2016-2017 Campus Improvement Plan Rodriguez Elementary ... Rodriguez.pdf · Seguin Independent School District Rodriguez Elementary School 2016-2017 Campus Improvement Plan Rodriguez

Seguin Independent School District

Rodriguez Elementary School

2016-2017 Campus Improvement Plan

Rodriguez Elementary SchoolGenerated by Plan4Learning.com 1 of 63 Campus #104

May 9, 2017 12:55 pm

Mission StatementTo provide every child an excellent education in a supportive environment so they achieve their highest potential and become leaders and contributors in the

global community through rigorous and relevant learning in partnership with committed staff, parents and community.

VisionOur vision is a culture of excellence within our schools and community.

Value StatementWe believe Rodriguez Elementary is at its best when:

1. All students are successful.

2. All students are prepared for life after graduation.

3. Our school provides a caring and safe environment.

4. All staff feel valued.

5. The entire community takes pride in our accomplishments.


May 9, 2017 12:55 pm

Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: STUDENT ACHIEVEMENT: Provide consistent and quality instruction for all students that is engaging, rigorous, relevant, motivating,and integrates technology to foster student success in college and/or careers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 2: A SAFE & NURTURING ENVIRONMENT: Create a safe, nurturing, positive, and secure learning environment for students and staff. . . . 44Goal 3: PARENT, FAMILY & COMMUNITY ENGAGEMENT: Promote the Seguin ISD Vision, Mission, and Goals while building strong familyand community partnerships for our district and schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Goal 4: OPERATIONAL EFFECTIVENESS & EFFICIENCY: Ensure that the district makes fiscally sound decisions that support studentachievement and maintains a strong financial position. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Goal 5: HUMAN RESOURCES: Build a highly effective workforce through strategic recruitment, professional development, mentoring andorganizational support to retain effective teachers, principals and other instructional staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Campus Performance Objective Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63


May 9, 2017 12:55 pm

Comprehensive Needs Assessment

Demographics

Demographics Summary

Demographic Summary

"Yes We Can, EXCEL" at Rodriguez Elementary! Rodriguez Elementary is Kinder through 5th Grade campus within Seguin ISD. The campusenrollment is approximately 560 students. The ethnic breakdown is 78% Hispanic, 9% White, 8% African American and 4% other. Of the 560students, 82% students are eligible to receive free or reduced meals; 9% receive Special Education services; 27% receive BE/ESL services; 6%receive GT services; 45% are at-risk and 1% are migrant.

Demographics Strengths

Demographic Strengths

Consistency in subpopulations year to yearAttendance rate consistently falls around 95%Teacher turn over is minimalLow retention ratesIn grades 3-5, our subpopulations are comparable to state passing percentsIstation and TEMI show growth for all subpopulations

Demographics Needs

Demographics Need

Attendance rate needs to increase to 95% or better (94.8% for 15-16)Improvement on STAAR scores for sub-pops needs to improveImprovement of ELL performance and support o state assessmentsIntentional effort to represent student population in teacher demographics


May 9, 2017 12:55 pm

Student Achievement

Student Achievement Summary

The current state accountability system, in place since 2013, it is an index system that measures Student Achievement, Student Progress, ClosingPerformance Gaps, and Post-secondary Readiness. Accountability ratings of "Met Standard" or "Improvement Required" are assigned to campuses anddistricts based on the scores earned in each index. Rodriguez Elementary has earned a "Met Standard" rating since 2013, despite increasing standards eachyear.

Campuses that receive an accountability rating of "Met Standard" are eligible for earning Distinction Designations. Rodriguez earned three distinctions in2014 for Reading ELA, Science and Top 25% Closing performance gaps.

An additional component of the accountability system is the System Safeguards. The system safeguard report shows performance disaggregated by theseven race/ethnic groups, along with special ed, ELL and Economic Disadvantaged student groups. The purpose of system safeguards is to ensure thatsubstandard performance in one or more areas by one or more student groups is not disguised by higher performance in other areas or by other studentgroups. The passing target for systems safeguards in 2015 was 60%.

Rodriguez Elementary 2014 met 100% all safeguards. In 2015, reports show that Rodriguez met 88% of safeguards. Areas needing improvement wereEconomically Disadvantaged and Hispanic writing.

A 3-year longitudinal summary for each subject and grade is presented below (pending the release of spring 2016 STAAR 3-8). The source of the data isfrom Pearson summary reports, STAAR Test version only.

Reading 2016 2015 20143rd Grade 74 784th Grade 68 805th Grade 97 93


May 9, 2017 12:55 pm

Math 2016 2015 2014

3rd Grade X 62

4th Grade X 71

5th Grade X 86

Writing 2016 2015 20144th Grade 63 79

Science 2016 2015 20145th Grade 70 72

For a more detailed report with disaggregated data, please see the addendum for a copy of the 2015-16 Texas Academic Performance Report.

Student Achievement Strengths

*** Pending the release of the 2016 STAAR scores

Two of the three years Rodriguez students scored higher than district in all tested areas and grades, with the exception of 2015 writing


May 9, 2017 12:55 pm

Two of the past three years, there has been a downward trend in the number of students who require accelerated instruction to meet SSI requirements. Two of the three past years Attendance incentives seemed motivating and encouraging to students

Student Achievement Needs

*** Pending the release of the 2016 STAAR scores

The Phase-In Level II scores are increasing for the first time this year since the introduction of the STAAR test. While the campus shows slight gains incertain grades and subject areas, there is still a need to improve the overall performance in Reading, Math, and Writing.

Continue to plan and intervene for advanced level performance

Increase campus wide initiatives to improve ELL scores in all areas.

The System Safeguards report shows that the Special education and LEP sub populations continue to need interventions in order to improve.

Writing continues to be an area to improve.


May 9, 2017 12:55 pm

School Culture and Climate

School Culture and Climate Summary

Rodriguez maintains a safe and secure environment for all individuals and promotes a positive and successful learning environment. To support this effort,the campus actively participates in the Safe & Civil School Committee meetings with local resources and campus administrators. We have implemented NoPlace For Hate and the Matador Challenge Club. The campus continues to effectively implement of Positive Behavior Intervention Supports (PBIS)initiatives daily through morning assembly, Social Skills and counselor lessons. RtI strategies are in place as well as support from distinct and communityresources.

School Culture and Climate Strengths

Annual PBIS and classroom management training for all new teachers in addition to offered behavior training for existing teachers to provideconsistent implementation of PBIS (Tier 1) and Bridges (Tier 2) across the district. District and campus administrators are provided annual and recurring training on RtI strategies and procedures.Increased coordination with local local law enforcement, emergency management and mental health services as evidenced by regularly attendedmeetings and developed plans for improvement to the District Emergency Operations Plan.District-wide recognition by the Anti-Defamation League for No Place For Hate, an anti-bullying platform.Annual District Community and Student Engagement Survey conducted for parents and community members on the topics of______________________.Annual Campus survey shows 90% or better favorable responses from parents.Rodriguez annually conducted Benchmarks of Quality surveys completed by all campuses through Region 13 with results showing consistently strongimplementation of Tier 1 PBIS in elementary schools.Climate Survey was conducted for the staff.

The School Quality Survey for Staff for 2015-16 resulted in 90% or better in all dimension scores. (92% Academic Support, 95% StudentSupport, 90% School Leadership, 96% Family Engagement, and 93% Safety and Behavior)

Use of Parent Liaisons to educate parents and encourage positive involvement at campuses to include volunteering and mentoring opportunities.

School Culture and Climate Needs

Maintaining fidelity of Tier 1 PBIS and Tier 2 Bridges implementation is every classroom for behavior management.Continue to review discipline data to identify trends and reduce suspensions and discipline alternative school placements, particularly for subpopulations and special education students.Implementation of a student climate survey.


May 9, 2017 12:55 pm

Expand mentoring programming with interested local resources.Increase support for social emotional growth and restorative justice principles.


