Rodriguez Elementary School

Page 1 of 53 Campus and District Accountability 05/6/2013

Rodriguez Elementary School

2013-2014 Campus Improvement Plan

Austin Independent School District

Mission: The mission of Hermelinda Rodriguez Elementary is to provide a quality 21st century educational

experience in partnership with parents and community to develop the whole child academically, ethically, emotionally, physically, and socially to build lifelong learners.


CIP CHECKLIST AND CONFIRMATION

Completed

() CIP Items

x The current membership of the CAC is reported correctly.

x The methods of orientation for new CAC members are reported correctly.

x The approximate hours spent on CIP development are reported correctly.

x The inclusion of district-required action plan objectives was correctly assessed comparing inclusion criteria to campus level and performance.

x The CAC was given an opportunity to provide input on the campus needs assessment.

x The CAC was given an opportunity to provide input on the campus objectives and strategies to address identified needs.

x The CAC was given an opportunity to provide input on the approach to setting campus performance targets.

x The CIP action plan component pertaining to campus professional development was approved by the CAC.

x The CAC was given an opportunity to review the complete draft CIP prior to submittal.

x The CAC was given an opportunity to provide input on the campus budget.

We Confirm the Above Information …

Position Name Date

Principal Monica Villasenor 9/5/13

Co-Chair Michelle De Leon 9/5/13

Co-Chair Lindsay Lumbreras 9/5/13


Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan. Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society. Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students. Values Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state

standards.


CAMPUS ADVISORY COUNCIL: Current Membership

Non-Voting Members Name Principal Monica Villasenor

Voting Members Name

CAC Co-Chair

()

CAC Sec. ()

PTA Pres. ()

ClassroomTeacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title) Parent Sevylle Del Mazo x Parent Norma Martinez Parent Vivienne Roland Parent Cathy Roland Parent Carla Ibarra Parent Jessica Welch Parent Erendira Morales Parent Hicela Martinez Parent Eric San Miguel Parent Sonia Cabriales Parent Eva Rangel Professional Staff Member Sonja Jimenez x Professional Staff Member Lourdes Flores x Professional Staff Member Amy Belinsky x Professional Staff Member Michelle De Leon x Professional Staff Member Jennifer Lonczak x Professional Staff Member Lindsay Lumbreras x Professional Staff Member Seth Yosef x Professional Staff Member Justin Parra x Professional Staff Member Ben Mosier X Professional Staff Member Matt Armstrong X


Classified Staff Member Martha Ralston Parent Support Specialist

Business Representative Andy Anderson Community Representative Funmi Ogunmo


CAMPUS ADVISORY COUNCIL: CAC Database Information

Email Addresses of CAC Co-Chairs Staff Co-Chair Non Staff Co-Chair

Schedule for Regular CAC meetings: Normal Day of the Month (e.g., 2nd Tuesday): 2nd Tuesday of the month Normal Time: 3:15

CAMPUS ADVISORY COUNCIL: Orientation of New CAC Members

According to CAC Bylaws, the principal shall ensure that new CAC members receive orientation to service. Indicate the type(s) of orientation provided to new CAC members.

Check Any As Applicable

()

Method of Orientation

Self-Orientation Using Materials on CAC Website x Orientation at CAC Meeting (Provided by Campus)

Orientation at CAC Meeting (Provided by Central Office) District-Wide Orientation Session

CAMPUS ADVISORY COUNCIL: Level of Participation in 2013-2014 CIP Development

The CAC must have opportunities for meaningful involvement in CIP development. Indicate the approximate hours spent on 2013-2014 CIP development. At a minimum, this must include: (1) opportunities for the CAC to provide input on the campus needs assessment, the campus objectives and strategies to address identified needs, and the approach to setting campus performance targets; (2) CAC approval of the action plan component pertaining to campus professional development; and (3) CAC review of the complete draft CIP prior to submittal.

Approximate Hours Spent on CIP Development By CAC and/or

CAC Subcommittees By Campus Administration

and/or Leadership Team 10 hours 4 hours


CAMPUS-IDENTIFIED ACTION PLAN FOR 2013-2014

CAMPUS NEEDS ASSESSMENT

The following data were reviewed: STAAR District mandated assessments

Based on review of the above data, the following areas of needed improvement were identified:

Reading Math Writing Science

ACTION PLAN TO ADDRESS CAMPUS-IDENTIFIED NEEDS Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: #1 Increase students meeting or exceeding STAAR passing standards and close performance gaps between all student groups. Applicable Strategic Plan Goal(s):1,2,3,4

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Implement a rigorous school-wide reading program

N. Martinez

Assess all students at the beginning of the year with DRA.

80% of students reading on or above grade level as measured by EOY DRA

N. Martinez

Implement the district core curriculum from Language Arts including the 1st 20 Days, Orchestrating Reading Success, and Balanced Literacy

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 80% of all students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal


assessments for Kindergarten and Pre-Kindergarten

B. Mott

Implement Reading Counts, Words Their Way, RIF program, , TPRI/Tejas Lee strategies, and Tier II interventions, istations

80% of all struggling students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for Kindergarten and Pre-Kindergarten

M. Villaseñor

Provide weekly planning time with administrators and coaches to analyze data, align and plan instruction, and share best practices

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-box model

N. Martinez M. De Leon

Utilize classroom libraries to increase fluency through independent reading and assist with identifying genres

Lesson plans, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model, fluency graphs, reading conference logs


Use independent reading conferences, fluency graphs, running records, DRA, Tejas Lee, TPRI, Flynt Cooter, Las-Links, benchmarks, and common assessments to assess student reading mastery and target interventions

Assessment data, DRA levels, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-box model, fluency graphs, reading conference logs


Provide training on Tiered intervention strategies for teachers to use with struggling students

Sign-in sheets, training hand-outs, eCST


Provide on-going training of Balanced Literacy components

Sign-in sheets, training handouts, ECST logs, lesson plans, PLC meeting notes, walk-through documentation using the 9-box model

N. Martinez Train and implement the Sign-in sheets, training


M. De Leon TPRI intervention strategies, Words Their Way, and Phonemic awareness for young children K-2, WOW Words, Saxon Phonics

handouts, ECST logs, lesson plans, PLC meeting notes, walk-through documentation using the 9-box model


Assess students using benchmark tools aligned with TEKS and STAAR three times a year (BOY, MOY, EOY)

90% of all struggling students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for Kindergarten and Pre-Kindergarten; schedule of BOY, MOY, EOY; PLC meeting notes;

M. Villaseñor N. Martinez M. De Leon

Analyze benchmark data to plan for instruction and develop Tier II strategy interventions

80% of all students mastering Reading objectives in STAAR. Reading Benchmarks, DRA levels, and TPRI/Tejas Lee

M. Villaseñor

Provide weekly grade level and quarterly vertical planning time to analyze data, align language arts instruction to the TEKS

Assessment data, DRA levels, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model, Plan of Action, lesson plans


Provide rigorous reading tutorials during school and after school and through Saturday camps for all students not meeting expectations in grades K-5.

80% of all students mastering Reading objectives in Reading Benchmarks, DRA levels, and TPRI/Tejas Lee


Increase differentiated instruction and student accountability by incorporating the Institute of Learning Principles (clear expectations, accountable talk, academic rigor, academic language) and TEKS into

Lesson Plans Classroom anchor charts Posted question stems and student expectations 80% of all students mastering Reading objectives on Reading Benchmarks, DRA levels,


the reading program in grades Pre-K through 5th

and TPRI/Tejas Lee

M. Villaseñor Establish Grade Placement Committee to address students not meeting Fifth Grade STAAR requirements

Grade Placement Meeting Minutes TAKS Data

M. Villaseñor Technology Committee

Integrate technology TEKS to support the reading curriculum (learning.com, Learning A to Z, istations, pearsonsuccessnet.)

80% of all students mastering Reading objectives on Reading Benchmarks, DRA levels, and TPRI/Tejas Lee

M. Villaseñor

Conduct learning walks with grade level teams and instructional coaches to identify areas of strength and weakness and to initiate plans for improvement

9 Box Template PLC Meeting Minutes


Model differentiated instruction strategies and best practices in reading.

Lesson Plans Coaches Documentation form


Increase the use of academic vocabulary through the use of Word Walls, WOW Words, and word of the day.

