Elementary School Improvement Plan 2015-2016

Plano ISD

School Improvement Plan: 2015-2016

School Based Improvement Committee

Forman Elementary

Principal: Tramy Tran

Mission Statement: Forman is a Learning Family where we collaborate with positive character in a judgment free environment turning challenges into opportunities to grow for lifelong success.

Elementary School Improvement Plan 2015-2016 Forman Elementary

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Verification Page

Planning Timelines Analysis of Critical Actions, and STAAR 2014-2015 Gap Analyses: June 2015

Needs analysis, goal setting and strategic planning: June – September 2015

Campus teacher data analysis day: August-September, 2015

SBIC Plan due for DBIC review: October 30, 2015

Meeting Dates Meeting 1: SBIC approves the improvement plan (by October 23, 2015): Wednesday, October 28, 2015

Meeting 2: Progress monitoring and review of strategic plan (by February 1, 2016): Wednesday, January 27, 2016

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 10, 2016): Tuesday, June 07, 2016

2015-2016 Campus Status

Check all that apply

Title III English Language Learner Campus

☐ Non-Title I Campus

☐ Title I Targeted Assistance Campus

☐ Targeted Assistance Campus Transitioning to Title I School-wide

Title I School-wide Campus

Title I Information

Title I Components

1 (CNA) Comprehensive Needs Assessment 6 (PI) Strategies to Increase Parental Involvement

2 (RS) Reform Strategies 7 (Tran) Transition (Elementary schools only)

3 (HQ) Instruction by Highly Qualified Staff 8 (A) Teacher Decision-Making Regarding Assessments

4 (PD) High-Quality Professional Development 9 (M) Effective and Timely Assistance to Students

5 (R/R) Strategies to Attract Highly Qualified Teachers 10 (Coord) Coordination and Integration

Program Funding

Multilingual i.e. Parent programs, Assistance with ESL and/or Bilingual program utilizing Multilingual Specialists

Title I i.e. Parent programs, Tutorial Program, RAMP up for Kindergarten Program

Sp.Ed. i.e. Special Education emergency aid

Local i.e. Parent programs

PDAS SBIC Waiver Approval Form: To provide an alternative appraisal process to the PDAS for experienced eligible teachers, the School Based Improvement Committee has to submit a waiver

(first approved at the campus level) for consideration by the District Based Improvement Committee at its first regularly scheduled meeting. The PDAS SBIC

WAIVER APPROVAL FORM may be accessed here: http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf

http://inside.pisd/hr/services/documents/PDASSBICWAIVERAPPROVALFORM.pdf


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SBIC Committee

Committee Member’s Name Role Year 1st Participated on SBIC

Lee Willis Faculty Member 2013

Emily Brinton Faculty Member 2014

Martha Umana Faculty Member 2015

Sharon Williams Faculty Member 2013

Anitra Phillips Faculty Member 2014

Reyna Valentin Faculty Member 2013

Leticia Diwa Faculty Member 2014

Tramy Tran Principal 2007

Saul Laredo/Fannysteen Mays District Professional 2012

Bob Farris Campus Professional, Non-teaching 2014

Cassey Scales Campus Professional, Non-teaching 2015

Russell Sanders Support Staff Member 2015

Amber Krisher Parent-Selected by PTA 2014

Jennifer Meineke Parent-Selected by Principal 2011

Stephanie Torresi Parent 2015

Iris Perez Parent 2015

Alan England Parent 2013

Anna England Parent 2013

Debra Babers Community Member 2014

Kay Williamson Community Member 2012

Janell Hoffman Business Representative 2012

Randy Dennison Business Representative 2013

Information regarding the SBIC Committee (BQB Local) may be accessed here: http://pol.tasb.org/Policy/Code/312?filter=BQB

http://pol.tasb.org/Policy/Code/312?filter=BQB


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District-Wide Goals 1. Increase the percentage of students meeting STAAR Satisfactory performance rates.

2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas.

3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps.

4. Increase the percentage of students meeting STAAR Advanced performance rates.

5. Increase high school graduation rates and ensure students are on track to graduate.

6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness.

7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (60% meet Phase-in 1 Level II on STAAR/EOC).

District-Wide Goals Title I Components Applicable Student

Groups Health, Fitness and Attendance:

The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students.

10 (Coordination and Integration) All

Violence Prevention and Bullying 10 (Coordination and Integration) All

Parental Involvement: The campus will provide a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

1 (Comprehensive Needs Assessment)

6 (Strategies to Increase Parental Involvement)

10 (Coordination and Integration)

All

Highly Qualified Staff: The highly qualified rate of teaching staff (Teachers and Paraprofessionals) will meet the 100% target measure.


3 (Instruction by Highly Qualified Staff)

4 (High-Quality Professional Development)

5 (Strategies to Attract Highly Qualified Teachers)

10 (Coordination and Integration)

All

Transition of Pre-KN Students: The transition from early childhood to elementary school is supported by the campus and district. (Title I Campuses only)


7 (Transition) 10 (Coordination and Integration)

Title I only


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Improvement Plan Critical-Actions The areas for school-wide and/or targeted grade level Critical Actions were identified using the following sources:

Comprehensive Needs Assessment;

Plano Professional Practice Analysis (PPP Analysis);

STAAR/EOC Gap Analysis; and

State of Texas Accountability Reports (specifically addressing any student groups that did not meet State and Federal Accountability Safeguards)

Critical-Actions Targeted Area

1. Study and use the district’s written curriculum

School-wide

☐ Kinder

☐ 1st grade

☐ 2nd grade

☐ 3rd grade

☐ 4th grade

☐ 5th grade

☐ Other:

2. Define high-yield instructional strategies and reinforce their use in all classrooms.

School-wide

☐ Kinder

☐ 1st grade

☐ 2nd grade

☐ 3rd grade

☐ 4th grade

☐ 5th grade

☐ Other:

3. Support the development and use of more frequent common assessments than those provided by the district.

School-wide

☐ Kinder

☐ 1st grade

☐ 2nd grade

☐ 3rd grade

☐ 4th grade

☐ 5th grade

☐ Other:

4. Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery of the curriculum.

