2017-2018 campus improvement plan sneed elementary alief …€¦ · science: our campus uses...

Alief Independent School District

Sneed Elementary

2017-2018 Campus Improvement PlanAccountability Rating: Improvement Required

Sneed ElementaryGenerated by Plan4Learning.com 1 of 53 Campus #117

May 7, 2018 8:31 am

Mission StatementIt is our mission to work together with integrity and determination to help our students achieve their goals and transform them into lifelong learners who are

productive members of our society.

VisionAt Sneed we believe that all stakeholders are capable of developing a growth mindset, being student centered, systemic and transformational: therefore, we

will continually analyze the areas of concern, seek solutions from different perspectives and create united decisions on systems that promote a postiviteculture.

Building Great Futures on a Strong Foundation.


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Sneed enrollment numbers:

63.4% Hispanics, 4.3% Asian, 20% African American, 7 % White, 4.9% American Indian

We are a Title I school with 1116 students and 130 employees including two Community in Schools representatives. Our At-Risk population isapproximately 84%. We have a very diverse population. There are about 24 different languages spoken in our students’ homes. Among those languages wehave: Burmese, Amharic, Cantonese, Ethiopian, Hindi, French, Urdu, Swahili, Nepali, Vietnamese, Thai, Spanish, and Farsi. Our teacher/student ratio isaround 1/22.

Demographics Strengths

Demographics Strengths

Our enrollment over the past three years has become more managable in numbers:

2014=1300, 2015=1145, 2016=1079, 2017=1116

Our campus enrollment has decreased in the past few years due to the rezoning of the school boundaries and our high mobility rate. But thishas allowed us to move 10 classrooms of students from outdoor portables inside the main building. The decrease in enrollment gives thecampus the opportunity to serve a larger percentage of our students with interventionists and additional academic opportunities. Our ESL/BILstudent do well academically.

Demographics Needs

Special programs data:

Only 1 student was exited from the bilingual program last year. One of the reasons more students were not exited was because they were provided withaccommodations during the STAAR assessment. Students are monitored for up to 2 years and are successful once they exit programs.


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We are over represented in:

Our ELL Group: 72.5% and

Our At-Risk population: 77.1%

Our campus mobility rate: 22.8% mobility rate

Our surrounding area of the community is surrounded by apartment complexes.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Our students did not meet the Math, Reading, or Writing STAAR standard on the 2017 assessments on indices 1 and 2. Root Cause:Our high mobility rate (23%) and high At-Risk rate (77%) create additional academic challenges for our students.


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Student Academic Achievement

Student Academic Achievement Summary

The intervention programs on our campus are providing additional support to students who need extra assistance to see their growth. The students that arebenefiting the most are our Tier 2 and Tier 3 students because they are able to meet in small group settings with an additional certified teacher to provideextra support for their gaps. We are also working with students during enrichment times throughout the day for grades 1-4, while kindergarten and pre-kindergarten have 4 aides to support with targeted small group instruction. The students that are not benefiting the most are students with behavior concernsdue to their lack of focus. Interventionists are working with these students to reignite their passion for learning and finding opportunities for them to besuccessful to build their confidence in their academic success.

The longitudinal student achievement data for Sneed Elementary suggests that the number of students not meeting standards is growing due to severalfactors, including those that are environmental and the changes in the testing standard with STAAR expectations rising. The gaps that our students enter withare larger based on the demographics of our campus. However, staff members are working tirelessly to fill these gaps and provide the best quality instructionfor the students in which they service.

The data within and amongst content areas across the campus suggests that more support is needed for students in writing, reading, and math.

The disaggregated data at various levels of depth indicate where we should focus our attention through professional development and interventions to bettersupport the needs of our specific students. The students that are making annual progress are several students with special needs and the overall ELLpopulation. In comparison to other content areas, the data trends suggest that campus resources should be applied to all students, with extra support given tostudents who are African American, Hispanic, White, at-risk, and/or economically disadvantaged, and students in the Special Education program. Byfocusing on these populations, our campus will excel in the upcoming state and local assessments.

Student Academic Achievement Strengths

Our students met standards in Index 3 (Closing the Gap) and 4 (Post Secondary Readiness) as measured by the 2017 STAAR assessment scores. The haveshown growth over the past two years in all four areas but only met standard in two areas:

Index 1-2016-50 to 2017-52 Target=60

Index 2-2016-28 to 2017-30 Target=32

Index 3-2016-28 to 2017-30 Target=28

Index 4-2016-18 to 2017-21 Target=12Sneed ElementaryGenerated by Plan4Learning.com 5 of 53 Campus #117

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Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Our students did not meet the Math, Reading, or Writing STAAR standard on the 2017 assessments on indices 1 and 2. Root Cause:Our students' high mobility rate (23%) and high At-Risk rate (77%) create additional academic challenges for our teachers and their ability to differentiateinstruction.


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School Processes & Programs

School Processes & Programs Summary

Sneed has process that calrify and faciltitate the work teachers implement for students and various programs that benefits students' academic growth. As newstaff members are added to our campus, profesional development is required to ensure clear lines of communication and effective implementation of currentprocesses. In addition, due to our TEA Improvement Required status continuous improvement or refinement is utilized to improve current processes in thename of efficiency and student growth.

School Processes & Programs Strengths

Curriculum, Instruction, and Assessment Strengths

Reading/Language Arts:

Teachers collaborate to develop lesson plans and share instructional practice on a weekly basis at grade level PLCs. Sneed also has aplethora of reading related resources to support the implementation of the program in the classrooms. An additional strength is a district robustnew teacher induction program and various professional development opportunities offered at the district instructional offices and campuslevel. Teachers are also provided with a mentor program and professional assistance (PD) to increase their ability to successfully implementnew programs and processes. Teachers engage in data analysis after each assessment to determine individual students’ needs and adapttheir instruction accordingly through differentiation. Strength in writing will be the implementation of a common procedure for writing utilizingthe program “Write From the Beginning and Beyond”.

Science:

Our campus uses STEMScopes, EduSmart, National Geographic, and Interactive Science Notebooks as a catalyst for learning and interactive tools. SneedElementary also promotes using literacy strategies such as thinking maps, interactive word walls and integrating the CER model.

Math:

This year our students will experience the Iready math program as part of a campus pilot program to support our students' growthe in math skills.


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ESL:

Our campus uses SIOP strategies for newcomers and beginner students to help them develop English language skills. In addition, Sneed ahs another co-hortof teachers attending the SIOP three-day academy.

Special Education:

The Special Education Department now has two in-class support teachers which will aid in supporting the students to reach their academic potential.

