration into instruction (over 40% of teachers indicated the need for technology training on the Spring2018 staff survey), increased Campus Technology Support staff and improved campus hardware and software.


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Perceptions

Perceptions Summary

Overall, El Jardin Elem. continues to be considered a "Met Standard" Elementary

Perceptions Strengths

El Jardin Parent Survey indicators showed that parents were overall satisfied (over 80% combining "strongly agree" and "agree" with the regular and specialprogram instruction provided. Over 98% of parents agree that El Jardin teachers expect their children to do their very best and over 60% "strongly agree"(98% agree) that the quality of instruction at their child's school is good. For indicators relating to child safety, clean and well maintained schools, andavailability of support staff for students, both English and Spanish respondents were overall in agreement (around 96%). About 66% (97% agreed) of allparents strongly agreed that the feel welcomed at their child's school.

Parental Involvement Department has identified the following as areas of strength:

Increased District parent participation at all levelsCombined strongly agree and agree statements are in the 95% range for parental support of schools and activities.Monthly informational parent meetings/trainings were conducted at the Campus level

Student survey data showed over 83% of the students who responded agree that they "Look forward to going to school each day."

Based on the 2018 Parent Survey results, El Jardin Elementary continues to need to provide more information to parents about the Special Education,Bilingual and Migrant programs. We also need to provide more opportunities and/or reasons for predominately Spanish language parents to participate withcampuses in parental involvement activities. Combined strongly agree and agree statements are in the 95% range but more parents need to strongly agreewith statements to indicate a stronger support of our schools and their activities. In summary, the Parental Involvement Department will strive to increaseoutreach efforts to parents in order to address their needs and increase student academic achievement.

The lowest area for the survey data from students continues to be the food served in the cafeterias with less than 40% of secondary students agreeing thatthey liked the lunch and less than 50% agreeing they liked breakfast.

In reviewing the beliefs of teachers about high academic expectations, there were significant differences in the responses regarding their peers at differentlevels for "strongly agree" for "Teachers consistently hold high academic expectations for all students." Teacher respondents had over 60% strongly agree in2017 and 59% in 2018.


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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 goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) 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 versionsProgress of prior year STAAR failuresSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic math assessment dataLocal benchmark or common assessments dataLocal diagnostic reading assessment data


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Student failure and/or retention ratesLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataResponse to Intervention (RtI) student achievement dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and data


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Professional development needs assessment dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures data


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Goals

Goal 1: BISD students will receive educational opportunities that will produce well-rounded graduates who are prepared forthe future, are college/career ready, and are responsible, independent citizens. (Board Goal #1 and TEA Ch. 4 Objectives 2,4, 5, 7, and 11).

Performance Objective 1: El Jardin performance for all students, all grades, all subjects will exceed 2017 STAAR percent Approaches Grade Level andSTAAR Masters Grade Level performance in reading, writing, mathematics and science by 5 percentage points.

Evaluation Data Source(s) 1: STAAR performance reports

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Apr June


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System Safeguard StrategyPBMAS

1) Provide instructional resources and computer assistedinstruction that reinforces implementation of the BISDcurriculum and initiatives including (but not limited to)professional development based on identified needs.Elementary:Language EnrichmentLearning A-ZEnvisionPearson MathCoding Initiative programsDr. KWriting Portfolios (including digital portfolios)Balanced Literacy ModelWrite for SuccessTLI Cognitive Routines/StrategiesInclusion (co-teach) ModelDyslexia LabTexas GatewaysAdaptive CurriculumEduSmartTango SoftwarePopulation: All student groupsTimeline: Aug. 2018-June 2019

2.4 Administrators Formative Results: District Benchmark data (Fall andSpring), BISD Instructional Feedback Form data(walkthrough data), SOY, BOY and MOY district andstate assessments, PDS Session Evaluations, BenchmarkScores, BOY/MOY/EOY data analysis meetings, 3-12,Fluencychecks noted in elementary report cardsSummative Impact: STAAR and EOC scores, TPRI/TJLData, TELPAS and TERRA NOVA/Supera


Critical Success FactorsCSF 1 CSF 2 CSF 7

2) Monitor the implementation of the 3 Tier Response toIntervention Model in PK-12 classrooms for math,reading, and behavior with additional training providedto campus Trainer of Trainers on requireddocumentation and interventions based on identifiedneeds.Populations: All students and teachers for these studentsin core content areas.Timeline: August 2018 to June 2019

2.6 Principals, AssistantPrincipalsand Deans

Formative Results:PDS session agendas and evaluations, RtI plan progressmonitoring reports, Classroom observation reportsSummative Impact:Improved STAAR scores, TPRI/TJL/, TELPAS, Tier 2and 3 changes to lower tiers


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Critical Success FactorsCSF 1 CSF 2

3) Teacher will meet every six weeks to analyzestudents' assessment data to determine specificinstructional intervention needs that will drive planningfor conferences, workshops,curriculum framework revisions, and maintenancemeetings that address those state standards where thestudents demonstrated the lowest achievement levels.*Longhorn Planning"Populations: All sub-population and teachersTimeline: August 2018 to June 2019

2.4, 2.6 Principals/Deans andTeachers

Formative:Training Calendars and agendas, Professionaldevelopment evaluations, Classroom walkthrough data,campus six weeks assessments, Check-point Assessments,District Benchmarks, Revised frameworks

Summative: STAAR scores, TPRI/Tejas LEE, EOY, T-TESS data, EOY CIRCLE-PM and OWLresults


4) Certified teachers and para-professionals willsupplement allotted campus positions so that the needsof low performing students may be met throughindividualized small group instruction.Population: PK-3 - 5th Grade StudentsTimeline: August 2018 to June 2019

2.5 School AdministratorFormative results:Teacher Observations, Lesson Plans, Student ClassroomGrades and Progress Reports, CIRCLE-PM BOY, MOYTest Results, Personnel Requisitions, Walk-ThroughsSummative impact:+T-TESS summative evaluation data

5) Teachers in Pre-Kinder through third grade willimplement phonemic awareness strategies in order toimprove TPRI/Tejas LEE scores.Pre-K- 3rd Grade teachers, including special education,will be trained in Language Enrichment and ReadingReadiness in order to guide planning for studentimprovement.