School-wide

☐ Kinder

☐ 1st grade

☐ 2nd grade

☐ 3rd grade

☐ 4th grade

☐ 5th grade

☐ Other:

5.

☐ School-wide

☐ Kinder

☐ 1st grade

☐ 2nd grade

☐ 3rd grade

☐ 4th grade

☐ 5th grade

☐ Other:


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Critical Action 1

Critical Action: Study and use the district’s written curriculum

Project Lead: Leadership Design Team; Campus Administrators

Staff, Title I Staff: All Grade Level Teachers; All Special Education Teachers; All Academic Support Teachers; Title I Adult Temps

Materials and Resources: TEKS; Lead4ward Snapshots; Lead4ward Field Guides; PISD Curriculum Planner; UbD Lesson Design; SAS; District Diagnostics

2015-2016 Timeline: Beginning September 2015 and continuing through June 2016

Targeted Area:

School-wide ☐ Kinder ☐ 1st grade ☐ 2nd grade ☐ 3rd grade ☐ 4th grade ☐ 5th grade ☐ Other:

Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) ☐ 10 (Coord) Program Funding:

Title I Funds:$20K State and Local

Funds

Strategies for Accomplishing Critical Action:

Action Step Implementation Timeline

per Action Step Formative & Summative Notes

(Evidence of Implementation and Impact)

Be fully aware of learning outcomes of the district curriculum:

Ask self,”What is it that you were wanting students to know or be able to do as a result of this lesson (or homework assignment, strategy, field trip, etc.)?

Use the Lead4ward Snapshots and Field Guides to dissect the TEKS to develop the Evidences of Learning.

Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads Wednesday PLCs for Special Education, Teaching Assistants and Bil/ESL Teachers as scheduled in the Professional Development Plan for the year.

Kinder: Weekly meeting to discuss EOLs, extended block

meetings to discuss curriculum TEKs , classroom observations

and collaboration among grade level.

1: EOL’s for reading comprehension are used weekly,plans are

discussed prior to extended block planning, analysis of TEKs and

how they will be addressed are discussed. Determining the

relevance of questions on assessments and using only questions

that relate to the TEK.

2nd: In our weekly Extended Block planning, we use the

Lead4ward Field Guides to determine our learning objectives

and to create an assessment that matches the depth and

complexity of the TEKS. This also helps us prevent

misconceptions.

3rd: EOL’s planning with the end in mind (UbD). Extending

planning block allows us to dig deeper, creating an


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understanding of our TEKS.

4th: In planning and extended block we come prepared with

TEKS, snap shots, and student learning activities . We are

beginning to design EOL’s which represent the learning we want

our students to experience.

5th: In our weekly extended block planning we are digging deeper into the TEKS using Lead4ward field guides to understand the learning objectives. We are developing EOL’s to assess the students level of understanding Please see table of MAP results at end of this report.

Use the curriculum to diagnose learning problems:

Determine if it is a curricular issue due to vertical alignment or an instructional issue.

Share and compare the Evidences of Learning weekly during Extended Planning to improve teaching and learning in each classroom.


KInder: Classroom observations and collaboration among grade

level., monitoring alignment of lessons.

1st: Collaboration of what is expected of students to be able to

do and know. Use of EOL’s to discuss what our students are

being successful with and whether we need to remain or

whether students are ready to move forward.

2nd: The discussion during extended planning meetings have

shown us that the Evidences of Learning play a huge role in

diagnosing and assessing our direct instruction. We also learned

the importance of creating a specific and purposeful EOL.

Occasionally we discovered some discrepancies between our

instruction and EOLs.

3rd: The learning problems are due to the instruction. We are

given plenty of resources; however, we do not know how to

organize our instruction to fill in gaps. We are not using

curriculum to diagnose the learning gaps we are using it as a

resource to use TEKS based learning and instruction.


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EOL’s assist with diagnosing gaps or areas for reteach; as well as

best instructional practices from colleagues.

4th: Learning difficulties result more from students gaps in

learning and not particularly the curriculum. State TEKS are not

always developmentally appropriate. We have begun creating

more consistent EOL’s which are easier to compare for

similarities and differences in teaching.

5th: The learning gaps are due to a mixture of curricular, vertical alignment and instructional delivery.We are beginning to grow in the vertical alignment process which can take time to see the positive results. We are moving in the right direction with aligning our EOL’s to assess the learning growth of all students. Please see table of MAP results at end of this report.

Study curricular connections within and across school levels:

Plan for vertical team discussions within the campus and mid-year and end-of-year to compare progress within and across grade levels identifying celebrations and areas for growth.

Create and sustain vertical teams with Pre-K and Middle School feeder campuses to examine and improve, with fidelity, vertical curricular connections.

Within campus V-Team meet with grade level below and above to be designed by Leadership Team by December 2015 for implementation in Jan/Feb 2016 and May/June 2016. Campus Administrators to start conversation with Pre-K and Middle School Feeders to begin alignment talk by end of 1st Semester to plan for future meeting(s).

KInder: Through extended planning and instructional coaches

we hold the lines of communication open to discuss alignment

across grade levels.

1st: Vertical alignment is being coordinated through the use of

our coaches. We have not met with the grade level below or

above at this point for discussion.

2nd: During extended planning, instructional coaches help us to

vertically align the curriculum. We need to start using the UBDs

to help us understand what was previously taught and what will

be taught the following year.

3rd: At this time we have not met across grade levels. With the

AVID mentors/tutors we are creating feeder connections.


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4th:At this time we do not feel that vertical discussions are

happening to compare curricular connection. This is an area

that we can grow.