Word Wall Lesson Plans


Increase letter/sound identification and phonemic awareness through Balanced Literacy in Pre-K

90% mastery on letter/sound assessment in English and Spanish


Students will self monitor fluency and DRA graphs K-5

Fluency and DRA graphs

M. Villaseñor Communicate with parents regarding student assessment and progress

Parent Communication logs; monthly DRA/fluency reports; Thursday folders

M. Villaseñor Train parents on DRA and STAAR assessments

Parent Communication logs; sign-in sheets; training packets


B. Mott Provide RIF books two times a year for all PreK through 5th grade students to build home libraries and a one opportunity for a Book Swap

RIF books for each student

M. Villaseñor S. Farias R. Mc Dougal B. Mott

Use Book of the Month to integrate character counts and language to literacy

Select a Book of the Month to be read to the school monthly for integration activities.

N. Martinez Maintain a reading incentive program to increase time on reading

Reading logs, Reading Counts

N. Martinez Conduct Literature Circles and Guided Reading in Grades 4-5

Lesson Plans 90% of students participating in accountable talk and using reading response journals

M. Villaseñor Retain literacy teachers and Literacy Coaches for PK-5 to support reading instruction

Lesson Plans RFE

N. Martinez S. Farias

Integrate unitedstreaming, brainpop, istations,stemscopes, starfall, pearsonsuccess, razkids, reading A to Z, and youtube technology into the curriculum to enhance learning objectives

Lesson plans Technology plan Address 90% of Technology TEKS

N. Martinez

Promote an Early Bird Reading club 7:00-7:30 daily

Reading logs Book incentives, roadrunner tickets Increase in Reading STAAR/TPRI/Tejas Lee/DRA/EDL Scores


Assign adult tutors to work with at-risk students according to assessments

90% of all struggling students mastering Reading Objectives

2. Implement an effective comprehensive Writing Program

N. Martinez

Assess all Pk-5th students at the BOY, MOY, and EOY Writing Sample

90% of all students mastering Writing objectives in Writing Benchmarks;


schedule of BOY, MOY, EOY; PLC meeting notes;

M. Villaseñor

Provide opportunities for teachers and students to view and analyze samples of quality writing. Student monthly samples will be analyzed and used to teach specific skills during Writer’s Workshop

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model

M. Villaseñor



N. Martinez

Implement the district core curriculum for Writing including the 1st 20 Days, Writer’s Workshop, and CRM’s

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 90% of all students mastering Writing objectives in Writing Benchmarks

M. Villasenor Maintain writing portfolios to include student samples and resources

Student portfolios Criteria charts/ student friendly rubrics Blank Books

N. Martinez

Model writing strategies to promote uniform writing instruction

Sign-in sheets, training hand-outs, Guest Models

N. Martinez

Train teachers on the Writer’s Workshop

Sign-in sheets, training hand-outs

All staff Publish monthly writing samples every 2 weeks and provide copies for every classroom K-5 so pieces can be shared as models of quality writing; copies are also posted for school exhibition

Writing samples for every grade level posted monthly

N. Martinez Use authentic literature to Lesson plans, daily


use for mini-lessons and as models for quality writing

schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 90% of all students mastering Writing objectives in Writing Benchmarks

N.Martinez M. Villasenor

Integrate reading and writing by using genre studies.

Purchase genre studies books per grade level. Journals and lesson plans with anchor charts.

M. Villaseñor Incorporate ‘accountable talk’ into lessons to increase student understanding of curriculum standards

Lesson plans Posted anchor charts Posted question stems

N. Martinez Conduct a writing Saturday camp to assist struggling 4th grade writers

Sign-in sheets, training hand-outs, Motivation Writing

N. Martinez B. Mott

Implement Reading Rock Stars Grant

Author’s Signed Books Reading Response JournalsWriter’s workshop

N. Martinez

Provide opportunities for all students to share published pieces through an authors’ celebration.

Published pieces and learning buddies to share across grade levels.

3. Implement an effective comprehensive Mathematics Program

C. Gonzalez Assess all 2nd – 5th students at district mandated benchmark assessments.

90% of all students mastering Math objectives in Math Benchmarks; schedule of BOY, MOY, EOY; PLC meeting notes;

C. Gonzalez Support teachers on TIER II interventions to be used during guided practice

Sign-in sheets, training hand-outs, ECST logs, Resources

M. Villaseñor



C. Gonzalez Implementation of the district’s core curriculum for Math including the 1st

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes,


20 Days, EnVisions, Investigations, VandeWalle, CGI, American Math, Motivation Math, Lone Star Math, Number of the Day, Number of the Week, and Daily Numerical Fluency, ORIGO, countdown to STAAR, SAAR Ready.

walk-through documentation using the 9-block model; 80% of all students mastering Math objectives.

C. Gonzalez Provide teachers professional development in numerical fluency, guided math, math centers and student journals.

Lesson Plans An increase of 20% passing rate on Math benchmarks and on common assessments over last year.

C. Gonzalez Recommend math learning centers based on student data

Math learning centers Lesson plans

C. Gonzalez Utilize Math Word banks to increase academic vocabulary development

Interactive Math Word Bank 90% of students will maintain an Interactive notebook and use it for reference

C. Gonzalez Support the use of school-wide interactive math journals which use sentence stems

Interactive journal entries

Provide frontloading (pre-teach) opportunities for ELLs

C. Gonzalez Look for evidence of true understanding of new Math vocabulary review Math Journals. Look for students understanding relationships between forms and meaning in written language. Students have the opportunity to work on English language development.

Lesson plans 90% of ELLs mastering math concepts on biweekly common assessment. Friday preteach for 3 and 4. Bilingual Pairs

C. Gonzalez Provide data analysis opportunities using updated campus benchmark data, STAAR results, and biweekly

Data analysis sheets Lesson plans Guided Math groups


common assessments to plan for instruction

C. Gonzalez Math Tutors

Support rigorous tutorial Math programs (during and after school) for all students not meeting expectations

90% of all struggling students mastering Math objectives Lesson plans Guided Math groups


Integrate technology to support the Math curriculum using Sumdog and Bib Brainz.

90% of all struggling students mastering Math objectives using computer added programs ePath

C. Gonzalez Assign adult tutors to work with at-risk students according to assessments

90% of all struggling students mastering Math objectives

C. Gonzalez Implement semi-annual math contests

Lesson plans reflect practice and contests

C. Gonzales Use UPS check problem solving process as a school-wide model

Use a problem solving rubric for self assessment.

C. Gonzales Support K-2 teachers use of math closure activities which reflect math concepts learned daily.

Math Journals and daily reflections on chart paper K-2

4. Implement an effective comprehensive School-wide Science Program

M. Villaseñor



L. Grannell

Embed 1st 20 days throughout the year’s IPGs and CRMs

90% of all struggling students mastering Science objectives

L. Grannell

Assess all 3rd – 5th students at the beginning and middle of the year with benchmark assessments, 4th and 5th Short Cycles

90% of all students mastering Science objectives in Science Benchmarks; schedule of BOY, MOY, EOY; PLC meeting notes;

L. Grannell Summer Science Camp 3rd and 4th graders hands on enrichment camp

L. Grannell

Provide pre-teach opportunities for ELLs for

Lesson Plans 90% of all ELL students


5th grade mastering Science objectives. Look for evidence of true understanding of vocabulary review the Science Interactive Journal for the use of new Science vocabulary.

L. Grannell

Promote interactive Science journals in PK-5 classrooms using right side and left side concepts, reflective thinking and sentence stems

Interactive journal entries Lesson plans

L. Grannell

Promote Vocabulary activities school wide with Science Word of the Week

Lesson plans Science Response Logs 5th grade vocabulary card push science word of the week for school wide

M. Villaseñor L. Grannell

Provide data analysis opportunities using updated campus benchmark data, mock TAKs results, and weekly common assessments to plan for instruction

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 90% of all students mastering Science objectives in Science Benchmarks

L. Grannell Conduct campus analysis of science objectives taught at each grade level to demonstrate vertical alignment and accountability



Provide opportunities for PreK-5th Graders to participate in a school-wide Science Fair. PK-1st will create a class science project (individual student participation is optional)

Lesson Plans Projects

L. Grannell Provide ample Lesson plans, daily


opportunities for all students to engage in hands-on Science activities through Science Labs, AIMs, stemscopes etc.

schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 90% of all students mastering Science objectives in Writing Benchmarks


Maintain School Science cabinets for material usage

Sign-out sheets


Integrate technology to support the Science curriculum aligned with TEKS

Lesson Plans Technology lab schedule ePath & Science A to Z, stemscopes, and scholastic Study Jams

M. Villaseñor

Provide vertical team planning opportunities to assist with alignment of curriculum



Provide field trip opportunities to enhance science curriculum

Lesson Plans Science projects/reports

L. Grannell

Model critical attributes of concepts (cycles, systems, etc) and scientific tools in all PK-5 classrooms

Student generated posters/ Anchor Charts Lesson Plans Interactive journals

L. Grannell Create Rotating schedule of care and usage of gardens and habitats

Increase in hands-on science and environmental science

5. Implement an effective comprehensive School-wide Bilingual and ESL Program

N. Martinez S. Farias

Use a common lesson design and grade level common planning to ensure coherence, rigor and equity of instruction.


