Generated by Plan4Learning · 2.4, 2.5 Teachers 100% of lesson plans will include 3 formative checks for understanding per unit. These checks will guide the progression of lessons

Schertz-Cibolo Universal City Independent School District

Elaine S. Schlather Intermediate

2019-2020

Elaine S. Schlather IntermediateGenerated by Plan4Learning.com 1 of 95 November 20, 2019 5:40 pm

Table of Contents

Comprehensive Needs Assessment 3Demographics 3Student Academic Achievement 4School Processes & Programs 5Perceptions 7

Priority Problem Statements 8Comprehensive Needs Assessment Data Documentation 9Goals 11

Goal 1: All Graduates will be College and/or Career and/or Military Ready 11Goal 2: High-performing and Engaged Workforce 16Goal 3: Highly Satisfied Students, Parents and Community 18Goal 4: Effective and Efficient District and Campus Operations 21

State Compensatory 22Budget for Elaine S. Schlather Intermediate: 22Personnel for Elaine S. Schlather Intermediate: 23

Campus Funding Summary 25Addendums 26


Comprehensive Needs Assessment

Demographics

Demographics Summary

Elaine S. Schlather Intermediate School is a highly rated, public school located in Cibolo, TX. It has 887 students in grades 5-6 with a student-teacher ratioof 24 to 1.

We service a broad population that reflect the diversity of the community including a large population of military connected families.

Student Attendance Rates are above the State Average and District Average.

Economic Disadvantaged 26%

English as a Second Language 1.4%

Mobiltiy Rate 12%

Special Education 8%

African American 15%

Hispanic 39%

White 37%

Asian 2%

Two or more Races 8%


Student Academic Achievement

Student Academic Achievement Summary

https://txschools.org/schools/094902114/overview


School Processes & Programs

School Processes & Programs Summary

Master Schedule- Allows for school day PLCs, student intervention and enrichment built into the Master schedule daily.

RTI- Response to intervention (RTI) our instructional approach that provides early intervening services to struggling students to improve their skills.

Special Education- Implement Inclusion, Basice Leveled insruction, Life Skills, Behavior Unit, and Co-Teach through our Special Education Departmentfor the 2019-20 school year. Inclusion classes will be supported by special education teachers and/or paraprofessional staff members. Implementation ofRTI behavior intervention program through PBIS.

Dyslexia- 1.5 trained Dyslexia Specialists provides prescriptive, intense interventions on identified students. Students are referred and tested to qualify foradmission to the dyslexia program.

GT- Students are identified for the gifted and talented program by nominations and testing. Students are clustered at 5th grade. Continue to offer staffdevelopment opportunities for all teachers to become/continue GT certification.

ESL- Our ELL students are instructed by certified ESL teacher.

Specials- Schlather has certified Physical Education, Music, Band, and Orchestra Teachers.

Counseling- One certified counselor provides counseling services for the campus.

Technology- Schlather has 3 computer labs, with one monitored by a highly qualified teacher who also serves as our Campus Technology Specialist. Allclassrooms have 3 student laptops and all of our core academic classrooms have a TV Panels with one iPad. All students are enriched by participating in atechnology integration class weekly.

State Compensatory Education- During the 2019-20 school year, state compensatory resources will continue to be utilized in addition to a qualified teachersand one interventionist for students receiving intense intervention.

Parent Involvement- We request that all students purchase student planners (assignment books) for daily use to ensure increased communication aboutacademics and discipline between school and home. We conducts a “Meet the Teacher” Night before classes begin and a 5th and 6th grade Open House inSeptember to acclimate new families to Intermediate School. Staff members communicate with parents either by phone/email or personal contactconcerning academics, discipline and positive news. Our parental involvement policy is evaluated every year through our Parent satisfaction surveys.

PALS- Schlather has PALS (Peer Assistance and Leadership Students) from Steele High School working in numerous classrooms with students. Variouscommunity/business representatives interact with our students through Science Day, Science Night, Career Day and Junior Achievement



Perceptions

Perceptions Summary

Staff Survey, Student Survey, Parent Survey addendum


Priority Problem Statements


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

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Observation Survey results

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline records


Student surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices


Goals

Goal 1: All Graduates will be College and/or Career and/or Military Ready

Performance Objective 1: 84% of students in grades 5-6 will demonstrate reading on grade level based on STAAR assessment.

Evaluation Data Source(s) 1: Quarterly Progress Assessment, Unit Assessments, Benchmark Assessments, State Assessment, NWEA data(BOY, MOY, EOY), Classroom formative Assessments.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) Reader's and Writer's workshop model utilizedthroughout ELA classrooms to offer a simple andpredictable environment so the teacher can focus onobserving student progress and teaching to theirneeds.

2.4, 2.5, 2.6 ELA Teachers Authentically closing gaps and increasing growth ineach student.

Increased performance on targeted TEKS

2) Independent reading time incorporated daily in allELA classes.

2.4, 2.5, 2.6 Increased reading fluency and comprehension due toincreased practice

Increased performance on targeted TEKS3) Frequent formative assessments 2.4, 2.5, 2.6 Administration,

TeachersTeachers will understand student needs and adaptlessons to meet them throughout the unit.

Identifying targeted areas of improvement throughoutunit instead of at the end.