The In-Class Support Teachers collaborate with the Special Education Coordinator, the S.E. Reading/Math Facilitator, and the General Education Teachersthroughout the year to ensure that the S.E. students are successful. Other strengths are attending professional development that caters to

guided reading and the math in focus curriculum as well as CPI training for students with behavioral challenges. The Snap curriculumcomputer software provides special education students with academic support during CCA’s and DCA’s.

Family and Community Involvement:

The FAME Initiative is very important in our schools. At Sneed Elementary we have evidence that those families and community members are involved inmeaningful activities that support student’s learning. In the Family Center we have a variety of activities for parents to get ideas about children activities thatthey can use at home and parenting tips as well. We have HB5 Scorecard that measures our community and parent involvement each year The Family Centerhas a group of volunteers that help in many school activities throughout the school year. I have observed that the parents who assist regularly to the FamilyCenter activities are more enthusiastic about their children education and those children have a positive behavior towards their school. The family center alsoprovides educational resources for parent through a three-year old academic program called Jumpstart.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Our Sneed teachers are implementing the Sneed Instructional Cycle so that they will develop high quality lesson plans and implementeffective instruction. Root Cause: PLC and planning time were not focused on preparing data driven instruction that met the diverse needs of our students.


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Perceptions

Perceptions Summary

The students and staff describe the school culture and climate as maintaining a positive and safe environment, where the students feel capable to do their bestand feel comfortable talking to staff members about their academic concerns. The students and staff are collectively aligned with the vision and mission ofthe school, by adhering to the Core Beliefs and the Guidelines for Success and following the goals of our Campus action plan and our TAIS improvementplan. There are many examples of positive processes: staff members select students who adhere to the Guidelines for Success by nominating those studentsinto our Dino 100 Club. Students are then rewarded with a mystery motivator, which increases positive behavior on the campus; Interventionists assistclassroom teachers with their academic support for their students throufh small group, active monitoring during independent work, or during enrichment.

A high percentage of students believe that their teachers care about them and that the teachers tell them what they need to do to be successful. But only 64%of the students feel that they are treated fairly due to their background or differences. Many staff members feel that support is needed with behavior and thatthere is a need for high expectations concerning behavior. The staff also feels that parental support is needed in regards to academics and behavior. Campuswide behavioral expectations have been clearly outlined in the campus Above and Beyond handbook, and have been taught and modeled by the staff to thestudents. The staff and students know what the expectations are and work hard to continuously meet those expectations.

Both the staff and students feel that the facilities and physical environment are clean and is well maintained. This impacts the culture and climate, where the

students and staff feel safe from germs, disease, and it increases a positive learning environment.

Perceptions Strengths

-Above and Beyond Handbook that outlines school-wide expectations

-Each staff member has created a classroom management plan on Schoology

-Common discipline procedures for referrals

-Behavior intervention reports

-Guidance lessons about Character education and bullying

-Mystery Motivator raffle for teachers that are actively monitoring common areas.

-Dino 100 Club celebrations/Honor Roll CelebrationsSneed ElementaryGenerated by Plan4Learning.com 9 of 53 Campus #117

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-Common use of CHAMPS/STOIC model throughout campus

Problem Statements Identifying Perceptions Needs

Problem Statement 1: After reviewing data from the Discipline Incident Counts Report it is apparent that even though we significantly decreased thenumber of incidences from the previous year, we still have a high number of rule violations. Several offences are repeat offenders. Root Cause: TheABC/SMART Committee needs to focus specifically on these types of behaviors and develop strategies to reduce the number of incidences.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

Campus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Performance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsLocal benchmark or common assessments dataIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Special education population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataGifted and talented dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline records

Employee Data

Professional learning communities (PLC) dataCampus department and/or faculty meeting discussions and data


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Professional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate

Support Systems and Other Data

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


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Goals

Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 1: Our third grade students meet the Approaches Grade Level standard on the 2018 STAAR reading assessment by at least 57%(52% + 5%). Our fourth grade students meet the Approaches Grade Level standard by at least 51% (46% + 5%) 2018 STAAR reading assessment.

Evaluation Data Source(s) 1: 2018 STAAR ResultsData Analysis – teachers analyze student dataPlanning – teachers incorporate vocabulary, quality questions, differentiation, and assessment in their lesson plansDelivery – teachers align instructional delivery with high quality lesson plansReflection – teachers reflect with focus on areas for re-teaching (small group, enrichment, and T1-T2 intervention)

Summative Evaluation 1: Significant progress made toward meeting Performance Objective

Next Year's Recommendation 1: Data talks should be after Reading DCA #1 and continue data talks after DCA #2.

Strategy Description TITLEI Monitor Strategy's Expected Result/Impact

ReviewsFormative Summative

Oct Jan Mar JuneSystem Safeguard Strategy

PBMASCritical Success Factors

CSF 1 CSF 2 CSF 7

1) Specialists will guide teachers on how to monitor,examine and discuss student reading work and dataduring planning and PLCs.(Research: PD 1, CPT 1, and CPT 2)

4.0 Specialists,Administrators

Impact can be measured with DCA assessment datashowing that achievement gaps between student groupsare closing and on-track to having no more than a 5-point difference before STAAR 2018 is administered.

System Safeguard StrategyPBMAS

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

2) Administrators will conduct one-on-one datameetings with teachers to discuss individual studentand classroom reading performance as evident instudent data.(Research: AA 3, AA 4, and AA 5)

2.0 Administrators Teachers differentiating instruction to meet students'needs and students showing appropriate growth inreading as measured by ISIP


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Critical Success FactorsCSF 1 CSF 2

3) Teachers will implement research-basedinterventions to students recommended for STAT. AllSTAT students will be monitored through theResponse to Intervention (RTI) process.(Research: RTI 1, RTI 2, RTI 9, RTI 8, RTI 19, RTI 3)

9.0 Classroom teachers,Administrators andRtI Coordinator

Students showing appropriate progress in reading asmeasured by ISIP or moving towards Tier III


Critical Success FactorsCSF 1 CSF 2 CSF 7

4) Weekly planning meetings- All grade levels Kn -4th will plan with the LA specialist for each markingperiod.(Research: CPT 1, CPT 2, and ELA 12)

1.0, 2.0,4.0, 9.0

Specialists,Administrators, andTeachers

Teachers will have plans aligned and rigorous lessonplans and will implement them consistently

System Safeguard StrategyCritical Success Factors

CSF 1 CSF 4

5) Thinking Maps will be part of daily instruction toencourage critical thinking in our students.(Research: PD 4)

2.0 Administrators,Content Specialists,and Reading LeadTeachers

Students will use thinking maps to organize theirthinking.