5th: We had a Vertical team math meeting at Mid-year that began the discussion of data driven instructions and interventions. 5th grade continued the discussion in our own planning meetings. We feel that meeting with the middle school educators could be helpful to our planning for the next school year. Please see table of MAP results at end of this report.


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Critical Action 2

Critical Action: Define high-yield instructional strategies and reinforce their use in all classrooms.



Materials and Resources: TEKS; Lead4ward Snapshots/Field Guides; PISD Curriculum Planner; UbD Lesson Design; SAS; District Diagnostics; Marzano’s Instructional Strategies; PES and STAAR Growth Measure Reports


Targeted Area:


Title I Components:

1 (CNA) 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) ☐ 10 (Coord) Program Funding:


Funds





Promote a common understanding of high-yield instructional strategies.

Use of Marzano’s 9 Instructional Strategies with Systematic ELD through AVID’s WICOR framework to build cognition and language.

o Teachers will begin their mastery of these high yield strategies in the following order with each coupled with Providing Feedback/Reinforcing Effort & Providing Recognition:

Identifying Similarities & Differences Summarizing & Note Taking Homework & Practice Non-linguistic Representation Cooperative Learning Generating and Testing Hypothesis Cues, Questions & Advance Organizers

o Systematic ELD will include at minimum a Language Objective with each lesson to include a sentence frame to support the practice of oral and written language development.


KInder: Implement ELD lessons, the lessons are WICORized, and

provide meaningful experiences to develop language.

1st: ELD lessons, AVID leveled questions, Sentence Frames are

being implemented.

2nd: We are using ELD lessons daily with a language objective

and sentence stems across the curriculum. We use non

linguistic representations as well as cooperative learning groups

to support oral and written language development.

3rd: We use AVID’s WICOR framework across all subjects with

the addition of the DLIQ’s for reinforcing feedback and

reflections. We are using the language objectives at a minimal.

4th:We are using AVID strategies to help build cognition and

build language. Such strategies include asking students what

they notice, taking notes, and WICOR. More intentionality with


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use of strategies should be something we continue to work

toward.. We need to be more intentional in the use of sentence

stems in all subject areas.

5th: We are using AVID and ELD strategies to build cognition and build language skills. Across all subject areas students are learning to organize their learning and build a framework for further inquiry. Please see table of MAP results at end of this report.

Reinforce the use of high-yield instructional strategies.

Campus Administrators to provide frequent feedback (at least 1-3 weekly) to classroom teachers on use of these high-yield instructional strategies.

Teachers encouraged to respond to this feedback for deeper discussion via e-mail or any other preferred mode of communication.

PLC observations of colleague or self to include reflection on use of high-yield instructional strategies.

At least 1-3 Walkthrough per teacher weekly. Teachers to conduct, at minimum, 3 observations of other/self by the end of the 3rd Nine Weeks with reflections to administrator at each nine week.

Kinder: We have seen the walkthrough but we have not all been

given feedback to respond to.

1st: Walkthroughs have been observed but not all teachers have

received feedback at this point. Teachers are in the process of

completing observations of peers.

2nd: We are receiving feedback which allows us to reflect on

our practices and to help us to make adjustments to our

instruction.

3rd-We have received feedback; however, not on a frequent

basis. As a grade level we were not aware to provide the

reflection; moving forward we will begin sharing our responses

and feedback.

In regards to PLC observations having a colleague coming into

our classrooms results in more high yield instructional

strategies.

4th- We would like to see more administration input and

feedback. PLC observations have been used and very effective

this year when we invited a teacher to model with our own


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class..

5th - Many times observations only compose a short duration in

the teachers’ instruction, limiting what the administrator sees. If

the observations were longer, they may get a better picture.

Many time the input is theoretical and we would like to see how

feedback can be modeled in the classroom.

Another idea is that if we had a specific focus for the walk-through. The focus would be explained prior and when the school had reached a certain percentageof profiency for that focus then the focus would then change. Please see table of MAP results at end of this report.

Identify best instructional practices based on student performance data.

Rely on Evidence of Learning (as a common teacher developed formative assessment) as means to identify best instructional practices to improve teaching and learning across classrooms.

Focus on a Growth Mindset and continuously learning for improvement among students and teachers with a value-added approach rather than a set final benchmark to meet a passing standard.

o Review of PES and STAAR Growth Measures for the grade level and individual teacher to identify areas from celebrations and improvement.


Kinder: Evidence of learning, class participation, targeted

instruction, and formal/informal assessments serve as tools to

improve teaching and learning.

1st: EOL; team discussions, District wide assessments,

formal/informal assessments.

2nd: We have used the EOLs to adjust our instruction to

intervene if and when students struggle to master concepts.

3rd-We have done well relying on EOL’s of learning; if the EOL is

TEK based. We sporadically review our PES and STAAR to set

goals with our students.

4th- Our team is showing growth using EOL’s to compare

teaching and learning in each classroom. Teaching a growth

mindset has become more natural for the team as time has

passed.

5th - Our team is still growing in the process of using EOL’s. We


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have seen the advantages and disadvantages. Please see table of MAP results at end of this report.


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Critical Action 3

Critical Action: Support the development and use of more frequent common assessments than those provided by the district.



Materials and Resources: TEKS; Lead4ward Snapshots/Field Guides; PISD Curriculum Planner; UbD Lesson Design; SAS; District Diagnostics; Marzano’s Instructional Strategies; PES and STAAR Growth Measure Reports


Targeted Area:


Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) 8 (A) ☐ 9 (M) ☐ 10 (Coord) Program Funding:


Funds





Support the development of common assessments.

Recognize that the mutual development Evidences of Learning designed from a deep understanding of the TEKS is considered a teacher-developed, formative common assessment.

Provide extensive support to instructional staff for the development of common assessments as Evidences of Learning.