BISD Plan of Action for ELA and Reading 2018-2019

Population - All studentsTimeline - Aug. 2018-May 2019

TeachersAdministration

Formative: BOY TPRI and Tejas LEE, Walkthrough,Lesson Plans

Summative: EOY TPRI and Tejas LEE, Report Cards,PDASSTAAR 3rd grade

6) Through Fluency and Journal Writing checks, allstudents 3 yr. old-5th grade will be regularly assessedwith valid and reliable measures of automatizeddecoding and passagecomprehension in order to develop language usage andto improve proficiency.Population - Pk-5th grade studentsTimeline - August 2018 - May 2019

AdministratorsTeachers

Formative: Fluency (WPM)Summative:Fluency levelTPRI Tejas LEEReport Cards


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7) Pre-K-5th Grade teachers, including specialeducation, will implement BISD's plan, so that allbilingual students are taught by a certified bilingualteacher in developmentally appropriate second languageacquisition classroom. (SIOP, ELPS).Population - All bilingual studentsTimeline - August 2018 - May 2019

PersonnelBilingual TeachersAdministrators

Formative:REACH ESL assessmentsSummative: TPRI, Tejas LEE, Report Card, BenchmarksSTAAR

8) All 1st-5th Grade students will be tested usingDistricts Benchmark and/or LION tests provided bydistrict. School wide assessment will also beimplemented using supplemental instructional materialsthat support the curriculum. This will be done in order tomonitor the students progress and readiness.Population - 1st - 5th grade studentsTimeline - September 2018 and April 2019

AdministratorTeachers

Formative:Benchmark ResultsWlkthroughsSummative: STAAR Results, Benchmark, Report Cards

9) Special Education teachers for Inclusion, Resourceand Life Skills will received professional developmentand information needed to provide services for allstudents as per students IEP. Resources and materials toaccomplish these goals will be provided. Teachers willmonitor IEP and student's schedule to make sure theyare in compliance.Population - Special EducationTimeline - August 2018 - May 2019

Inclusion TeacherReg. Ed. TeacherAdministration

Formative: Walkthroughs, Lesson Plans, Progress ReportsSummative: STAAR Results, EOY

10) Pre-K -5th grade teachers, including SpecialEducation and special programs, will be trained onCATCH program in order to be in compliancewith the requirements of Senate Bill 530 effective9/1/07.Population - All teachersTimeline - August 2018 - May 2019

CATCH committeechair person

Formative: Monthly meeting updates

Summative: Monthly activities from CATCH Program

11) Puberty curriculum will be introduced for studentsin 4th and 5th Grade in order to maintain a healthylifestyle and to promote health and wellness.Population - 4th and 5th grade studentsTimeline - April 2018-May 2019

NurseAdministrationParentsTeachers

Formative: Curriculum Activities

Summative: Student learning Progress


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12) PE coaches will attend monthly meetings in order tointegrate PE TEKS with curriculum and assess theFitness Gram.All students will participate in Physical Educationclasses. Student will be encourage to participate inbefore and after school fitness activities such as VolleyBall, Soccer, Basket Ball, Cross County and Track.Population - PE CoachesTimeline - August 2018 - May 2019

CoachesAdministration

Formative:Observations

Summative: Gym Activities Results of Fitness Gram

13) All students that are independent readers willparticipate in the Accelerated Reading Program in orderto increase reading comprehension. Students who reachtheir goals will be receiving incentives during the schoolyear. The Librarian, teachers and administration wouldbe monitoring the implemantarion of the AR Program.*Classroom Computers*Library booksPopulation - All studentsTimeline - Daily Aug.2018-June 2019

AdministrationTeachersLibrarianTST

FORMATIVE:Log of AccessSUMMATIVE:STAR & ARResults / PBMASTELPAS/AMAOSTPRISTAARAYP Results

14) Ensure that El Jardin providesApplicable Head Start agencies with the Requiredinformation to transitionstudents from Head Start into the EDProgram.Head Start Transitioning Activities/Summer BridgePrograms5th grade students will be assisted with the transition toMiddle School by coordinating a school visit.Population - PK students Timeline - Summer 2019

AdministrationCounselor

FORMATIVE: Lesson Plans Walk-throughs, CampusVisitsSUMMATIVE: CLI engage. 3yr. old program enrollment

15) The CIP will be posted on the Plan4Learningwebsite and will include SBDM Committee members,the ten components of the schoolwide Program Plan, aCNA, and budgets and FTE's.

Administration Formative: CIPSummative: Assessment reports

16) El Jardin elementary will make sure that spendingtargets are met according to guidelines.

AdministrationSecretaryFinance Department

Formative: BISD AuditsEnd of Year ClearanceSummative: BOY/MOY/MOY/ TELPAS/ PBMAS/STAAR

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: BISD students will receive educational opportunities that will produce well-rounded graduates who are prepared for the future, are college/careerready, and are responsible, independent citizens. (Board Goal #1 and TEA Ch. 4 Objectives 2, 4, 5, 7, and 11).

Performance Objective 2: El Jardin early childhood performance will increase by 5 percentage points over end-of-year 2018 results.

Evaluation Data Source(s) 2: TPRI, Tejas Lee, OWL, CPALS, LION and CIRCLE PM




System Safeguard StrategyCritical Success Factors

CSF 1 CSF 4

1) El Jardin Elementary will support Early ChildhoodEducation in order to increase early literacy and studentschool readiness the following options for high quality 3year old programs will be in place:Title I Full day sessions for students who qualify underlow SES criteria BISD/NINOS Head Start Collaborativefor students who qualify under the Free Lunch federalcriteria

Population: PK-3-year-old students as of Sept. 1stTimeline: July 2018 - June 2019

2.4 PrincipalsDeans of Instruction

Formative:Teacher Observations, BOY and MOY C-PM Testresults, PK OWL Student Screening Assessments, PDSEvaluations, Head Start Campus Visits,Walk-Throughs,Lesson PlansSummative:T-TESS, Job description and Evaluations, PDSTranscripts, EOY C-PM and OWL results


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CSF 1

2) 3 year old - 5th grade teachers will be provided withinstructional resources and computer assisted instructionthat reinforces implementation of the BISD curriculumand initiatives including (but not limited to) professionaldevelopment based on identified needs for earlychildhood.Language Enrichment (Niehaus)Learning A-ZHatchTLI Cognitive Routines/StrategiesTango SoftwareDr. K

*A master schedule would be implemented in order tohave an effective lesson delivery.Population: All student groupsTimeline: July

2.6 Principals, AssistantPrincipal andDeans

Formative Results: District Benchmark data (Fall andSpring), BISD Instructional Feedback Form data(walkthrough data), SOY, BOY and MOY district andstate assessments, PDS Session Evaluations, BenchmarkScores, BOY/MOY/EOY data analysis meetings, PK-2,Fluencychecks noted in elementary report cardsSummative Impact: TPRI/TJL/CPALS Data, TELPASand TERRA NOVA/Supera


3) El Jardin Elem. will provide locally funded Pre-kindergarten Full Day O sessions for ALL students forwhom no other criteria applies.(supports Board Goal #1 priority)Population: PK-4-year-old students as of Sept. 1stTimeline: August 2018 - June 2019

2.5, 2.6 Principals Formative:Teacher Observations, BOY and MOY C-PM Testresults, PK OWL Student Screening Assessments, PDSEvaluations, Head Start Campus Visits, PersonnelRequisitions, Monthly Payroll analysis, Walk-Throughs,Lesson PlansSummative:T-TESS, Job description and Evaluations, PDSTranscripts, EOY C-PM and OWL results


4) Title I-A personnel and student support services,supplies/ equipment for El Jardin Elementary will befunded.

