2019-2020 campus improvement plan south san antonio ... · miguel carrillo, jr. elementary scored a...

South San Antonio Independent School District

Miguel Carrillo, Jr. Elementary

2019-2020 Campus Improvement PlanAccountability Rating: D

Miguel Carrillo, Jr. ElementaryGenerated by Plan4Learning.com 1 of 46

Campus #015908112November 13, 2019 3:56 pm

Mission StatementAll students will enjoy successful education experiences to empower them to make decisions and enrich their lives in the future they create.

VisionMiguel Carrillo, Jr. Elementary is a positive student-centered environment, which empowers students to

be productive lifelong learners through collaboration and innovative education within our schoolcommunity.

Core BeliefsWe believe effective communication and collaboration creates strong leadership.

We believe compassionate and dedicated teachers foster a positive culture which inspires studentsto become independent learners.

We believe all members of the community are accountable for student success.

We believe students are responsible for taking ownership of their learning and achievement.



Lone Star Governance Student Outcome GoalsGoal 1

The percentage of graduating students who meet at least one College, Career, Military-Readiness (CCM-R) indicator will increase from 35% to 45%by August 2023.

Goal 2

The percentage of students who attain “Meets” level performance on 3rd grade Math STAAR will increase from 26% to 41% by August 2023.

Goal 3

The percentage of students who attain “Meets” level performance on 3rd grade Reading STAAR will increase from 27% to 42% by August 2023.



Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Achievement 7School Culture and Climate 10Staff Quality, Recruitment, and Retention 12Curriculum, Instruction, and Assessment 13Parent and Community Engagement 15School Context and Organization 17Technology 20

Priority Problem Statements 21Comprehensive Needs Assessment Data Documentation 22Strategies 23

Strategy 1: We will engage all school community members through transparency and effective communication to promote a positive perception andcreate a strong brand. 23Strategy 2: We will establish a system of extraordinary customer service to attract and retain members of our community. 26Strategy 3: We will develop a strong support system which will provide meaningful and innovative instruction that promotes critical thinking andproblem solving. 27Strategy 4: We will build partnerships with business and the community to promote parental involvement, support opportunities for student success,and increase student attendance and enrollment. 35Strategy 5: We will promote and ensure a safe and secure learning environment for all students. 37Strategy 6: We will increase attendance by promoting incentives and activities to motivate students and implement support measures such as homevisits, attendance recovery, etc. 43



Comprehensive Needs Assessment

Demographics

Demographics Summary

Miguel Carrillo, Jr. Elementary's current enrollment is 319 students from Prekindergarten(3 year olds) -5th Grade. Miguel Carrillo, Jr. Elementary is 98.8% Hispanic.

The campus also has 97.2% economically disadvantaged, 1.94% limited English proficient, 19% specialeducation, Homeless, 3.46% and 75% At-Risk and had an attendance rate of 94% for the 18-19 schoolyear.

Mobility Rate is: 23.9%. Special Education population includes autism, resource, life-skills andinclusion services. 504 and RtI programs accommodate students with ADHD, Dyslexia, and othermedical conditions that may require additional support to ensure that all students are successful.

Miguel Carrillo's enrollment has decreased due to Athens Elementary opening this year. Last year,Carrillo's enrollment was at 459. This year, Carrillo has an enrollment of 337 students. There was a highturn over rate of teachers.

Demographics Strengths

Carrillo has a enrollment of 319 students. Each grade level has an average of 15 students in class. Thisyear, teachers will have small classes.



Carrillo Elementary has a part-time Math Instructional Coach in addition to a full-time ELARInstructional Coach that will bring continuity to the 2019-2020 school year. Teachers will continue tohave a 90 minute uninterrupted block for PLC and planning with the coaches and administrators.

Two accelerated intervention teachers will be hired for grades 3, 4, 5 for math and reading two days perweek.



Student Achievement

Student Achievement Summary

Miguel Carrillo, Jr. Elementary scored a D overall rating for the 2018-2019 school year. Carrillo scored 56% Approaches, 28% Meets, and11% Masters in reading.