May 9, 2017 12:55 pm

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Rodriguez will continue to support teacher retention through:

be in a safe, supportive environmentbe provided targeted staff development to support new staff interview committee made up of a leadership team will offer assistance in the hiring of new staff

Staff Quality, Recruitment, and Retention Strengths

The district is supporting our campus staff through providing opportunities for teachers and staff for growth

trailblazersaspiring administratorsaspiring trail blazers

Rodriguez has a very low teacher turn over rate.

New teachers are paired with mentor teachers to offer support in both grade levels and content/special program specific support.

Staff Quality, Recruitment, and Retention Needs

Encourage and support teachers to add GT and ESL/ Bilingual certifications to their current repertoire.

Maintain/Create a positive teaching environment through climate and targeted staff development for all areas

Conduct independent climate survey & analyze results with administratorsData analysis for targeted staff development


May 9, 2017 12:55 pm

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Seguin ISD utilizes the curriculum documents that are part of the TEKS Resource System including the Year-at-a-Glance (YAG), Vertical AlignmentDocument (VAD), and Instructional Focus Documents (IFDs). Additional curriculum documents, called Pacing Guides in grades K-5 The Seguin ISDPlanning Protocol serves as a backward planning model, based on how students will be assessed, that reinforces the use of both TEKS Resource System anddistrict curriculum documents to plan instruction for all learners. Additional resources for targeted interventions, particularly in Math and Reading, have beenindentified and are available on the Teacher Resources page of the Response to Intervention (RtI) website. The Rodriguez master schedule allows times fortargeted interventions of 45 minutes during the school day.

Instructional delivery is guided by the district lesson plan template and includes a place for teachers to document daily adjustments for differentiatedinstruction. The lesson plan template also incorporates instructional techniques that have been district initiatives this year, including Fundamental Five, smallgroup instruction, and the Common Instructional Framework. Lead4Ward Resources, including the TEKS Snapshots, are used to further guide instruction.

District assessments, including Benchmarks and Curriculum-Based Assessments (CBAs) are created using released STAAR or STAAR-like questions thatalign to both the written and taught curriculum. Assessment results are disaggregated and analyzed using various reports and views in Eduphoria Aware,including the Lead4Ward suite of reports, and the data is subsequently used to adjust instruction and intervention practices. Data analysis processes areutilized at both the campus (TLC) and district levels through a professional learning community (PLC) format.

As a campus, Rodriguez uses common assessments for K-2 to progress monitor both student and teacher growth.

Curriculum, Instruction, and Assessment Strengths

CURRICULUM

Seguin ISD utilizes the TEKS Resource System curriculum resources, including Year-at-a-Glance (YAG) and Instructional Focus Documents (IFDs),in foundation content areas.The Seguin ISD Planning Protocol, based on a backward design planning model, reinforces the use TEKS Resource System curriculum resourcesDistrict-developed Unit-at-a-Glances (UAGs) and Pacing Guides provide further curriculum support for teachers in core content areasImplementation of Dyslexia Program

INSTRUCTION

Instructional delivery part of the district lesson planning document, for both elementary and secondaryData analysis at campuses and district level are used to reflect and gather support for student achievement and to make instructional decisions


May 9, 2017 12:55 pm

Instructional focus for the year is the Fundamental Five, which focuses on five areas of best-practice instructionThe PLC model was implemented to improve instructional practices (called TLC at campus level)Developed district grading guidelines for the current school yearRodriguez will continue to focus on small group instruction, the Fundamental Five and CIF strategies

ASSESSMENT

District Benchmark and Curriculum Based Assessments (CBAs) - using released STAAR or STAAR-like test questions – were administered in alltested grade levels to monitor student achievementCheckpoints were also used to monitor performance within a shorter time frame (3 weeks)A district assessment calendar was created to include Benchmark and Curriculum-Based Assessments and screening windows for Math and Readinguniversal screenersAssessments were scanned into a data system and results were disaggregated and analyzed to make decisions regarding instruction and interventionneedsIstation reports will be used to assess K-2 intervention needsRodriguez common assessments will monitor individual student and classroom growth

Curriculum, Instruction, and Assessment Needs

CURRICULUM

Develop Seguin ISD Curriculum Management PlanEnrichment instruction integrated as part of differentiation in the classroom (not available in TRS)There is a need for more directed work during planning time, including using the Seguin ISD Planning Protocol with fidelitySupport from Central for Pacing guides for non-tested subjects are neededThere is a need for vertical alignment of curriculum and resources across the campusThere is a need for Social-Emotional Learning (SEL) curriculum

INSTRUCTION

Lesson plan format should include foundation and enrichmentReinforce crosswalk between Common Instructional Framework (CIF) and Fundamental FiveReinforce PLC model to improve consistency across grade level team planningcreation of Pacing guide for each grade level and content area from district

Not a pacing calendar

ASSESSMENTRodriguez Elementary SchoolGenerated by Plan4Learning.com 12 of 63 Campus #104

May 9, 2017 12:55 pm

Develop Rodriguez Assessment Plan, to include purpose and results, data analysis processes for different types of assessmentsSupport assessment calendar for frequency of assessment


May 9, 2017 12:55 pm

Family and Community Involvement

Family and Community Involvement Summary

Part-time parent liaisons support campuses to increase the amount of parents participating in meaningful activities that directly support students.

Parents and community members are part of the DEIC, and therefore have opportunities to be involved in campus decisions.

Furthermore, the community has strong ties with the school district. A multitude of events throughout the year support families and community involvementwithin the community.

The campus will conduct a comprehensive HB 5/Title I Parent and Community Involvement survey at the end of the spring semester, in order to gather dataon parent and family perceptions of school services, participation in school events and engagement in school/community activities.

Rodriguez utilizes the phone messenger, flyers, webpage, and other media (English & Spanish) to inform parents of district, school or grade level events.

Family and Community Involvement Strengths

Rodriguez will inlist the support of local businesses and organizations (ie..Texas Lutheran College, RSVP America Reads, Briese PALS....) to supportstudentsMaterials sent home are in both Spanish and English in order to effectively communicate with the Spanish-speaking citizens as well as translation ondistrict website.Rodriguez will host family events throughout the school year (i.e. literacy/math nights, science fairs, state assessment info sessions, etc.).

Family and Community Involvement Needs

Increase the number of parents participating in school eventsProvide more translation services for parents who participate in school activities (i.e. print, electronic material & audio-visual equipment)Connect with community resources in order to provide wider access to locations for school/community events (ie. library, outdoor learning center,GVEC, SYLS and TLU)Continue to partner with district Student Support Services to assist parents in transportation and childcare services, in order to facilitate theirattendance at school functions


May 9, 2017 12:55 pm

School Context and Organization

School Context and Organization Summary

The Board of Trustees approved district goals centered on 5 areas: Student Achievement, a Safe Nurturing Environment, Family Involvement andCommunity Engagement, Operational Effectiveness and Efficiency, and Human Resources. In addition, the district outlined expectations for district level(District Educational Improvement Council) and campus level (Campus Performance Objective Committee) improvement committees to meet on a regularbasis to develop and review progress. All campuses incorporate the Board Goals into their respective Campus Improvement Plans. Both the district (DistrictLeadership Committee) and campuses (Campus Leadership Committee) conducted Texas Accountability Intervention System (TAIS) continuousimprovement meetings to develop and review their Targeted Improvement plans.

The district has also initiated a focus on the Master Schedule process. Master Schedule Framework and development emphasize: instruction, SpecialEducation Co-Teach alignment, common planning for SPED and Core teachers, designated Response to Intervention times and programs, PLC time,Dyslexia services, English Language Learners support, Gifted and talent services, and college and career opportunities. The early College High Schooldelineated pathways aligned to the House Bill 5 Endorsement requirements. To build instructional capacity, the district places a strong emphasis on thedevelopment of teacher leadership and PLCs, including: the Trailblazer Instructional Leadership positions, Instructional Coaches, and academies to buildprincipal instructional leadership.

Data sources are identified and progress communicated through scheduled TAIS meetings. A Year in Review will be conducted to analyze and discussfindings, identify root causes, and develop SMART goals for the 2016-2017 school year.