Population: PK3 and PK4 students as of Sept. 1stTimeline: August 2018 - June 2019

SchoolAdministrators

Formative:Teacher Observations, BOY and MOY C-PM Testresults, PK OWL Student Screening Assessments, PDSEvaluations, Head Start Campus Visits, Walk-Throughs,Lesson PlansSummative:T-TESS, Job description and Evaluations, PDSTranscripts, EOY C-PM and OWL results


June 7, 2018 11:23 am

5) El Jardin Elem. will support Early ChildhoodEducation in order to increase early literacy and studentschool readiness with a 22:1 student:teacher ratio with aparaprofessional for PK3-4 classrooms with supportteachers for small group instruction as needed.Supplement the Pre-K Program to provide foundationlearning experiences in order to better prepare at-riskstudents academically.

Population: PK3 and PK4Timeline: July 2018 - June 2019


Formative:Teacher Observations, BOY and MOY C-PM Testresults, PK OWL Student Screening Assessments, PDSEvaluations, Head Start Campus Visits, Walk-Throughs,Lesson PlansSummative:T-TESS, Job description and Evaluations, PDSTranscripts, EOY C-PM and OWL results



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Performance Objective 3: 80% of migrant students will be on grade level within 2 years and 70% will be at Approaches Grade Level for all STAARassessments.

Evaluation Data Source(s) 3: PBMAS Report, STAAR/EOC Assessments for Migrant students, Migrant Program participation reports





1) All migrant students will receive grade appropriateschool supplies on an as needed basis in order to providethem with the necessary tools to complete theirclassroom and homework assignments; thus extendingthem the same opportunity for meeting the academicchallenges of allstudents. All PFS migrant students will receivesupplemental supports services before other migrantstudents. will have an opportunity to attend a PFSLearning Academy. All migrant students will receive asummer reading pack so that they may continuesharpening their reading skill during the summermonths.Population: All Migrant StudentsTimeline: August 2018-June 2019

District MigrantCoordinatorMigrant Funded:TeachersMigrant CounselorRecruiters

Formative Results: Distribution forms, PFS LearningAcademy Reports, Composite of Services Reports.Summative Impact: Migrant studetns



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Performance Objective 4: Increase number of students in co-curricular and extra-curricular advancing in Math, Science, Social Studies and ELA, Fine Artsby 5% over 2017-2018 participation.

Evaluation Data Source(s) 4: Student Participation at the different extra-curricular events for elementary schools




1) El Jardin Elementary will participate in the BISDScience Fair in order to increase student awareness inScience.Population: Grades 3-5 teachers and studentsTimeline: August 2018 - June 2019


Formative Results:attendance and evaluation reportsSummative Impact:Students Participation

2) El Jardin students will participate in BrainsvilleInventions, Chess and UIL. Student's problem solvingskills, originality and creativity will be encouragedthrough their participation.

Population: Grades K-5 teachers and students (especiallyG/T identified students)Timeline: August 2018 - May 2019

CampusAdministrators,AdvancedAcademicsAdministratorAdvancedAcademics LeadTeachersUIL CampusCoordinator

Formative Results:flyers, invitationsSummative Impacts:Brainsville Inventions (3rd-12th) Participatin list

Chess (K-12th) Participation list

UIL Academics (4th-12th) participation list

3) El Jardin Elementary will promote the participation inBrownsville Kids Voting activities as they learn aboutbeing an active citizen by exercising their right andprivilege to vote.

Population: Grades 3-5th studentsTimeline: August 2018 - May 2019

School AdministrtorsFormative Results:Student's participation reportSummative Impact:Campus participation in Brownsville Kids Voting.


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4) El Jardin Elementary will participate in after schoolclubs to learn coding for fourth to fith grade students.The focus of this initiative will be on the lasting benefitsof building the following skill sets: Logical Thinking,Problem Solving, Persistence, Collaboration, andCommunication.Population: all grade 4-5 studentsTimeline: August 2018 - June 2019

Technology LeadTeachers,Principals

Formative Results:1. Club rosters2. Payroll forms3. Classroom projects4. Student competitions5. Test scoresSummative Impact:EOY data for student competition participation andperformance

5) El Jardin student's will develop critical thinking andmulti-tasking skills, and creativity, teamwork andcharacter by participating in UIL contests,district/community events, and public performances.

*UIL Music*Ballroom

Population: all students K-5thTimeline: August 2018 - June 2019

PrincipalMusic TeachersBallroom Coach

Formative:Performance ratings, attendance,audience/student reactionSummative:EOY performance recognitionStudent program enrollment increases

6) El Jardin will implement the GALAXY (GT)Program Defined by categories example AcademicVocational Expectations for Students behavior towardsCollege Courses. Students will have opportunities tolearn and interact all together on an educational day.El Jardin Elementary will increase by 10 percent thenumber of students qualifying to GT Program by havingteachers in 1st -5h grade nominate students from theirclassroom.Population - All studentsTimeline - 1st semester

AdministrationCounselors

FormativeLesson Plans

SummativeSTAAR scores

7) Pre-K-5th Grade students, including specialeducation, will be able to attend music classes in orderto learn Fine Arts skills.In addition, El Jardin students in grades 3rd-5th will beable to participate in choir in order to experience musicperformance.Population - Pre-Kinder - 5th grade students. TimelineAugust 2018 - May 2019

TeachersAdministrationFine Arts Teacher

Formative: participationSummative: grades, participation



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Goal 2: The Board of Trustees, in collaboration with District Staff, Administration, Parents, and Community will ensureequity in availability of appropriate, well maintained, energy efficient facilities for a safe and orderly learning environmentfor all students. (Board Goal 2)

Performance Objective 1: El Jardin Elementary facilities will implement energy savings plans; maintain and upgrade current facilities to provide a healthyand positive learning environment by scheduling renovation/upgrade/improvement of at least 20% of instructional facilities annually over the next 5 years.(Board Goal 2)

Evaluation Data Source(s) 1: New Energy Plan adopted by district, updated Five-year facilities renovation plan




1) El Jardin Elementary will promote energy savingsactivities on the campus to support implementation ofthe district's energy savings plan.Population: El Jardin ElementaryTimeline: August 2018 - June 2019

CampusAdministration

Complete implementation of the district energy savingsplan will result in decreased energy usage compared toprior year.Formative: Monthly comparison of energy usageSummative: Annual comparison of energy usage



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Goal 3: The District will ensure effective and efficient use of all available funds in implementing a balanced budget whichincludes improved compensation for teachers and plans to recruit, retain and support highly qualified personnel. (BoardGoal 3) (TEA Ch. 4, Obj. 6)

Performance Objective 1: El Jardin Elementary will ensure effective and efficient use of 100% of available budgeted funds to be used to meet the needs ofall students.