Funding Sources: State Comp Ed - 0.00


CSF 1

6) Teachers will implement Jan Richardson's modelfor small group instruction (The Next Step in GuidedReading), as part of their daily instruction. (Research:ELA 9)

2.0 Reading LeadTeachers,Specialists, andAdministrators

Students increasing their reading performance asmeasured by ISIP



7) Teachers will use ISIP, observations, CCA's andanecdotal records to drive instruction.(Research: AA 3)

2.0 Teachers Students receive differentiated instruction tailored totheir specific needs


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8) Strengths and weaknesses in reading TEKS will beidentified using results from campus and districtassessments to guide instruction(Research: AA 3, AA 4, and AA 5)

2.0 Teachers andSpecialists

Continuous improvement in campus and districtassessment results



9) Data Management for Assessment and Curriculum(DMAC) and data spreadsheets (K-4) will be used toanalyze results by demographics, at-risk, SpecialEducation and other special populations.(Research: RTI 13)

2.0, 9.0 Regular Ed., SpecialEd. Teachers, ILT,and Administrators

continuous improvement in district and campusassessments



10) The Bridge teachers and PK/K Aides will providedaily reading intervention to students selected basedon campus data analysis and specific TEKS.(Research: ELA 9)

3.0 Bridge/TitleInterventionistsPK/K Aides

Continuous improvement in district and campusassessments, ISIP, and student work



11) New teachers to Sneed will be trained in the first 4components of Sheltered Instruction. All teachers willbe trained in components 1 to 5 of the SIOP model.Teachers will implement SIOP strategies to makeinput comprehensible to all students in order toachieve success and English language growth.(Research SLE 2)

4.0 Mauricio Angulo,Leanna Gonzalez,Nnenna Ejiogu andAdministrators

DCAsCCAsImagine Learning,Clubs ,Students' report cards, teachers' feedback (anecdotalrecords).TELPAS test. Feedback from interventionists,conferences with teachers, PLCs to train teachers.


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12) A Professional Service Provider will facilitate thestrategic planning process that addresses gaps in theCritical Success Factors; Oversees the effectiveimplementation of all components of the schoolimprovement process, monitor the progress ofactivities and strategies contained within theimprovement plan, and facilitates the ongoingrefinement of activities and strategies in theimprovement plan.(Reseach AA 7)

1.0, 2.0,3.0, 4.0

Principal;Professional ServiceProvider

Completion of timely reports of the Texas InterventionPlan.

= Accomplished = Continue/Modify = No Progress = Discontinue


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Performance Objective 2: 63% of our 3rd graders and 51% of our 4th graders will meet the Approaches grade level standard as measured by the 2018 MathSTAAR assessment.

Evaluation Data Source(s) 2: 2018 STAAR Results


Next Year's Recommendation 2: Data meetings with administrators and teachers after both DCAs (Math).





CSF 1 CSF 2 CSF 4

1) All math teachers will monitor students' progressdaily to determine decision points for instruction.(Research: EM 1, EM 2)

8.0 Math Specialist,Regular Ed., SpecialEd.,Teachers, andESL Teachers

Monthly Math PLC Math Team Planning CurriculumPlanning 1 per 9wkMath STAARDCA CCA



2) Data meetings will be held to analyze studentassessment data to target classroom and instructionalintervention according to TEKS. (Research: EM 1,EM 2)

9.0 Regular Ed. &Special Ed.Teachers,Administrators

3 times a yearMath STAARDCA CCA



3) Identified students in grades 3-4 will attend IReadyinterventions during an ancillary time and PK-2 willattend DreamBox interventions during an enrichmenttime. (Research: EM 1, EM 2)

9.0 ClassroomTeachers, LabPersonnel, and MathSpecialists

4 half-hour sessions within an 8 day rotation, end ofOctober and ending in May.CCA, DCA, and STAAR Data


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4) Math specialists and Selected Math Teachers willattend professional development training in the areasof best practices, numeracy, and problem solvingstrategies. (Research: EM 1, EM 2)

4.0 Math Specialists DCA & STAAR Data



5) A Professional Service Provider will facilitate thestrategic planning process that addresses gaps in theCritical Success Factors; Oversees the effectiveimplementation of all components of the schoolimprovement process, monitor the progress ofactivities and strategies contained within theimprovement plan, and facilitates the ongoingrefinement of activities and strategies in theimprovement plan.(Research: AA 7)

1.0, 2.0,3.0, 4.0





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Performance Objective 3: 100% of math teachers will utilize Second Language Strategies to support ELL students during math instruction.

Evaluation Data Source(s) 3: Growth in TELPAS and end of the year DCAs.


Next Year's Recommendation 3: All teachers will receive SIOP training August 3rd & 6th , 2018.





CSF 1 CSF 2 CSF 7

1) Weekly Planning Days- All grade levels K - 4thwill plan with math specialists. This day will be usedto create a framework for lesson plans usingbackwards design. Content and Language objectiveswill be developed to align instruction. Teachers andthe math specialists will use the curriculum planningframework and student data to plan instruction duringmonthly TEKS math planning. (Research: EM 1, EM2) (Research: EM 1, EM 2, EM 3)

2.0, 8.0 ClassroomTeachers,Specialists, ESLLead,Administrators

1 planning every grading periodLesson Plans , Math STAAR , DCA. CCA , ClassroomObservations



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Performance Objective 4: 42% (37%+5%) of our fourth graders will meet the Approaches Grade Level standard on the 2018 STAAR Writing assessment.

Evaluation Data Source(s) 4: 2018 STAAR results


Next Year's Recommendation 4: Continue with the 3rd year of Write the Beginning Curriculum.





1) Thinking Maps will be used to brainstorm,organize, and draft during the writing process. We willalso implemented campus wide the use of Write Fromthe Beginning and Beyond and The Right Source.(Research: PD 4)

2.0 LA Specialist, LATeachers, SpecialEd. Teachers,Campus ThinkingMap Trainers, andWrite From theBeginning andBeyond & TheRight SourceTrainers

Students will write proficiently using all the steps fromthe writing process

Funding Sources: Title I - 3400.00, Local - 10000.00System Safeguard Strategy


CSF 1 CSF 2

2) A Professional Service Provider will facilitate thestrategic planning process that addresses gaps in theCritical Success Factors; Oversees the effectiveimplementation of all components of the schoolimprovement process, monitor the progress ofactivities and strategies contained within theimprovement plan, and facilitates the ongoingrefinement of activities and strategies in theimprovement plan.(Research: AA 7)

1.0, 2.0,3.0, 4.0




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Performance Objective 5: By supporting positive behavior, 40% of students will make half a year's growth in reading by the end of the school year.