Increased student growthFunding Sources: 199 - General Fund: SCE - 0.00




4) Data driven instruction 2.4, 2.5, 2.6 Administration,Teachers

Using data to drive instruction, so that our time is usedefficiently. Pre-assessments can be used to help guideinstruction at the beginning of the unit, formativeassessments throughout, and review of end of unitassessments will guide our plan for re-teach.

5) Accelerated Instruction- Provide in school andafter school tutorials for students who have beenidentified at risk of not meeting passing expectations.

AdministratorsDepartment chairs TeachersRTI Teachers


STAAR Reading data

6) Plan collaborative opportunities for students tolearn with and through each other. (Kagan Structures)

Weekly lesson plans include no less than 1-2collaborative activities. (Kagan Structures)

= Accomplished = Continue/Modify = No Progress = Discontinue



Performance Objective 2: The percent of students who meet grade level standard on the STAAR assessment will increase from 56% to 58%





1) Use varied formative checks to guide instructionand intervention.

2.4, 2.5 Teachers 100% of lesson plans will include 3 formative checksfor understanding per unit. These checks will guide theprogression of lessons in the unit.

2) Plan collaborative opportunities for students tolearn with and through each other. (Kagan Structures)

2.4, 2.5, 2.6 Teachers,Administration


3) Use Critical Content during PLC planning 2.4, 2.5, 2.6 ELA Teams,Administration

Use critical content FPG in 100% of PLC planningsessions.

Funding Sources: 199 - General Fund: SCE - 0.004) Intentionally plan high level questions to promotecritical thinking.

2.4, 2.5, 2.6 Teachers High-level questions will be included in 100% ofweekly lesson plans.Giving students the opportunity to practice criticalthinking and problem solving skills, so they are well-prepared for real-world problems and test questionsthey may encounter.

5) Focus on low scoring student groups to close theperformance gap.

2.4, 2.5, 2.6 Administration,Teachers

Increased awareness of student needs and increase instudent growth. The disparity between these groupsand other student groups should decrease.

6) STAAR BLITZ- Provide in school and after schooltutorials for students who have been identified at riskof not meeting passing expectations.

AdministratorsDepartment chairs ELA Teachers RTI Teachers


STAAR Reading data




Performance Objective 3: The percentage of students who demonstrate one year's growth will increase from 70% to 72%





1) Monitor student growth through Panorama andNWEA

Increased awareness of student needs and increase instudent growth.

2) Data driven instruction Using data to drive instruction, so that our time is usedefficiently. Pre-assessments can be used to help guideinstruction at the beginning of the unit, formativeassessments throughout, and review of end of unitassessments will guide our plan for re-teach.

3) Frequent formative checks for understanding Teachers will understand student needs and adaptlessons to meet them throughout the unit.

Identifying targeted areas of improvement throughoutunit instead of at the end.

Increased student growth4) Plan collaborative opportunities for students tolearn with and through each other. (Kagan Structures)


Students will have the opportunity to learn throughtheir peers to increase growth.




Performance Objective 4: Student groups (White, Hispanic, Two or More Races, Eco. Dis and Special Education) will meet grade level performance goalsin ELA

Evaluation Data Source(s) 4: Quarterly Progress Assessment, Unit Assessments, Benchmark Assessments, State Assessment, NWEA data(BOY, MOY, EOY), Classroom formative Assessments, Panorama to monitor student data.




1) Identify and focus on White, Hispanic, Two orMore Races, Eco. Dis and Special Education studentgroups to close the performance gap.

Utilize data (Panorama) to track and monitor studentperformance and growth.

ELA Teachers Increased awareness of student needs and increase instudent growth. The disparity between these groupsand other student groups should decrease.

Funding Sources: 199 - General Fund: SCE - 0.00



Goal 2: High-performing and Engaged Workforce

Performance Objective 1: Increase the number of employees who believe SCUCISD is going in the right direction (3.26 out or 4.00 or 64% slightly agreeto strongly agree)

Evaluation Data Source(s) 1: Energage Employer Survey




1) District Initiatives need to provide SocialEmotional Learning training to campus staff.

2.4, 2.5 Administration Increase the number of employees who believeSCUCISD is going in the right direction (3.26 out of4.00 or 64%-currently slightly agree to strongly agree)




Goal 2: High-performing and Engaged Workforce

Performance Objective 2: Increase the number of employees who think Senior managers understand what is really happening at SCUCISD (4.31 out of5.00 or 52% slightly agree to strongly agree)

Evaluation Data Source(s) 2: Energage Employee Survey




1) District employees (upper management) spendtime in the classrooms on a regular basis. Keepschool administration on campus and visible tostudents as much as possible to assist teachersthroughout the day

2.4, 2.5 Administration,Campus

The rate of participants responding that SeniorManagers understand what is really happening atSCUCISD will increase from 52% to 57%, slightlyagree to strongly agree




Goal 3: Highly Satisfied Students, Parents and Community

Performance Objective 1: Annually increase the percentage of student responses of respect from peers on the SCUCISD Student Satisfaction Survey(Studer Student Survey 2.23 out of 5.00)

Evaluation Data Source(s) 1: Studer Student Survey




1) Consistent and serious consequences to those whodo disrespect others or do not follow the rules

2.5, 2.6 Administration,Campus Staff

The rate of students who feel respected by peers willincrease (2.23 out of 5.00)