Evaluation Data Source(s) 1: Fiscal reports for district, internal and external audit reports and FIRST ratings.




1) El Jardin Elementary will support programs andcampuses in the effective and efficient use of 100% ofavailable budgeted funds based on the needsassessments.Population: BISD StakeholdersTimeline: August 2018- June 2019Need: Board approved goal priority


Funding reports will indicate all funds were expendedbased on prioritized needs.Formative: monthly expenditure reports compared CIPSummative: end of year expenditure reports



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Goal 3: The District will ensure effective and efficient use of all available funds in implementing a balanced budget which includes improved compensationfor teachers and plans to recruit, retain and support highly qualified personnel. (Board Goal 3) (TEA Ch. 4, Obj. 6)

Performance Objective 2: El Jardin Elementary will create and provide faculty and staff recognitions and activities to improve campus morale/climate andsupport retention of teachers and principals.

Evaluation Data Source(s) 2: Campus needs assessment surveys, district/campus climate surveys




Critical Success FactorsCSF 6

1) El Jardin Elementary will support campus SBDMcommittees in creating and participating in employeeincentives and recognitions to improve employee anddistrict and campus morale and climate.

*Perfect Attendance*Reaching Goals*Teacher Appreciation

Population: faculty and staffTimeline: July 2018 to June 2019

CampusAdministrators

Formative result:Campus CNA surveySummative impact:PEIMS and TAPR report showing increased years ofexperience and decreased turn over rates

2) El Jardin Elementary will celebrate Teacher'sAppreciation Week and make all teachers feelappreciated.

Population: TeachersTimeline: May 2019

SchoolAdministration

Reward teacher during Teacher's Appreciation Week.

Formative: Teacher's appreciation Week calendar

Summative: List of activities provided



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Goal 4: All BISD programs and campuses will work closely and collaboratively with the BISD Public Information Office toexpand public relations/marketing campaigns to further expand student enrollment/recruitment/ and retention efforts.(Board Goal 4)

Performance Objective 1: El Jardin Elementary will provide the BISD Public Information Office with features articles, recognition of students, co-/extra-curricular activities, and parent/community events.

Evaluation Data Source(s) 1: Media records with Public Information Office, enrollment data





1) The TST at El Jardin Elementary will be the PIOcontact to provide features articles, current and priorstudents/ parents/ staff recognitions, co-/extra-curricularactivities, and parent/community events.Population: BISD StakeholdersTimeline: August 2018 - June 2019Need: Decreasing enrollment/ Board approved goalpriority

PIO, CampusAdministration

Regular features in media showcasing currentaccomplishments of faculty, staff, students, and alumniand major events.Formative: Submissions of information for articles andshowcasesSummative: annual compilation of articles andpresentation/ showcases


2) El Jardin Elementary TST will update websites atleast monthly including showcasing student andcommunity activities.

Population: El Jardin StakeholdersTimeline: August 2018- June 2019

PIO, CampusAdministration

Campus and district websites will be up-to-date on amonthly basis with all compliance postings andshowcasing campus/program activities and successes.Formative: checklist of websites indicating are currentSummative: report at end of year for monthly checklistresults


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3) El Jardin Elementary will prompte Student of the Dayin conjuction with the Brownsville Herald by sendingnominations weekly.Population: StudentsTimeline: December 2018- August 2019

Teachers Weekly nominations will be send to the BrownsvilleHerald for Student of the Week.

Formative: Student of the Week nominations

Summative: Brownsville Herald's Student of the Weekselections.



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Goal 5: School campuses will maintain a safe and disciplined environment conducive to student learning. (TEA Ch. 4, Obj.8)

Performance Objective 1: Disciplinary placements for In school suspension (ISS) and Out of school suspensions (OSS) will decrease by 5% for 2018-2019and will not be disproportionate for any population.

Evaluation Data Source(s) 1: ISS/OSS reports for campus disaggregated by special served populations including ESL, Special Education, At-Risk and economically disadvantaged, Review360 or eSchool behavior RtI plans and monitoring reports, plans for addressing Bullying, TeenViolence, and others.





1) El Jardin Elementary will provide all new teacherstraining and refreshers for all faculty on the use ofdistrict software at the beginning of the school year todocument discipline and how to prepare and monitorbehavior RtI plans.Population: all teachersTimeline: August 2018 to March 2019

Campus RtIAdministrator andRtI committeeCampus Counselor

Formative Results: eSchool discipline reports and RtIplansSummative Impact: Reduced number/ percentage ofpopulation of students referrals to ISS and/or OSScompared to previous school year.

PBMASCritical Success Factors

CSF 3 CSF 6 CSF 7

2) El Jardin Elementary will provide training andsupport to classroom teachers in discipline managementand safe environments.Population: All StudentsTimeline: August 2018 to June 2019

Administrator Formative Results:Training Sign In Sheets and Six weeks discipline reportsSummative Impact:Review 360 and discipline report


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PBMASCritical Success Factors

CSF 5 CSF 6

3) Campus Officers and Counselors will address currentsafety-related trends and conflict resolution throughpresentations with students, parents, campus faculty andstaff on:Gang Awareness, Bullying/harassment,Dating Violence,Unwanted physical/verbal aggression,Sexual Harassment,Guardian Internet Safety,Drug, Alcohol and Tobacco Awareness,Gun Safety,Emergency Operations Plan (EOP)-Safety ProceduresPopulation: All Students and parents/guardiansTimeline: August 2018 to June 2019

Counselor Formative Results:copies of Presentations, Sign-In sheets and AgendasSummative Impact:Decrease in the number of students discipline incidentscompared to prior school year



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Goal 5: School campuses will maintain a safe and disciplined environment conducive to student learning. (TEA Ch. 4, Obj. 8)

Performance Objective 2: Refine and implement all safety plans across the district to ensure students are safe in the event of a crisis.

Evaluation Data Source(s) 2: Updated safety plan checklist, published district safety plans, Unsafe Schools PEIMS report.




1) A security officers will be assign to El JardinElementary to assist with the safety of the school,faculty and students.Population: All StudentsTimeline: August 2018 to June 2019

Security ServicesDepartment

Formative Results:Security Officers and Police Officers work scheduleassignmentsSummative Impact:+end of year assignments indicating all campuses haveofficer and or security officer in place

2) El Jardin Elem. will conduct* Fire Drills*Lock Down Drills*Severe Weather*Shelter in Place*Soft Lock DownPopulation: all studentsTimeline: August 2018 to June 2019

Security ServicesCampusAdministration

Formative Results:Practice drill reportsSummative Impact:100% of campuses have conducted at least two practicedrills.



June 7, 2018 11:23 am

Goal 6: The Board of Trustees, in collaboration with District Staff, Administration, Parents, and Community will providerequired support and resources for the attainment of educational excellence and equity. Parents will be full partners witheducators in the education of their children. (TEA Ch. 4, Obj. 1)

Performance Objective 1: There will be a 5% increase of parents involved in campus/district parental involvement activities from 2017-2018 to 2018-2019.