Evaluation Data Source(s) 5: IStation Score will increase by the guideline required for a year's growth.


Next Year's Recommendation 5: Reading DCA's have gone up this year, compared to last years DCA's.



Oct Jan Mar JuneCritical Success Factors

CSF 6

1) Implement CHAMPS and provide CHAMPStraining updates Texas Behavior Support Initiativetraining for staff members to reduce the number ofout-of-school suspensions and/or ALC placements forSPED students. (Research AA 1)

1.0, 2.0 Resource TeachersSMART CommitteeAdministratorsReg. Ed Teachers

PBMAS


CSF 1 CSF 6

2) Track the number of at-risk students referred toSTAT and the number of evaluations by ethnicity toensure STAT population and SPED enrollment alignswith demographics. Address behavior concernsthrough the staffing process and the STOIC model.(Research AA 1)

2.0, 9.0,10.0

Resource TeachersAdministratorsRTI CoordinatorResource TeachersAdministrators

Weekly: August-JuneIEP objectives Classroom Observations


CSF 1

3) Continue coordination with the central specialeducation department to track the number of studentsreferred for initial FIES and psychological evaluationsby ethnicity to ensure campus SPED enrollmentmirrors campus demographics. (PBMAS) (ResearchAA 1)

9.0, 10.0 RTI CoordinatorResource TeachersAdministrators

Weekly: August-JuneIEP objectives Classroom Observations


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4) Ensure collaboration between LPAC and specialeducation department to address needs of LEP andspecial education students. (PBMAS-ESL) (PBMAS-ESL) (Research AA1)

9.0, 10.0 RTI CoordinatorLPAC CommitteeResource TeachersAdministrators

Monthly: August- JuneLPAC Minutes


5) We are supporting positive behavior byimplementing a behavior initiatives, which highlightsstudents and their goals and interests. Our Dino 100club which supports CHAMPS. (Research AA 1)

1.0, 2.0 Staff Members andAdministrators

Increase in ISIP reading scores and down on behaviorinterventions

PBMAS6) Support Homeless students by inviting them toparticipate in back back buddies, receiving uniformvouchers, mentoring, and special transportation.

9.0, 10.0 Staff membersCounsels

Increase attendance and achieve academic standards.



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Performance Objective 6: 55% of our K-4 ELL students will show at least one year's growth in TELPAS measures by May 2018.

Evaluation Data Source(s) 6: The growth will be measured through TELPAS and teachers' holistic ratings in the spring of 2018.

Summative Evaluation 6: Some progress made toward meeting Performance Objective

Next Year's Recommendation 6: Professional Development of sheltered Instruction needs to be ongoing to support new and returningteachers.





CSF 1 CSF 2

1)New teachers to Sneed will be trained in the first 4components of Sheltered Instruction. All teachers willbe trained in components 1 to 5 of the SIOP model.Teachers will implement SIOP strategies to makeinput comprehensible to all students in order toachieve success and English language growth.(Research SLE 2)

1.0, 2.0,3.0, 4.0

Mauricio Angulo,Leanna Gonzalez,Nnenna Ejiogu andAdministrators


2) Monitor Participation and implementation of SIOPgoals for SIOP cohort for 1-3 and support to thosenewly trained SIOP cohort 4 teachers.

Mauricio Angulo,Leanna Gonzalez,Nnenna Ejiogu andAdministrators



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3) The ESL instructional para and district providedtutor will work to develop second language acquisitionto impact student achievement.

1.0, 2.0,3.0, 4.0

Leanna Gonzalez,AlexandriaGonzalez, districttutor



4) Teachers and ILT will continue to grow in theunderstanding of language development and languageobjectives and how those will improve student contentknowledge; those will have an impact on EOYSTAAR results.

1.0, 2.0,3.0

Sneed ILT and ESLteam




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Performance Objective 7: We have district level allotments that support certain positions on our campus that involve in improving, supporting our Sneedstaff through mulit ventures and supporting students through academics.

Evaluation Data Source(s) 7: PLCS, Planning, STAAR, student growth, and professional development


Next Year's Recommendation 7: Math and Reading DCA & CCA has a significance growth this year compared to previous years.





CSF 1 CSF 2 CSF 7

1) REID TEACHER ESL MULTI-AGENEWCOMER TEACHERESL MULTI-AGE NEWCOMER TEACHERELEMENTARY SPECIALISTELEMENTARY SPECIALISTELEMENTARY SPECIALISTELEMENTARY SPECIALISTBEHAVIOR INTERVENTION/OFFICEKINDERGARTEN AIDE

4.0, 8.0 AdministrationSpecialists

PLCS, Planning, STAAR, student growth, andprofessional development

Federal, State and Local Funding Sources2017-18Federal funding sources that will be integrated andcoordinated withFederal funding sources that will be integrated andcoordinated with State and Local funds to meet theneeds of all students.

Funding Sources: State Comp Ed - 215566.00


CSF 1 CSF 2 CSF 3 CSF 6 CSF 7

2) Shelley Bolen-Abbott and Linda Boas, bothProfessional Service Providers will support Dr.Maldonado to facilitate the gaps in the Critical SuccessFactors; Oversees the effective implementation of allcomponents of the school improvement process,monitor the progress of activities and strategiescontained within the improvement plan, and facilitatesthe ongoing refinement of activities and strategies inthe improvement plan.

2.0, 4.0 Dr. Maldonado andAdmin

Improve our school in every CAP Goal. To get out ofImprovement Required.

Funding Sources: Title I - 6140.00


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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 1: 100% of Sneed staff will work to improve student's preparation for college and career by promoting an awareness of collegesand universities.

Evaluation Data Source(s) 1: Teachers and staff will display a college board throughout the school classroom doors and walls.

Summative Evaluation 1:




CSF 1 CSF 6

1) Classrooms will all be assigned a College toresearch and represent as a class create bulletin boardsto display and highlight university programs.(Research: AVID 4, AVID 5)

2.0 TeachersAdministratorsCounselors

September-JuneClassroom ObservationsBulletin Board Displays Morning Announcements


2) Teachers and students will wear college T-shirts onFriday to promote college awareness. (Research:AVID 4, AVID 5)

2.0 Staff Every FridayClassroom Observations


3) Sneed students will participate in college week andcareer week activities. Students and staff willparticipate by wearing college hats, t- shirts of theirchosen colleges. College facts and trivia will be givenduring morning announcements. Students will learnabout different careers from speakers in that field onCareer day. (Research: AVID 4, AVID 5)

2.0 CounselorsTeachers SpecialistsAdministratorsLibrarian

Student Surveys/Feedback morning announcements


CSF 1 CSF 3

4) Continue being proactive in identifying students forthe GT program using student and parent surveys. Usedata to make decisions about the refinement of the GTprogram. (Research: GTAP 1, GTAP 9)

2.0 GT CoordinatorTeachers

GT program data, Lesson Plans, Student Surveys,Assessments


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5) 100% of GT students will receive differentiatedservices by a certified teacher. GT coordinator willshare tools and strategies and support theimplementation of differentiation for the GT students.(Reseach: GTAP 1, GTAP 9)

2.0 GT CoordinatorGT ClassroomTeachersEnrichment Time

Campus Professional Library TEA WebsiteTeacher Lesson PlansGT students portfolios



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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 1: All stakeholders will actively monitor common areas using CHAMP expectations.