Performance Objective 2: Annually increase opportunities for students to talk to each other to solve problems (45% answered never or almost never aDoDEA Survey)

Evaluation Data Source(s) 2: DoDEA Survey




1) Teachers spend more time building relationshipsthrough activities like restorative circles in theclassroom that allow students to discuss their feelings

2.4, 2.5 Administration,Teachers

The percent of students who feel they have opportunityto solve problems with peers will increase from 45% to65% (45% answered never or almost never)





Performance Objective 3: Annually increase the percentage of parent respondents who feel they receive positive phone calls, emails, or notes about theirchild from the school (3.72 out of 5.00 rating on the SCUCISD Annual Community Survey)

Evaluation Data Source(s) 3: Studer Parent Survey




1) Positive office referrals and brag notes tocommunicate positive student achievement andcharacter

2.5, 3.1 Administration,Campus staff

Annually increase the percentage of parent respondentswho feel they receive positive phone calls, emails, ornotes about their child from the school (3.72 out of5.00 rating on the SCUCISD Annual CommunitySurvey

3.2 The percentage of parent respondents whoregularly receive feedback from school staff on howwell their child is learning will increase (3.90 out of5.00)




Goal 4: Effective and Efficient District and Campus Operations


State Compensatory

Budget for Elaine S. Schlather Intermediate:

Account Code Account Title Budget

6100 Payroll Costs19911611229114, 19911611829114, 19911639 6112 Salaries or Wages for Substitute Teachers or Other Professionals $5,080.00

6100 Subtotal: $5,080.00


Personnel for Elaine S. Schlather Intermediate:

Name Position Program FTE

Carrie Thompson Interventionist Response To Intervention 0.63Jill Mowles Reading Teacher Dyslexia 0.63



Campus Funding Summary

199 - General Fund: SCEGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 $0.001 2 3 $0.001 4 1 $0.002 1 1 $0.002 2 1 $0.003 1 1 $0.003 2 1 $0.003 3 1 $0.00

Sub-Total $0.00Grand Total $0.00


Addendums


ELAINE S SCHLATHER INT

STUDENT ACHIEVEMENT

MET STANDARD

87 out of 100

The Student Achievement domain tells ushow much students know and are able todo at the end of the school year.

SCHOOL PROGRESS

MET STANDARD

83 out of 100

The School Progress domain shows us howstudents are performing over time andcompares that progress to similar schools.

CLOSING THE GAPS

MET STANDARD

86 out of 100

The Closing the Gaps domain tells us howwell di�erent populations of students on acampus are performing.

Grades Served: 5 - 6

230 ELAINE S SCHLATHER PKWY

CIBOLO, TX, 78108

737 Students Enrolled

SCHERTZ-CIBOLO-U CITY ISD

HOW WELL IS THIS SCHOOL PERFORMINGOVERALL?

MET STANDARD87 out of 100

UNDERSTANDING OVERALL PERFORMANCE

This report card is designed to tell us how well we are helpingstudents reach grade level and how well we are preparing themfor success after high school. Much like the grades we givestudents, we can use these grades to identify ways to help schoolsimprove over time. The overall grade is based on performance inthree di�erent areas, or domains, which are noted below.

DISTINCTIONSAcademic Achievement in Mathematics

Academic Achievement in Science

Academic Achievement in English Language Arts/Reading

Top 25 Percent: Comparative Academic Growth

Postsecondary Readiness

Top 25 Percent: Comparative Closing the Gaps

ELAINE S SCHLATHER INT

STUDENT ACHIEVEMENT

SCHOOL PROGRESS

CLOSING THE GAPS

For elementary and middle schools, the Student Achievement score is based on STAAR performance only.

SCORE

Academic Growth 83

Relative Performance 70

Total 83

The higher ofGrowth or

Performance is used.

SCORE % OF GRADE

Grade Level Performance 94 33.3%

Academic Growth/Graduation Rate 72 55.6%

Student Achievement 100 11.1%

Total 86 100%

Year established: 2009 GRADE SPAN 5-6 Student Enrollment 800 Student Ethnicity Asian/Pacific Islander 0% African American 15% Hispanic 35% White 44% American Indian 0% Multi-Ethnicity 6% Staff Total 75 Teachers 47 Professional Support 4 Campus Administration 2 Educational Aides 9 Custodial/Food Service Staff 13 STUDENT TEACHER RATIO: 25:1 MASCOT: Huskies SCHOOL COLORS: Maroon, Black, Silver COMMUNITY AND PARENT INVOLVEMENT

PTC— Parent Teacher Club

Watch D.O.G.S.—Dads of Great Students SERVICE AND CHARACTER INITIATIVES

Student Council

Extra Curricular Clubs

Character Counts

Lego Robotics Club 2018 STATE ACCOUNTABILITY RATINGS

Met Standard SCHOOL HOURS 7:40-2:50 PM Doors Open: 7:00 AM Tardy Bell: 7:40 AM Dismissal: 2:50 PM

Schlather Intermediate - Campus Facts—2018-2019

SPECIAL PROGRAMS

Dyslexia

Gifted and Talented

Basic (Modified Curricula Program)

Bridge-Specialized Behavior Support

ALE (Alternate Learning Environment)

schlather Mission Statement Elaine S. Schlather Intermediate provides students with a safe environment and a challenging education that inspires their individual potential to become productive citizens.