Evaluation Data Source(s) 1: Completed Title I-A Parental Involvement Compliance Checklist, Campus CNA and Title I Parent Survey,Parent Meeting Attendance Rates





1) El Jardin Elem. will have Parent Liaisons for thepurpose of assisting campuses and educating parentswith current information during weekly/monthlymeetings that address issues and expectations that willimpact their children's academic and attendance needs.Parent Liaison will ensure that the Parent Center at ourcampus operates efficiently.

Population: Parent & Family Engagement, Migrant andState Compensatory StaffTimeline: August 2018 -June 2019

2.4, 3.2 Federal ProgramsAdministratorParent & FamilyEngagement,Migrant andState CompensatoryCoordinators

Formative results:Parent Trainer Documentation including CampusVisitation Reports, Weekly Reports, Contact Logs,Monthly Calendar, Peer Review Audits

Summative Impact:Training Session Evaluations average scoresParent Participation Rates will increase by 10%Increase 3% participation in PAC Mtgs.Increase on-time graduationIncrease parents surveyed with greater understanding ofmigrant program


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2) Conduct the following annual Title I-A requiredactivities:*Develop and disseminate a Parent and FamilyEngagement Policy that delineates how parents will beactively involved at the district/ campus level*Develop and disseminate a School-Parent-StudentCompact indicating each group's responsibility in orderto ensure student achievement, specifically in thecontent areas.*Conduct Title I-A Meeting to inform parents of theservices provided through Title I funds*Conduct Title I-A Parent Survey to evaluate theeffectiveness of the District Parent and FamilyEngagement ProgramPopulation: ParentsTimeline: August 2018-June 2019

3.1 Parent and FamilyEngagementCoordinator andStaff

Formative results:Completed Parental Involvement Policies, Campuses S-P-S CompactsCampus Visitation Reports, Campus Websites, Fliers,Meeting AgendasSummative Impact:100% Completed Title I-A Parental InvolvementCompliance Checklist100% Signed S-P-S CompactTraining Session Evaluations


3) El Jardin Elementary will ensure representation ofcommunity and parent involvement in the decision-making process. Parents will participate in the reviewand/or revision of the following to ensure programrequirements are met:*Parent and Family Engagement PolicySchool-Parent-Student CompactDistrict Improvement PlanPopulation: ParentsTimeline: August 2018-June 2019

3.1 Parent and FamilyEngagementCoordinator andStaff

Formative results:Parent Rep. Sign-in Sheets, Completed ParentalInvolvement Policies, Campuses S-P-S Compacts,DIP, Calendars, Meeting AgendasSummative impact:+Training Session Evaluations,100% DPAC, LPAC and SBDM Meeting minutesreflecting input from parents and community members


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4) Provide ample Parent Education opportunitiesthrough parent conferences, district support groupmeetings and parent training sessions at each campusParent Center as well as the Special Services FamilyCenter and the Transition designee to disseminateinformation, services and/or referrals to agencies thataddress the needs and concerns in the following areas:-Early Childhood Literacy Strategies-Effective teaching strategies-Special Populations (Bilingual, Dyslexia, G.T.,Migrant, Special Education)College Readiness-Drop-out and Violence Prevention-Health and Wellness Education-Community agencies and organizationsBuilding Capacity:-Technology-Special Education processes, procedures as well asservices, procedural safeguards and Transition to post-secondary life.Population: ParentsTimeline: August 2018-June 2019

3.2 Parent and FamilyEngagement Staff,Special ServicesAdministrator,Family Center Staffand Department StaffTechnology ServicesStaffC&I SpecialistDyslexia Dept.Administrator

Formative results:Parent Trainer Monthly Calendar, Special ServicesMonthly Calendar, Public Service Providers Lists, Fliers,Agendas, Sign-in Sheets, Meeting MinutesSummative impact:+Training Session Evaluations, Increased ParentAttendance, decreased Special Services Dept. parentalconcerns by campus using the Family Center ScreeningTool


5) Provide Parental training to build relationships amongfamily, community members, and school staff that fosterincrease at risk student achievement, improveattendance, graduation and completion rates whiledecreasing retention rates through trust andcollaboration; recognize the range of family needs, aswell as class and cultural differences and encourageunderstanding and respect among all involved.Population: ParentsTimeline: August 2018-June 2019

2.6, 3.2 Parent and FamilyEngagement Staff

Formative results:Session Evaluations, Meeting Minutes, MOUs,Summative impact:+EOY Parental Survey Results,+Student Attendance Rates on Final Yearly Report+Increased Graduation Rates andState Assessment Scores+Increased parental participation +Increased PromotionRates and EOY Grades+Decreased Discipline Referrals


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6) Early Childhood Family Engagement plan will beimplemented at El Jardin Elementary campuses. It willbe linked to the BISD webpage and disseminated byParent Liaisons and Pre-kindergarten teachers.Population: all Pre-kindergarten faculty, staff andparentsTimeline: July 2018 to June 2019

Curriculum EarlyChildhood staffCampus principals

Formative results: parent meeting agendas, sign-ins andminutes and campus plan documentationSummative impact: improved implementation andengagement of parents with BISD Pre-K program

7) El Jardin Elementary will have a Fall and SpringOpen House.Population - Parents, Students, StaffTimeline - 1st and 2nd semester

TeachersAdministrationParent Liaison

Formative: Meeting MinutesSummative: Composite Title I-A of End of Year SurveyParent ParticipationInvolvement ComplianceChecklistSTAAR ResultsAttendance RatesDiscipline Referrals



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Goal 7: Educators will keep current with the development of creative and innovative techniques in instruction andadministration using those techniques as appropriate to improve student learning. (TEA Ch. 4 Obj. 9)

Performance Objective 1: Academic related professional development will improve teacher effectiveness in providing student centered instruction to meetthe needs of all students, including those receiving special education, dyslexia, second language and At-Risk supports to improve academic performance andengagement as evidenced by classroom observations.

Evaluation Data Source(s) 1: Professional development system (PDS) session attendance and evaluation reports, Feedback/Walkthrough reportdata, T-TESS evaluations






1) Provide teachers with professional developmentopportunities to enhance implementation of instructionalstrategies including: Response to Intervention (RtI),sheltered instruction (SIOP), differentiated instruction, ),reading comprehension cognitive strategy routines,Texas Literacy Initiative protocols including orallanguage skills that increase listening/ speaking andreading/ writing proficiency in all content areas.Population: All teachers teaching core content andspecial education.Timeline:July 2018 to June 2019

Administratrion Formative Results:BISD Instructional Feedback Form District MonitoringInstrument data will indicate X percentage point increasein Domain 2 proficient and higher ratings.