N. Martinez Bilingual teachers

Review and update a school-wide Bilingual transitioning program designed by local

Bilingual guidelines Rodriguez Bilingual Plan Increase in % of students exiting the Bilingual program


committee along district guidelines

Provide on-going assessment using campus designed assessment tools, district assessments, Las Links, TPRI/Tejas Lee, DRA, and TELPAS to assess student growth

N. Martinez Lesson plan documentation use of effective strategies and conduct monitoring of use of effective strategies. i.e. TPR, Word walls, beginning sentence stems with vocab., bilingual pairs

Data analysis sheets PLC meeting notes- use AISD monitoring checklist with proficiency level descriptors (ELPS Flip Book by John Siedlitz) Lesson Plans 40% Increase of one year growth on TELPAS to 65%

N. Martinez Promote appropriate intervention strategies, such as multisensory approach, peer tutoring, multimodality, scaffolding, and exposure to vocabulary strategies, TPR and Concept Circles, Mnemonics

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 80% of all students mastering content objectives

M. Villaseñor

Retain a bilingual literacy teacher for literacy groups PK-5th

Bilingual Plan Coaches contact log

N. Martinez Provide support for teachers in pre-teach/frontloading opportunities for ELLs to increase background knowledge

Lesson plans Data analysis sheets

N. Martinez Build vocabulary skills through language-to-literacy activities in each classroom, guided reading

Language to Literacy ChartsLesson Plans, Word Winner Charts

N. Martinez Incorporate weekly vocabulary workstations in each classroom using Words Their Way materials, WOW Words

Purchase of Words Their Way PLC notes Lesson Plans 80% mastery of basic spelling word/word patterns

N. Martinez Use Estrellitas and Reach to increase language proficiency in the primary grades

Lesson Plans


6. Implement an effective academic student support system

N. Martinez

Provide multiple tutoring opportunities to address struggling students throughout the day, afterschool, and through Saturday camps.

Increase number of students enrolled in tutoring sessions showing academic improvement to 100% passing.

7. Ensure that there are no achievement gaps among targeted groups

N. Martinez

Review data and target instruction for all groups during guided reading and guided math

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model; 80% of all struggling students mastering content objectives

8. Participate in Strategic Compensation Initiative Pilot

N. Martinez Review student data to identify areas of need

Increase in number of goals met

K. Cook Utilize campus mentor teachers support highly qualified 1st, 2nd, & 3rd year teachers

100% of teachers are highly qualified according to NCLB

K. Cook M. Kinback

Allow opportunities for novice teachers to observe experienced teachers, work with mentors, and adequately plan and prepare for teaching

Lesson Plans Planning notes/agendas

Table #CI-2 State: Below safeguard target AYP: Area of low performance Objective: #2 Increase students achieving STAAR commended level performance. Applicable Strategic Plan Goal(s):1,2,3,4





Status

Implement an effective comprehensive Gifted and Talented program

S. Farias All staff members GT trained by 2014 to ensure that all GT identified students receive appropriate instruction

Training packets; sign-in sheets; list of GT certified teachers

Provide extensions for students who master the general curriculum in every class

S. Farias Provide opportunities to support Gifted/Talented students in accelerating their area(s) of strength through the use of various



differentiated instructional techniques/tools. Document in lesson plans extensions for every activity

Increase the frequency of planned and observed differentiated learning experiences for Gifted/Talented students in the core academic areas by 30%

Table #CI-3 State: Below safeguard target AYP: Area of low performance Objective # 3 Increase K-2 students reading at or above grade level on end of year DRA/EDL assessments. Applicable Strategic Plan Goal(s):1,2,3,4





Status

Provide differentiated instruction and tier 2 interventions on a daily basis

M. De Leon

Provide ample time for independent reading with books on each student’s independent reading levels

Anchor charts Lesson Plans/Guided Reading objectives DRA results

M. De Leon

Teach higher order thinking skills that promote quality questions during reading

Blooms Taxonomy questions available for student use

M. De Leon

Hold regular reading conferences with students regarding their DRA, fluency, and comprehension levels

Conferencing log Fluency graphs DRA charts Lesson Plans 80% of students on grade level

M. De Leon

Organize classroom libraries to promote genres, fluency, and how to choose just right books

Classroom libraries Anchor charts for support Lesson plans

M. De Leon

Assess student fluency in the primary grades weekly

Fluency graphs

M. De Leon N. Martinez

Use student discussion and formative assessment to determine students’ understanding of new concepts

Anecdotal conference notes Assessment data

M. De Leon Plan for and implement Lesson plans, daily


N. Martinez

guided reading (small group targeted instruction) for grades PK-2 beginning after the First 20 Days

schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model

M. De Leon N. Martinez

Use TPRI/Tejas Lee, BOY/MOY benchmarks, and DRA data to determine grouping and target instruction


M. De Leon

Utilize Reading tutors to begin working with groups of students by the second week of school. Tutors will begin with students who are not developed on EOY TPRI/Tejas LEE

Assessment reports; Tier II intervention group lists for tutors, Americorps

M. De Leon Use TPRI/Tejas LEE data to identify students in need of progress monitoring in eCST

eCST progress monitoring

M. De Leon CBLT beets weekly to discuss and develop the DIP to be shared with K-2 teachers

TSLP, meeting documents, project share

M. Villaseñor Promote cross-grade level literacy by coordinating buddy class activities between primary and intermediate classes, integrate with Book of the Month

Lesson plans, daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model,

M. Villaseñor

Regular classroom visits to observe core instructions and interventions


M. Villaseñor

Provide Pre-K to K transition services / readiness programs to Pre-K students.

Lesson plans, daily schedule


Table #CI-4 State: Below safeguard target AYP: Area of low performanceObjective # 4 Increase students with disabilities served in their least restrictive environments. Applicable Strategic Plan Goal(s):1,2,3,4

Improvement Strategy Lead Person(s) Key Implementation

Steps Implementation Evidence Timeframe for

completion Status

Increase inclusion classroom time for Special Education students

S. Farias R. Mc Dougal

Increase 20% of inclusion instruction and reduce 20% of pull-out small group instruction.

IEPs of identified students; Special Ed staff schedules;


Evaluate LRE placement of current special education students to determine if a different placement would be appropriate

ARD schedule; IEPs of identified students; Special Ed staff schedules;

R. Mc Dougal C. Moreno

Continue the Model Inclusion Plus for special education and general education staff to facilitate inclusion

Sign-in sheets, training hand-outs

R. Mc Dougal C. Moreno

Provide opportunities for General Ed and Special Ed teacher to collaborate


66% of special education students will be served in the general education population setting 80% of the day or more.

IEPs of identified students; Special Ed staff and teacher schedules


65% of special education students will take the regular STAAR test.

STAAR roster

All general and special education teachers will provide accommodations as mandated in IEPs for all special education students.

S. Farias S. Mallard

Special Education will share IEP goals/objectives and accommodations with general education teachers.

General Education/Special Education teacher contract Assessments


General education teachers will sign a contract in agreement as that child’s lead teacher to ensure that the student is being served in the least restrictive environment.

Ensure that all students with IEPs are receiving reading progress monitoring (DRA, TPRI/Tejas LEE, etc) by general education teachers.