On Math, Carrillo scored 59% Approaches, 24% Meets, and 10% Masters.

On Writing, Carrillo scored 51% Approaches, 20% in Meets, and 4% Masters.

In science, Carrillo scored 59% Approaches, 32% in Meets, and 7% Masters.

The following is the breakdown data by grade

3rd Grade Spring 2019 STAAR Scores

Math

Approaches - 41%

Meets - 12%

Masters - 8%

Reading

Approaches - 46%

Meets - 16%

Masters - 9%

4th Grade Spring 2019 STAAR Scores

Math



Approaches - 53%

Meets - 26%

Masters - 14%

Reading

Approaches - 58%

Meets - 29%

Masters - 12%

Writing

Approaches - 51%

Meets - 22%

Masters - 3%

5th Grade Spring 2019 STAAR Scores

Math

Approaches - 72%

Meets - 33%

Masters 10%

Reading

Approaches - 61%

Meets - 30%



Masters - 12%

Science

Approaches - 59%

Meets - 31%

Masters -7%

Our Hispanics scored 26% in reading 20% in writing 32% in science and 24% in math at the Meets level. Our Econo. Disadvantagestudents scores 24% in reading, 23% in math, 16% in writing, 29% in science at the Meets level.

Student Achievement Strengths

We are showing growth in the following areas: 5th grade math, 5th grade reading, 5th grade science,and 4th grade writing.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: 26% of all students scored "Meets" on the STAAR reading test Root Cause: The lack of rigorous instruction and the highabsenteeism rate contribute to the large learning gaps and students being inadequately prepared for success on the STAAR Reading test.

Problem Statement 2: 24% of all students scored "Meets" on the STAAR math test Root Cause: The lack of rigorous instruction and the high absenteeismrate contribute to the large learning gaps and students being inadequately prepared for success on the STAAR math test



School Culture and Climate

School Culture and Climate Summary

Our campus data suggest that our discipline is improving and we sent 0 students to DAEP in the 18-19school year.

Miguel Carrillo, Jr. Elementary is striving to develop and foster a positive and collaborativeenvironment in the classroom and school community.

Parent feedback is positive and the majority of the students enjoy coming to school every day.Many families that attend our school have been generational and have commented on the manypositives that the campus and teachers have to offer.On a daily basis, our safe and respectful learning environment will foster positive student choices.Character building is addressed through our Counselor, Communities in School partnership, PBIS(Positive Behavior Interventions and Supports) support systems, teachers and administrators.The Wildcat Student Pledge is recited daily during the morning pledge and announcements.Classrooms are equipped with tables, as well as desks, to foster collaborative learningenvironments.Teachers have attended positive school climate professional developments such as Capturing KidsHearts.

School Culture and Climate Strengths

Based on campus survey, teachers had the following comments about the campus:

96% of students feel safe at our school.Miguel Carrillo, Jr. ElementaryGenerated by Plan4Learning.com 10 of 46


70% of teachers feel that students are well-behaved.70% of students have pride for their school.77% of teachers feel that school leadership team gives useful feedback on teaching.82% of teachers look forward to coming to work ever day.91% of teachers at our school build strong relationships with students.91% of teachers believe that the district code of student conduct is fair.87% of teachers believe that parents are made to feel welcome at our school.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Miguel Carrillo Jr., Elementary has a low parental involvement. Root Cause: The campus needs to utilize all forms ofcommunication to increase parental involvement.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All Carrillo staff are certified in the areas they are assigned making them highly qualified by EveryStudent Succeeds Act 2015Years of teacher experience range from 1 to 28 years of teachingCarrillo will hire two part time Accelerated Intervention teachers (ELAR & Math)Carrillo will retain the same ELAR instructional coaches this year. The math instructional coachwill be shared with Hutchinson Elementary.

Staff Quality, Recruitment, and Retention Strengths

Teachers believe in giving back to the communityPositive relationships among each other and with studentsPositive parent relationshipsCarrillo has six teachers that have 0-1 years of teaching experience.The majority of the effective teachers have chosen to remain at Carrillo this year

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: New teachers were assigned to teach STAAR grade levels classes. Root Cause: Turnover of teachers in January.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Teachers and paraprofessionals will attend staff development in the areas of individual and campusneeds in order to provide high quality instruction.