Designated distinction on staar: top 25 percent in student progress

Honor Student Council-excellence award 2016-17

Variety of school clubs offered to en-hance the learning of the whole child

Campus-wide response to intervention and enrichment program

PTC-sponsored Family Evening Events

A competitive Lego Robotics Team

Superior Performance and Best in class awards in the Schlitterbahn Sound Wave Contest

Reputable Fine Arts Program that pro-vides opportunities for student growth in the arts

Husky Honor Band

Orchestra

choir

Art/Music

Belief Statement: 1. We believe all students have the capacity to learn & excel. 2. We believe a safe secure environment is paramount to learning. 3. We believe living our core values of leadership, character, com-

mitment, service & learning. 4. We believe engaging, interactive, & authentic teaching, creates

empowered, inspired learners prepared for our changing world. 5. We believe technology is a relevant tool enhances learning in and

beyond the classroom. 6. We believe in a Professional Learning Community (PLC) that

fosters time to collaborate for continuous improvement. 7. We believe transparent, clear and timely communication among

all is critical to success. 8. We believe measures of success go beyond standardized testing. 9. We believe public education is defined by the local community,

with limited state involvement.

Mission Statement: SCUC ISD, a diverse community founded in trust and transparency, commits to empower all students to fulfill lifelong potential through inspiring learning experiences. Vision : Inspire—Innovate—EXCEL! Values : Leadership, Character, Commitment, Service, Learning

Motto : SCUC—A district with a Passion and Purpose Strategic Priorities:

P1: All Graduates will be College and/or Career and/or Military Ready

P2: High-Performing and Engaged Workforce

P3: Highly Satisfied Students, Parent and Community

P4: Efficient District and Campus Operations

SCHERTZ-CIBOLO-UNIVERSAL CITY INDEPENDENT SCHOOL DISTRICT

TEA | Academics | Performance Reporting Page 1 of 8 August 15, 2018

TEXAS EDUCATION AGENCY2018 Distinction Designation Summary

Academic Achievement in English Language Arts/ReadingELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISD

Campus Type: Middle School

IndicatorIndicator

Score QuartileAttendance Rate 96.6% Q3Accelerated Student Growth in ELA/Reading 21.0% Q3Grade 3 Reading Performance (Masters Grade Level)Grade 4 Reading Performance (Masters Grade Level)Grade 4 Writing Performance (Masters Grade Level)Grade 5 Reading Performance (Masters Grade Level) 33.0% Q3Grade 6 Reading Performance (Masters Grade Level) 22.0% Q4Grade 7 Reading Performance (Masters Grade Level)Grade 7 Writing Performance (Masters Grade Level)Grade 8 Reading Performance (Masters Grade Level)English I Performance (Masters Grade Level)English II Performance (Masters Grade Level)AP/IB Examination Participation: ELAAP/IB Examination Results (Examinees >= Criterion): ELASAT/ACT ParticipationAverage SAT Score: Reading and WritingAverage ACT Score: ELAAdvanced/Dual-Credit Completion: ELA/Reading (9–12)Total Indicators for ELA/Reading 0 of 4

Distinction Campus Outcome: 0 of 4 eligible indicators in Q1 (Top Quartile)

0 of 4 = 0%

Distinction Target: Middle School = 50% or higher

NO DISTINCTION EARNED

Blank values for an indicator score occur if the indicator is not applicable to that campus or does notmeet the minimum size of 10 students.

Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison groupwith data for each qualifying indicator.

The attendance rate indicator is not subject specific; therefore, it applies to ELA/reading,mathematics, science, and social studies. Consequently, this indicator cannot be the solemeasure used by a campus to attain a distinction.


TEXAS EDUCATION AGENCY2018 Distinction Designation SummaryAcademic Achievement in Mathematics

ELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISDCampus Type: Middle School

IndicatorIndicator

Score QuartileAttendance Rate 96.6% Q3Accelerated Student Growth in Mathematics 24.0% Q2Grade 3 Mathematics Performance (Masters Grade Level)Grade 4 Mathematics Performance (Masters Grade Level)Grade 5 Mathematics Performance (Masters Grade Level) 40.0% Q2Grade 6 Mathematics Performance (Masters Grade Level) 35.0% Q2Grade 7 Mathematics Performance (Masters Grade Level)Grade 8 Mathematics Performance (Masters Grade Level)Algebra I by Grade 8 - ParticipationAlgebra I Performance (Masters Grade Level)AP/IB Examination Participation: MathematicsAP/IB Examination Results (Examinees >= Criterion): MathematicsSAT/ACT ParticipationAverage SAT Score: MathematicsAverage ACT Score: MathematicsAdvanced/Dual-Credit Completion: Mathematics (9–12)Total Indicators for Mathematics 0 of 4


0 of 4 = 0%








Academic Achievement in ScienceELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISD


IndicatorIndicator

Score QuartileAttendance Rate 96.6% Q3Grade 5 Science Performance (Masters Grade Level) 16.0% Q4Grade 8 Science Performance (Masters Grade Level)EOC Biology Performance (Masters Grade Level)AP/IB Examination Participation: ScienceAP/IB Examination Results (Examinees >= Criterion): ScienceAverage ACT Score: ScienceAdvanced/Dual-Credit Completion: Science (9–12)Total Indicators for Science 0 of 2


0 of 2 = 0%








Academic Achievement in Social StudiesELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISD


This campus is not eligible for this Distinction Designation. See the 2018 Accountability Manual for more information.