Evaluation Data Source(s) 1: Look at quarterly surveys and end of year climate survey, referral data





CSF 6

1) Staff will use a District Observation Rubric persemester to monitor if teachers are using CHAMPS inall common areas. (Research: PASS 13)

2.0 The Above andBeyond CommitteeMembers andAdministrators

Summarize the rubric results, share with staff and makeadjustments as needed.

Critical Success FactorsCSF 6

2) Procedures and expectations are established foreach area: Car Riders, Walkers, and Daycare, arrival,cafeteria. (Research: PASS 13)

2.0 The Above andBeyond CommitteeMembers andAdministrators

Summarize the quarterly district rubrics and makeadjustments as needed.


3) Staff will actively monitor bus dismissal with T.V.monitors to support student during dismissaldeparture. (Research: Pass 13)

2.0 Staff Student will get on their bus and leave the campuswithout missing it.


4) All classroom teachers will create and submit abehavior management plan on Schoology. (Research:Pass 13)

2.0 Administrators Allows teachers to implement appropriate guidelines forstudent success.



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Performance Objective 2: Campus climate will be rated by teachers as an average of a 7 or above as evidenced by campus surveys.

Evaluation Data Source(s) 2: Campus climate survey





CSF 6

1) All stakeholders will participate in using the staffshout out board to praise staff members and highlightteacher success to increase campus morale. (Research:Pass 4)

2.0 Staff Teacher will engage in positive interaction using theshout out board.


CSF 1 CSF 3 CSF 4 CSF 6 CSF 7

2) Kathy Hoes, A Professional Service Provider willsupport our ABC committee along with our staff inimproving the schools behavior management and mostof our Critical Success Factors.

2.0, 4.0 Entire Staff alongwith Admin

structured school for success




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Performance Objective 3: Staff members will utilize their classroom respect agreement and parent compact to increase positive interactions among staffand students.

Evaluation Data Source(s) 3: Campus climate survey, Posted Shout Outs





CSF 6

1) All classrooms will discuss and post a RESPECTagreement. Teachers will refer to the respectagreement when addressing behavior concerns.Counsels will provide training to staff and students.(Research: Pass 13)

2.0 ILTCounsels

Mutual respect among all stakeholders andconsequences with dignity for all students



2) All staff members will acknowledge specificpositive behavior using SHOUT OUT's, a school wideincentive program. (Research: Pass 13)

2.0 Above & BeyondCommittee

Positive interactions between staff and students willincrease and improve school climate.

3) Students will utilize Playworks to show cooperativegrouping and positive interaction amongst each other.(Research: Pass 13)

2.0 Coach Thurman Less referrals, positive interaction for a saferenvironment.

It will be measured through interventions during theallotted recess time.

Funding Sources: Title I - 6500.00Critical Success Factors

CSF 5 CSF 6

4) Staff and students will participate in Red RibbonWeek activities to increase drug free awareness.

2.0, 4.0 All Staff and studentbody

positive interaction




May 7, 2018 8:31 am

Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 1: Sneed will hire and retain 90% of our highly qualified personnel by providing on-going, relevant professional development.

Evaluation Data Source(s) 1: 2017-2018 percentage of returning staff

Summative Evaluation 1: Met Performance Objective

Next Year's Recommendation 1: PD will be recommended to teachers by content specialist.




CSF 7

1) Sneed U- New teachers will meet monthly in a NewTeacher Induction meeting (STARS) in which variousinstructional strategies are modeled and discussed.(Research: PD 1, PD 2)

5.0 AdministratorsSpecialists

Once a monthSign- in SheetsData Collection


CSF 3 CSF 7

2) PLC - Teachers will collaborate weekly inProfessional Learning Communities during a commonContent Meeting Time. (Research: PD 1, PD 2)

5.0 Administrators &Specialists

1 content per week w/ specialist1 or 2 days a week with teamData Collection Survey Observations


3) Administrators will participate in district andregional job fairs and highlight campus professionaldevelopment to recruit highly qualified personnel.(Research: PD 1, PD 2)

5.0 CampusAdministrators

Campus Highly Qualified Data

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

4) New teachers will be assigned a mentor/buddy inorder to discuss and collaborate best practices in theclassroom so that all students may reach success.(Research: PD 1, PD 2)

5.0 AdministratorsSpecialists Veteran& New Teachers

Mentor/Mentoree Meeting, Book Study, Peer VideoVisit Documentation Student Achievement Data


May 7, 2018 8:31 am


5) The 2017 AIE Conference focuses on an immediatecall to action to advance improvement in Texaseducation. Will discuss campus, district, and statewideneeds, with a focus on connecting leaders to inspireaccountability, innovation, and possibility for schoolimprovement through partnerships and research-basedbest practices.(Research: PD 1, PD 2)

4.0, 5.0 Dr. Maldonado Specialist are presenting in PLC to teachers to improveinstruction.


CSF 7

6) Special education teachers will attend professionaldevelopment to learn about evidence basedinterventions as part of the IEP or Section 504 plans inschool. (Research: SPED 7)

4.0 Special EducationTeachersMrs. Hartley-504Rep.

Creation of effective IEP and 504 plans for identifiedstudents


7) Dyslexia professional development is designed toteach participants about dyslexia and how toimplement effective remediation.(Research: RTI 5)

3.0, 4.0 Mrs. Rodriguez Participants can provide effective advocacy services tofamilies with children dealing with characteristics ofdyslexia.



May 7, 2018 8:31 am

Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 2: Sneed Elementary along with all Alief campuses will be ranked as recognized or higher on Digital Learning Environment onHB5 (CASE).