Principal and Vice Principal will attend District Leadership Academy, Principal and Vice PrincipalMeetings, Region 20 Campus Administrators PD to increase overall student performance andTPESS goals.Vice Principal will attend professional development in Bilingual/LPAC, Special Education/ARD,STAAR Testing, Positive Behavior Intervention Support (PBIS) and required trainings in order tobe certified in these areas.All core teachers will be 100% GT trained by 2019-2020 to ensure HB5 goals are met.Teacher will attend professional development on Balanced Literacy/Guided Reading to implementthe program into classroom routines to develop interdependence, stamina and accountability andimprove school-wide literacy achievement.Provide training for Texas Texas Evaluation Support System (TTESS) for teachers.Provide Learning for Life Lessons through Boy Scouts and counseling program.Retain both Math & ELAR Instructional Coaches to assist with data analysis, lesson planning andmodel best practices.All teachers will identify low performing students and provide focused and targeted interventions insmall group settings by tutoring at-risk students after school using Mentoring Minds.K-4 teachers will implement Fountas and Pinnell reading assessments

Curriculum, Instruction, and Assessment StrengthsMiguel Carrillo, Jr. ElementaryGenerated by Plan4Learning.com 13 of 46


The school has 2 knowledgable administrators and 2 knowledgable instructional coaches.The school has hired two part time accelerated intervention teachers for math and reading.All teachers are self-contained.The school has an experienced Reading Teacher to work with Tier 3 students.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: 26% of all students scored "Meets" on the STAAR reading test Root Cause: The lack of rigorous instruction and the highabsenteeism rate contribute to the large learning gaps and students being inadequately prepared for success on the STAAR Reading test.

Problem Statement 2: 24% of all students scored "Meets" on the STAAR math test Root Cause: The lack of rigorous instruction and the high absenteeismrate contribute to the large learning gaps and students being inadequately prepared for success on the STAAR math test



Parent and Community Engagement

Parent and Community Engagement Summary

Parent participation at Carrillo is low to moderate depending on the event.

The Carrillo family strives to involve all parents to promote academic success through home/schoolcollaboration. We strive to involve more parents and educate them in the importance of parentinvolvement through the following events:

Parent VolunteersGrandparent's DayMonthly Cafecito MeetingsValentine's DanceFall FestivalsFamily Fitness NightsMulticultural ParadeField DayFiesta Float Parade3 Academic Nights (ELAR, Math & Science)FAST (Family and Schools Together) training

Parent and Community Engagement Strengths

Miguel Carrillo Jr. Elementary has a PTO on campus. The PTO parents are also school volunteers. The parent volunteers are on campusevery day helping teachers and staff. The parent volunteers also help the front office by decorating the offices and helping when we haveluncheon with the staff.



The FAST Works team also meet at Carrillo once a month. The FAST Works is comprised of parents who have graduated from the FASTprogram. Carrillo and Athens parents coordinate the meetings with other parents from both schools.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Miguel Carrillo Jr., Elementary has a low parental involvement. Root Cause: The campus needs to utilize all forms ofcommunication to increase parental involvement.



School Context and Organization

School Context and Organization Summary

Each grade level has three teachers with the exception of kinder and 1st grade. Kinder has two teachersand 1st grade has four teachers. All classrooms are self-contained. Teachers utilize a 160 minute blockfor reading. For math, Kinder and 1st have 60 minutes, 2nd 75 minutes, 3rd 85 minutes, 4th and 5th 90minutes.

RtI Interventions are as follows:

Kinder-30/30 for math and reading

1st- 30/45 3 days opposite of computer

2nd- 30/45 3 days opposite of computer

3rd- 30/45 2 days opposite of computer

4th- 20/45 2 days opposite of computer

5th- opposite of computer 3 times weekly

Carrillo has a GT program that requires the teacher to pull students out of class.

Announcements are only said in the mornings to allow more teacher instruction time.