NOT ELIGIBLE



Top 25 Percent: Comparative Academic Growth (AG)ELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISD


Campus Name District Name

AGScaledScore

1 COLLINS INT (170902050) CONROE ISD 882 SLOAN CREEK INT (043919042) LOVEJOY ISD 883 DR AL DRAPER INTERMED (043914046) WYLIE ISD 864 NORTHPOINTE INT (101921109) TOMBALL ISD 865 SAM JAMISON MIDDLE (020908105) PEARLAND ISD 866 ALEXANDER MIDDLE (020908115) PEARLAND ISD 857 BEAR CREEK INT (220907104) KELLER ISD 848 LEON H SABLATURA MIDDLE (020908108) PEARLAND ISD 849 ROGERS MIDDLE (020908111) PEARLAND ISD 84

10 TRINITY MEADOWS INT (220907123) KELLER ISD 84ELAINE S SCHLATHER INT (094902114) SCHERTZ-CIBOLO-U CITY ISD 83

11 AB HARRISON INT (043914042) WYLIE ISD 8112 CANYON INT (191901111) CANYON ISD 8113 WOODGATE INT (161903106) MIDWAY ISD 8114 LAURA INGALLS WILDER INT (094902108) SCHERTZ-CIBOLO-U CITY ISD 8015 PARKWOOD HILL INT (220907114) KELLER ISD 8016 ASA E LOW JR INT (220908207) MANSFIELD ISD 7917 MARY LILLARD I S (220908206) MANSFIELD ISD 7918 OAKCREST INT (101921116) TOMBALL ISD 7919 RIVER VALLEY INT (161903108) MIDWAY ISD 7920 WYLIE MIDDLE (221912107) WYLIE ISD 7921 AUBREY MIDDLE (061907041) AUBREY ISD 7722 CYPRESS GROVE INT (021901202) COLLEGE STATION ISD 7723 DAVIS INT (043914044) WYLIE ISD 7724 MARY ORR INT (220908201) MANSFIELD ISD 7725 TOMBALL INT (101921105) TOMBALL ISD 7726 WILKERSON INT (170902045) CONROE ISD 7727 BARBARA JORDAN INT (094902109) SCHERTZ-CIBOLO-U CITY ISD 7528 GREENWAYS INT (191901110) CANYON ISD 7529 HARRY H HERNDON (199902043) ROYSE CITY ISD 7530 OAKWOOD INT (021901201) COLLEGE STATION ISD 7431 BULLARD INT (212902102) BULLARD ISD 6932 PECAN TRAIL INT (021901203) COLLEGE STATION ISD 6933 POLLY RYON MIDDLE (079901138) LAMAR CISD 6934 RUTH CHERRY INT (199902042) ROYSE CITY ISD 6935 MCANALLY INT (184907110) ALEDO ISD 6336 LIBERTY HILL INT (246908102) LIBERTY HILL ISD 6037 AZLE EL (220915104) AZLE ISD 5938 HENRY WERTHEIMER MIDDLE (079901124) LAMAR CISD 5939 RASCO MIDDLE (020905115) BRAZOSPORT ISD 5840 J W HOLLOWAY SIXTH GRADE SCHOOL (212906042) WHITEHOUSE ISD 54

Top 25 Percent: Comparative Academic Growth Target = Academic Growth Scaled Score of 83

DISTINCTION EARNED

Blank values for an Academic Growth Scaled Score occur if the indicator is not applicable to thatcampus or does not meet the minimum size of 10.

Where Academic Growth Scaled Scores are identical, the campuses are listed alphabetically bycampus name.



Top 25 Percent: Comparative Closing the Gaps (CTG)ELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISD


Campus Name District Name

CTGScaledScore

1 ALEXANDER MIDDLE (020908115) PEARLAND ISD 1002 COLLINS INT (170902050) CONROE ISD 1003 SLOAN CREEK INT (043919042) LOVEJOY ISD 1004 LEON H SABLATURA MIDDLE (020908108) PEARLAND ISD 985 SAM JAMISON MIDDLE (020908105) PEARLAND ISD 986 BEAR CREEK INT (220907104) KELLER ISD 957 TRINITY MEADOWS INT (220907123) KELLER ISD 958 AUBREY MIDDLE (061907041) AUBREY ISD 949 DR AL DRAPER INTERMED (043914046) WYLIE ISD 93

10 ROGERS MIDDLE (020908111) PEARLAND ISD 9311 LAURA INGALLS WILDER INT (094902108) SCHERTZ-CIBOLO-U CITY ISD 9012 AB HARRISON INT (043914042) WYLIE ISD 8913 DAVIS INT (043914044) WYLIE ISD 8814 WILKERSON INT (170902045) CONROE ISD 8815 WYLIE MIDDLE (221912107) WYLIE ISD 8816 ASA E LOW JR INT (220908207) MANSFIELD ISD 8717 HARRY H HERNDON (199902043) ROYSE CITY ISD 8718 WOODGATE INT (161903106) MIDWAY ISD 8719 CANYON INT (191901111) CANYON ISD 86