Summative Impact:The district will have a 5 point increase in the number ofstudents who reach Approaches Grade Level and STAARMasters Grade Level performance on STAAR/EOCexams.


June 7, 2018 11:23 am


2) Strengthen the efficiency and effectiveness of theGifted and Talented Program through the required Coreand On-going training as well as specific professionaldevelopment sessions on differentiated curriculum andassessment relative to the annual goals of the program.Populations: All G/T sub-population students andteachers for these students in core content areas andSpecial EducationTimeline: July 2018 to June 2019

AssistantSuperintendentsC&I AdministratorsSpecialists/ DistrictLead TeachersPrincipals/ DeansDAAS LeadTeachers

Formative Results:District monitoring instrument, Class rosters, Leadteacher classroom observations, Training agendas andevaluationsSummative Impact:Improved STAAR and EOC student scores, improved AP,TSI, and other college readiness assessment scores by 5percentage points.


3) Provide respective teachers with training for selectedresources to adequately implement the district K-8Science, Technology, EngineeringTimeline: July 2018 to June 2019


Formative:PDS session evaluations, benchmark scores, programapplications countsSummative:STAAR scores, high school STEM endorsements data+90% of BISD instructional feedback form walkthroughswill indicate implementation of developed project-basedlearning experiences.+The district will have a 2 percentage point increase inthe middle school STEM program student enrollment, a 5percentage point increase in the number of studentsseekingthe HS STEM endorsement, and a 5 percentage pointincrease in enrollment in the STAMP or SPACEAcademy cohorts at all ECHS campuses.


4) El Jardin Elem. will support participation of facultyand staff attendance at district and/or regional literacyconferences in order to target areas for improvement andprovide turn-around training for explicit instruction,lesson design, classroom organization and deliveryoverviews of the information during district staffdevelopment days.Population: All grade level teachersTimeline: July 2018 to June 2019

Principals and Deans Formative:RtI plans and progress monitoring reports, Sign-in sheets,Workshop agenda, PDS session roster and evaluations,TLI routines documented in Instructional Feedback FormdataSummative:STAAR scores, TPRI/Tejas Lee, CIRLCE-PMscores, TELPAS, TMSFA+A 5 percentage point increase in the number of studentsmeeting the passing standards on state assessments


June 7, 2018 11:23 am


5) PK-3 teachers and Para-Professionals will receiveResearch-Based Professional Development, CIRCLEtraining, Activities to Transition students from Pre-Schoolto Public School; Frameworks aligned to the PKGuidelines; Positive Beginnings for ClassroomManagement, etc.Population: PK-3 to 4 faculty and staffTimeline: August 2018 to June 2019

2.4 Principals,Deans of Instruction

Formative Results:Teacher Observations, PDS Evaluations, Head StartCampus Visits, ProfessionalLeaves, Purchase Orders, Walk-Throughs, Lesson PlansSummative Impact:Improved T-TESS evaluations and walkthrough reports,increased participation in PK-3 and 4 professionaldevelopment activities.


6) Professional development opportunities will beprovided to campus and district personnel to enhance theprovision of services for at-risk students in order toimprove academic achievement, graduation rate,completion rate, and decrease the retention rate anddropout rate. Professional development opportunitiesinclude:-Identification of at-risk students via state and localcriteria, -Graduation Rate, Completion Rate, andGraduation Cohorts,-Identification and immediate enrollment of homelesschildren and unaccompanied youth via the McKinney-Vento Act, andBudget and Program CompliancePopulation: Elementary, Middle and High School At-risk StudentsTimeline: August 2018- June 2019 (As needed)

Schooladministration

Formative Results:PDS Session attendance and Evaluation Reports, VerifiedHomeless and/or Unaccompanied Youth EnrollmentLetter, eSchoolPLUS Special Programs Report,eSchoolPLUS At-Risk Progress Report, ProgressMonitoring Assessment Scores, Student Progress ReportsSummative Impact:increased STAAR/EOC and At-risk Retention



June 7, 2018 11:23 am

Goal 8: Technology will be implemented and used to increase the effectiveness of student learning, instructionalmanagement, staff development, and administration. (TEA Ch. 4 Obj. 10)

Performance Objective 1: El Jardin Elementary will show a 5% increase in all four key areas of the Star Chart: 1. Teaching and Learning 2. EducatorPreparation and Development 3. Leadership, Administration and Instructional Support 4. Infrastructure for Technology

Evaluation Data Source(s) 1: EOY Student grades, electronic portfolios, StarChart Survey Results, T-TESS, Professional Development SystemSummary Reports, Fixed Assets inventory Expenditure reports






1) E Jardin will have a computer lab schedule for allstudents to attend. This will increase the accessibility forall students in technology based instruction across allsubject areas by providing new software, and hardwareat the campuses for computer/ technology enhancedinstruction. The students will also develop projects thatfoster creativity, innovation, communication,collaboration, information fluency and digital citizenshipin all content areas. Additionally, a Bring Your OwnDevice Initiative will be maintained throughout thedistrict.Population: All StudentsTimeline: August 2018- June 2019

Career &TechnologyEducation Adm.Special ProgramsAdm.Tech Services Adm.CampusAdministration

Formative Results:1. Benchmarks2. Classroom projects3. Student competitions4. Improved connectivity of wired and wireless devices.Summative Impact:1. +Test scores2. +End of Year grades3. +Electronic portfolios4. +StarChart Surveys5. +Benchmarks


June 7, 2018 11:23 am


2) Teachers will be require to participate in a minimumof 12 hours of technology professional developmentannually to better prepare and assist with the integrationof technology into the subject areas. Training andsupport will be provided for all teachers and students onNetiquette training, the prevention of Cyber Bullyingand the integration of technology in the classroom.Population: All Students and teaching facultyTimeline: August 2018 to June 2019Need: District policy

Principals Formative Results:1.Professional Development System evaluations2. Administrative walkthroughs3. Certificates of completion of trainingSummative Impact:1. +T-TESS evaluations2. +Application Management Reports3. +StarChart Surveys4. +Campus Technology Training records from PDS


3) El Jardin Elem. will allow the Technology SupportTeacher (TST) adequate time daily to support theircampus in the integration of technology into instruction.Population: Campus facultyTimeline: August 2018 - June 2019

Principals Formative Results:1. TST reported schedules2. Application Management reports3. Walk-throughs4. Software usage reportsSummative Impact:1. +EOY TST reported schedules2. +EOY Application Management reports3. +Payroll report


4) Fifth grade students will be provided with electronictablets that will support literacy, writing activities andhomework assignments. Additional areas of focus maybe supported as deemed necessary by the teacher,campus or district.Population: all BISD 5th grade studentsTimeline: August 2018 to June 2019

Special/FederalPrograms andTechnology ServicesAdministration,Technology LeadTeachers, Principals

Formative Results:1. Classroom Projects2. Completed homework assignments3. Increased six weeks grades4. Increased benchmark test scoresSummative Impact:+Improved State assessment(s) scores