School Context and Organization Strengths



This year we will focus on: creating a positive and welcoming culture for all students and all parents,improving student attendance, good first instruction and teaching all of the TEKS.

The Administration and CILT team used the Campus Needs Assessment, data analysis, RtI, F&Pscores, STAAR scores, Eukolos data and attendance data to determine that the following are areas ofneed for our campus.

Focus on Early Literacy for K-4 (PD needed)

Guided Reading

PLC focus on Data Analysis

more effective LO & DOL which include Rigor(TEKS/Lead4ward)

Good First Instruction(All the time)

Multiple Response Strategies (whiteboards, technology, table talk)

Accountable Talk, Write to Learn, Think Pair Share, Exit Tickets

Use Mentoring Minds in grades 3rd-5th

PBIS and Capturing Kids Hearts (led by PBIS Team)

Improve Attendance and Tardies (incentives, home visits)

Improve parent communication and engagement activities to increase parent participation andstudent achievement.



Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: New teachers were assigned to teach STAAR grade levels classes. Root Cause: Turnover of teachers in January.



Technology

Technology Summary

Each teacher has a projector, docucamera, and a laptop. Each classroom is equipped with a Smartboardand 3 to 4 student computers. Carrillo also has Chromebook carts. Carrillo also has a computer lab forthe teachers to use.

Miguel Carrillo Jr. Elementary has technology on campus. Teachers use the technology forinterventions (Istation). With the exception of 2nd grade, grade levels do have chromebooks. 75chromebooks were purchased for all 3rd-5th grade students for daily incorporation into lessons in allsubjects for a more conducive student-centered environment. Students will improve reading throughprograms such as Istation and they will improve math with such programs as Happy Numbers.

Technology Strengths

Technology is utilized in the classroom to broaden student horizons such as using them for thefollowing reasons:

Enrichment purposesInstructional gainsEnrich lessons

Problem Statements Identifying Technology Needs

Problem Statement 1: Not enough technology at Carrillo Elementary for all teachers and students. Root Cause: Limited funds



Priority Problem Statements

Problem Statement 3: Miguel Carrillo Jr., Elementary has a low parental involvement.Root Cause 3: The campus needs to utilize all forms of communication to increase parental involvement.Problem Statement 3 Areas: School Culture and Climate - Parent and Community Engagement

Problem Statement 4: 26% of all students scored "Meets" on the STAAR reading testRoot Cause 4: The lack of rigorous instruction and the high absenteeism rate contribute to the large learning gaps and students being inadequately preparedfor success on the STAAR Reading test.Problem Statement 4 Areas: Student Achievement - Curriculum, Instruction, and Assessment - Student Academic Achievement

Problem Statement 5: 24% of all students scored "Meets" on the STAAR math testRoot Cause 5: The lack of rigorous instruction and the high absenteeism rate contribute to the large learning gaps and students being inadequately preparedfor success on the STAAR math testProblem Statement 5 Areas: Student Achievement - Curriculum, Instruction, and Assessment - Student Academic Achievement



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

Campus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansState and federal planning requirements

Accountability Data

Student Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework data



Strategies

Strategy 1: We will engage all school community members through transparency and effectivecommunication to promote a positive perception and create a strong brand.

Specific Result 1: Establish a communication system that creates a strong brand that is disseminated across the city and state.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Key Action Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

ESF LeversLever 3: Positive School Culture

1) Continue Carrillo Facebook Page thatinforms parents and community of positiveevents at school. Use it to promote events forstudents and families.

3.1 Principal,AssistantPrincipal,Counselor,School Nurse,Faculty and Staff

Positive relationships will develop amongfaculty, staff, students, parents, and communitymembers as we collaborate to create a positiveclimate.


2) Communicate with parents in person, on thetelephone, through school website, throughteacher website, via e-mail, through Class DoJoand Facebook.

3.1 Principal,AssistantPrincipal,Counselor,School Nurse,Faculty and Staff

Effective two way communication will takeplace. Much about the student's behavior andacademic performance, leading toward muchimprovement.

3) Utilize district and campus climate surveys toimprove school climate.

Principal,AssistantPrincipal,Counselor,Faculty and Staff

Positive relationships will develop as parents andcommunity members feel heard and given thechance to express themselves.