ELAINE S SCHLATHER INT (094902114) SCHERTZ-CIBOLO-U CITY ISD 8620 NORTHPOINTE INT (101921109) TOMBALL ISD 8621 PARKWOOD HILL INT (220907114) KELLER ISD 8622 MARY ORR INT (220908201) MANSFIELD ISD 8423 OAKCREST INT (101921116) TOMBALL ISD 8424 MARY LILLARD I S (220908206) MANSFIELD ISD 8325 OAKWOOD INT (021901201) COLLEGE STATION ISD 8326 TOMBALL INT (101921105) TOMBALL ISD 8327 BARBARA JORDAN INT (094902109) SCHERTZ-CIBOLO-U CITY ISD 8228 CYPRESS GROVE INT (021901202) COLLEGE STATION ISD 8229 GREENWAYS INT (191901110) CANYON ISD 8230 RIVER VALLEY INT (161903108) MIDWAY ISD 8231 BULLARD INT (212902102) BULLARD ISD 7932 MCANALLY INT (184907110) ALEDO ISD 7633 HENRY WERTHEIMER MIDDLE (079901124) LAMAR CISD 7534 POLLY RYON MIDDLE (079901138) LAMAR CISD 7535 RUTH CHERRY INT (199902042) ROYSE CITY ISD 7536 LIBERTY HILL INT (246908102) LIBERTY HILL ISD 7337 PECAN TRAIL INT (021901203) COLLEGE STATION ISD 7338 J W HOLLOWAY SIXTH GRADE SCHOOL (212906042) WHITEHOUSE ISD 7039 RASCO MIDDLE (020905115) BRAZOSPORT ISD 7040 AZLE EL (220915104) AZLE ISD 56

Top 25 Percent: Comparative Closing the Gaps Target = Closing the Gaps Scaled Score of 92


Blank values for a Closing the Gaps Scaled Score occur if the indicator is not applicable to thatcampus or does not meet the minimum size of 10.

Where Closing the Gaps Scaled Scores are identical, the campuses are listed alphabetically bycampus name.



Postsecondary ReadinessELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISD


IndicatorIndicator

Score QuartilePct of STAAR Results at Meets Grade Level or Above (All Subjects) 57.0% Q3Pct of Grade 3–8 Results at Meets Grade Level or Above in BothReading and Mathematics

48.0% Q3

Four-Year Longitudinal Graduation RateFour-Year Longitudinal Graduation Plan Rate*TSI Criteria GraduatesCollege, Career, and Military Ready GraduatesSAT/ACT ParticipationAP/IB Examination Participation: Any SubjectCTE Coherent Sequence GraduatesTotal Indicators for Postsecondary Readiness 0 of 2

Evaluation of campus outcomes: 0 of 2 eligible indicators in Q1 (Top Quartile)

0 of 2 = 0%





*The four-year longitudinal graduation plan rate is determined by comparing the all students RHSP/DAPrate and the all students RHSP/DAP/FHSP-E/FHSP-DLA rate. The higher of the two rates is used fordistinction designations.



ELAINE S SCHLATHER INT (094902114) - SCHERTZ-CIBOLO-U CITY ISDCampus Type: Middle School

Indicator

IndicatorScore

Numerator

IndicatorScore

Denominator Score

Quartile 1Minimum

Score QuartileAttendance Rate 120,202.0 124,376.0 96.6 97.4 Q3Accelerated Student Growth in ELA/Reading 132 625 21 25 Q3Accelerated Student Growth in Mathematics 153 630 24 26 Q2Grade 3 Reading Performance (Masters Grade Level)Grade 3 Mathematics Performance (Masters Grade Level)Grade 4 Reading Performance (Masters Grade Level)Grade 4 Mathematics Performance (Masters Grade Level)Grade 4 Writing Performance (Masters Grade Level)Grade 5 Reading Performance (Masters Grade Level) 117 351 33 42 Q3Grade 5 Mathematics Performance (Masters Grade Level) 141 353 40 52 Q2Grade 5 Science Performance (Masters Grade Level) 57 350 16 33 Q4Grade 6 Reading Performance (Masters Grade Level) 75 341 22 33 Q4Grade 6 Mathematics Performance (Masters Grade Level) 121 344 35 36 Q2Grade 7 Reading Performance (Masters Grade Level)Grade 7 Mathematics Performance (Masters Grade Level)Grade 7 Writing Performance (Masters Grade Level)Grade 8 Reading Performance (Masters Grade Level)Grade 8 Mathematics Performance (Masters Grade Level)Grade 8 Science Performance (Masters Grade Level)Grade 8 Social Studies Performance (Masters Grade Level)Algebra I by Grade 8 - ParticipationAlgebra I Performance (Masters Grade Level)English I Performance (Masters Grade Level)English II Performance (Masters Grade Level)EOC Biology Performance (Masters Grade Level)EOC U.S. History Performance (Masters Grade Level)AP/IB Examination Participation: ELAAP/IB Examination Participation: MathematicsAP/IB Examination Participation: ScienceAP/IB Examination Participation: Social StudiesAP/IB Examination Participation: Any SubjectAP/IB Examination Results (Examinees >= Criterion): ELAAP/IB Examination Results (Examinees >= Criterion): MathematicsAP/IB Examination Results (Examinees >= Criterion): ScienceAP/IB Examination Results (Examinees >= Criterion): Social StudiesSAT/ACT ParticipationAverage SAT Score: Reading and WritingAverage SAT Score: MathematicsAverage ACT Score: ELAAverage ACT Score: MathematicsAverage ACT Score: SciencePct of STAAR Results at Meets Grade Level or Above (All Subjects) 989 1,739 57.0 67.5 Q3Pct of Grade 3–8 Results at Meets Grade Level or Above in BothReading and Mathematics 333 692 48.0 59.0 Q3Four-Year Longitudinal Graduation RateFour-Year Longitudinal Graduation Plan Rate*TSI Criteria GraduatesCollege, Career, and Military Ready GraduatesAdvanced/Dual-Credit Completion: ELA/Reading (9–12)Advanced/Dual-Credit Completion: Mathematics (9–12)Advanced/Dual-Credit Completion: Science (9–12)Advanced/Dual-Credit Completion: Social Studies (9–12)CTE Coherent Sequence Graduates