Kinder:Formal/informal assessment, observations and informal

EOLs

1st: Mutual use of EOL’s based on Curriculum resources and are

varied so that specific TEKS can be assessed.

2nd: We are proud of our unit EOLs that we have made, but

now we need to focus on the daily EOLs.

3th-We go into depth of the development of EOL’s which or

TEKs driven. We have receive extensive support for the

development of our common assessments.

4th- Our EOL’s are not typically mutually developed, but we do review and agree or tweak them when needed. We have been provided extensive support by instructional staff which has helped us become more self reliant and intentional in our teaching.


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5th – This continues to be an area of growth. We ended the year simply sharing our own EOLs from each of our classes based on our dissection of the TEKS. We have been having difficulty finding/agreeing with one format for EOLs, but sharing our student work has been a positive aspect in developing common assessments. Please see table of MAP results at end of this report.

Establish expectations for teachers using common assessments.

Weekly, share a High, Middle, Low example of each Evidence of Learning, aka common assessment, for each classroom for the purpose of comparing results to identify best practices to improve teaching and learning across classrooms.


Kinder: We have discussed our EOLs to establish the

expectations and was more consistent towards the end of the

year to share a High, Middle, Low sample of student work.

1st: Team has begun to collaborate and share EOLs for

HI/MED/LOW and share how teacher achieved/implemented

instruction for that outcome and what can be done to improve

LOWs

2nd: We have been sharing low, middle and high examples of

EOLs and have found it to be very similar across classrooms.

3rd-We started out the year on a weekly basis and have

continued at a more sporadic frequency.

4th- We have been sharing our EOL’s, but we are still lacking the communication of how and why students performed in a specific way. 5th – This continues to be an area of growth. We ended the year simply sharing our own EOLs from each of our classes based on our dissection of the TEKS. We have been having difficulty finding/agreeing with one format for EOLs, but sharing our student work has been a positive aspect in developing common assessments. Please see table of MAP results at end of this report.


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Critical Action 4

Critical Action: Supplement classroom interventions with targeted support for students who perform below grade level or demonstrate early mastery of the curriculum.



Materials and Resources: TEKS; Lead4ward Snapshots/Field Guides; PISD Curriculum Planner; UbD Lesson Design; SAS; District Diagnostics; Marzano’s Instructional Strategies; PES and STAAR Growth Measure Reports; Review of Evidences of Learning


Targeted Area:


Title I Components:

1 (CNA) ☐ 2 (RS)

☐ 3 (HQ)

☐ 4 (PD)

☐ 5 (R/R) ☐ 6 (PI)

☐ 7 (Tran) 8 (A) 9 (M)

☐ 10 (Coord)

Program Funding:

Title I Funds:$20K SCE, State and

Local





Proactively develop intervention plans for students performing below grade level.

Design Team to review and refine our “Pyramid of Interventions of Tier I, II, and III” and share with faculty.

o Determine what constitutes Tier III and what interventions should be delivered at Tier II and III.

Interventionists work with teachers and instructional coaches to ensure that effective Tier II and III intervention is occurring for those students identified to receive intervention.

Employ Part-time Adult Temps to provide intervention for 3rd-5th graders who have previously failed STAAR or are designed as Tier III intervention in Math or Reading.


As a Design Team, we have met with each grade level and

reviewed MOY data to identify students at least a year below to

determine Tier III interventions. We reviewed these results at

the end of the year along with other diagnostic information to

help us review student progress in CMIT and determine those

students continuing as Tier III at the beginning of 16-17 school

year.

We became more proficient in identifying students that only

need reading fluency interventions which helped improved their

reading comprehension and brought many students to on grade

level reading. This reduced on the number of Tier III reading

intervention.

For language interventions we have begun with push-in


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Monday PLCs for Interventionists and Team Leaders Monthly Design Team Meetings

interventions from ESL specialists, rather than pull-out.

iStation is being used for Grades K-2 as Tier 2 intervention.

TTM pathways assignments have also been used as Tier 2

interventions.

Two part-time adult temps were contracted to work with 3rd -5th

graders to support Tier III intervention among STAAR failures.

Please see table of MAP results at end of this report.

Provide proactive support for students performing below grade level.

All teachers to KNOW each student and recognize gaps between student experience/knowledge and curricular demands so that sufficient background knowledge or pre-loading is provided.


Teachers are able to identify skills for their students but do not necessarily have specific data. Minimally we would want teachers to knows a student instructional and independent reading levels and whether their gaps or language-related, comprehension, fluency, etc. The area of more effective Tier II intervention will be the focus for the 16-17 school year as we focused more on improved, effective Tier I instruction. This is an area to consider as additional support in our Extended Planning Blocks. Please see table of MAP results at end of this report.

Proactively develop intervention plans for students demonstrating early mastery of the curriculum.

Instructional Coaches to work individually with teachers to assist teachers in designing lessons that go deeper in level of thinking.

For example, take a summarization of conflicting opinions to choose an opinion to orally debate using sentence frames to build language, if needed. Develop

Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads

In extended planning we have reviewed and helped teachers identify the different levels of the Evidences of Learning and become more familiar with the TEKS. This is an area to consider as additional support in our Extended Planning Blocks. By delineating the EOLs by the levels of thinking, teachers will be


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a Project Team (to include our PACE teacher) to brainstorm what school-level support to provide for teachers whose students demonstrate early mastery of any given unit of study.

o Possible considerations to include may be regrouping these students across teachers, providing specialized computer software to extend learning, etc.

Wednesday PLCs for Special Education, Teaching Assistants and Bil/ESL Teachers as scheduled in the Professional Development Plan for the year. Design Team to form a Project Team by December 2015 to develop this plan for the 2016-2017 school year.

better able to adapt lessons to meet the learning needs of each student. Please see table of MAP results at end of this report.

Provide enhanced learning opportunities for students demonstrating early mastery of the curriculum.