= Accomplished = Continue/Modify = No Progress = Discontinue



Strategy 1: We will engage all school community members through transparency and effective communication to promote a positive perception and createa strong brand.

Specific Result 2: Expand parent engagement programs that utilize staff, students, and community members.






1) Purchase supplies and materials for the parentroom (204) and parent engagement events,academic nights, and parent cafecitos.

Principal,AssistantPrincipal,Counselor,Secretary

Increase parent engagement to educate parentsabout the importance of parent involvement.

Funding Sources: 211 Title I, Part A - 1192.00ESF Levers

Lever 3: Positive School Culture2) Staff will post upcoming events at the districtand campus levels. We will partner withCommunities In Schools, SA Youth and otherorganizations that help the school, students,parents, and community. We will use ourwebsite, school marquee, Facebook andCommunity News Bulletin Boards to promoteall events.

3.1, 3.2 Principal,AssistantPrincipal,Counselor,Secretary andPTO

Increase communication and awareness in orderto foster parent engagement. Parents will alsohave more opportunities for their children toparticipate in at venues such as UTSA, TexasA&M and San Antonio City events. ParentInvolvement at the district, campus, and citylevels will increase.

3) The campus will increase parentalinvolvement through monthly activities thatinclude: STEM Night, Reading Night, Fall Fest,Cafecitos, and PTO Meetings.

Principal,AssistantPrincipal,Counselor, CIS,Head StartFamilyFacilitator

Increase parental involvement.




Strategy 2: We will establish a system of extraordinary customer service to attract and retain members ofour community.

Specific Result 1: Utilize a variety of communication and feedback tools that appeal to the audiences in the school community.






1) Utilize district and campus climate surveys toimprove school climate.

3.1, 3.2 Principal,AssistantPrincipal, HeadStart FamilyFacilitatorCounselor,Faculty and Staff


2) Create and foster a collaborative PTO thatinvolves the school and community.

3.1, 3.2 Principal,AssistantPrincipal,Counselor, Head StartFacilitator,Faculty and Staff,Parents

Increase parent and teacher participation in PTOmeetings and events. Sign in sheets and increasedparent activities.




Strategy 3: We will develop a strong support system which will provide meaningful and innovativeinstruction that promotes critical thinking and problem solving.

Specific Result 1: Implement a collaborative instructional model that integrates technology and hands-on experiences.





TEA PrioritiesBuild a foundation of reading and math

ESF LeversLever 5: Effective Instruction

1) Purchase student chromebooks, headphones,charge cart and technology accessories.Teachers will include technology in lessons topromote critical thinking and creative learningexperiences to motivate student learning.

2.6 Principal,AssistantPrincipal,Coaches andClassroomTeachers

Integrating technology in the classroom willimprove student academic performance.

Funding Sources: 211 Comprehensive Support - 7000.00




Strategy 3: We will develop a strong support system which will provide meaningful and innovative instruction that promotes critical thinking and problemsolving.

Specific Result 2: Establish a system that provides consistent and ongoing feedback in support of all instructional initiatives.





ESF LeversLever 2: Effective, Well-Supported Teachers

1) Hire an ELA instructional coache to supportteachers in the classroom

Funding Sources: 211 Title I, Part A - 57402.00





Specific Result 3: We will develop a strong support system which will provide meaningful and innovative instruction that promotes critical thinking andproblem solving.




Specific Result 4: Create s strategic professional learning aligned to district initiatives and campus needs based on student outcomes.






1) Purchase supplemental student learning, testpreparations and test taking materials fromMentoring Minds, ESC Learning Systems andCurriculum Associates to develop DOL's andCampus Based Assessments.

2.4 Principal,AssistantPrincipal,InstructionalCoaches

Increase student outcomes in core subjects inreading, math, science, and writing in all gradelevels.



2) Professional development to improvelibrarian impact on students by improvingsupport and learning through advancing theirleadership capacity.

Principal,AssistantPrincipal

Increase student outcomes in all grade levels.