Blank values for an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students.

Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group with data for each qualifying indicator.

'n/a' Indicates data reporting is not applicable for this indicator.

*The four-year longitudinal graduation plan rate is determined by comparing the all students RHSP/DAP rate and the all studentsRHSP/DAP/FHSP-E/FHSP-DLArate. The higher of the two rates is used for distinction designations.

SCUCISD

Custom Report

Page 2

At Energage we have found that the most

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employees believe in.

We have helped thousands of companies to

improve their workplace and their long-term

performance by listening to their employees.

This custom report is based on charts that were

specifically selected in our Online Results Tool for

further analysis.

Introduction

SCUCISD | Custom Report 2018

Page 3

This chart shows the distribution of employee responses on the 7-point Likert scale.

OrgHealth - Score Percents of Statements for Schlather Elem - April 2018


Page 4


OrgHealth - Score Percents of Themes for Schlather Elem - April 2018


Page 5


Alignment - Score Percents of Statements for Schlather Elem - April 2018


Page 6


Effectiveness - Score Percents of Statements for Schlather Elem -April 2018


Page 7


Connection - Score Percents of Statements for Schlather Elem -April 2018


Page 8


My Manager - Score Percents of Statements for Schlather Elem -April 2018


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Strengths & Focus Areas

Page 11

Strengths

Development

Employees think their

managers help them learn and grow.

"My manager helps me learn and grow"

Communication down

Employees feel informed about important decisions.

"I feel well-informed about important decisions at SCUCISD"

Employees hired over 15

years ago feel good about Helpfulness

Page 12

Strengths

Employees making less

than $50k feel good about

Inter-departmental Cooperation

Employees hired less than 3

years ago feel good about Communication up

Employees hired less than 5

years ago feel good about Values

Page 13

Focus Areas

Direction

Employees don't believe in company direction.

"I believe SCUCISD is going in the right direction"

Execution

Employees don't think

things are done efficiently or well.

"At SCUCISD, we do things efficiently and well"

Meaningfulness

Employees don't feel like

part of something meaningful.

"My job makes me feel like I am part of something meaningful"

Page 14

Focus Areas

Inter-departmental Cooperation

Employees don't feel departments cooperate well.

"There is good inter-departmental cooperation at SCUCISD"

Communication up

Employees think senior

managers don't understand what's really happening.

"Senior managers understand what is really happening at SCUCISD"

Employees hired over 15

years ago fell short of company average

0

Student Engagement Survey

2018 Results Report

Schertz-Cibolo-Universal City ISD

1

Executive Summary Schertz-Cibolo-Universal City Independent School District is committed to creating a great place for students to learn, teachers to teach, staff to work, and for parents to know that their children are receiving a great education. To build on this commitment, the leadership in the school district gathers data on essential goals and measures, including student engagement. These data are used to focus on continuous improvement in the district. The Student Engagement survey provides students in all schools across the district an opportunity to share their perception of their school experience. Data are presented in this report aggregated at the district level and by school. Collecting feedback from students allows district and school leaders to recognize the good work that many teachers and staff accomplish every day, and to identify gaps in performance that should be addressed. This report presents the results for the 2018 survey administration.

A total of 5,013 students provided feedback during the current survey administration.

The overall mean for the current survey administration was 3.49, using a scale of 1 to 5. Participation and overall mean by survey administration are highlighted in Tables 1 and 2. Table 1. Student Participation by School and for District across Survey Administration