S. Farias All Special Education teachers

SpEdu & GenEd work collaboratively to maintain progress monitoring and data collection

Increase co planning between Gen Ed and Sp Edu

Establish weekly meetings

Accommodations and modifications are noted in lesson plans, assessments are modified

Table #CI-5 State: Below safeguard target AYP: Area of low performancePerformance Objective # 5 Decrease non-qualifying referrals to Special Education Program. Applicable Strategic Plan Goal(s): 1,2,4

Improvement Strategy Lead Person(s) Key Implementation Steps

Implementation Evidence Timeframe forcompletion

Status

Provide support for specific students through the eCST Process.

R. Mc Dougal Maintain the number of eCST Referrals submitted to CAC

Sign-in sheets, training hand-outs, eCST logs

Increase Tier I and Tier II interventions within classrooms

R. Mc Dougal Provide training for staff on differentiation and Tier II strategies

Sign-in sheets, training hand-outs, eCST logs

R. Mc Dougal Reduce the difference of African American students identified for special education by 1%.

IEPs of identified students

R. Mc Dougal Reduce the rate of special education students in discretionary OSS settings by 1.0%.

Discipline reports


Table #CI-6 State: Below safeguard target AYP: Area of low performancePerformance Objective # 6 Increase attendance rates. Applicable Strategic Plan Goal(s): 1,2,3,4

Improvement Strategy Lead Person(s) Key Implementation Steps

Implementation Evidence Timeframe forcompletion

Status

Monitor daily attendance and tardies

All Teachers Inquire parents for cause of absence for every day missed.

Parent Communication logs; Attendance logs

All Teachers Follow up on tardies with a phone call home or home visit

Parent Communication logs; Attendance logs. Enter into eCST after referral from Annette

A. Soto S. Farias

Provide celebrations for students who are not absent or only receive 1 tardy for each 9 week period

Cumulative 9-week attendance reports; Certificates

S. Farias Provide individual and class recognition weekly

Cumulative 9-week attendance reports; Certificates

M. Ralston Investigate attendance problems with Parent Support Specialist

Parent Support Log Decrease tardies and absences by 25%

Table #CI-7 State: Below safeguard target AYP: Area of low performancePerformance Objective # 7 No student group is disciplined at a greater rate than another. Applicable Strategic Plan Goal(s): 1,2,3,4 Improvement Strategy Lead Person(s) Key Implementation


completion Status

Implement PBS program throughout campus

Mc Dougal Provide teachers with Roadrunner “Spirit” tickets for incentives

PBS logs of class winners

Mc Dougal Implement campus-wide Positive Behavior Support program

Training on PBS sign in Posters Posted Discipline Plans

Mc Dougal Classroom teachers teach lessons on school-wide expectations

Lesson plans

Mc Dougal Monitor discipline referrals through

Discipline data report Decrease of discipline


DEEDS incidents by 25% Promote character development

L. Burt Implement Character Counts/Guidance lessons with incentive program/ Book of the month

Guidance lesson plans

Table #CI-8 State: Below safeguard target AYP: Area of low performance

Objective: #8 Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3 Improvement Strategy Lead Person(s) Key Implementation


completion Status

Provide regular opportunities to include families in school activities

M. Ralston T. Lewis

Provide parent activities on topics such as: PBS, Parent Connection, AISD Wellness Policy, College Readiness, Attendance, PK/K Readiness and Transitions, Technology, Social Emotional Learning

Parent newsletters, sign-in sheets, School Messenger, Consultants, netbooks, computers, presentation equipment and materials

Provide parents information about their child’s academic assessments in a language they can understand.

M. Ralston Provide family curriculum nights and academic awareness workshops for parents

Parent newsletters, sign-in sheets, School Messenger, supplies, snacks, refreshments, consultants

M. Ralston Provide parent education services coordinated with community resources (technology, literacy workshops, parenting skills training, ALA, River City Youth Foundation, etc.) nutrition

Parent newsletters, sign-in sheets, School Messenger, consultants, supplies development, healthy lifestyles

PTA, M. Ralston Provide parents with opportunities for leadership via PTA

Parent newsletters, sign-in sheets, School Messenger, fund PTA officer,


and volunteers M. Ralston Provide child care

services to facilitate parent involvement in educational opportunities

Parent newsletters, sign-in sheets

M. Ralston Provide Social Services Support to families as needed

One to one meetings, calls, support groups, conferences, and home visits

Table #CI-9 State: Below safeguard target AYP: Area of low performancePerformance Objective # 9 Increase parent involvement Applicable Strategic Plan Goal(s): 1,2,3,4 Improvement Strategy Lead Person(s) Key Implementation


completion Status

Parents will learn about SEL standards and home support

M. Ralston Information session for parents

Sign in from session Newsletters

M. Ralston Provide leadership opportunities through PTA, CAC, LPAC, and other parent committees.

Parent newsletters, sign-in sheets

Community partners and sponsorships

M. Ralston Initiate, recruit and maintain community partnerships to build student and family projects

Volunteers, mentors, tutors, special projects are: soccer league, community garden, habitat area, UT work day


DISTRICT-REQUIRED ACTION PLAN FOR 2013-2014

Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. Applicable Strategic Plan Goal(s): 1,2




Timeframe for Completion 2013-14 SY

Status

a. All elementary teachers will teach five health and/or five CATCH lessons each nine-weeks.

T. Lewis Utilize the developed Health/CATCH curriculum per grade level, K-5.

Teachers will include in weekly, monthly lesson plans evidence of the health/CATCH lessons taught.

b. The campus will show evidence of an environmental change using Coordinated School Health materials.

T. Lewis Utilize CATCH posters, flyers, marketing materials.

Inclusion of CATCH and health information in campus newsletters, parent correspondence, classrooms, cafeteria, gym, and campus events.

c. Elementary campuses will have two family fitness fun nights annually and yearly track and field.

T. Lewis Utilize existing events to integrate a health message through a coordinated school wide events such as catch nights.

Flyers, email, newsletters, marketing the event to include health, physical activity, nutrition, and parent/community involvement.

d. 85% of students in grades K-8 will pass the identified skill movement, physical activity, health concept, and social development assessments.

T. Lewis Students will complete various assessments during a grading period.

Students’ data will be entered in Grade Speed according to grade level and teacher.

e. 100% of students in grades 3-12 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.

T. Lewis This will occur once in the Fall and once in the Spring.

All students’ data will be entered in Fitnessgram according to teacher and campus.

f. Identify students in the 85th to 99th plus percentile to receive health and

T. Lewis The PE teacher will assess students BMI

Using Fitnessgram, the campus will be able to


wellness information and case management for obesity.

using Fitnessgram. The PE teacher will collaborate with the nurse to identify students according to their height/weight to determine their BMI percentile. The nurse will provide information to the student and parent in accordance with AISD’s case management plan for obesity.

identify the groups of students that fall within identified categories. The students in the 99th plus percentile (with parental involvement and consent) will be case managed using AISD case management plan for obesity.

g. Annually Principals will provide campus staff, teachers, and parents the campuses Fitnessgram report/results.

T. Lewis Include distribution of data on school calendar.

Spot checks to see if data were received.

h. All elementary teachers will participate in providing students with 135 minutes of physical activity weekly.

T. Lewis Teachers may follow the master schedule of the A, B, and C rotation to identify areas where they can block the time to engage students in physical activity breaks. Teachers may use the WOW Integrated Academic activity games

Teachers and students being physically active during the school day. Identification of WOW lessons used written into teachers’ daily lesson plans.

i. Campuses will comply with nutrition policy (CO, Legal) wellness policy (FAA, Local), and tobacco (legal).

T. Lewis Principals will share the nutrition memo (dated August 2009) with staff, teachers, PTA, and parents. Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and email the information to AISD Health Coordinator.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.


Teachers will use alternative rewards instead of food.

Table #DR-2 Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2





Status

100% classroom teachers will teach one SEL lesson per week

L. Burt Professional development on SEL and Second Step/ School-Connect Utilize the developed SEL curriculum and primary instruction resource

Professional development sign in Teachers will include in weekly, monthly lesson plans evidence of the lessons taught.