3) Purchase STAAR AccountabilityRecognition Plaques for Met Standards withDistinctions for "Campus Wall of Achievement"to promote student accountability andachievements.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor,Faculty and Staff

Develop positive district and campus culture andclimate.


4) Principal, Assistant Principal, and Counselorwill attend professional development inBilingual/LPAC, Special Education/ARD,STAAR Testing, Gifted and Talented GT inorder to stay updated on regulations andprocedures.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor, BilingualDirector andFacilitator,TestingCoordinator, GTDirector,

Attend professional development.

The goal is to efficiently manage all programsand initiatives.


5) Teachers and admin. will attend trainingworkshops at Region 20. Training will improveteaching and learning.

2.4 Principal,AssistantPrincipal,Counselor, and all teachers

Training will improve teaching and learning.

ESF LeversLever 1: Strong School Leadership and Planning6) Principal and Assistant Principal will attendprofessional leadership training at TEPSAconference in June 2020.

Principal,AssistantPrincipal,

Training will improve professional leadershipskills.


7) Professional Development for Teachers andCounselor to learn effective strategies foremotional and challenging behaviors instudents.

Principal,AssistantPrincipal,Counselor,Faculty

Training will improve Faculty and Staffstrategies to better handle, difficult behavior instudents to improve academic achievements instudents.


ESF LeversLever 4: High-Quality Curriculum

8) Teachers will participate in Balance LiteracyTraining to strengthen Tier 1 instruction andinterventions.

Director ofTeaching andLearning

To strengthen Tier 1 instruction andinterventions.





ESF LeversLever 4: High-Quality Curriculum

9) Teachers will participate in Math Training tostrengthen Tier 1 instruction and interventions.

Director ofTeaching andLearning

To strengthen Tier 1 instruction andinterventions.


10) Implement a lesson planning protocol (Fab5) in PLC that includes time for unpacking anexemplar, and reflection of upcoming lessons.

2.4 Principal,AssistantPrincipal,InstructionalCoaches

Plan rigorous lessons


11) The campus will continue RtI progressmonitoring every 2 weeks and will analyze thedata every 9 weeks.

Principal,AssistantPrincipal, RtICampusCoordinator,Teachers

Decrease the learning gaps for Tier 3 students.


12) Train teachers on a data driven protocol andthe development of Daily FormativeAssessments in PLC.

2.4 InstructionalCoaches

Increase the number of students at "MeetsStandard"


13) After 9 weeks Benchmarks, teachers willcreate a Teacher Action Plan to reteach TEKSstandards that have been identified.

2.4 Administration,InstructionalCoaches

Increase the number of students at the "MeetsStandards"





Specific Result 5: Provide accelerated instruction for struggling and At-Risk students.





1) Utilize Mentoring Minds to develop DOL'sand Campus Based Assessments.

2.4 CampusAdministrationand InstructionalCoaches

Increase Student Outcomes in reading and mathin grades 3-5.

2) Purchase classroom instructional materials orsupplies for students to utilize for multipleresponse strategies. Materials to develop skillsin writing, reading, vocabulary, math andscience.

CampusAdministration

Increase student outcomes in all grade levels.

3) Hire a part-time Accelerated Interventionteacher with a minimum of 5 years ofexperience in a STAAR tested grade.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Teachers

Filing the learning gaps that students have andincreasing their learning.

Funding Sources: 211 Comprehensive Support - 12500.004) Purchase snacks as incentives for studentswho attend tutoring to improve their academiclevels in math, reading, and RtI studentachievement.

Principal,AssistantPrincipal,InstructionalCoaches

Improve student achievement in the classroom.

5) 3rd-5th Grade teachers will provide afterschool tutoring for struggling students in math,reading, writing, and science.

PrincipalAssistantPrincipal

Increase Domain I in Student Achievement andDomain II Student Progress

Funding Sources: 211 Comprehensive Support - 13000.006) Kinder - 2nd Grade teachers will provideafter school tutoring for struggling students inmath and reading.


Increase reading levels on Fountas & PinnellBOY, MOY, and EOY.







7) Hire a At-Risk Instructional Aide to workwith students who are on RtI Tier II reading.