Evaluation Data Source(s) 2: 2018 HB5 scorecard indicators (CASE)




Oct Jan Mar JunePBMAS

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

1) Maintain a list of level 1 teachers; work with non-level 1 teachers to bring them up to standard. Partnerwith tech savvy teachers to bring them up to level 2.(Research: TEC 4, TEC 6, TEC 7, TEC 8)

2.0, 3.0,4.0, 5.0

Katie GonzalezNancy Mayo Dist.Content TeamTech Committee

Eduphoria Reports,

PD Sign In sheets,

Classroom Observations


2) All computers will be turned on at the beginning ofeach instructional day for informative information.(Research: TEC 1)

2.0 TeachersTechnologySpecialistTech Crew

Building walk throughChecked: At least once per 9 weeks


3) At least 75% of professionals on campus will offerdigital learning, digital information sharing (i.e.through schoology or google drive sharing) or be theleader of a digitally active classroom. (Research: TEC4, TEC 6, TEC 7, TEC 8)

2.0, 5.0 All ProfessionalStaff (classroomteachers,interventionists,content specialists,administrators)

Technology integration in the classroom usingschoologyChecked : 2X in the spring semester


4) At least 75% of all 3rd grade students will masterthe Student Tech Competencies end of yearassessment. (Research: TEC 4, TEC 6, TEC 7, TEC 8)

4.0 Classroom Teachers Mastery on the student competency assessmentChecked; End of the year assessment


May 7, 2018 8:31 am


5) At least 90% of teachers will participate in 3 ormore hours of technology based professionaldevelopment during the 2017-2018 school year.(Research: TEC 8)

2.0, 4.0 Katie GonzalezAdmin

PD hours tracked in Eduphoria



May 7, 2018 8:31 am

Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 1: Continue to provide central campus support to effectively implement and assess the FAME initiative

Evaluation Data Source(s) 1: HB5 Score card (CASE) family engagement section, attendance to family center


Next Year's Recommendation 1: We recommend to continue with Family Center curriculum, school events such as coffee with principals,speakers, etc. We recommend to have a talk with administrator before the first SDC/FAME meeting.




CSF 1 CSF 5

1) 1)Send flyers.2)Invite Parents to participate on FAME council.(Research: FAME 13)

4.0, 6.0,10.0

Vidal Isaac-Principal AssistantItzel Gomez- FamilyLiaison

Family participation on events.FACE Advisory meeting attendanceFamily attendance sheetRegistration



2) Fame committee along with SDC edit and revise theParent/Teacher Compact along with the FamilyCompact which is distributed at Open house in themonth of October. (Research: FAME 5)

2.0 Fame Committee,SDC, and Teachers

Family involvement with school and communitythrough sign in sheets.


CSF 1 CSF 5 CSF 6

3) Continue refining Family Center curriculum.-Invite parents to school events: STEM Night, LiteracyNight,Meet the teacher Night, Open House, etc. bysending flyers, call outs, marquee, label on students,newsletter, Twitter, website, other communicationvenue.(Research: FAME 6)

1.0, 2.0,6.0

Administrators andStaff




May 7, 2018 8:31 am


4) FAME will have Jump Start for 3 year old children.They will have an expansion of Parenting Partners(leadership program) to English /Spanish sessions.(Research: FAME 5)

1.0, 2.0,7.0

Fame Committeeand Administrators




May 7, 2018 8:31 am


Performance Objective 2: Increase the level of training and resources that provide opportunities for school-to-home academic connections andcommunications.

Evaluation Data Source(s) 2: Family events attendance sheet, student attendance, Family Center attendance, teacher conference sign in sheet.





CSF 1 CSF 5

1) Increase two way communications by keepingwebsite current.(Research: FAME 1)

4.0, 6.0,9.0

TechnologySpecialist, VidalIsaac, and AlmaGonzalez (Parentliaison)

Parents attendance and Family Center attendance


2) Increase school to home academic connections byinviting students, parent's and families to participate inacademic family nights. (Research: FAME 1)

6.0 ILT and Staff attendance, involvement of students and parents,evidence in classroom

3) In order to provide opportunities to maintain 2 waycommunication between the school and parents; Sneedwill host quarterly Coffee with the Principals events.

1.0, 2.0,6.0

Administrators, ItzelGomez, Mr.Vazquez (CIS)

Parents will have the opportunity to hear directly fromthe administrators and ask questions regarding varioustopics. They will also have time in which they may askany questions they have that are not related to the topicsbeing discussed during the event.



May 7, 2018 8:31 am


Performance Objective 3: Increase the percentage of cleared and non-cleared volunteers in the school.

Evaluation Data Source(s) 3: VIPS log attendance, VIPS monthly report, Family Center non-cleared sign-in log.


Next Year's Recommendation 3: We continue inviting parents in many ways to be volunteer in many ways such as help the teacher inclasroom, read a book for little ones.




CSF 5

1) -Increase volunteers hours to 30 per week.

-Train cleared volunteers and non-cleared as well.

-Explain activities for cleared and non clearedvolunteers.

-Continue appreciation and recognition of SneedVolunteers. (Research: FAME 1)

4.0, 8.0,10.0

Mr. Isaac (PrincipalAssistant)Ms. Tunon (VIPScoordinator)Alma Gonzalez(Liaison)

VIPS Monthly report-clearedVIPS log attendance.Family Center volunteer attendance.Volunteers appreciation week attendance.



May 7, 2018 8:31 am


Performance Objective 4: Plans for assisting preschool children in the transition from early childhood program to elementary school programs.

Evaluation Data Source(s) 4: Sign in sheets from Kindergarten round up and March Event.


Next Year's Recommendation 4: Continue with Kindergarten Round Up




CSF 5

1) A Kindergarten Round Up is held in April wherestudents will have the opportunity to participate in funactivities, go on a classroom tour, and engage in storytime while their parents attended an informationalmeeting. We hosted a Kindergarten Orientation andplay date for incoming Kindergartners. (Research:FAME 6)

7.0 Early ChildhoodTransition Teamthat includes a Pre-K Teacher, aKindergartenteacher, the PrimaryReading Specialist,and anAdministrator.

View logs of attendance, meeting their teacher, taking aschool tour, participating in content-related activities,reviewing safety and security on our campus, anddiscussing academic expectations.


2) Pre-K teachers will use circle assessment Adminwill hire HQ teachers. Teachers will also have PLC.Teachers must follow a certain type of "hours" criteria.(Research: FAME 6)

3.0, 4.0,7.0

AdministratorsPK Teachers

End of the year Istation scores



May 7, 2018 8:31 am


Performance Objective 5: Sneed will retain 90% of our highly qualified personnel by establishing and maintaining collegial relationships.