School Context and Organization Strengths

· TLCs are built into the Master Schedule emphasizing the adopted Common Instructional Framework and Fundamental 5 instructional model· Framework for Student Success is establishing an effective teacher in every classroom, and effective principal at every campus, rigorous and relevantinstruction, and data-based Accountability

School Context and Organization Needs

· Creation of a leadership development program designed to identify, prepare, and invest in promising leaders in the district· Increased community and business partnerships· Curriculum development in specials areas, and other non-core areas· There is a need for strategic planning to delineate structures for campus support and clear guidelines for Special Education and English Language Learners


May 9, 2017 12:55 pm

Technology

Technology Summary

Technology is a resource, the use of which is driven by the curriculum, instruction, and assessment. Technology is used to plan, deliver, monitor progress,perform administrative tasks, provide access to information /learning tools, create and more. Current technology consists of teacher computers in everyclassroom, 4 student computers in core classrooms, 5 iPads in core classrooms, campus and library labs, office desktops, laptop carts, iPad/carts, ENO boardsin some classrooms, wireless access, digital projectors, document cameras, calculators, multimedia tools (cameras, video cameras), ereaders, robotics,printers. The network provides good speed and reliability. Professional development is widely available to meet the diverse needs of teachers, and the STaRChart shows the level of proficiency for staff and students ranging from Advanced to the Target level of implementation.

Technology Strengths

Campus staff has a willingness to explore and implement new ideas/programs using technologyThe level/quality of technical support is strongThere are a variety of types and topics of professional development offerings to meet the needs of teachers and staff.There is enthusiasm and willingness of teachers to try new thingsThere is an emphasis on creating with digital toolsThere is technology in classrooms for student use and shared use of labs and carts Campus administrators are proponents for technology use in the classroomsAfterschool robotics club offeredEvery campuses have a Library Media Specialist to support literacy and digital literacy Technologist is knowledgeable, helpful, and supportive for classroom teachers

Technology Needs

Shorter technology replacement cycleProvide training on digital learning for instructional coachesIncrease in high order digital skills in Technology Apps courses match on-line resources to specific TEKS needs Create opportunities for more student engagement in S.T.E.A.M. activities through Maker Space type environments


May 9, 2017 12:55 pm

Comprehensive Needs Assessment Data Documentation

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


May 9, 2017 12:55 pm

Goals

Goal 1: STUDENT ACHIEVEMENT: Provide consistent and quality instruction for all students that is engaging, rigorous,relevant, motivating, and integrates technology to foster student success in college and/or careers.

Performance Objective 1: LEADERSHIP: Establish and implement effective instructional leadership models for site-based decision making practices at thedistrict level and all campuses.

Evaluation Data Source(s) 1: District Educational Improvement Committee and Campus Performance Objective Committee (SBDM),schedules (minimum 4meetings), agendas and minutes.

Summative Evaluation 1:

Strategy Description Title I StaffResponsible Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar JuneCritical Success Factors

CSF 3

1) Activate and maintain a Campus PerformanceObjectives Committee meeting team that will meetquarterly to assist in the decision making on the campus.

CampusAdministration

Sign-in Sheets, Agendas

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

2) Utilize Title I Funds to fund an Instructional Coach,Title I Teacher and Title I Aide to provide supplementalinstructional services for all students.

9 CampusAdministration

Job descriptions, annual evaluations, schedule

Funding Sources: 211 Title I A - 131575.00

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 6 CSF 7

3) Provide substitutes for Semester TLC Workdays so thatteacher can conduct data review and reflection, lessonplanning, intervention planning and other relevant tasks.(Oct. 10-20 and week of Jan. 27 and Jan.30-Feb. 3)

8, 9 CampusAdministration andInstructional Coach

Lesson Plan, Data Room, Data Reflections, InterventionPlans, Agenda, Sign-In

Funding Sources: 199-General Fund - 0.00

4) Conduct meeting with Ball ECC principal to discusstransition needs of students from early childhoodprograms.

7 Principal sign-in sheet, class rosters, RtI lists


May 9, 2017 12:55 pm

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


May 9, 2017 12:55 pm

Goal 1: STUDENT ACHIEVEMENT: Provide consistent and quality instruction for all students that is engaging, rigorous, relevant, motivating, andintegrates technology to foster student success in college and/or careers.

Performance Objective 2: READING: Provide a comprehensive reading process to increase all student performance to 83% or better. 1.To increase thepercentage of special education students meeting state standards from 78% to 83% or better . 2.To increase the percentage of ELL students meeting statestandards from 56% to 83% or better* on the Reading STAAR assessment. 3. To increase the percentage of Hispanic students meeting state standards from75% to 83%* on the Reading STAAR assessment. 4. To increase the percentage of Eco Dis students meeting state standards from 74% to 83%* on theReading STAAR assessment.

Evaluation Data Source(s) 2: State Accountability Measures Grades 3-5, Local Assessments, Report Card Grades, District Benchmarks,Diagnostic Assessments




Nov Jan Mar JuneState System Safeguard Strategy

Critical Success FactorsCSF 7

1) Reading teachers participated in Balanced Literacyprofessional development which included effectiveimplementation of research based strategies includingGuided Reading, Work Stations, personalized and data-driven TLC's and Tier I, II and III interventions. Follow-upTLC's have provided consistent and relevant modeling fordaily implementation for all staff.

2, 4, 7, 8 Instructional Coach,Administration

Walkthrough data, Data Analysis Reflections, Lesson Plans

State System Safeguard StrategyCritical Success Factors

CSF 1

2) To ensure effective implementation of BalancedLiteracy and other reading initiatives, Trailblazers areidentified within each grade level pairing k/1, 2/3 and 4/5to guide TLC's and conduct walkthroughs.

2, 7, 9 CampusAdministration, C&ISupport Staff,Trailblazers

Master Schedule, Walkthrough data, Data Room, LessonPlans


May 9, 2017 12:55 pm

State System Safeguard StrategyCritical Success Factors

CSF 2

3) After review of BOY Universal Screener and prior yearSTAAR data, identified students are purposefullyscheduled into intervention supports during dailyintervention time.

8, 9 Reading/DyslexiaInterventionist,CampusAdminsitration

DIP Mastery Reports


4) Provide Running Records training at the campus levelfor the Fountas & Pinnell system.

2, 4, 5, 7,8

Campus TrainingStaff, Teachers,Administration,Instructional Coach

Sign-in, Implementation as evidence in walk-throughs


5) Implement instruction for ELL and provide supportthrough Title I and Title III funds.

9 Administration,Instructional Coach,Bilingual and ESLteachers and aides

Walkthrough Data, Student Achievement Data, LocalAssessments, STAAR Data

Funding Sources: 211 Title I A - 0.00Critical Success Factors

CSF 1

6) Administrators and Title I funded Instructional Coachwill meet regularly with grade levels in TLC's to planinstruction, analyze student data and provide neededprofessional development.

8, 9 Administration,Instructional Coach,Teacher Teams

Walkthrough Data, Student Achievement Data, Data Wall,Teacher Reflection, Local Assessments, STAAR Data



7) Periodically measure student progress and adjustinstruction accordingly utilizing auxiliary staff fundedthrough Title I funds.

8, 9 Administration,Instructional Coach,Teachers andInstructional Aides

Walkthrough Data, Student Achievement Data, TeacherReflection, Local Assessments, STAAR Data



8) Continue to provide support with educational resourcessuch as Comprehension Toolkit and Resources, MentoringMinds, Istation, Think Through Math and Reading Eggs togive identified students additional support to masternecessary content and skills.

9 Supplemental SupportQualifiedProfessionals,Classroom Teachers,Instructional Coach,Administration

Student Achievement Data, Local Assessments, STAARData



May 9, 2017 12:55 pm

Critical Success FactorsCSF 1 CSF 4

9) The reading/dyslexia interventionist, Title tutors (2reading and 2 math with bilingual emphasis for one),Special Ed Interventionist, Instructional Coach, Librarian,GT teacher and Bilingual and/or Title Aides will beutilized to support daily intervention schedules.

9 Administration,Campus LearningCommunity Team

Progress Monitoring Intervention Data, Formative andSumative Assessments

Funding Sources: 199- SHARS - 10000.00, 211 Title I A - 10000.00


10) WOW (Words of the Week) beginning secondsemester through the end of the year to emphasize Tier 2Academic Vocabulary campus wide. Each WOW wordwill be introduced during Morning Assembly and thenemphasized within each classroom and campus-wide. Theemphasis of the WOW word program for this year will beon multiple-meaning words.