Principal

Funding Sources: 211 Title I, Part A - 17714.00





Specific Result 6: Implement teaching strategies that promote high levels of student engagement.





1) All teachers will utilize TEKS resourcesprovided by SSAISD. Resources have all TEKS,provides information, lesson plan ideas, testquestions and a variety of other resources forteachers. During PLCs teachers will planmeaningful instruction for students.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,InstructionalCoaches

Help prepare more rigorous, well-roundedlessons. Increase Student Outcomes in all gradelevels.

2) Purchase classroom instructional materialsand supplies for students to improve reading,writing, and comprehension in emergingreaders.

CampusAdministrationand InstructionCoaches

Increasing reading levels in all grade levels.

3) Purchase STAAR AccountabilityRecognition Medals for students in grades 3-5who earned Met or Masters Standards.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor,Secretary, PECoach, Teachers

Motivate students and develop a positive campusculture and climate.


4) Have Award Ceremonies at end of every nineweeks for all grade levels to celebrate studentsuccesses. Purchases awards and decorations.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor,Secretary, PECoach, andTeachers

Motivate students and develop a positive campusculture and climate.




Strategy 4: We will build partnerships with business and the community to promote parental involvement,support opportunities for student success, and increase student attendance and enrollment.

Specific Result 1: Establish a volunteer program that utilizes staff, student, and community membership.



Strategy 4: We will build partnerships with business and the community to promote parental involvement, support opportunities for student success, andincrease student attendance and enrollment.

Specific Result 2: Implement mentor programs and internships that offer student leadership.




Specific Result 3: Create a recognition programs that celebrate student and district successes.






1) Teachers will nominate students for Studentof the Month.

Principal AssistantPrincipal

Increase student success





Specific Result 4: We will grow reciprocal business partnerships that offers the school community real world experiences.





Strategy 5: We will promote and ensure a safe and secure learning environment for all students.

Specific Result 1: Create and implement safety standards that promote safe facilities and equipment across the district.




Specific Result 2: Develop a wellness program to encourage participation from all members of the school community in healthy pursuits.





1) Provide holistic services to support thephysical, health and mental well being ofstudents to ensure optimal opportunities forstudent achievement. (Mason Lodge for Dentalclasses (Gr. 1), health screenings (Gr. K,1,3,&5), Growth and Development Class (Gr. 5)

Principal,AssistantPrincipal,Counselor,School Nurse,and PE Coach

Nurse coordinates, documents program reports,RtI forms, sends out parent permission slips.

2) CIS will provide support in the areas ofSupportive Guidance, Health and HumanServices, Parental and Family Engagement,Enrichment Activities and Academic Support byoffering resources that will foster growth anddevelopment to support a nurturing and safeenvironment.

2.6, 3.1, 3.2 AdministrativeStaff, Counselor,CIS

Meet the physical, emotional and psychologicalneeds of most At-Risk students. The results is tohelp students and families and develop a morepositive and nurturing environment.





Specific Result 3: Implement a structured program to connect and involve the home within the school setting.





1) Continue collaboration with Communities inSchools, San Antonio Youth site coordinators,and Head Start Family Facilitator in order tocreate a well balanced child.

2.5, 2.6, 3.1 Principal,AssistantPrincipal,Counselor, AllFaculty and Staff,CISrepresentative,SA Youthrepresentativeand Head StartFamilyFacilitator

Program data collection through surveys andassessments will show program effectiveness andimprovement of individual children's social andemotional well being, as well as improvedstudents achievement. School communityrelationships will strengthen.





Specific Result 4: Establish systemic plans and procedures that ensure a safe learning environment for all.





1) Continue Character Building Lessons throughScouts (boys & girls in K-5) and counselingprogram

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor, PECoach, all K-5Teachers

Weekly activities with Scout leaders, Counselorleads character development classes to improvestudent behavior. Reduce the number of referrals.


2) Implement District and Campus EmergencyOperations Plan for building and communityemergencies through fire drills, lock downdrills, evacuation drills, etc. Emergency TeamMembers will use two way radios tocommunicate effectively during drills.