Work with campus PACE teacher to design learning opportunities and activities (Logic Matrices) for these students who demonstrate early mastery of curriculum as possible evidence for referral to the PACE program.

All teachers to complete the annual PACE update requirement for professional development.

Weekly Extended Block Planning guided by Instructional Coaches in collaboration with campus PACE Teacher. Additional Team Meetings as determined by Grade Level Team Leads with campus PACE Teacher. Campus PACE Teacher to provide each classroom teacher with a Logic Binder by end of 1st Nine Weeks (October 16, 2015). Campus PACE Teacher

PACE Teacher provided learning opportunities and activities for classroom teachers, but not all teachers/students took advantage of this resource. It would be nice to have a full-time PACE teacher on campus to support the advanced learning needs of students. All teachers completed the annual PACE update requirement for professional development.


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to share annual PACE update requirement with teachers by end of 1st Nine Weeks (October 16, 2015) whose Evidence of Learning is to be submitted to Campus Admin/Campus PACE Teacher by December 18, 2015.

Evaluate the effectiveness of academic support and student interventions.

Examine any school level intervention to make certain that they are tightly aligned (targeted) with academic objective of TEKS as assessed through various forms of diagnostics (MAP, TPRI/Tejas Lee, Plano Lit, AMC, STAAR Item Analysis, TELPAS, IPT, Evidences of Learning, etc.).

Systematically review Evidences of Learning, Tier II and III documentation along with the district Benchmark of MAP/TPRI/Tejas Lee/AMC/Plano Lit Diagnostics during Extended Planning Blocks, Interventionist PLCs and CMIT to determine effectiveness of academic support and interventions.

Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads Wednesday PLCs for Special Education, Teaching Assistants and Bil/ESL Teachers as scheduled in the Professional Development Plan for the year. Monday PLCs for Interventionists and Team Leaders Monthly Design Team Meetings

This continues to be a work in progress as we have created systems in place to evaluate the effectiveness of academic support and student interventions. The interventionists meet weekly to review Tier III documentation. After MAP testing, interventionists meet to review MAP as well as other diagnostic data before admin shares with grade level teams during extended planning blocks. There needs to be more consistency in helping to support teachers in creating appropriate EOLs at the various levels of thinking. Improvement must be made to keep communication open and frequent between interventionists and classroom teachers.


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Quarterly CMIT/504 meetings for Tier III students. Monthly KidTalk with Interventionist Team and Grade Levels.


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Health, Fitness and Attendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:

Applicable

Students Action Step Responsible Staff/Resources

Formative & Summative Notes (Evidence of Implementation and Impact)

COORDINATED SCHOOL HEALTH:

K-8 Designate a Campus Wellness Captain and establish a

Campus Wellness Team; set meetings, establish

measurable goals and document progress toward

goal completion. (Required - Form Provided)

Principal

Campus Wellness

Plan

Nurse Belinda Stricklin was designated as Campus Wellness

Captain and selected members of her team. Campus

Wellness Team met: 10/30/15; 12/17/15; 3/3/16; and

5/25/16.

K-8 Include at least one Parent on Campus Wellness

Team. (Required)

Campus

Wellness Captain

Campus Wellness

Plan

Geannina Trujillo, who is the guardian of a 4th grade student,

is a member.

K-8 Ensure that all components of the Coordinated

School Health curriculum are delivered in an

appropriate setting, i.e. classroom component

requires use of a classroom. (Required)

Principal Coordinated School

Health Curriculum

All components of the Coordinated School Health curriculum

were delivered in the gym, fitness room, and grade-level

classrooms. Dental lesson was provided to First Graders on

12/15/15 and 12/16/15. Fourth and Fifth Grade Puberty

presentations were made May 25-26, 2016. Required staff

completed Blood Borne Pathogen, Anaphylaxis, and Diabetes

online training courses.

K-8 Create a Coordinated School Health bulletin board

inside the school building for students, staff and

parents to view. (Required)

P.E. Teacher/

Staff

Coordinated School

Health Curriculum

Fitness posters and food pyramid posters were displayed

inside the building for students. Staff, and parents to view.

Health related displays were located in the Gym and Fitness

Room.

K-8 Notify parents/community members of Family

Wellness Nights/Health Fairs through use of

marquee, newsletter, web page, and/or myPISD.

Campus

Wellness

Captain/Principal

Campus Wellness

Plan

ENews was utilized to publicise CareVanVaccination Clinic

and Flu Vaccine Clinic.


Page 22 of 37

Applicable



FITNESS:

3-8 Analyze student fitness data to set program goals for

school year. (Required - Form Provided)

P.E. Teacher Program Goal Form Fitnessgram scores are used to determine student health

and fitness goals.

3-8 Assess all eligible students using fitness test

components. (Required - Form Provided)

P.E. Teacher Student Exemption

Form

All eligible students were assessed with Fitnessgram

4th & 7th (NEW ACTION STEP) Ensure all data for 3rd -8th grade

students is entered on timely basis, fitness report

cards are printed (4th and 7th grade) and sent to

parents or linked through myPISD. (Required)

P.E. Teacher Fitnessgram

Student Report

All Fitness grades were reported to parents and PE grades for

3rd-5th graders were included on 9-week report cards.

PHYSICAL ACTIVITY REQUIREMENTS: (Please complete cells below)

K-8 Ensure students are receiving required physical

education classes/minutes for each school year and

achieving moderate to vigorous physical activity

(MVPA) 50% of the physical education class period.

(Required - Form Provided)

Principal Recommended

sample schedules

are available upon

request

MVPA Form

All students received required physical education minutes

each week.

K-8 Measure MVPA and physical activity time using

pedometers and heart rate monitors. (Required)

P.E. Teacher Pedometers; heart

rate monitors

Pedometers and Heart Rate Monitors were not implemented

on a regular basis.

K-8 Ensure physical education staff is using a sequential

and developmentally appropriate curriculum which

has students active at least 70%-90% of class time.