June 7, 2018 11:23 am


5) Model and Support the integration of instructionaltechnology in the delivery of instruction forreinforcement, differentiation, assessment, and meetingthe accessibility / modifications needs of students.Specific settings include but are not limited to:Computer labsInteractive tabletsSensors/Interface TechnologyInteractive whiteboardsDocument camerasStudent response systemsGraphing calculatorsElmosProjectorsPopulation: all students grades PK-12Timeline: August 2018 through June 2019

AssistantSuperintendents,C&I Administrators,Specialists, DistrictLead Teachers,Principals/Deans,Dept Chairs &Campus LeadTeachers,Technology ServiceStaff

Formative Results:Workshop agendas and sign-ins, PDS SessionEvaluations, BISD Instructional Feedback Form 100% ofwalkthroughs will indicate application of the skillsacquired during the professional development.Summative Impact:Improved STAAR scores, TPRI/Tejas Lee /CIRCLEPMdata, TELPAS, and TMSFA+The district will have a 5 percentage point increase inthe number of students meeting the 2018 state assessmentpassing standards



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Goal 9: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high schooldiploma. (TEA Ch. 4 Obj. 3)

Performance Objective 1: Increase the school's attendance rate to 97% and improve At-Risk Student Attendance Rate by 5% over prior year attendance.

Evaluation Data Source(s) 1: Campus attendance rates, At-Risk Student Attendance.




1) El Jardin will address the district attendance rategoals in the Campus Improvement Plan by providing aplan including procedures, roles and responsibilities ofstaff involved in working with campus attendance andensure daily updates of attendance.Population: All BISD studentsTimeline: August 2018 to June 2019

Pupil ServicesAdministrator andStaff,PEIMS Staff,CampusAdministrationParent Liaisons.

Formative Results:Pupil Services District Attendance Monitoring Visits,PEIMS Reports of Attendance Weekly Rates, ParentTruancy Court Notice Letters, No Credit process, andStudent Attendance PlansSummative Impact:+PEIMS Districts and Campus Attendance PercentageRates

2) 2) To better support student achievement and improvestudent attendance, campus Parent liaisons will beproactive by monitoring student attendance throughdaily, weekly and six weeks attendance reports. Parentsof students with excessive absences as per district policywill be issued warning notices, no credit letters, and/orcourt notifications as needed.Population: all BISD students PK to 12th gradeTimeline: September 2018 to May 2019

Parent LiaisonCampusAdministration

Formative Results:School Messenger Notification System Reports, eSchoolAttendance Reports, District Attendance Monitoringforms, Truancy Court Sworn Affidavits filed, No CreditLettersSummative Impact:+PEIMS Districts and Campus Attendance PercentageRates

3) 5) To reduce student absenteeism, campus staff willbe proactive by monitoring students attendance and afterthe 3rd student absence, begin Truancy PreventativeMeasures (TPM), which includes issuing a "StudentAttendance Plan" to the parent and student during parentconferences held at school to prevent further studentabsences.Population: all Student with absenteeismTimeline: 2018 Fall Semester and 2019 Spring Semester

Pupil ServicesAdministration andStaff,CampusAdministration,Campus StaffNurses,Counselors, andParent Liaisons

Formative Results:BISD Student Plan for Truancy Prevention Measures(TPM), School Attendance reports, School MessengerSystem Reports, Distribution of Student Attendance Plansto parents and students (TPM)Summative Impact:+PEIMS attendance data shows increase


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4) Pre-K-5th grade students, including special education,will be eligible to receive perfect attendance awards inorder to increase attendance every six weeks.Populations - All studentsTimeline - Every six weeks

AdministrationTeachersCounselors

Formative: Eschools Attendance LogSummative: Attendance Reports



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Goal 9: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. (TEA Ch. 4 Obj. 3)

Performance Objective 2: El Jardin will develop prevention and intervention strategies that increase At-Risk student achievement on STAAR by 5%.

Evaluation Data Source(s) 2: STAAR/EOC reports disaggregated for At-Risk students.






1) Accelerated instruction in the foundation curriculumwill be provided during Extended Day and Tutorials toall students.

*Regular/extended tutorial programs will assist toimprove at-risk student achievement, graduation rate,completion rate, and decrease the retention rate anddropout rate.Population: Elementary at-risk StudentsTimeline: September 2018- June 2019

2.5 Principals,Deans ofInstruction,Area AssistantSuperintendents,State CompensatoryEducation and Titlel- Part

Formative Results:eSchoolPLUS generated Tutorial Schedule, TutorialAttendance Report,Tutorial Lesson Plans, Tutorial Classroom Observations,SchoolPLUS At-Risk Progress Report, ProgressMonitoring Assessment Scores,Student Progress ReportsSummative Impact:Increased STAAR/EOC performance compared to prioryear, especially for at-risk and special population servedstudents


Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

2) El Jardin Elementary will have a Dean of Instructionto conduct regular research-based professionaldevelopment sessions in order to train and retain highlyqualified personnel that will positively impact at-riskstudent achievement, attendance, graduation rate,completion rate, and decrease the retention rates anddropout rate.Population: Elementary At-risk StudentsTimeline: July 2018- June 2019

2.4 Curriculum andInstructionDepartment andState CompensatoryEducationadministrationCampusAdministration

Formative Results:PDS Session Attendance and Evaluation Reports, TeacherLesson Plans, Classroom Observations, ProgressMonitoring Assessment Scores, Student Progress ReportsSummative Impact:+Increased STAAR/EOC, At-risk Retention, Graduation,and Completion Rates+Decreased dropout rate


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CSF 1 CSF 2 CSF 4

3) El Jardin Elem. will provide computer-basedinstruction in the foundation curriculum and adaptive-assisted devices in order to improve at-risk studentachievement, attendance, graduation rate, completionrate, and decrease the retention rate and dropout rate.Population: all grades At-risk StudentsTimeline: August 2018 - June 2019

2.6 State CompensatoryEducationadministrationCampusAdministration

Formative Results:eSchoolPLUS Master Schedule, Computer Lab Schedule,Software Usage Reports, Teacher Lesson Plans,Classroom Observations, Progress MonitoringAssessment Scores, Student Progress ReportsSummative Impact:+Improved STAAR/EOC, TELPAS and other stateassessments,Attendance Rate, Retention Rate,Dropout Rate, Graduation Rate, andCompletion Rate

4) 6) The academic progress of 1st grade students willbe monitored by migrant-funded staff to ensuresuccessful grade level completion and ultimately securepromotion to 2nd grade.Population: 1st grade migrant studentsTimeline: August 2018 - June 2019

District MigrantCoordinatorCampus PrincipalsMigrant FundedteachersDM CounselorMSC

Formative:PFS Monitoring Tool, BOY, MOY Assessment results,Report Card gradesSummative:EOY Assessment resultsIncreased promotion rates