Evaluation Data Source(s) 5: 2017-2018 percentage of returning staff





CSF 6

1) Sneed Socials - Staff members will participate in avariety of activities developed to help build moraleand community within the school. Relationships willgrow and teachers will work more cooperatively in asafe environment. Hospitality Events- Monthlyhospitality events will be hosted by Admin &Hospitality in order to provide opportunities for staffto build collegial relationships. (Research: PD 7)

5.0 Administrators andHospitalityCommittee

Data Collection Survey and Hospitality EOY surveyreport


2) Staff will incorporate Class DoJo to reward pointsbehavior. Students /parents can monitor behaviorreport from an app. (Research: PASS 4)

2.0, 6.0 Staff The increasing number of staff members that use theapp on a daily basis.



May 7, 2018 8:31 am


Performance Objective 6: Plan for assisting 4th grade students to transitioning to intermediate school

Evaluation Data Source(s) 6: Student attendance sheets




Oct Jan Mar June1) 4th grade students will have the opportunity to visitBudewig and learn about the structure and activitiesset up for students when they enroll into the 5th grade.

Counselors Students can adapt to the environment of theintermediate grades.



May 7, 2018 8:31 am

Goal 6: TAIS Targeted Improvement Plan ANNUAL GOAL-Our third grade students meet the Approaches Grade Levelstandard on the 2018 STAAR reading assessment by at least 57% (52% + 5%) and on the 2018 STAAR math assessment byat least 63% (58% +5%). Our fourth grade students meet the Approaches Grade Level standard by at least 51% (46% +5%) on both the 2018 STAAR math assessment and 2018 STAAR reading assessment.

Performance Objective 1: Quarter 1 GoalWalkthrough results will reflect at least 74% of third and fourth (14/19) teachers (meeting proficient in high quality instruction according to the walkthroughrubric.

Evaluation Data Source(s) 1: Quarter 1 Report1) Walkthrough rubrics


Goal 6: TAIS Targeted Improvement Plan ANNUAL GOAL-Our third grade students meet the Approaches Grade Level standard on the 2018 STAARreading assessment by at least 57% (52% + 5%) and on the 2018 STAAR math assessment by at least 63% (58% +5%). Our fourth grade students meet theApproaches Grade Level standard by at least 51% (46% + 5%) on both the 2018 STAAR math assessment and 2018 STAAR reading assessment.

Performance Objective 2: Quarter 2 Goal2017 DCA #1 for 3rd and 4th grade reading will increase by 5% compared to 2016 DCA #1 for 3rd grade reading (37% to 42%) and 4th grade reading (28%to 33%). 2017 DCA #1 for 3rd and 4th grade math will increase by 5% compared to 2016 DCA #1 for 3rd grade math (28% to 33%) and 4th grade math(31% to 36%).

Walkthrough results will reflect at least 79% of third and fourth teachers (15/19) meeting proficient in high quality instruction according to the walkthroughrubric.

Evaluation Data Source(s) 2: DCA Data ReportsWalkthrough Rubric



Performance Objective 3: Quarter 3 Goal2018 DCA #2 for 3rd and 4th grade reading and 3rd and 4th grade math will increase by 5% compared to 2017 DCA #2 for 3rd (43%+5) and 4th gradereading (41%+5) and 3rd (41%+5%) and 4th grade math (30%+5%).


May 7, 2018 8:31 am

Walkthrough results will reflect at least 84% of third and fourth teachers (16/19) meeting proficient in first line of instruction according to the walkthroughrubric.

Evaluation Data Source(s) 3: DCA #2 DataWalkthrough Rubric



Performance Objective 4: Quarter 4 Goal100% of teachers develop a professional development plan based on the campus' needs and next steps.

Evaluation Data Source(s) 4: Data Conferences



May 7, 2018 8:31 am

System Safeguard Strategies

Goal Objective Strategy Description

1 1 1 Specialists will guide teachers on how to monitor, examine and discuss student reading work and data during planning andPLCs. (Research: PD 1, CPT 1, and CPT 2)

1 1 2 Administrators will conduct one-on-one data meetings with teachers to discuss individual student and classroom readingperformance as evident in student data. (Research: AA 3, AA 4, and AA 5)

1 1 3 Teachers will implement research-based interventions to students recommended for STAT. All STAT students will bemonitored through the Response to Intervention (RTI) process. (Research: RTI 1, RTI 2, RTI 9, RTI 8, RTI 19, RTI 3)

1 1 4 Weekly planning meetings- All grade levels Kn - 4th will plan with the LA specialist for each marking period. (Research: CPT1, CPT 2, and ELA 12)

1 1 5 Thinking Maps will be part of daily instruction to encourage critical thinking in our students. (Research: PD 4)

1 1 6 Teachers will implement Jan Richardson's model for small group instruction (The Next Step in Guided Reading), as part of theirdaily instruction. (Research: ELA 9)

1 1 7 Teachers will use ISIP, observations, CCA's and anecdotal records to drive instruction. (Research: AA 3)

1 1 8 Strengths and weaknesses in reading TEKS will be identified using results from campus and district assessments to guideinstruction (Research: AA 3, AA 4, and AA 5)

1 1 9 Data Management for Assessment and Curriculum (DMAC) and data spreadsheets (K-4) will be used to analyze results bydemographics, at-risk, Special Education and other special populations. (Research: RTI 13)

1 1 10 The Bridge teachers and PK/K Aides will provide daily reading intervention to students selected based on campus data analysisand specific TEKS. (Research: ELA 9)

1 1 11New teachers to Sneed will be trained in the first 4 components of Sheltered Instruction. All teachers will be trained incomponents 1 to 5 of the SIOP model. Teachers will implement SIOP strategies to make input comprehensible to all students inorder to achieve success and English language growth. (Research SLE 2)

1 1 12

A Professional Service Provider will facilitate the strategic planning process that addresses gaps in the Critical Success Factors;Oversees the effective implementation of all components of the school improvement process, monitor the progress of activitiesand strategies contained within the improvement plan, and facilitates the ongoing refinement of activities and strategies in theimprovement plan. (Reseach AA 7)

1 2 1 All math teachers will monitor students' progress daily to determine decision points for instruction. (Research: EM 1, EM 2)

1 2 2 Data meetings will be held to analyze student assessment data to target classroom and instructional intervention according toTEKS. (Research: EM 1, EM 2)


May 7, 2018 8:31 am

Goal Objective Strategy Description

1 2 3 Identified students in grades 3-4 will attend IReady interventions during an ancillary time and PK-2 will attend DreamBoxinterventions during an enrichment time. (Research: EM 1, EM 2)

1 2 4 Math specialists and Selected Math Teachers will attend professional development training in the areas of best practices,numeracy, and problem solving strategies. (Research: EM 1, EM 2)