School will hold three campus-wide activities for SEL/Whole Child, Every Child

L. Burt S. Lowery

Plan activities with student group Students sign ADL respect resolution Implement activities

Participation plan Respect resolutions Photos/documentation of activities

Align SEL with PBS expectations R. Mc Dougal Teach common area behavior expectations All adults reinforce common area expectations

Posted expectations Observation of all adults taking responsibility for all children

Establish self-regulation/problem-solving area in classrooms

L. Burt Professional development on peace areas/ Antarctica Set up space in classroom with posters/reminders Train students on use of areas

PD sign in Space set aside with appropriate visuals Students using area appropriately


Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3





Status

See table CI-8 Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3





Status

All staff will be trained in explicit vocabulary routines

M. Villasenor TLI and the Vaughn Gross Center

Weekly lesson plans and teachers’ use of strategies, students will use vocabulary that is taught and improve level of writing seen in student journals

All staff will be trained in Drama Based Instruction

M. Villasenor Zach Theater and MINDPOP

Teachers will use the various DBI strategies in the classroom, increased student engagement

Teachers will have access to a Achieve 3000 and receive professional development on student access and use

N. Martinez PD provided by Representative

Weekly data reports, Increased student scores on weekly common assessments

Teachers will use Think Through Math, a computer math intervention program.

C. Gonzalez PD provided by C. Gonzalez

Weekly data reports, Increased student scores

TLI coach will provide professional development to K-2 teachers on small group instruction

M. De Leon PD provided by M. De Leon with follow up conferences

Guided reading and skill focused group plans and progress monitoring

TLI coach will provide M. De Leon PD provided by M. Weekly planning,


Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3





Status

professional development to K-2 teacher on phonics/spelling routines

De Leon increased student performance on weekly assessments

REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow) Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

All staff will be trained in campus-wide positive behavior system.

McDougal PBS Comittee

Utilize PBS Expectation Posters and Powerpoint

Sign in Sheets

All teaching staff will be trained in creating, monitoring and reporting behavior goals in eCST.

McDougal Utilize campus and district created materials

Sign in Sheets

All teaching staff will be trained in creating, monitoring and reporting academic goals in eCST.


Sign in Sheets

Train CST team in the referral and intervention processes.


Meeting Minutes Sign in Sheets

SPED team will meet weekly with general education teachers to co-plan and discuss students in

SPED Team, General Education Teachers

Utilize common planning time

Lesson Plans, Intervention plans in eCST


Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

need of interventions. Special Education Disciplinary Placements– All Levels Table #DR-8 Objective: Reduce the rate of special education students in discretionary DAEP settings. Condition: If rate > 1 percentage point above rate for all students Source: SPED C-IEP (E) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

SPED team will meet weekly with general education teachers to co-plan and discuss SPED students.



Lesson Plans

Admin will consult SPED teacher during disciplinary action on a SPED student.

McDougal, Farias, SPED team

DEEDs, SEEDs DEEDs

SPED teachers will meet with individual general education teachers to ensure any BIP is followed correctly.

SPED team, general education teachers

Lesson Planning, SEEDs,

Lesson Plans, BIP plans distributed to general education teachers


Table #DR-10 Objective: Reduce the rate of special education students in discretionary OSS settings. Condition: If rate > 6 percentage points above rate for all students Source: SPED C-IEP (G) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status




Lesson Plans

Admin will consult SPED teacher during disciplinary action on a SPED student.

McDougal, Farias, SPED team

DEEDs, SEEDs DEEDs

Admin will consider ISS options prior to OSS suspensions.

McDougal, Farias DEEDs, SEEDs DEEDs referrals


Special Education Service in LRE – All Levels Table #DR-11 Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more. Condition: If rate < 66% Source: SPED C-IEP (H) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

SPED team will utilize inclusion teaching methods to the fullest extent when assigning the number of minutes outside the general education setting.

SPED team SEEDs Reduction in the number of minutes in the resource setting.




Lesson Plans

SPED team will conduct an audit of current IEPs and determine if any need to be modified to create a more LRE.

SPED team SEEDs Reduction in the number of minutes in the resource setting.

Special Education STAAR Participation in Regular and Modified Exams – ES and MS Table #DR-12 State: Below safeguard target AYP: Area of low performance Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects (STAAR 3-8). Condition: If rate < 50%

Source: AISD CDA Report

Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status




Lesson Plans


Table #DR-12 State: Below safeguard target AYP: Area of low performance Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects (STAAR 3-8). Condition: If rate < 50%

Source: AISD CDA Report

Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

In conjunction with the general education teacher, SPED team will conduct an audit of current IEPs and determine if any testing designations need to be changed.

SPED team SEEDs Reduction in the number of students taking modified exams.

Table #DR-13 State: Below safeguard target AYP: Area of low performance Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects (STAAR 3-8). Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status




Lesson Plans

In conjunction with the general education teacher, SPED team will conduct an audit of current IEPs and determine if any testing designations need to be changed.

SPED team SEEDs Reduction in the number of students taking modified exams.

ELL Proficiency Levels – All Levels


Table #DR-15

Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12).

Condition: If percentage of LEP student at beginning proficiency level over two-year period > 5% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

25% of ELLS will score beginning proficiency on the TELPAS Reading.

N. Martinez R. Mc Dougal

Implement dual language program and strategies for developing ELLS.

TELPAS scores

30% of ELLS will score beginning or intermediate on the TELPAS Composite rating.

N. Martinexz R. Mc Dougal

TELPAS scores

Teachers will implement higher order thinking strategies in whole group and small group classroom instruction.

R. Mc Dougal Higher order questioning from M. Kilgo Binder

Strong questions written within weekly plans, consistent use of higher level questioning observed during classroom walk-through

Students will keep interactive writing journals in all content areas, teachers will scaffold with the use of sentence stems, graphic organizers, and encourage the use of word walls and word banks.

R. Mc Dougal Common planning, Sentence stems using verbs from Blooms Taxonomy

Student journals, increased student language development in all domains


APPENDIX A Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Use

Transition Services Pre-K / EC transition to K programs and services provided to students and their families qualifying for state funded Pre-K:

ELL, new comer, SpED, low income, etc.

Reading specialists Reading specialist provides reading intervention programs/instruction to students identified as at risk of not

meeting state level academic achievement goals on STAAR or not performing at grade level on assessments.

Elementary Counselors Elementary counselors collaborate with campus Principal and Assistant Principals to identify and serve students in need of

additional social, emotional, behavioral, and academic interventions to promote effective learning (at-risk students).

Parent Support Specialist PSS collaborates with administration and counselor to provide at risk students and their parents additional social, emotional, behavioral, and academic interventions to create effective

home and school learning environments and maximize academic achievement.

TOTAL $129,546 The figures above include the salaries (in part or whole) of the equivalent of [number] full-time staff members (FTEs), added to the faculty in order to support the supplemental programs and services funded through State Compensatory Education.


APPENDIX B Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

x Work with staffing coordinator, identify staff not meeting HQ standards x Notify staff of deficit area(s) x Agree with staff on appropriate ways to meet the standard x Provide adequate time for staff to attend trainings and/or take needed exams Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies

(check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses x Provide bilingual and special education stipends x Collaborate with HR to identify staffing needs so that qualified candidates are available Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

Participate in district-sponsored job fairs Participate in recruiting trips x Provide mentors to first and second year teachers x Offer high-quality professional development x Provide leadership opportunities for teachers x Encourage participation in National Board program x Meet on a regular basis with new teachers to review needs/issues Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

Assign teachers to areas in which already meet HQ x Provide high-quality professional development in area(s) needed Pay for study courses for required exams Pay for passed exams x Provide substitutes or stipends for professional development Other:


APPENDIX C Components for Title I Schools

(All Title I Schools) For all Title I schools, indicate the pages of the plan where the following components can be found:

Components Pages

Comprehensive needs assessment 7

School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement, and that use effective methods/strategies based on scientifically based research 8-22

Instruction by highly qualified staff 34

High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards

14,29,30-31,44

Strategies to attract highly qualified teachers to high-need schools 34

Strategies to increase parental involvement 25,26,28,30,37

For Elementary: Transition to K assistance to Pre-K/EC students 21

Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.) 20-23

Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards 8-23

Coordination and integration of federal, state, and local services and programs 8-23, 41-44

Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results 25-26


APPENDIX D Components for Title I Schools

(For Title I Schools in Stages 1-5 Needs Improvement) For Title I schools in Stages 1-5 Needs Improvement, indicate the sections and pages of the plan where the following components can be found:

Components Pages CIP must be for two years Strategies are based on scientifically based research that will strengthen the core academic subjects at the campus

Plan addresses the specific academic issues that caused the campus to not meet AYP Plan reflects policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring all groups will meet the state’s proficient level of achievement by 2013-2014 (included in SIP addendum)

Details of how the campus will spend not less than 10% of Title I, Part A campus allocation for providing teachers and the principal high-qualify professional development that: directly addresses the academic achievement problem that caused the campus to not meet AYP; meets the requirements for of high-quality professional development under Section 1119; and is provided in a manner that affords increased opportunity for participating in that professional development

Establishes specific annual, measurable objectives for continuous and substantial progress by each NCLB group of students to meet state’s standards by 2013-2014

Describes how the school will provide written notice about Needs Improvement status to parents in a format, and to the extent practicable, in a language that parents understand (included in SIP addendum)

Specifies the responsibilities of the school and district, including the technical assistance that the district provides under Section 1120A (included in SIP addendum)

Includes strategies to promote effective parental involvement in the school Incorporates, as appropriate, activities before school, after school, during the summer, and during any extension of the school year

Incorporates a teacher mentoring program


APPENDIX E Explanation of Title I, Part A Expenditures for Improving Student Performance

(All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure

Summative Assessment of Impact Needs Assessment Action Plan Strategy

Personnel Assistant Principal .5 Increase students meeting or

exceeding TAKS passing standards, and close TAKS performance gaps between all student groups. Increase 5th grade students meeting TAKS passing standards in all subjects tested. Increase attendance rates.