9 Campus LearningCommunity (CLC)Team

WOW word schedule, posted signs, walkthroughs,

Critical Success FactorsCSF 1 CSF 5 CSF 6

11) Provide cross-curricular opportunities for studentparticipation such as Math Bee, Science Fair, UIL OralReading, etc within a campus-wide "Academic Decathlon"involving parents and the community.

6 Campus LearningCommunity Team(CLC)

Agenda and schedule for Academic Decathlon, EventWinners, Social Media Documentation


12) Incorporate Comprehension Toolkit Training withinTLC's to include partnerships with Region XIII and in-district Learning Walk support in addition to LeadershipTeam, Trailblazers and Teacher Leaders as presenters

4 Campus LearningCommunity Team(CLC)

TLC Agenda, TLC Sign-in, Evidence in Walkthroughs



13) Campus wide phonological awareness and/or phonicsbased activity implemented daily with support in K/1 fromSpecials Team.

7, 8 PrincipalAssistant PrincipalInstructional CoachTrailblazersTeam Leads

Teacher Daily SchedulesWalkthrough Feedback

Funding Sources: 199-General Fund - 0.00


May 9, 2017 12:55 pm


14) Bilingual Teachers will utilize bilingual student foldersto monitor a BOY, MOY and EOY progress check in allTELPAS areas--reading, writing, listening and speaking totrack student progress and provide helpful information forthe following teachers.

2, 9 TELPAS CTCLPAC AdministratorCounselorTeachers

Completed Folders on Each Bilingual Student



May 9, 2017 12:55 pm


Performance Objective 3: WRITING: Implement an integrated writing process to increase all student performance to 83%. 1.To increase the percentage ofstudents meeting state standards including special education from 20%, ELL from 40% , Hispanic from 58% and Economically Disadvantaged from 59%meeting state standards to 80%* on the Writing STAAR assessment.

Evaluation Data Source(s) 3: State Accountability Measures Grades 4, Local Assessments, Report Card Grades, District Benchmarks,Diagnostic Assessments






1) Provide teachers the opportunity for writing professionaldevelopment in the summer that supports the writingprocess in all content areas. The language arts teachersreceive training in Writer's Workshop (Lucy Calkins) andthe non-language arts teachers receive training in writingacross contents.

2, 4, 5, 9 District hired trainers Implementation of strategies in walkthrough data, Improvedwriting scores on the STAAR 2016, Training agenda andsign-ins


2) Incorporate "writing critically" components in dailyinstruction to align with the Fundamental 5 trainings.

9 Administration,Instructional Coach,Trailblazers

Professional Development Sign-ins, Walkthrough Feedback

State System Safeguard StrategyFederal System Safeguard Strategy


3) A 4th Grade Writing Teacher and Assistant Principal incharge of writing supervision will take part in the WritingAcademy in Kemah. These staff members will generate aT-o-T model will be utilized for the other staff to integrateand strengthen writing across the grade levels with thestrategies and resources from the training.

3, 4 PrincipalAssistant Principal

Certificates from TrainingAgenda and Handouts from PD for CampusImplementation of strategies within walkthrough feedback



May 9, 2017 12:55 pm

State System Safeguard StrategyFederal System Safeguard Strategy


4) A K-5th Grade Writing Folder with common promptsfor six week writing sample collection will beimplemented. This writing folder will travel with studentsfrom teacher to teacher each grade level. Common writingexpectations for all students within the same grade levelwill be expected.

2, 8, 9 Leadership TeamTeam Leaders

Writing Folder Samples


5) Bilingual Teachers will utilize bilingual student foldersto monitor a BOY, MOY and EOY progress check in allTELPAS areas--reading, writing, listening and speaking totrack student progress and provide helpful information forthe following teachers. In part, the Writing Folder processto support the TELPAS Writing Sample collections at theappropriate times. Writing will be consistent within everyroom throughout the year to support growth for bilingualand non-bilingual students in the area of writing.

4, 8, 9 TELPAS CTCLPAC AdministratorCounselorTeachers

Completed Folders on Each Student


6) Implement Rodriguez Rockin' Grammar folders thatmove grade level to grade level with students. Studentsemphasize grammar proofs as they are introduced.Students are able to see both those that are reoccuring andthose that are in years pending.

9 Leadership TeamTeachers

Grammar Folders by student



May 9, 2017 12:55 pm


Performance Objective 4: MATH: Ensure that all students receive quality math instruction that is aligned to the new state standards to increase all studentperformance to 83% or better per sub-group.

Evaluation Data Source(s) 4: State Accountability Measures Grades 3-5, Local Assessments, Report Card Grades, District Benchmarks,Diagnostic Assessments






1) Math teachers (K-5th) were provided a training for theeffective implementation of research based strategiesincluding Guided Math, Work Stations, personalized anddata-driven TLC's and Tier I, II and III interventions. (TIP)

4, 5, 9 Instructional Coach,Elementary MathSpecialist (DF),CampusAdministration

Sign-in and Agenda, Walkthrough Data, Data Teams andData Wall


2) Incorporate Campus Math Vertical Team Collaborationsessions by unit to vertically align and provideopportunities for open dialogue about strategies andapproach to best meet the needs of students within the newmath TEKS. (TIP)

4 Instructional Coach,Administration, MathTeachers K-5,Elementary MathSpecialist

Sign-in sheets, Walkthrough Data


3) Continue to provide support such as educationalresources such as Forde & Ferrier, Mentoring Minds,Educationcity, and TTM to give identified studentsadditional support to master necessary content and skills.(TIP)

9 Supplemental SupportQualifiedProfessionals,Classroom Teachers,Instructional Coach,Admiinistration




May 9, 2017 12:55 pm


4) Continue to provide support via Tutors in the area ofmath to support Tier I Instruction and allow for teachers tohave time for the intense interventions with targetedstudents.

9 PrincipalAssistant PrincipalInstructional CoachTeachers

Tutor ScheduleStudent Growth



5) Integrate TLCs for Math Teachers that strengthen to useof Toolkit Strategies in all sujects. Create a commonframework for students to strenthen their thinking acrossall content areas.

4, 9 Leadership TeamTrailblazersTeacher Leaders

Agenda and Sign-ins for TLCsWalkthrough Feedback



May 9, 2017 12:55 pm


Performance Objective 5: SCIENCE: Provide a rigorous and relevant instructional program to increase all student performance to 83%. 1.To maintain thepercentage of special education students meeting state standards at 83% or better*. 2. To increase the percentage of Hispanic students meeting state standardsfrom 67% to 83%* on the Science STAAR assessment. 3. To increase the percentage of African American students meeting state standards from 40% to55%* on the Science STAAR assessment. 4. To increase the percentage of Economically Disadvantaged students meeting state standards from 63% to 83%*on the Science STAAR assessment. 6. To maintain the percentage of White students meeting state standards at 83% or better*.

Evaluation Data Source(s) 5: State Accountability Measures Grades 5, Local Assessments, Report Card Grades, District Benchmarks,Diagnostic Assessments





CSF 1

1) Ensure hands-on opportunities for students through oncampus labs as well as off-campus experiences such ascollaboration with TLU, Irma Lewis SOLC, HEB Camp,etc.

5th Grade ScienceTeacher, InstructionalCoach,Administration

Walkthrough Feedback, Lesson Plans, Evidence ofCoordination (travel vouchers, etc)


2) Continue to provide support with educational resourcessuch as Forde & Ferrier, Mentoring Minds andSTEMscopes to give identified students additional supportto master necessary content and skills.

9 Supplemental SupportQualifiedProfessionals,Classroom Teachers,Instructional Coach,Administration


Funding Sources: 199- SHARS - 0.00Critical Success Factors

CSF 1 CSF 2 CSF 7

3) Integrate TLCs for Science Teachers that strengthen theuse of Toolkit Strategies in all sujects. Create a commonframework for students to strengthen their thinking acrossall content areas.