2.4, 3.1 Principal,AssistantPrincipal, CrisisEmergencyTeam, Nurse,Counselor, PECoach, Facultyand Staff

We will have a safe campus. Students and Staffwill know exactly what to do in case of anemergency.


3) Implement PBIS school-Wide used toidentify and support desired behaviors in theschool setting.


To create a positive school climate wherestudents learn and grow.





Specific Result 5: Implement and strengthen a new teacher and principal mentor program to provide comprehensive support.




Specific Result 6: Create a clear policies and procedures for student conduct, incorporating Positive Behavior Intervention Support (PBIS)






1) Campus Positive Behavior InterventionsSystem (PBIS) team members will continue toimplement the program at the campus level byattending collaborative trainings, team planningmeetings, and continue to train staff at faculty atPBIS meetings once a month.

Principal,AssistantPrincipal,Counselor, Staff,and PBIS Team

Monthly meetings and walk-throughs will showimproved student behavior and a positive schoolculture and climate.


2) Operate the PBIS/PRIDE store every 2 weeksto promote positive behavior throughout thecampus. Students will be able to redeem theirtickets for prizes and awards.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor,Faculty and Staff,PBIS Team

Teachers and staff will issue tickets to allstudents who exhibit positive behavior. Studentswill be able to redeem their ticket. The goal is tohave improved student behavior and a morepositive school culture and climate.


3) Pre-K and Head Start will continue toimplement Conscious Discipline.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor, HeadStart Staff

Monthly PBIS meetings will show improvedbehavior and positive school culture and climate.






4) Implement a Student Mentor Program todevelop a self awareness and build positiverelationships with campus staff.

2.6 Principal,AssistantPrincipal,

Decrease the number of discipline referrals.


5) Implement Class Student of the Month torecognize students for academic, character,attendance, and behavior.

2.6 Principal,AssistantPrincipal,

Decrease the number of discipline referrals.





Specific Result 7: Improve School Culture and Climate






1) The campus will divide all faculty and staffinto groups that host monthly breakfast for allother members of the staff.

Principal,AssistantPrincipal, OfficePersonnel, AllFaculty and Staff

Host a monthly breakfast for all other membersof the staff.

The objective is to promote and develop apositive campus climate.


2) Provide ROPES training for staff to buildteam comradely.


3) To increase morale amongst campus staff, theimplement the following activities: Teacher ofthe Month, and PBIS Teacher Incentives topromote positive culture and climate within thecampus.

Principal,AssistantPrincipal, OfficePersonnel, and allFaculty and Staff

The objective is to promote and develop apositive campus climate.


4) The campus staff will develop the campusmission and vision statements.

Principal,AssistantPrincipal, OfficeStaff, and Facultyand Staff

Develop positive culture and climate.




Strategy 6: We will increase attendance by promoting incentives and activities to motivate students andimplement support measures such as home visits, attendance recovery, etc.

Specific Result 1: Purchase attendance incentives to improve daily attendance.






1) Create Attendance Committee that includesteachers and administration. AttendanceCommittee will determine weekly incentives forstudents.

PrincipalCounselor

To meet our attendance goal of 96%.




Strategy 6: We will increase attendance by promoting incentives and activities to motivate students and implement support measures such as home visits,attendance recovery, etc.

Specific Result 2: Coordinate activities for students based on their attendance, such as dances, movie nights, etc.






1) Recognize classes with perfect attendance ona weekly basis with incentives.

PrincipalCounselor

Increase daily attendance.





Specific Result 3: Conduct home visits and parent contact measures to ensure students come to school on a regular basis.





1) Create attendance contracts with parentswhose students have three or more unexcusedabsences. in a week period.

PrincipalAssistantPrincipalCounselorTruancyAttendanceOfficer

Improve student daily attendance.





Specific Result 4: Provide opportunities for attendance recovery.





1) During the 2nd semester, all K-5th studentswill have the opportunity to do attendancerecovery on Saturdays. This is for students whohave excessive unexcused absences.


To increase daily school attendance.




2019-2020 campus improvement plan south san antonio ... · miguel carrillo, jr. elementary scored a...

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