Utilize research based best practices and ESL strategies to increase student achievement in all core areas. Administration will monitor the implementation of the program. Monitor, IMPACT and file in court on students who have attendance problems

Weekly meetings with assistant principal to monitor assignment quality and respond to questions/concerns

Teachers (3) Curriculum Coach Parent Support (1) Tech Support (1) 318,445.00w/benefits Instructional Supplies, Materials, and Equipment (11) Reading Is Fundamental Increase K-5 students

reading at or above grade level on at the end of the year DRA/EDL assessments

Provide books for students to read on their independent level twice a year

5,000.00 Use BOY, MOY and EOY benchmarks, DRD/EDL and TPRI scores to assess growth of students scores

Warehouse supplies Provide supplies, materials for necessary operation of school activities in accordance with core studies provide pre-teach opportunities for ELLs

Purchase additional Science materials to integrate science content into reading and writing.: additional Science/Math materials for hands-on learning

20,047.54 Lesson Plans/Purchase Orders/ 90% of all ELL students mastering Science objectives


Testing Materials Utilize research based best practices in technology and implement the campus computer lab

Increase k- 5th grade students meeting proficiency in Technology literacy assessment

5,000.00

Use Technology assessment to see if students have made progress

Reproduction Increase K-5 students reading and math fluency and comprehension in accordance to school initiatives.

Purchased 800 word fluency journals to integrate into daily instruction

2,000.00 Use BOY, MOY and EOY benchmarks, scores to assess growth of student scores

Ace Tutoring Provide extra training and assessment to develop strategies for analyze data, align instruction to the TEKS

Utilize research based best practices and ESL strategies to increase student achievement in all core areas. Administration will monitor the implementation of the program

10,000.00 90% of all struggling students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for Kindergarten and Pre-Kindergarten,

Book of the Month Provide Book of the month to every class for every month for integration of character trait

5,000.00 Books for every class

Students Incentives Maintain a reading incentive program to increase time on reading

1,000.00 Reading logs, book pendant incentives

Field Trips to Museums, Libraries, Science Camps

Provide field trip opportunities to enhance instructional curriculum

Provide field trip opportunities to students to enhance instructional curriculum

10,000.00 Students will write about their experiences on their field trips

Refreshments for students and staff for testing, workshops, meetings staff developments

Provide lite snacks for testing students, staff workshops, meetings and staff development days

Snacks for testing days for the 3rd, 4th & 5th gr students and lite snacks for staff development days, meetings, workshops etc

3,000.00 Provide lite snacks for testing students, staff workshops, meetings and staff development days

Tutoring/Temp Hourly/Subs Provide extra training and assessment to develop strategies for analyze data,

Utilize research based best practices and ESL strategies to increase student

25,000.00 90% of all struggling students mastering Reading objectives in


align instruction to the TEKS

achievement in all core areas. Administration will monitor the implementation of the program.

Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for Kindergarten and Pre-Kindergarten,

Computers/Equipment Utilize research based best practices in technology and implement the campus computer lab

Increase K-5th grade students meeting proficiency in Technology literacy assessment

10,000.00 Use Technology assessment to see if students have made progress

General Supplies/Equipment Provide supplies, materials for necessary operation of school activities in accordance with core studies provide pre-teach opportunities for ELL

Purchase additional Science materials to integrate science content into classrooms for hands-on learning

26,522.45 Lesson Plans/Purchase Orders/90% of all ELL students mastering science objectives.

Library (12) Other Reading Materials Use authentic literature to


Daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model

5,000.00 90% of all students mastering Writing objectives in Writing benchmarks

Staff Training (13) Other Reading Materials Increase K-5 students

reading at or above grade level at the end of year DRA/EDL assessments


5,000.00 Use BOY, MOY., EOY benchmarks, DRD/EDL and TPRI scores to assess growth of students scores.

Substitutes Increase students meeting or exceeding TAKS passing standards, and close TAKS performance gaps between students groups/

Provide staff development days to analyze benchmarks, etc

10,000.00 Teachers will create list of students needing interventions and tutorial groups

Staff Development/General Supplies/Travel/Registration

Provide extra training and assessment to develop strategies for analyze data, align instruction to the TEKS/provide staff development days to analyze progress

Analyze data to plan for instruction and develop Tier II strategy interventions Provide weekly grade level and monthly vertical planning time to analyze data, align instruction to the

5,000.00 90% of all struggling students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for


TEKS; provide data analysis opportunities using updated campus benchmark data, mock TAKS results, and weekly common assessments to plan for instructions

Kindergarten and Pre-Kindergarten, schedule of BOY,MOY,EOY,PLC meetings notes. Lesson plans, Guided Math and Reading groups

Utilize campus mentor teachers support highly qualified 1st, 2nd, & 3rd year teachers: Allow opportunities for novice teachers to observe experienced teachers, work with mentors, and adequately plan and prepare for teaching

Teachers will bring back staff development and train teachers

Software Provide trainings to staff to develop communication skills

Provide professional development through Rosetta Stone CDs

979.00 Parent contact logs/lesson plans

Community Services (Function 61)

General Supplies & Refreshments for parents activities

Broaden opportunities for parents, community members, and partner volunteers to give input and to collaborate with teachers and staff to provide students with safe and meaningful activities at school and home.

Increase parent and community involvement to support student academic success

6,461.00 Parents will attend parent coffees and workshops that will help support them and their children.

Computers/Equipment Provide parents avenue for communication with school via newsletters, fliers, correspondence and workshops

Provide computer system (network ready) to communicate with parents electronically and to develop communication for informing parents of school activities and opportunities for involvement.

Use computer to provide power point presentations, correspondence newsletter and fliers to parents that will aid in academic support to parents.


TOTAL (Must Match BTO Total) 473,455.00


APPENDIX F Explanation of Title I, Part A Expenditures for Improving Student Performance

(Stages 1-5 Needs Improvement)

For Title I schools in Stages 1-5 Needs Improvement, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure

Summative Assessment of Impact Needs Assessment Action Plan Strategy

Personnel Assistant Principal .5 Increase students meeting or

exceeding TAKS passing standards, and close TAKS performance gaps between all student groups. Increase 5th grade students meeting TAKS passing standards in all subjects tested. Increase attendance rates.

Utilize research based best practices and ESL strategies to increase student achievement in all core areas. Administration will monitor the implementation of the program. Monitor, IMPACT and file in court on students who have attendance problems

Weekly meetings with assistant principal to monitor assignment quality and respond to questions/concerns

Teachers (3) Curriculum Coach Parent Support (1) Tech Support (1) 318,445.00w/benefits Instructional Supplies, Materials, and Equipment (11) Reading Is Fundamental Increase K-5 students

reading at or above grade level on at the end of the year DRA/EDL assessments


5,000.00 Use BOY, MOY and EOY benchmarks, DRD/EDL and TPRI scores to assess growth of students scores

Warehouse supplies Provide supplies, materials for necessary operation of school activities in accordance with core studies provide pre-teach

Purchase additional Science materials to integrate science content into reading and writing.: additional Science/Math materials for

20,047.54 Lesson Plans/Purchase Orders/ 90% of all ELL students mastering Science objectives


opportunities for ELLs hands-on learning Testing Materials Utilize research based best

practices in technology and implement the campus computer lab

Increase k- 5th grade students meeting proficiency in Technology literacy assessment

5,000.00

Use Technology assessment to see if students have made progress

Reproduction Increase K-5 students reading and math fluency and comprehension in accordance to school initiatives.