9 PrincipalAssistant PrincipalLeadership TeamTrailblazers

Agenda and Sign-In from TLCsWalkthrough Data



May 9, 2017 12:55 pm


Performance Objective 6: INSTRUCTIONAL TECHNOLOGY: Increase 21st century knowledge and skills for all students through digital citizenship andlearning activities that consistently incorporate information access, collaboration, creativity, innovation, critical thinking and problem solving.

Evaluation Data Source(s) 6: Tech Literacy Assessment (learning.com) Pre-Test/Post-Test 5th, Lesson Plan Documentation of TA TEKS,STaR Chart





CSF 1

1) Integrate technology TEKS in the curriculum and dailyinstruction. The level of skills demonstrated in theclassroom will be raised by increasing the use of digitaltechnology tools to access, analyze, and evaluateinformation, solve problems and communicate in multipleformats with diverse audiences.

9 Technologist,Librarian, Teachers

Walkthrough Feedback, Technology sign-up lists, LessonDevelopment with Technology emphasis


2) Appropriate equipment and software will be provided tofacilitate learning and the use of technology by childrenwith special needs (physical, language, behavioral, LD,gifted and cultural). Modifications will be made for specialneeds.

7 Director of SISDtechnology,Administration,Technologist,Teachers

Walkthrough Feedback, Accommodation Paperwork (SE,504, LPAC, etc)

3) 5th Grade Pre-Test and Post-Test through Learning.comcalled Tech Literacy Assessment to evaluate technologycompetencies.

8 Technologist Pre-Test and Post-Test results



May 9, 2017 12:55 pm


Performance Objective 7: BILINGUAL/ESL: Continue to implement and support an effective program of instruction for linguistically and culturallydiverse students so that they may master the state curriculum and to facilitate students in acquiring English as a second language. 1.To increase thepercentage of ELL students progressing one proficiency level from 63% to 80%. 2.To increase the percentage of ELL students with 1-4 years in U.S. schoolsattaining Advanced High from 29% to 50%. 3.ELL with 5+ years in U.S. schools attaining Advanced High will maintain at 90% or better*. 4.ELL studentsmeeting exit criteria in Bilingual and ESL programs are %=1st grade, %=2nd grade, %=3rd grade, %=4th grade, %=5th grade.

Evaluation Data Source(s) 7: STAAR Performance Data, TELPAS performance data, AMAO's, Student data of participation in Bilingual andESL program, LPAC Minute Documentation, Eduphoria! AWARE Data of Staff Development, Documentation of Parent Participation, andPBMAS report.





CSF 1

1) Implement instruction for ELL and provide supportthrough Title I and Title III funds. (TIP)

9 Administration,Instructional Coach,Bilingual and ESLteachers and aides

Walkthrough Data, Student Achievement Data, LocalAssessments, STAAR Data

Funding Sources: 199- SHARS - 0.00Critical Success Factors

CSF 2

2) Periodically measure student progress and adjustinstruction accordingly utilizing auxiliary staff fundedthrough Title I funds. (TIP)

8, 9 Administration,Instructional Coach,Teachers andInstructional Aides

Walkthrough Data, Student Achievement Data, TeacherReflection, Local Assessments, STAAR Data



3) Continue to provide support such as pull-in tutors togive identified students additional intervention to masterthe necessary content and skills. The tutoring assignmentswill include all grade levels but special emphasis will beplaced on STAAR grades and subjects. (TIP)

8, 9 Administration,Instructional Coach,Supplemental supportqualifiedprofessionals,Classroom Teacher

STAAR Results, Local Assessments, Istation


May 9, 2017 12:55 pm


4) The campus will utilize an LPAC clerk to processBilingual paperwork for compliance

LPAC clerk, BilingualTeachers,Administration,Counselor,Instructional Coach

LPAC Documentation

Funding Sources: 211 Title I A - 0.00Critical Success Factors

CSF 1

5) The campus will participate in all Bilingual trainingsand comply with the district Bilingual Transition Guide.(TIP)

Bilingual TransitionalGuide teachers,Bilingual Teachers,Administration

District Transition Guide document compliance, BilingualTraining agenda and sign-ins


6) Bilingual Teachers will utilize bilingual student foldersto monitor a BOY, MOY and EOY progress check in allTELPAS areas--reading, writing, listening and speaking totrack student progress and provide helpful information forthe following teachers.

4, 9 Leadership TeamTELPAS CTCLPAC AdministratorCounselorTeachers

Completed Bilingual FoldersTELPAS Data


7) On-going integration of "ALL not ELL" professionaldevelopment by Bilingual Teacher Leaders for the campus-wide staff.

4, 8 Leadership TeamBilingual Teachers

Agenda, Powerpoint and Sign-ins from trainingsWalkthrough Evidence of ELL strategies in all rooms



May 9, 2017 12:55 pm


Performance Objective 8: SPECIAL POPULATIONS: The district will provide each student with an individualized education program designed to meetthestudent's specific needs as an exceptional learner in accordance with the IDEA, Section 504, State Dyslexia laws and ADA all provided within the leastrestrictive environment.

Evaluation Data Source(s) 8: STAAR Data, 2014 PBMAS report, ARD Data in E-Sped, Eduphoria! AWARE Data, Internal Audit Data





CSF 2

1) Staff will meet regularly to review adequate studentprogress specific to student needs, including SE, 504, ELL,etc. during TLC's Student data will be analyzed on an on-going basis and intervention decisions will be made asneeded.

8, 9 Instructional Coach,Administrator,Counselor, SEFacilitator, ReadingInterventionist,Teachers

Student Achievement Data, IPI/ELL Plan for Success/IPAplans met, ARD minutes, 504 minutes, ELL Plan forSuccess notes



May 9, 2017 12:55 pm


Performance Objective 9: COLLEGE AND CAREER READINESS: Seguin ISD will provide opportunities to assist students in preparing for college 1.The percent of students achieving STAAR Postsecondary Readiness is 25% overall, 22% Hispanic and 40% White. 2. Level III advanced performance onSTAAR reading was 19% African American, 13% Hispanic, 30% White, 14% Eco Dis working toward a 20% or better Level III advanced performance. 3.Level III advanced performance on math will work toward 15% or better Level III advanced performance. 4. Level III advanced performance on STAARWriting will work toward a 10% or better Level III advanced performance. 5. Level III advanced performance on STAAR Science was 25% White workingtoward 30% or better and 0% African American, 6% Hispanic, 2% Eco Dis working toward a 10% or better Level III advanced performance.

Evaluation Data Source(s) 9: STAAR Data





CSF 1 CSF 2

1) During TLC's, Data Teams work during PlanningProtocol will include emphasis on how to meet the needsof Advanced Level III performing students. An emphasison extension, differentiation and critical thinking will beexpected during instruction and intervention. (TIP)

2, 4, 5, 8,9

Teachers,Instructional Coach,Administration

Walkthrough feedback, Student achievement data, STAARdata



May 9, 2017 12:55 pm


Performance Objective 10: FINE ARTS: Provide a rich, articulated curriculum that meets all the requirements of the Fine Art TEKS Pre-K through 12 inorderfor all students to gain knowledge, appreciation and attain mastery of the various areas within the Fine Arts.

Evaluation Data Source(s) 10: Student participation in Fine Arts classes, shows and competition at Campus, District,and City levels includingcommunity based activities, grade reports for student performance in music





CSF 5

1) The Music teacher will organize various musicalprograms throughout the year (Fall Carnival, Holiday,Spring, End of Year, etc)

Music Teacher,Administration

Performance Flyers and Phone Messenger, Photos ofmusical performances


2) Continue to provide elementary students withattendance at the Children's Theatre performance at SHS,the Mid-Texas Symphony concert at Jackson Auditorium,and band/choir performances by the middle schools orSHS.

Administration, COstaff, fine arts staffdistrict wide

Transporation schedule, Performance flyers, PermissionSlips



May 9, 2017 12:55 pm


Performance Objective 11: PHYSICAL EDUCATION: Provide a comprehensive PE program that meets all the requirements of the Physical EducationTEKS Kthrough 12 in order for all students to gain knowledge, skills, and appreciation of physical fitness.