(Required - Form Provided)

Principal Yearly Plan Form

Lesson Plans Visible

During Class Time

Observation

Based on observations and walkthroughs, this was

accomplished.

K-5 Ensure students are receiving daily unstructured play

during recess. (Required)

Principal Master Schedule Each grade level has at least 25 minutes of unstructured play

time per day.

K-5 Encourage opportunities for brain breaks and short

activity breaks throughout the day. (Required)

Principal Resources available

upon request

All classroom teachers engaged in Brain Breaks during the

school day accessing resources like GoNoodle and YouTube

videos.

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K-8 Monitor attendance of students and follow up on

prominent and chronic absences. (Required)

Principal Attendance

Secretary

Attendance Logs

Attendance Secretary and Assistant Principal monitored the

attendance of students. Forman’s attendance rates

surpassed the district during several grading periods.


Page 23 of 37

Applicable



and Truancy filing

Documentation

44/570 = 8% of students had Perfect Attendance all year.

K-8 Using Fitnessgram and attendance data, set

measurable goals for students who have prominent

and chronic absences and whose fitness test scores

fall outside the Healthy Fitness Zone. (Required)

Principal Student Goal Form This is a goal in progress. Due to the loss of the full-time PE

Teacher, coordination of this goal continues to fall to the

wayside. This should be a goal for the Wellness Team to

address and support in future years.

Violence Prevention and Bullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal

aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283)

Strategies for Accomplishing Goals:

Applicable Group

Action Step Responsible Staff/Resources Formative & Summative Notes


Staff PREVENTION:

Identify high risk areas. (Required) Principal/Admin Intern/Asst. Principal

Staff feedback/ survey

Topic was reviewed during Design Team Meetings.

Monitor high risk areas. (Required) Principal Designee Staff assignments/ schedule

Morning/Dismissal Duty Assignments were reviewed periodically to reallocate supervision to areas of need.

Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook

Staff Handbook was updated and sent electronically to staff for reference

Staff EDUCATION:

Participate in annual staff training on bullying/sexual harassment. (Required)

Principal or designee Handouts/PowerPoint

All staff completed sexual harrassment/misconduct

online training prior to Winter Break . On Aug. 17, 2015,

Counselor Cassey Scales conducted bullying training for

entire staff.

Review referral process. (Required) Principal or designee Campus referral plan

This was completed by school counselor as part of the

BOY Campus PD trainings in August.


Page 24 of 37

Applicable Group



Staff INTERVENTION:

Establish recommended intervention strategies for classroom/campus. (Required)

Principal or designee (campus discipline staff)

Discipline Management Plan

Our designated Assistant Principal and one of our Interventionist trained teachers as part of our BOY Campus PD trainings in August to support teachers; further support was provided by the CMIT/504 Team during reviews throughout the year. Office Referrals decreased this year due to improved student behavior and more experienced, capable teachers.

Implement campus referral plan. (Required) Principal or designee Campus Referral Plan


Utilize Discipline Management strategies. (Required)

Principal or designee Discipline Management Plan


Applicable Group



All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. (Required)

Principal or designee Code of Conduct/ Student-Parent Handbook

Schoolwide AVID/PBS system continues to have positive results for the majority of students.

Monitor high risk areas. (Required) All staff Schedule (if necessary)

All Staff maintained vigilance in the hallways as we incorporated “no talking” in the hallways.

All Students

EDUCATION:

Explain referral process/contacts. (Required) All teachers Referral Plan

Our designated Assistant Principal and one of our

Interventionist trained teachers as part of our BOY


Page 25 of 37

Campus PD trainings in August to support teachers;

further support was provided by the CMIT/504 Team

during reviews throughout the year. Office Referrals

decreased this year due to improved student behavior

and more experienced, capable teachers.

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers

Use R-Time, Second Step, Intelligent Behaviors resources through designated Team Time in classroom for teaching of social skills. Use of Discipline Partners Implementation of School-wide AVID/PBS, Positive Colors/Falcon Bucks Student Management System








Employ discipline interventions: (Required) Designated staff

KidTalk CMIT/504/SpEd Accommodations for Tier III Behavioral Needs students according to campus discipline plan in compliance with state/district mandates.








Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors and CMIT/504 Team

Lunch Bunch/Social Skills groups Beautiful Me/Boyz II Men groups






Page 26 of 37




Conference with parents/students. (Required) Teachers or other staff

On an as needed basis, with a communication/meeting log to document.









Page 27 of 37

Parent Involvement

Critical Action: The campus will provide a program to encourage and increase participation of parents in regular, two-way and meaningful communication involving student academic learning and school activities.

Project Lead: Campus Adminstrators, Counselors and Parent Liaison

Staff, Title I Staff: All Grade Level Teachers; All Special Education Teachers; All Academic Support Teachers; Title I Adult Temps; Non-instructional Staff

Materials and Resources: Collaboration with Campus PTA/Plano ISD Council of PTA; Title I Funding


Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $1000 SCE, Local, PTA





Require all parents to register students via Parent Portal in order to have access to eNews, grades, attendance, and electronic information.

Beginning of the Year Parent Orientation during the week before the start of classes Monthly parent meetings by invite, with coordination of Mobile Computer Lab, if available, to more easily manage the personalization and time educating each parent on accessing Parent Portal.

This continues to be a work in progress. A goal this year was to have our Parent Liaison meet individually with parents who have not been on Parent Portal. The Parent Liaison provided individualized assistance with this process in hopes that more parents will access the portal to complete BOY paperwork.

Identify parents without computer/internet access to offer hard copies of school information.

Ensure weekly Youngest Only Packets delivery hard copies of school information in both Spanish and English in addition to Phone Messenger, campus e-news and marquee.

This was completed as written.

PTA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Monthly PTA meeting where Principal attends.