Purchased 800 word fluency journals to integrate into daily instruction

2,000.00 Use BOY, MOY and EOY benchmarks, scores to assess growth of student scores

Ace Tutoring Provide extra training and assessment to develop strategies for analyze data, align instruction to the TEKS

Utilize research based best practices and ESL strategies to increase student achievement in all core areas. Administration will monitor the implementation of the program

10,000.00 90% of all struggling students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for Kindergarten and Pre-Kindergarten,

Book of the Month Provide Book of the month to every class for every month for integration of character trait

5,000.00 Books for every class

Students Incentives Maintain a reading incentive program to increase time on reading

1,000.00 Reading logs, book pendant incentives

Field Trips to Museums, Libraries, Science Camps

Provide field trip opportunities to enhance instructional curriculum

Provide field trip opportunities to students to enhance instructional curriculum

10,000.00 Students will write about their experiences on their field trips

Refreshments for students and staff for testing, workshops, meetings staff developments

Provide lite snacks for testing students, staff workshops, meetings and staff development days

Snacks for testing days for the 3rd, 4th & 5th gr students and lite snacks for staff development days, meetings, workshops etc

3,000.00 Provide lite snacks for testing students, staff workshops, meetings and staff development days

Tutoring/Temp Hourly/Subs Provide extra training and assessment to develop

Utilize research based best practices and ESL strategies

25,000.00 90% of all struggling students mastering


strategies for analyze data, align instruction to the TEKS

to increase student achievement in all core areas. Administration will monitor the implementation of the program.

Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal assessments for Kindergarten and Pre-Kindergarten,

Computers/Equipment Utilize research based best practices in technology and implement the campus computer lab

Increase K-5th grade students meeting proficiency in Technology literacy assessment

10,000.00 Use Technology assessment to see if students have made progress

General Supplies/Equipment Provide supplies, materials for necessary operation of school activities in accordance with core studies provide pre-teach opportunities for ELL

Purchase additional Science materials to integrate science content into classrooms for hands-on learning

26,522.45 Lesson Plans/Purchase Orders/90% of all ELL students mastering science objectives.

Library (12) Other Reading Materials Use authentic literature to


Daily schedule, data analysis sheets, PLC meeting notes, walk-through documentation using the 9-block model

5,000.00 90% of all students mastering Writing objectives in Writing benchmarks

Staff Training (13) Other Reading Materials Increase K-5 students

reading at or above grade level at the end of year DRA/EDL assessments


5,000.00 Use BOY, MOY., EOY benchmarks, DRD/EDL and TPRI scores to assess growth of students scores.

Substitutes Increase students meeting or exceeding TAKS passing standards, and close TAKS performance gaps between students groups/

Provide staff development days to analyze benchmarks, etc

10,000.00 Teachers will create list of students needing interventions and tutorial groups

Staff Development/General Supplies/Travel/Registration

Provide extra training and assessment to develop strategies for analyze data, align instruction to the TEKS/provide staff development days to analyze

Analyze data to plan for instruction and develop Tier II strategy interventions Provide weekly grade level and monthly vertical planning time to analyze

5,000.00 90% of all struggling students mastering Reading objectives in Reading Benchmarks, DRA levels, TPRI/Tejas Lee, and verbal


progress data, align instruction to the TEKS; provide data analysis opportunities using updated campus benchmark data, mock TAKS results, and weekly common assessments to plan for instructions

assessments for Kindergarten and Pre-Kindergarten, schedule of BOY,MOY,EOY,PLC meetings notes. Lesson plans, Guided Math and Reading groups

Utilize campus mentor teachers support highly qualified 1st, 2nd, & 3rd year teachers: Allow opportunities for novice teachers to observe experienced teachers, work with mentors, and adequately plan and prepare for teaching

Teachers will bring back staff development and train teachers

Software Provide trainings to staff to develop communication skills

Provide professional development through Rosetta Stone CDs

979.00 Parent contact logs/lesson plans

Community Services (Function 61)

General Supplies & Refreshments for parents activities

Broaden opportunities for parents, community members, and partner volunteers to give input and to collaborate with teachers and staff to provide students with safe and meaningful activities at school and home.

Increase parent and community involvement to support student academic success

6,461.00 Parents will attend parent coffees and workshops that will help support them and their children.

Computers/Equipment Provide parents avenue for communication with school via newsletters, fliers, correspondence and workshops

Provide computer system (network ready) to communicate with parents electronically and to develop communication for informing parents of school activities and opportunities

Use computer to provide power point presentations, correspondence newsletter and fliers to parents that will aid in academic support to parents.


for involvement. TOTAL (Must Match BTO Total) 473,455.00


APPENDIX G Additional NCLB Requirements

Parent Notice By the date required by the Texas Education Agency, all parents will be informed of individual student academic assessment results and AYP status via letters sent home in both English and Spanish. Assistance to families seeking choice and/or SES options will be provided. Student assessment results will be shared with parents in both English and Spanish whenever possible. Support This Campus Improvement Plan was developed collaboratively with Campus Advisory Council members and central office support. The district is committed to providing the campus support in school improvement efforts. Support includes but is not limited to: Guidance, Leadership, and Monitoring Associate Superintendent Compliance and Fiscal Monitoring as per Section 1120A Departments of State and Federal Accountability and Finance Data Analysis Campus and District Accountability Curriculum and Benchmark Data, Professional Development Department of Curriculum Professional Development and Support in Determining Student Needs Department of Special Education and Bilingual Education Dropout Recovery School Community Liaisons Parental Involvement Planning and Training Opportunities Family Resource Center TEA, through the School Improvement Resource Center, provides technical assistance in the areas of needs assessment, scientifically based research, and best practices. The technical assistance provider (TAP), approved by SIRC, will support the principal in improvement efforts. As evidenced throughout this plan, the campus, in working with central office support, is implementing policies and practices that have the greatest likelihood of ensuring that all groups of students will meet proficiency levels of achievement as set by the state by no later than 2013-2014. Programs and practices are based on current scientifically based research. Enhancing rigor and relevance in [specify subject(s) missed in AYP] especially for [specify the student group(s) that missed the standards] is critical since performance was not within NCLB standards. Also, the participation rates and/or attendance rate, or graduation rate was/were below standard so it will be essential to focus on this/these area/areas as well. Evaluation and Outcomes The ultimate goal for this plan is to significantly improve student achievement for all students, including those served in special programs. The principal, CAC, and campus staff will monitor action plans and strategies on a regular basis to determine the level of implementation and the effectiveness in bringing about desired student outcomes. These outcomes target closing any disparity in achievement levels among student groups. Strategies, if successful, will create a positive learning environment in which all students are actively engaged in a challenging meaningful curriculum, based on TEKS and Principles of Learning. Specific evaluation measures and performance targets are included in the Long-Range Matrix for Student Achievement and in the Action Plan.


APPENDIX H Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or

licensed physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

2) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

3) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

4) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant

remains hospitalized after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.


APPENDIX I Strategic Performance Measures and Improvement Targets

Campus Scorecard 2013-14

For ALL levels, the following performance indicators are included:

- STAAR/EOC (including retesters) - Attendance - Discipline - TELPAS - Student Fitness

For the ELEMENTARY SCHOOL level, the following performance indicators are included:

- Primary Reading Assessment

For the MIDDLE SCHOOL and HIGH SCHOOL level, the following performance indicators are included:

- Annual Dropout Rate (9-12) (with exclusions)

For the HIGH SCHOOL level, the following performance indicators are included:

- Recommended or Distinguished Program Participation - Graduation Rate (with exclusions) - SAT/ACT Participation and Performance - Advanced Placement/IB Exam Participation and Performance - Advanced Course/Dual Enrollment

Improvement goals and end goal targets for STAAR/EOC are pre-populated at district growth rates, but may be set at higher rates.Improvement goals and end goal targets for other indicators must be set by the campus. All improvement goals and end goal targetsmust be approved by the Associate Superintendent for the campus.