Evaluation Data Source(s) 11: Student participation reports, Fitness Gram assessment reports, and grade reports for student performance.





CSF 5

1) Implement district initiative CATCH (CoordinatedApproach To Child Health) Program. This includesparticipation in HEB Community Challenge activities.

10 PE Teacher and aide,CATCH teammembers, PEFacilitator for thedistrict,Administation

Flyers, attendance at events


2) Willingness for students to participate in the PEShowcase for the District. (not held this year)

PE Coaches,Administration

Attendance


3) Promote healthy food choice through theimplementation of a daily salad bar option (fundingthrough HEB and DOLE)

Pete Silvius, CampusAdministration

Media Coverage, Lunch Service Lines, Food ServiceReport


4) CATCH Campus Wide Team will attend the DistrictLevel Meeting on Dec. 5 and incorporate CATCHinitiatives within the campus.

2, 6 CATCH Team



May 9, 2017 12:55 pm


Performance Objective 12: GIFTED AND TALENTED: Provide curriculum and instruction for all high ability learners by modifying the depth,complexity, and pacing of the general school program to increase student performance at level III by 25%.

Evaluation Data Source(s) 12: ESC 13 Program Evaluation, T.E.A. Gifted and Talented Program Standards tool, Campus GT ProgramSchedule and Program Activity Presentations, Student assessment performance including State Accountability advanced level III results.





CSF 1

1) Promote teacher recommendations for GT testing inorder to afford the opportunity to a more diverse GTpopulation within the campus, with special emphasis onpotential students within the bilingual classrooms. The GTteacher will support teachers in identifying characteristicsfor potential GT students.

4 Classroom teachers,GT Teacher,Administration

Increased diversity in students that are GT tested at the endof the year


2) Through on-going professional development, continue acampus-wide emphasis on "Building IndependentThinkers" that utilizes toolkit strategies as the basis.

4, 9 Leadership TeamRegion XIII StaffIn-district supportTrailblazersTeacher Leaders

Agenda and Sign-ins from TLCs and PD opportunitiesWalkthrough Evidence




May 9, 2017 12:55 pm


Performance Objective 13: MIGRANT: Ensure that identified Priority for Service migrant students have the same opportunity to meet the challenging stateinstructional content and student performance standards expected of all children.

Evaluation Data Source(s) 13: State Accountability Measures Grades 3-5, Curriculum Based Assessments K-5, Report Card Grades, DistrictBenchmarks,Diagnostic Assessments




Nov Jan Mar June1) Run and review New Generation System (NGS) Priorityof Services Student report. Monthy review in counselormeetings.

District NGSSpecialist, Counselor,Migrant Coordinator

Local and State Assessments Results for Migrant Students


2) Provide appropriate placement and programs forstudents not meeting the state content standards ormastering STAAR objectives, such as tutoring, summerschool, etc.

9 NGS Specialist,Counselor,Administrator

STAAR Reports


3) The leadership at the campus will have a thoroughunderstanding of the criteria of the Priority For Service(PFS) report provided on a monthly basis.

10 Migrant Coordinator,NGS Data Specialist,Principal andleadership team

Agenda, Sign-in, PFS Binder


4) Identified migrant students will utilize iPads in theclassroom to assist with vocabulary development, readingcomprehension and math skills with appropriate supportsystems.

9 Migrant Coordinator,NGS Data Specialist,Administrator

Student report card, Parent evaluation, Teacher survey


5) Meetings will be held with Priority For Service (PFS)parents on student progress and using the iPADS.

6 Migrant Coordinator,NGS Data Specialist,Principal

Agenda, sign-in sheets, meeting minutes


May 9, 2017 12:55 pm



May 9, 2017 12:55 pm


Performance Objective 14: SSA Migrant-As part of the Priority for Service (PFS) Ensure that identified Priority for Service migrant students have the sameopportunity to meet the challenging state, content, and student performance standards expected of all children. Objective: 100% of PFS migrant students willreceive priority access to supplemental instructional opportunities.

Evaluation Data Source(s) 14: Gather and analyze data and input from various MEP stakeholders to incorporate appropriate changes insubsequent ID&R plan forcontinuous improvement.





CSF 1

1) All staff were trained on Migrant Student identificationand services during the start of school staff development,including ensuring appropriate instructional supportconsiderations due to Migrant status.

4, 10 Administration, COMigrant staff

Migrant Professional Development Sign-in

2) Identify migrant students in need of priority for services. 10 NGS Specialist,Counselor, MigrantCoordinator

Local and State Assessment Profiles



May 9, 2017 12:55 pm


Performance Objective 15: McKinney Vento: The District will enroll and serve identified students in a timely manner and provide services in conjunctionwith the ESC-13. Students will receive services through the social workers on campuses.

Evaluation Data Source(s) 15: McKinney Vento students: 100% of students identified will be enrolled without delay and will receive servicesas needed.






1) All teachers were trained on the McKinney Vento Actduring a faculty meeting in September.

10 CampusAdministrators

Sign-in and Agenda



May 9, 2017 12:55 pm


Performance Objective 16: PROFESSIONAL DEVELOPMENT: Build instructional capacity and effectiveness for all instructional staff through targetedtraining (Minimum 36 Continuing Professional Development hours per year).

Evaluation Data Source(s) 16: Participation: Eduphoria! Workshop professional development reports, Performance: Teacher EvaluationDocuments, Student Success Rates





CSF 7

1) During TLC's, the Instructional Coach and otherleadership team members will provide professionaldevelopment and instructional support for teachers toimprove student performance.

2, 8, 9 Instructional Coach,Administration,Teachers

Sign-in Sheets, Data Wall, Teacher Reflection Tools,Student Achievement Data



2) Campus leadership will utilize the appropriate requestform from the district to seek support as needed forstudents and/or staff needs.

4, 8 Administration, CO PD Session Sign-ins, Agenda, Powerpoint and/or handouts



May 9, 2017 12:55 pm


Performance Objective 17: SOCIAL STUDIES: Provide a rigorous and relevant instructional program to increase all student performance.

Evaluation Data Source(s) 17: Unit Assessment Data





CSF 1

1) Provide a 45 minute daily block of integratedinstructional time for Social Studies instruction.

Administration,instructional coach

Local Assessment Data



May 9, 2017 12:55 pm


Performance Objective 18: Implement a district wide system for monitoring student attendance. Increase the attendance rate from 94.5% to 98%.

Evaluation Data Source(s) 18: Attendance Reports





CSF 6

1) Incorporate attendance incentive initiatives at thestudent, classroom and grade level.

Attendance Clerk,Administration,Teachers

Incentive schedule


2) Maintain daily log notes for absent, tardy and earlydismissal students. Make parent contact via phoneconference, parent conference, Attendance letters, and/orhome visits.

Attendance Clerk,Administration,Counselor, Teachers

Attendance data


3) Utilize Daily Phone Messenger to send absencereminders for students on a daily basis.

5, 6, 9 CO TechnologyPrincipalAssistant PrincipalAttendance ClerkTeachers

Phone Caller Messenger in Cue


4) PBIS Six Weeks Celebrations for students with PerfectAttendance

2, 6 Leadership TeamPBIS CommitteeAttendance Clerk

PBIS Meeting Notes and MinutesAttendance Incentive ActivitiesAttendance Data



May 9, 2017 12:55 pm

Goal 2: A SAFE & NURTURING ENVIRONMENT: Create a safe, nurturing, positive, and secure learning environmentfor students and staff.

Performance Objective 1: SECURITY: Continue to implement and utilize up-to-date security measures - cameras, visitor identification system (Raptor),controlled access, and safety protocols - at all campuses.

Evaluation Data Source(s) 1: Raptor Report, Safety Reports





CSF 6

1) Utilize Raptor system for visitors as they sign in to theoffice.

Office Staff,Administration

Raptor report



May 9, 2017 12:55 pm

Goal 2: A SAFE & NURTURING ENVIRONMENT: Create a safe, nurturing, positive, and secure learning environment for students and staff.