5) PBMAS7) Elementary and Middle School migrant students willhave an equal opportunity to attend the school district'ssummer school programs to ensure promotion if neededor to participate in the migrant enrichment summerprogram. High school migrant students will have accessto migrant summer for credit recovery in order to ensureon-time graduation.Population: All Migrant studentsTimeline: June 2019

2.5 District MigrantCoordinatorCampus PrincipalsMigrant TeachersMigrant ClerksMSC

Formative:Sixth weeks grades and PFS Monitoring ToolSummative:+Increased promotion rates and State test performance

6) 8) In order to increase awareness of migrant studentneeds, BISD campus faculty and staff, through themonthly distribution of the PFS Monitoring Tool andthrough scheduled meetings, will be provided withappropriate migrant information so that timely andappropriate interventions are provided to migrantstudents.Population: Campus Administration, Faculty and StaffTimeline: September 2018 - May 2018

District MigrantCoordinatorCampus PrincipalsMigrant FundedTeachersMSC

Formative:PFS Monitoring Tools, Assessment Results, Placementinto InterventionsSummative: Improved EOY Assessment Results forCIRCLE PM/TPRI/Tejas LEE/ STAAR, PBMAS ReportPerformance and Staging



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Goal 9: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. (TEA Ch. 4 Obj. 3)

Performance Objective 3: Implement a sustainable coordinated school health system that provides wellness tools and resources which promote the long-term development through student attendance and success of the whole student.

Evaluation Data Source(s) 3: Nurse time and effort reports show students immediate health concerns are addressed along with improved reportcard grades and increased student attendance rates. PAPA, CATCH, and SHAC meetings and reports.





1) To promote physically and emotionally healthystudents, the school will utilize the

-CATCH (Coordinated Approach to Child Health)program, and

Population: All studentsTimeline: August 2018 to June 2019

2.6 AdministrationCoaches and Nurse

Formative Results:Classroom observation, Professional developmentevaluations, Sign-in sheets, Workshop agendasSummative Impact:Fitness Gram results increaseCATCH Binder end of year evaluation


2) Assistance in the planning and execution of theoverall health program at campus level, in an effort toimprove overall student health which increases studentattendance and academic performance, will be carriedout by Health Services (nurses).Population: Campus Nurses (licensed medicalprofessional RN and LVN).Timeline: August 2018 - June 2019

Health Services andAdministrator

Formative Results:Monthly reportsSummative Impact:+Nurse time and effort reports will clearly show that thestudents immediate health concerns are being addressedand will result in improved student attendance and grades



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System Safeguard Strategies

Goal Objective Strategy Description

1 1 1

Provide instructional resources and computer assisted instruction that reinforces implementation of the BISD curriculum andinitiatives including (but not limited to) professional development based on identified needs. Elementary: Language EnrichmentLearning A-Z Envision Pearson Math Coding Initiative programs Dr. K Writing Portfolios (including digital portfolios)Balanced Literacy Model Write for Success TLI Cognitive Routines/Strategies Inclusion (co-teach) Model Dyslexia Lab TexasGateways Adaptive Curriculum EduSmart Tango Software Population: All student groups Timeline: Aug. 2018-June 2019

1 1 2Monitor the implementation of the 3 Tier Response to Intervention Model in PK-12 classrooms for math, reading, and behaviorwith additional training provided to campus Trainer of Trainers on required documentation and interventions based on identifiedneeds. Populations: All students and teachers for these students in core content areas. Timeline: August 2018 to June 2019

1 1 3

Teacher will meet every six weeks to analyze students' assessment data to determine specific instructional intervention needsthat will drive planning for conferences, workshops, curriculum framework revisions, and maintenance meetings that addressthose state standards where the students demonstrated the lowest achievement levels. *Longhorn Planning" Populations: Allsub-population and teachers Timeline: August 2018 to June 2019

1 1 4Certified teachers and para-professionals will supplement allotted campus positions so that the needs of low performing studentsmay be met through individualized small group instruction. Population: PK-3 - 5th Grade Students Timeline: August 2018 toJune 2019

1 2 1

El Jardin Elementary will support Early Childhood Education in order to increase early literacy and student school readiness thefollowing options for high quality 3 year old programs will be in place: Title I Full day sessions for students who qualify underlow SES criteria BISD/NINOS Head Start Collaborative for students who qualify under the Free Lunch federal criteriaPopulation: PK-3-year-old students as of Sept. 1st Timeline: July 2018 - June 2019

1 2 2

3 year old - 5th grade teachers will be provided with instructional resources and computer assisted instruction that reinforcesimplementation of the BISD curriculum and initiatives including (but not limited to) professional development based onidentified needs for early childhood. Language Enrichment (Niehaus) Learning A-Z Hatch TLI Cognitive Routines/StrategiesTango Software Dr. K *A master schedule would be implemented in order to have an effective lesson delivery. Population: Allstudent groups Timeline: July

7 1 1

Provide teachers with professional development opportunities to enhance implementation of instructional strategies including:Response to Intervention (RtI), sheltered instruction (SIOP), differentiated instruction, ), reading comprehension cognitivestrategy routines, Texas Literacy Initiative protocols including oral language skills that increase listening/ speaking and reading/writing proficiency in all content areas. Population: All teachers teaching core content and special education. Timeline: July2018 to June 2019


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Goal Objective Strategy Description

8 1 1

E Jardin will have a computer lab schedule for all students to attend. This will increase the accessibility for all students intechnology based instruction across all subject areas by providing new software, and hardware at the campuses for computer/technology enhanced instruction. The students will also develop projects that foster creativity, innovation, communication,collaboration, information fluency and digital citizenship in all content areas. Additionally, a Bring Your Own Device Initiativewill be maintained throughout the district. Population: All Students Timeline: August 2018- June 2019

9 2 1Accelerated instruction in the foundation curriculum will be provided during Extended Day and Tutorials to all students.*Regular/extended tutorial programs will assist to improve at-risk student achievement, graduation rate, completion rate, anddecrease the retention rate and dropout rate. Population: Elementary at-risk Students Timeline: September 2018- June 2019

9 2 2

El Jardin Elementary will have a Dean of Instruction to conduct regular research-based professional development sessions inorder to train and retain highly qualified personnel that will positively impact at-risk student achievement, attendance,graduation rate, completion rate, and decrease the retention rates and dropout rate. Population: Elementary At-risk StudentsTimeline: July 2018- June 2019

9 2 3El Jardin Elem. will provide computer-based instruction in the foundation curriculum and adaptive-assisted devices in order toimprove at-risk student achievement, attendance, graduation rate, completion rate, and decrease the retention rate and dropoutrate. Population: all grades At-risk Students Timeline: August 2018 - June 2019


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Documents

2018-2019 Campus Improvement Plan Brownsville Independent ...eljardinbisd.weebly.com/uploads/1/8/8/7/18874716/... · Brownsville Independent School District El Jardin Elementary 2018-2019