This continues to be a work in progress. Our PTA Board does have good representation of our demographics, but it does not exactly reflect our student body.

Communicate information through eNews. Campus e-news to be sent weekly beginning in August

Our Campus Technology Assistant worked in unison with the PTA to send out weekly e-news


Page 28 of 37




2015 and ongoing.

Upgrade and maintain the campus website for easy access and increased communication with the community.

Monthly update from Campus Technology Assistant on status of maintaining and updating campus website.

Our Campus CTA worked diligently to update our campus website. There needs to be some guidance by the district in support on how to make our website more “language-friendly”.

Partner with PTA to offer parental programs on a variety of topics (academic, social, etc…).

Monthly PTA meeting where Principal attends.

Our school counselors worked with community partners and the Parent Liaison to bring a variety of parental programs.

Parent Liaison and Counselors to provide monthly sessions on topics to improve the education of parents.

Yearly schedule to be completed by end of 1st Nine Weeks (October 16th) and to be revised as necessary.

Our school counselors worked with community partners and the Parent Liaison to bring a variety of parental programs.

Parent Liaison to provide weekly Parent English classes as well as coordination of Mobile Computer Lab at least quarterly.

Yearly schedule to be completed by end of 1st Nine Weeks (October 16th) and to be revised as necessary.

This Action Step has been met as written.

Reward Parents with Vollars whenever they come to campus functions or to volunteer so that they may use these Vollars at the Parent Store, campus Garage Sale or PTA events.

Beginning August 2015 to June 2016

The use of Vollars waned as the year progressed, but parents who earned them used them readily at our Garage Sale Booth, Parent Store and Game Nights. We were not always very consistent in passing these Vollars out to parents whenever they attended school events.


Page 29 of 37

Highly Qualified Teacher Improvement Plan

Critical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Project Lead: Plano ISD HR Employee Recruitment & Retention Department

Staff, Title I Staff: HR Employee Recruitment & Retention Dept., HR Certification Officers, Curriculum Department, Campus Administrators

Materials and Resources: Operating Fund, HR Budget, Campus/Curriculum Budget

2015-2016 Timeline: Throughout the year, as needs arise

Title I Components:

1 (CNA) ☐ 2 (RS) 3 (HQ) 4 (PD) 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $500, Title II part of the planning budget $25K, SCE, State and Local





Plano ISD Human Resources Dept. reviews and modifies the recruitment schedule biannually.

Biannually

This action step was completed by our district’s HR department.

Recruiting trips by Human Resources Dept./Campus Administrators are used to identify highly qualified candidates interested in teaching in Plano ISD.

May, June


To attract and retain highly qualified applicants for bilingual students,

Plano ISD offers a salary stipend. Monthly


To attract highly qualified applicants, Plano ISD offers pre-service

teachers at local universities the opportunity to student teach at Plano

ISD campuses.

Monthly

Forman hosted 4 Texas A&M Student Interns/Residents this school

year. Forman was able to recommend one of these teachers a

classroom teacher position for the 16-17 school year.

Local on-going high quality professional development based on

campus/district need is provided to all teachers in all core subject

areas by the Curriculum Department/Campus Administrators.

Monthly

Teachers were encouraged to sign up for various trainings on MLPs and

participated in targeted areas specific to our campus.

The Plano ISD Certification Office follows district hiring procedures to

ensure that teachers are not hired if they do not meet “highly

qualified” standards.

Monthly

This action step was completed by our district’s HR department in

collaboration with campus administrators.


Page 30 of 37

Transition Title I – Targeted Assistance and School-wide Elementary Campuses Only

Critical Action: The Transition from early childhood to elementary school is supported by the district and campus.

Project Lead: Campus Administrators, Special Education Team Leaders, School Counselors

Staff, Title I Staff: Pre-K and Kindergarten staff

Materials and Resources: Coordinated Time to meet; Special Education Open Houses

2015-2016 Timeline: Beginning September 2015 through June 2016

Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) 7 (Tran) ☐ 8 (A) ☐ 9 (M) 10 (Coord) Program Funding:

Title I: $1000 (RAMP-UP for Kinder Kits) , SCE, State and Local




(Include details of how the action steps were aligned)

Pre-K staff work collaboratively with Kindergarten staff throughout the school year.

Beginning September 2015 through June 2016

This occurred more regularly between our special education staff

throughout the school year. There were more observations by

Forman staff of students/teachers at Isaacs this school year.

Parent orientations are held to explain the kindergarten program to parents.

Before end of 2nd week of school.

With Title I funding support, we were able to provide two RAMP-Up

for Kinder meetings for incoming Kinder parents to provide them with

a summer of learning and to introduce them to the learning culture of

Forman.

Transition books are used with students and families to provide pictorial support during transition.

As needed and determined through ARD/CMIT/504 meetings

This is still a work in progress for general education students; this was

completed for those students served through special education. A

video was created by our school counselor to orient our incoming

Kinder students to Forman. This was shown to Isaacs students at the

end of the year.

Arrange for kindergarten and preschool teachers to visit each other’s classrooms.

Before end of the 3rd nine weeks for Kinder Teachers to visit Pre-K.

This is still a work in progress, but it improved on the side of

Kindergarten teachers visiting Pre-K classrooms.

Have preschool teachers provide the future kindergarten teacher with children’s portfolios or a written record of their learning during preschool.

Sent to Elementary Schools by end of June 2016

This was/is a great addition to continue. It helped with creating class

rosters for the upcoming school year.

Optional parent workshops are offered to all parents enrolling children in kindergarten. During the workshop parents engage in pre-kindergarten activities and are encouraged to work with their children

Scheduled by end of May 2016 for incoming Kinder parents.

With Title I funding support, we were able to provide two RAMP-Up

for Kinder meetings for incoming Kinder parents to provide them with

a summer of learning and to introduce them to the learning culture of


Page 31 of 37



(Include details of how the action steps were aligned)

at home. All participants go home with a (Reading and Math program) RAMP Up for Kindergarten Kit, which includes directions, materials, and books for families to keep.