Performance Objective 2: DRUG FREE SCHOOLS: The district will decrease the incidents of student discipline regarding drug, alcohol, and tobacco by10% for the 2015-16 school year from the the previous school year.

Evaluation Data Source(s) 2: Public Education Information Discipline reports





CSF 6

1) Participate in Red Ribbon Week, No Place for Hate,anti-violence/anti-bullying prevention strategies and otherpositive campus/district/national initiatives.

Counselor,Administration,Teachers

Flyer, Photos, Agenda of events


2) 5th Grade students will participate in the DAREprogram and graduation.

10 DARE Officers, 5thGrade Teachers,Specials Teachers,Administration

DARE Class agenda and graduation, DARE Essays



May 9, 2017 12:55 pm


Performance Objective 3: POSITIVE BEHAVIOR INTERVENTION SUPPORT: The district will continue to implement a system of Positive BehaviorIntervention and Support at all campuses in order to promote character education, foster respect, and develop appropriate decision-making for all students. 1.To reduce the number of in school suspensions by 3%. 2. To reduce the number of out of school suspensions by 4%.

Evaluation Data Source(s) 3: PEIMS Discipline Reports, PBMAS report, PBIS Meetings and Sign-Ins





CSF 6

1) Ensure consistent implementation of Positive BehaviorIntervention and Support (PBIS). Continue to analyzediscipline data at the end of each grading period todetermine trends of effective/non-effective practicesincluding the application of consequences and trainingneeds.

4 PBIS Team,Administration,Teachers

Discipline Data, PBIS Training Sign-ins


2) Implement Bridges (Tier II) and Solid Roots (Tier III)strategies with fidelity to address behavioral concerns.

4 Administration,Counselor, SEFacilitatior,Instructional Coach,LSSP

DBRC data, discipline referral data


3) Incorporate and promote the Matador Challenge cluband initiatives.

Counselor, MCAdvisors (variousvolunteer teachers),Administration

MC Club meeting schedule, MC Club parent permissionforms, MC Club initiatives



May 9, 2017 12:55 pm


Performance Objective 4: CLIMATE: All campuses will promote and enhance a positive school climate and culture where students and staff embraceresponsibility, a respect for diversity, and a respect for the learning environment.

Evaluation Data Source(s) 4: PEIMS student discipline andattendance reports, staff attendance reports, staff, parent, and student surveys, and Campus Performance Review and Support observation reportsofcampus climate components.





CSF 6

1) Utilize CICO strategies with most at-risk students.Additionally, assign specified students with a campusmentor.

4 Administration,Counselor, CICOteam, Mentors

CICO notes, discipline referral data


2) The counselor will provide guidance lessons to meet thesocial and emotional needs of students through districtcurriculum, including Bridges for Tier II.

Administration,Counselor, Teachers

Counselor guidance lesson agenda, "lunch bunch" roster,counselor sign-in


3) Establish routines for Morning Assembly tocommunicate daily expectations and develop campuspride.

Administration,Campus LeadershipTeam, Librarian

Morning Assembly Agenda


4) The campus will utilize both the district Climate Surveyand campus Climate survey to further strengthen a positiveschool climate.

6 CO Staff for ClimateSurvey developmentand technologysupport, CampusLeadership team

Climate Survey results both district and campus, CIPadjustments to reflect the suggestions and/or concerns



May 9, 2017 12:55 pm


Performance Objective 5: BULLY PREVENTION: In order to create a climate where students feel safe and secure from harassment and intimidation, thecampus will implement the district's Bully Prevention program and system for reporting.

Evaluation Data Source(s) 5: Bully Report, PEIMS Discipline report





CSF 6

1) Initiate the No Place for Hate campaign

Counselor No Place for Hate student and staff signature cards


2) Incorporate and promote the Matador Challenge Cluband initiatives.

Counselor, MCAdvisors (variousteachers),Administration

MC Club meeting dates, MC Club parent permission forms,MC Club initiatives



May 9, 2017 12:55 pm


Performance Objective 6: EMERGENCY OPERATING PLAN: All district departments and campus employees, and where applicable, students, will betrained on the emergency operations plan components.

Evaluation Data Source(s) 6: Campus EOP Committee meeting schedule, agendas and minutes, EOP readiness drills report




Nov Jan Mar June1) EOP will debrief the readiness drills two times annually(one fall, one spring)

EOP/CampusLeadership Team, COsupport staff asneeded

EOP Agenda, EOP Minutes, Readiness Drill Report


2) Faculty will be provided an annual update ondistrict/campus safety procedures and expectations.

4 Executive Director ofStudent Services,Administration

Meeting Agenda, Powerpoint, Sign-in, Evidence ofimplementation through campus Safety and Security Plan



May 9, 2017 12:55 pm

Goal 3: PARENT, FAMILY & COMMUNITY ENGAGEMENT: Promote the Seguin ISD Vision, Mission, and Goals whilebuilding strong family and community partnerships for our district and schools.

Performance Objective 1: PARENT CENTER: The district will develop a center where parents feel comfortable coming to learn new parenting skills, andhow to provide academic support and post-graduate opportunities for their children. (DIRECTION: 6.1.1)

Evaluation Data Source(s) 1:





CSF 5 CSF 6

1) Parent Liaison will host parent support events utilizingthe Parenting Center. Topics may include, but are notlimited to, grade access, homework help, volunteeringopportunities, college/career exploration, etc.

6 Parent Liaison Sign-in sheets, Flyers, Handouts

2) Host parent meetings to jointly develop/review theparent involvement policy and school-parent compacts

6 Principal agenda, meeting minutes, sign-in sheets, parent involvementpolicy, school-parent compact



May 9, 2017 12:55 pm

Goal 3: PARENT, FAMILY & COMMUNITY ENGAGEMENT: Promote the Seguin ISD Vision, Mission, and Goals while building strong family andcommunity partnerships for our district and schools.

Performance Objective 2: PARENT INVOLVEMENT: Parent Liaison will be utilized to increase the amount of parents represented at campus activitiesfrom approximately 300 people to 350 people. Events documented include Carnival, Academic Night, Book Fair, etc. . Ensure that October ParentConference attendance in person is at 98%.






CSF 5 CSF 6

1) Parent liaison will promote parent/communityvolunteers so that they feel welcomed and appreciated intheir native language.

Parent liaison,Administration,volunteers

Volunteer Sign-in Sheets



May 9, 2017 12:55 pm


Performance Objective 3: PUBLIC RELATIONS: Promote Seguin ISD while embracing diversity and celebrating successes of students, staff and Districtthrough distribution of newsworthy items and delivery of key messages.






CSF 5 CSF 6

1) Promote the success of our students by sharingnewsworthy information, photos, and other means ofcommunication with the district PIO and/or on the campuswebsite, Facebook page, newsletters and other means ofcampus communication

6 Administrator,Technologist,Librarian, staff

Shared publications, photos and information on district andcampus sites as well as community through the newspaper,KWED Daily News, etc.



May 9, 2017 12:55 pm


Performance Objective 4: COMMUNICATION: Communicate District information to the community through consistent and timely messages to includeSISD website, social media, printed materials, media releases, and meetings with editors/reporters, and stakeholders.






CSF 5 CSF 6

1) Utilize various methods of communication such asPhone Messenger, Remind 101, flyers, marquee, etc Mostmethods of communication are made in both English andSpanish

Administration Completed messages, flyers and notices, etc.


2) Install a TV in the front office to promote parentinvolvement opportunities, celebrate student and staffsuccesses and inform Rodriguez families about RodriguezElementary. (TV purchased by SPVO funds)

6 Leadership TeamSpecials Team

Display in use on daily basis

Funding Sources: 211 Parental Involvement - 692.00



May 9, 2017 12:55 pm


Performance Objective 5: PARTNERSHIPS: Foster business and community partnerships through active participation in community-based opportunitiesand events.






CSF 5 CSF 6

1) Participate in community partnerships to supportReading efforts on the campus such as RSVP, TLUmentors, PALS from Briese, etc

Administrator,Instructional Coach,Counselor,Coordinating teachers

Tutoring schedules, Sign-in sheets


2) Continue efforts for the Sow Healthy garden partnershipincluding integrated science lessons, healthy livingchoices, family night events with garden recipes to sharewith the community, etc.