STAAR/EOC tables based on estimated accountability subset. Students in U.S. schools Year 1 through Year 3 are excluded.

STAAR/EOC Reading/ELA at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 29 19 35.00 35

Asian n/a n/a 0.00 n/a

AA 29 * 35.00 *

Hispanic 30 19 36.00 35

White <1 <1 25.00 20

2 or More <1 >99 100.00 >99

EcD 28 16 35.00 33

ELL 26 12 30.00 29

Spec Ed 46 * 40.00 *

3rd English 18 20 37.00 36

3rd Spanish <1 <1 25.00 20

4th English 34 25 45.00 40

4th Spanish * * 30.00 *

5th English 31 14 33.00 31

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

Office of Campus and District Accountability

Rodriguez Page 2 June 2013

STAAR/EOC Math at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target




AA * * 40.00 *

Hispanic 28 23 40.00 38

White * * 65.00 *

2 or More <1 >99 100.00 >99

EcD 26 22 40.00 38

ELL 25 18 35.00 34

Spec Ed 42 43 56.00 54

3rd English 24 22 40.00 37

4th English 32 21 40.00 37

5th English 23 27 43.00 42

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test



STAAR/EOC Writing at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target




AA * <1 25.00 20

Hispanic 19 17 35.00 34

White * n/a 0.00 n/a

2 or More <1 n/a 0.00 n/a

EcD 18 15 34.00 32

ELL 22 9 30.00 27

Spec Ed * * 46.00 *

4th English 22 18 35.00 34

4th Spanish <1 * 30.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests



STAAR/EOC Science at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target




AA * * 35.00 *

Hispanic 27 25 43.00 40

White <1 * 75.00 *

2 or More n/a >99 100.00 >99

EcD 27 24 43.00 40

ELL * 16 35.00 32

Spec Ed 64 * 38.00 *

5th English 27 26 42.00 41

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test



STAAR/EOC Reading/ELA at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



AA <1 <1 15.00 10

Hispanic 8 8 20.00 18

White <1 <1 12.00 10

2 or More <1 <1 12.00 10

EcD 6 6 18.00 15

ELL 6 * 15.00 *

Spec Ed * * 18.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

STAAR/EOC Math at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



AA <1 * 18.00 *

Hispanic 8 6 18.00 16

White <1 * 35.00 *

2 or More <1 <1 13.00 10

EcD 7 6 18.00 15

ELL 9 5 17.00 15

Spec Ed * * 25.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test



STAAR/EOC Writing at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students <1 * 15.00 *


AA <1 <1 13.00 10

Hispanic <1 * 15.00 *

White <1 n/a 0.00 n/a

2 or More <1 n/a 0.00 n/a

EcD <1 * 15.00 *

ELL <1 <1 13.00 10

Spec Ed <1 <1 13.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests

STAAR/EOC Science at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students 7 * 15.00 *


AA * <1 13.00 10

Hispanic 7 * 15.00 *

White <1 * 43.00 *

2 or More n/a <1 13.00 10

EcD 7 * 13.00 *

ELL * <1 13.00 10

Spec Ed * <1 13.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test



Primary Reading AssessmentEOY On or Above Grade Level

2010-11

Actual

2011-12

Actual

2012-13

Actual

2013-14

Improvement Goal

End Goal

Target

Kinder DRA English 81% 95% 88% 90.00 >=90%

Kinder DRA Spanish 87% 93% 88% 90.00 >=90%

1st DRA English 41% 76% 60% 70.00 >=90%

1st DRA Spanish 75% 79% 97% 97.00 >=90%

2nd DRA English 58% 75% 69% 70.00 >=90%

2nd DRA Spanish 63% 76% 80% 85.00 >=90%

Data Source: AIMS, EOY AssessmentOn grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.

Estimated Attendance

Estimated Improvement Goal

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

All Students 96.1% 96.5% 95.8% 96.2% 96.6% 96.4% 96.60

African American 95.2% 95.5% 94.8% 95.1% 95.2% 94.7% 96.00

Asian 99.2% 98.7% 98.3% 96% 96.60

Hispanic 96.3% 96.7% 95.9% 96.3% 96.8% 96.5% 96.60

Native American 85.8% 97.4% 98.6% 99.3% 99.50

White 91% 92.2% 96.7% 92.5% 96.1% 96.2% 96.60

2 or More 95.3% 94.7% 96.8% 96.90

EcD 96.2% 96.5% 96% 96.1% 96.6% 96.4% 96.60

Data Source: AISD Student Information System



All A-A Asian Hisp N-A White

2% 3% 2%0

20

40

60

80

100


HS 2% 3% - 2% - -

Campus Suspension to HomeStudent Discipline Aggregate CountsStudent Group Enrollment 2012-13

All Students 1033

African American 78

Asian 1

Hispanic 929

Native American 2

White 15

Counts as of discipline report date, June 2013.Includes both active and inactive students.


<1% 1%0

20

40

60

80

100


Removals <1% 1% - - - -

Campus Discretionary Removals


2% 4% 2%0

20

40

60

80

100


ISS 2% 4% - 2% - -

Campus ALC/EDAP or ISS



Discipline Targets

Campus Discretionary Removals


2010-11 2011-12 2012-13 2013-14

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students 6 .6% 1 .09% 1 .1% 0.08

African American 2 2.3% 1 1.28% 1.00

Asian 0.00

Hispanic 3 .34% 1 .1% 0.80

Native American 0.00

White 1 7.14% 0.00

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2012-2013 data are draft. Final data reports will be disseminated in August 2013.

Campus Suspensions to Home


2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 18 1.81% 20 1.8% 17 1.65% 1.50

African American 5 5.75% 3 3.16% 2 2.56% 2.00

Asian 0.00

Hispanic 12 1.35% 17 1.72% 15 1.61% 1.50

Native American 0.00

White 1 7.14% 0.00




Campus ALC/EDAP or In School Suspensions


2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students 23 2.31% 31 2.78% 20 1.94% 1.60

African American 3 3.45% 10 10.53% 3 3.85% 3.00

Asian 0.00

Hispanic 20 2.25% 20 2.02% 17 1.83% 1.50

Native American 1 25% 0.00

White 0.00


Fall Enrollment (PEIMS Snapshot)

2008-09 2009-10 2010-11 2011-12 2012-13

All Students 977 955 922 936 902

African American 107 93 70 74 57

Asian 1 1 1

Hispanic 853 852 808 811 796

Native American 3 3 2

White 16 9 10 11 13

2 or More 31 37 33

Data Source: PEIMS Submission 1.



TELPAS - Students Testing Over Two Years Test at Beginner Level in Second Year

Group

2011-12 2012-13 2013-14 End Goal

# Tested

2 Yrs

# Beginning

2012%

# Tested

2 Yrs

# Beginning

2013% Improvement Goal Target

All Students 274 39 14% 274 39 14% 12.00Decrease % ELL

students scoring

at beginning

level on

TELPAS Reading

African American - - - * * * 0.00

Hispanic 271 38 14% 271 38 14% 12.00

White * * * - - - 0.00

EcD 271 39 14% 272 39 14% 12.00

Special Ed 10 3 30% 11 6 55% 45.00

Data Source: Contractor's Electronic Files

Student Fitness

Sex Ethnicity

2010-11 2011-12 2012-13

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Asian - - - - - - - - - - - - - - - - - -

F African American 12 8 67% 8 5 63% 13 6 46% 7 4 57% 19 8 42% 15 6 40%

F Hispanic 170 82 48% 92 46 50% 155 89 57% 87 56 64% 183 114 62% 106 72 68%

F White * - - - - - * * * * - - * * * * * *

F 184 90 49% 100 51 51% 172 96 56% 98 60 61% 204 123 60% 122 79 65%

M Asian - - - - - - - - - - - - - - - - - -

M African American 22 12 55% 14 8 57% 13 8 62% 10 7 70% 7 6 86% 6 6 >99%

M Hispanic 197 84 43% 109 75 69% 172 69 40% 103 74 72% 192 76 40% 114 84 74%

M White * * * * * * * - - * * * * * * * * *

M 223 97 43% 124 84 68% 189 77 41% 115 83 72% 202 83 41% 123 92 75%

total 407 187 46% 224 135 60% 361 173 48% 213 143 67% 406 206 51% 245 171 70%

Data Source: AISD Fitnessgram

Documents

Rodriguez Elementary School