Forman.


Page 32 of 37

Annual Measurable Objective (AMO) Title I – Targeted Assistance and School-wide Campuses Only

A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in English language arts and mathematics

by 2019-20. For Texas, the AMO target for all grades combined is 83% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests.

Critical Action:

For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet the NCLB Reading or

Mathematics Annual Measurable Objective (AMO) of 83%.

Reading AMO





Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) 9 (M) 10 (Coord) Program Funding:

Title I Funds: $20K SCE, State and Local









Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads Wednesday PLCs for Special Education,


reviewed MOY data to identify students at least a year below

to determine Tier III interventions. We reviewed these results

at the end of the year along with other diagnostic information

to help us review student progress in CMIT and determine

those students continuing as Tier III at the beginning of 16-17

school year.


All African American Hispanic White Special Ed Economically

Disadvantaged ELL

Current & Monitored % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

70% 263 73% 49 66% 155 76% 33 36% 39 68% 216 61% 121


Page 33 of 37





Teaching Assistants and Bil/ESL Teachers as scheduled in the Professional Development Plan for the year. Monday PLCs for Interventionists and Team Leaders Monthly Design Team Meetings

need reading fluency interventions which helped improved

their reading comprehension and brought many students to on

grade level reading. This reduced on the number of Tier III

reading intervention.




TTM pathways assignments have also been used as Tier 2

interventions.

Two part-time adult temps were contracted to work with 3rd -

5th graders to support Tier III intervention among STAAR

failures.







Page 34 of 37






Systematically review Evidences of Learning, Tier II and III documentation along with the district Benchmark of MAP/TPRI/Tejas Lee/AMC/Plano Lit Diagnostics during Extended Planning Blocks, Interventionist PLCs and CMIT to determine effectiveness of academic support and interventions.

Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads Wednesday PLCs for Special Education, Teaching Assistants and Bil/ESL Teachers as scheduled in the Professional Development Plan for the year. Monday PLCs for Interventionists and Team Leaders Monthly Design Team Meetings Quarterly CMIT/504 meetings for Tier III students. Monthly KidTalk with Interventionist Team and Grade Levels.

In extended planning we have reviewed and helped teachers identify the different levels of the Evidences of Learning and become more familiar with the TEKS. This is an area to consider as additional support in our Extended Planning Blocks. By delineating the EOLs by the levels of thinking, teachers will be better able to adapt lessons to meet the learning needs of each student. Please see table of MAP results at end of this report. Preliminary 5th Grade STAAR Scores after the second administration for:

Reading (including STAAR/STAAR A/STAAR Spanish is 86% met Level II standards.

Math is (including STAAR/STAAR A/STAAR Spanish is 90% met Level II standards.

Reading (including STAAR /STAAR Spanish is 93% met Level II standards.

Math is (including STAAR /STAAR Spanish is 95% met Level II standards.


Page 35 of 37

Math AMO





Title I Components:

1 (CNA) ☐ 2 (RS) ☐ 3 (HQ) ☐ 4 (PD) ☐ 5 (R/R) ☐ 6 (PI) ☐ 7 (Tran) ☐ 8 (A) 9 (M) 10 (Coord) Program Funding:

Title I Funds: $20K SCE, State and Local










Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads Wednesday PLCs for Special Education, Teaching Assistants and Bil/ESL Teachers as scheduled in the Professional Development Plan for the year. Monday PLCs for Interventionists and Team Leaders Monthly Design Team


reviewed MOY data to identify students at least a year below

to determine Tier III interventions. We reviewed these results

at the end of the year along with other diagnostic information

to help us review student progress in CMIT and determine

those students continuing as Tier III at the beginning of 16-17

school year.


need reading fluency interventions which helped improved

their reading comprehension and brought many students to on

grade level reading. This reduced on the number of Tier III

reading intervention.




All African American Hispanic White Special Ed Economically

Disadvantaged ELL

Current & Monitored % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

71% 263 61% 49 75% 155 58% 33 36% 39 70% 219 71% 121


Page 36 of 37




Meetings TTM pathways assignments have also been used as Tier 2

interventions.

Two part-time adult temps were contracted to work with 3rd -

5th graders to support Tier III intervention among STAAR

failures.








Systematically review Evidences of Learning, Tier II and III documentation along with the district Benchmark of MAP/TPRI/Tejas Lee/AMC/Plano Lit Diagnostics during

Weekly Extended Block Planning guided by Instructional Coaches. Additional Team Meetings as determined by Grade Level Team Leads Wednesday PLCs for Special Education, Teaching Assistants and Bil/ESL Teachers as

In extended planning we have reviewed and helped teachers identify the different levels of the Evidences of Learning and become more familiar with the TEKS. This is an area to consider as additional support in our Extended Planning Blocks. By delineating the EOLs by the levels of thinking, teachers will be better able to adapt lessons to meet the learning needs of each student.


Page 37 of 37




Extended Planning Blocks, Interventionist PLCs and CMIT to determine effectiveness of academic support and interventions.

scheduled in the Professional Development Plan for the year. Monday PLCs for Interventionists and Team Leaders Monthly Design Team Meetings Quarterly CMIT/504 meetings for Tier III students. Monthly KidTalk with Interventionist Team and Grade Levels.

Please see table of MAP results at end of this report. Preliminary 5th Grade STAAR Scores after the second administration for:

Reading (including STAAR/STAAR A/STAAR Spanish is 86% met Level II standards.

Math is (including STAAR/STAAR A/STAAR Spanish is 90% met Level II standards.

Reading (including STAAR /STAAR Spanish is 93% met Level II standards.

Math is (including STAAR /STAAR Spanish is 95% met Level II standards.

Documents

Elementary School Improvement Plan 2015-2016