Sow Healthy gardenteachers,Administration

Sow Healthy lessons, family events, flyers and photos


3) Encourage family involvement by sponsoring familyparticipation nights

All staff, PTC,Administration

Sign-in sheets, flyers, photos


4) In partnership with St. Andrews and the SA Food Bank,distribute food to needy families.

Counselor,Administration,CommunityVolunteers

Food bag feeback forms


5) Continue to offer the TLU Music Outreach program onthe campus.

TLU Staff Meeting schedule, end of year performance


May 9, 2017 12:55 pm


6) Parnter with Teatro de Artes de Juan Seguin to offerstudents the opportunity to learn Ballet Folklorico,including a special performance at the Carnival. (one gradelevel per year)

6 Teatro staff,Administration,Music Teacher

Carnival performance


7) Participate in the DARE Program with 5th graders

10 5th Grade Teachers,Specials Teachers,DARE officers,Administration

DARE classes and graduation


8) Partner with Connections for Positive Action programoffered to K-5th grade during Specials time.

Counselor,Administrator, MusicTeacher, Connectionsstaff

Connections Positive Action permission forms, Connectionsstaff sign-in, Connections lesson summary



May 9, 2017 12:55 pm

Goal 4: OPERATIONAL EFFECTIVENESS & EFFICIENCY: Ensure that the district makes fiscally sound decisions thatsupport student achievement and maintains a strong financial position.

Performance Objective 1: FUND BALANCE: Maintain the following balance targets: General Fund unassigned fund balance of three months ofoperations, Debt Service Fund reserved fund balance of 25% of the annual debt service requirements.

Evaluation Data Source(s) 1: Annual Audit Report


Goal 4: OPERATIONAL EFFECTIVENESS & EFFICIENCY: Ensure that the district makes fiscally sound decisions that support student achievement andmaintains a strong financial position.

Performance Objective 2: STEWARDSHIP: Exhibit responsible stewardship of District funds by using innovative ways to meet the current and emergingneeds of all students to include: Pursuing alternative funding sources such as competitive grants, efficient use of available resources, exploring cooperativeopportunities, and providing optimal staffing, facilities, and technology to meet the needs of all students.





Nov Jan Mar June1) School budget will comply with all federal and statespending rules.

Principal PO, Budget



May 9, 2017 12:55 pm

Goal 5: HUMAN RESOURCES: Build a highly effective workforce through strategic recruitment, professionaldevelopment, mentoring and organizational support to retain effective teachers, principals and other instructional staff.

Performance Objective 1: HIGHLY QUALIFIED: To maintain the percentage of highly qualified teachers at 100%.

Evaluation Data Source(s) 1: Annual Highly Qualified Report





CSF 7

1) Ensure that all new hires are highly qualified.

3 Principal



May 9, 2017 12:55 pm

Goal 5: HUMAN RESOURCES: Build a highly effective workforce through strategic recruitment, professional development, mentoring and organizationalsupport to retain effective teachers, principals and other instructional staff.

Performance Objective 2: MENTORING AND TRAINING: Implement and evaluate on-going differentiated staff development to ensure teacher needs arebeing met. (DIRECTION: 9.1.1)

Evaluation Data Source(s) 2: District Professional Development Plan Report, including: Workshop, ESC13, and professional conferences





CSF 1 CSF 7

1) On-going professional development opportunities basedupon needs of the campus.

4 Teachers,Instructional Coach,Administration

Staff Development Sign-in Sheets



May 9, 2017 12:55 pm


Performance Objective 3: APPRAISAL: Evaluate teacher effectiveness in the classroom utilizing formative and summative data, including but not limitedto, T-TESS, evaluations, walk-through information, student feedback, and value-added data. Staff development and intervention plans will be developedbased on teacher performance as needed. Campus principals will conduct a minimum of 10 documented walk-throughs per week. (Revised BP # 2.3 from2012-13)






CSF 1 CSF 7

1) Administrators will conduct a minimum of 10documented walk-throughs per week.

Administrators Walkthrough documentation



May 9, 2017 12:55 pm


Performance Objective 4: RECRUITMENT AND RETENTION: With the use of the annual job fair data, the District will, recruit and retain, a diversepopulation of highly qualified teachers, administrators, and support staff.






CSF 7

1) Campus will attend and recruit through the District JobFair.

5 Administrator,Instructional Coach

Attendance at Job Fair, Highly Qualified Hires



May 9, 2017 12:55 pm

State System Safeguard Strategies

Goal Objective Strategy Description

1 2 1Reading teachers participated in Balanced Literacy professional development which included effective implementation ofresearch based strategies including Guided Reading, Work Stations, personalized and data-driven TLC's and Tier I, II and IIIinterventions. Follow-up TLC's have provided consistent and relevant modeling for daily implementation for all staff.

1 2 2 To ensure effective implementation of Balanced Literacy and other reading initiatives, Trailblazers are identified within eachgrade level pairing k/1, 2/3 and 4/5 to guide TLC's and conduct walkthroughs.

1 2 3 After review of BOY Universal Screener and prior year STAAR data, identified students are purposefully scheduled intointervention supports during daily intervention time.

1 3 1Provide teachers the opportunity for writing professional development in the summer that supports the writing process in allcontent areas. The language arts teachers receive training in Writer's Workshop (Lucy Calkins) and the non-language artsteachers receive training in writing across contents.

1 3 3A 4th Grade Writing Teacher and Assistant Principal in charge of writing supervision will take part in the Writing Academy inKemah. These staff members will generate a T-o-T model will be utilized for the other staff to integrate and strengthen writingacross the grade levels with the strategies and resources from the training.

1 3 4A K-5th Grade Writing Folder with common prompts for six week writing sample collection will be implemented. This writingfolder will travel with students from teacher to teacher each grade level. Common writing expectations for all students withinthe same grade level will be expected.

1 4 1 Math teachers (K-5th) were provided a training for the effective implementation of research based strategies including GuidedMath, Work Stations, personalized and data-driven TLC's and Tier I, II and III interventions. (TIP)

1 15 1 All teachers were trained on the McKinney Vento Act during a faculty meeting in September.


May 9, 2017 12:55 pm

Federal System Safeguard Strategies

Goal Objective Strategy Description

1 3 3A 4th Grade Writing Teacher and Assistant Principal in charge of writing supervision will take part in the Writing Academy inKemah. These staff members will generate a T-o-T model will be utilized for the other staff to integrate and strengthen writingacross the grade levels with the strategies and resources from the training.

1 3 4A K-5th Grade Writing Folder with common prompts for six week writing sample collection will be implemented. This writingfolder will travel with students from teacher to teacher each grade level. Common writing expectations for all students withinthe same grade level will be expected.


May 9, 2017 12:55 pm

Campus Performance Objective Committee

Committee Role Name PositionAdministrator Allison Seidenberger PrincipalAdministrator Vanessa Brown APBusiness Representative Glenda Moreno Business RepresentativeClassroom Teacher Shelby Atchley 4th Grade/Math, ScienceClassroom Teacher Michelle Bunney Bilingual Teacher (K)Classroom Teacher Katie Darst 2nd TeacherClassroom Teacher Kim Erlanson 1st Teacher, K/1 TrailblazerClassroom Teacher Candyce Hartmann 4th Grade LA/Writing/SSClassroom Teacher Brianna Klatt 3rd TeacherClassroom Teacher Allison Lee K TeacherClassroom Teacher Art Rodriguez 5th Grade, ScienceClassroom Teacher Michelle Tschida 3rd Teacher, 2/3 TrailblazerCommunity Representative Dolores Avalos Community RepresentativeCommunity Representative Dr. Bill Community Representative, TLUCounselor Yuvia Henry CounselorInstructional Coach Cassie Koehler ICInstructional Coach Rose Rodriguez Reading InterventionistLibrarian Jackie Silvius Librarian/GT SupportParent Yesenia Leal Parent RepresentativeParent Liaison Ziomara Beltran Parent LiaisonSE Facilitator Valerie Harari SE InclusionTechnologist Jenifer Wells Technology


May 9, 2017 12:55 pm