1 2 5

A Professional Service Provider will facilitate the strategic planning process that addresses gaps in the Critical Success Factors;Oversees the effective implementation of all components of the school improvement process, monitor the progress of activitiesand strategies contained within the improvement plan, and facilitates the ongoing refinement of activities and strategies in theimprovement plan. (Research: AA 7)

1 3 1

Weekly Planning Days- All grade levels K - 4th will plan with math specialists. This day will be used to create a framework forlesson plans using backwards design. Content and Language objectives will be developed to align instruction. Teachers and themath specialists will use the curriculum planning framework and student data to plan instruction during monthly TEKS mathplanning. (Research: EM 1, EM 2) (Research: EM 1, EM 2, EM 3)

1 4 1 Thinking Maps will be used to brainstorm, organize, and draft during the writing process. We will also implemented campuswide the use of Write From the Beginning and Beyond and The Right Source. (Research: PD 4)

1 4 2

A Professional Service Provider will facilitate the strategic planning process that addresses gaps in the Critical Success Factors;Oversees the effective implementation of all components of the school improvement process, monitor the progress of activitiesand strategies contained within the improvement plan, and facilitates the ongoing refinement of activities and strategies in theimprovement plan. (Research: AA 7)

1 6 1New teachers to Sneed will be trained in the first 4 components of Sheltered Instruction. All teachers will be trained incomponents 1 to 5 of the SIOP model. Teachers will implement SIOP strategies to make input comprehensible to all students inorder to achieve success and English language growth. (Research SLE 2)

1 6 3 The ESL instructional para and district provided tutor will work to develop second language acquisition to impact studentachievement.

1 7 1REID TEACHER ESL MULTI-AGE NEWCOMER TEACHER ESL MULTI-AGE NEWCOMER TEACHERELEMENTARY SPECIALIST ELEMENTARY SPECIALIST ELEMENTARY SPECIALIST ELEMENTARY SPECIALISTBEHAVIOR INTERVENTION/OFFICE KINDERGARTEN AIDE

1 7 2

Shelley Bolen-Abbott and Linda Boas, both Professional Service Providers will support Dr. Maldonado to facilitate the gaps inthe Critical Success Factors; Oversees the effective implementation of all components of the school improvement process,monitor the progress of activities and strategies contained within the improvement plan, and facilitates the ongoing refinementof activities and strategies in the improvement plan.

3 2 2 Kathy Hoes, A Professional Service Provider will support our ABC committee along with our staff in improving the schoolsbehavior management and most of our Critical Success Factors.


May 7, 2018 8:31 am

State Compensatory

Budget for Sneed Elementary:

Account Code Account Title Budget

6100 Payroll Costs21111117306119000 6119 Salaries or Wages - Teachers and Other Professional Personnel $215,566.00

6100 Subtotal: $215,566.00 6200 Professional and Contracted Services21111621864117730000 6218 Professional Services - Locally Defined $300.0021111629911117730000 6299 Miscellaneous Contracted Services $6,500.00

6200 Subtotal: $6,800.00 6300 Supplies and Services21161639766117730000 6397 Other Equipment - Locally Defined $3,175.0021111639964117730000 6399 General Supplies $300.00

6300 Subtotal: $3,475.00 6400 Other Operating Costs21161649966117730snk 6499 Miscellaneous Operating Costs $1,000.00

6400 Subtotal: $1,000.00


May 7, 2018 8:31 am

Title I Components

Schoolwide Program Plan

Ten Schoolwide Components

1: Comprehensive Needs Assessment

2: Schoolwide Reform Strategies

3: Instruction by highly qualified professional teachers

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

5: Strategies to attract highly qualified teachers

6: Strategies to increase parental involvement

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

10: Coordination and integration of federal, state and local services and programs


May 7, 2018 8:31 am

Title I Component Personnel

Name Position Program FTE

Marco Dosal Math Interventionist Title IAmanda Vega Bridge Teacher Title IBlanca Cisneros Reading Interventionist Title ICarlos Angulo ELD Interventionist Title ICorrinne Knowles Primary Math Specialist Title IIraima Hill Bil. Bridge Teacher Title IJorge Pezzotti Title I Math Teacher Title IMaribelisa Sadrai Bil. Resource Teacher Title I


May 7, 2018 8:31 am

Campus Shared Decision Making Committee

Committee Role Name PositionFacilitator Amanda Vega Title/BridgeClassroom Teacher Carol Kaufmann Block TeacherTitle I Rep. Corrinne Knowles Math SpecialistClassroom Teacher Isela Jimenez-Ruiz 1st gradeClassroom Teacher Tammy Wise 2nd gradeClassroom Teacher Louedes Ocasio 3rd gradeAdministrator Dr.Elizabeth Maldonado Principal/Special Ed.Paraprofessional Emelin Rubio SecretaryClassroom Teacher Jesus Mercado KindergartenAdministrator Kristen Creeggan Asst. PrincipalAdmin. Intern Sharon Williams Admin. InternClassroom Teacher Rachael Egbe 4th gradeBusiness Representative Jesus Vega General ManagerDistrict-level Professional Kelly Alonso District Improvement Sp.Classroom Teacher Glenda Holman 1st gradeCommunity Representative Eric King Community Rep.Non-classroom Professional Eva Morgan science specialistClassroom Teacher Diana Zabre PreKCounselor Kim Reed-Hartley counselor


May 7, 2018 8:31 am

Family and Community Involvement Committee

Committee Role Name PositionAdministrator Vidal Isaac FAME Rep.Parent Nl Made Kusuuawati parentParent Jessica Medina ParentParent Talina Muniz ParentParent Rosa Gomez ParentParent Center Liaison Itzel Gomez FAME Liason


May 7, 2018 8:31 am

Campus Funding Summary

Title IGoal Objective Strategy Resources Needed Account Code Amount

1 4 1 $3,400.001 7 2 25513629100117824000 $6,140.003 2 2 25513629100117824000 $15,000.003 3 1 21111621864117730000 $300.003 3 3 21111629911117730000 $6,500.003 3 4 21111639964117730000 $300.005 1 1 211616397661167730000 $3,175.005 1 3 21161649966117730snk $1,000.00

Sub-Total $35,815.00LocalGoal Objective Strategy Resources Needed Account Code Amount

1 4 1 $10,000.00Sub-Total $10,000.00

State Comp EdGoal Objective Strategy Resources Needed Account Code Amount

1 1 5 $0.001 7 1 $215,566.00

Sub-Total $215,566.00Grand Total $261,381.00


May 7, 2018 8:31 am

2017-2018 campus improvement plan sneed elementary alief …€¦ · science: our campus uses...

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