Schools 2017

N 2018

N

Cibolo Valley Elementary School 123 81

Green Valley Elementary School 82 179

John A. Sippel Elementary School 126 125

Maxine & Lutrell Watts Elementary School 109 91

Norma J. Paschal Elementary School 119 98

O. G. Wiederstein Elementary School 156 118

Rose Garden Elementary School 91 93

Schertz Elementary School 101 98

Barbara C. Jordan Intermediate School 360 322

Elaine S. Schlather Intermediate School 397 334

Laura Ingalls Wilder Intermediate School 318 311

J. Frank Dobie Junior High School 705 510

Ray D. Corbett Junior High School 538 677

Allison L. Steele Enhanced Learning Center 19 4

Byron P. Steele II High School 539 904

Samuel Clemens High School 915 1068

Total Participation 4698 5013

2

Table 2. Overall Mean by School and for District

Schools 2017 2018

Cibolo Valley Elementary School 4.07 3.92

Green Valley Elementary School 4.02 3.87

John A. Sippel Elementary School 4.19 3.85

Maxine & Lutrell Watts Elementary School 4.22 4.15

Norma J. Paschal Elementary School 3.97 3.89

O. G. Wiederstein Elementary School 4.07 4.32

Rose Garden Elementary School 4.06 4.27

Schertz Elementary School 3.93 3.98

Barbara C. Jordan Intermediate School 3.73 3.55

Elaine S. Schlather Intermediate School 3.31 3.35

Laura Ingalls Wilder Intermediate School 3.66 3.40

J. Frank Dobie Junior High School 3.17 3.18

Ray D. Corbett Junior High School 3.38 3.32

Allison L. Steele Enhanced Learning Center 4.06 -

Byron P. Steele II High School 3.53 3.59

Samuel Clemens High School 3.33 3.29

Overall Mean 3.53 3.49

Item Benchmarking Table 3 shows the overall mean and items means for the school district. Items in the table are presented using the elementary school-level text. A few notes regarding the alignment of the “school pride” measure (item 16) and other measures when the text of the items differs to match school level (items marked with a * in Table 3). Thorough statistical analysis was completed to “test” item validity as it relates to (a) measuring what we intend to measure in each item, and (b) measuring “Student Engagement.” The most prominent difference in text is in the school pride items “I like going to my school each day” and “I would recommend my school to others.” When testing these two items independently across elementary and middle school groups, both show minimal within item or within measure variance (+/- 0.05 and 0.06 respectively) while high alignment to the measure of “Student Engagement” (factor loadings of .718 and .781, respectively). Showing further stability to align these measures, when testing the items as one group, the items shows minimal within item or within measure variance (+/- 0.04) while high alignment to the measure of “Student Engagement” (factor loading of .734). The first 16 items listed in Table 3 are aligned across school-level for benchmarking, and for the following benefits:

Benchmark items across the elementary, intermediate/junior high, and high school surveys. Alignment of items 1-16 provide a consistent measure for these items across all schools in the district, allowing for additional analysis and interpretation.

Benchmark items to schools across Studer Education partner districts. This allows a national benchmark for items 1-16 and overall mean, by district and by individual school level.

3

Opportunity to correlate response measures, including a “reward and recognition” item and “school pride” or “recommend” item, across areas measured in other district surveys (Employee Engagement and Parent Satisfaction). Alignment of specific items allows for the Studer Education coaches and the district to further analyze goals and action plans that cross-over departments and schools. The “school pride” item is one given its inclusion on the Student Engagement survey, the Parent Satisfaction survey, and the Employee Engagement survey. Operational-related items such as “I feel safe at school,” “I feel safe on the bus,” and “There is healthy food for me to eat at lunch,” will also align to these surveys.

About 24% of all responses were “Strongly Agree,” representing the top box. “Top Box Percentage” is the percentage of employees who select the “Strongly Agree” option indicating that they are most positive. Research suggests a difference in the loyalty of people who indicate that they are extremely satisfied (i.e., “Strongly Agree”) compared to those who are just satisfied (i.e., “Agree”) when rating their experience or engagement. In this way, top box scoring provides more focused data to better understand employee engagement and loyalty.

Table 3. Overall and Item Means by Survey Administration

2017 2018 2018

Top Box

1. My learning is important at my school. 4.23 4.12 37.98%

2. Special area classes such as art, music and P.E. add to my school experience.1 4.07 4.00 41.47%

3. My teacher cares about me. * 3.72 3.66 26.48%

4. I feel safe at my school. 3.68 3.56 22.44%

5. School rules are fair. * 3.27 3.28 16.34%

6. My school is clean. * 3.47 3.47 18.48%

7. My principal is a good leader. * 4.01 4.11 45.77%

8. I feel safe on the bus (only answer if you ride the bus). 3.51 3.53 23.64%

9. There is healthy food for me to eat at lunch. * 3.16 3.04 14.59%

10. When I have a problem, I know how to get help. 3.75 3.70 26.87%

11. I set learning goals and track my progress. 3.50 3.44 19.90%

12. My teachers challenge me to think. 3.87 3.81 29.40%

13. My teachers ask me how I learn best. 3.04 2.96 15.33%

14. My teachers give me stickers or pat me on the back when I do good work. * 3.25 3.21 18.59%

15. Students show respect for each other at this school. * 2.67 2.63 8.14%

16. I like going to my school each day. * 3.29 3.27 18.92%

17. Learning is fun at my school. ES, IS, JH 3.25 3.14 18.37%

18. My family is treated with respect at my school. HS 3.62 3.78 23.12%

19. I regularly receive feedback from school staff about my academic progress. HS 3.22 3.23 14.68%

20. I have opportunities to be successful at my school. HS 3.91 3.92 31.39%

Overall Mean 3.53 3.49 23.96%

4

* Item text varies on high school survey. EM Elementary School Item IS, JH Intermediate / Junior High School Item HS High School Item 1 High School text shown for this item. In 2018, elementary item split to “I enjoy art class” (2A) and “I enjoy P.E.” (2B). These two items are included in the overall item mean for this item.

5

Appendix

Overall and Item Means by School, and by Survey Administration Each school has a set of two tables. The first table shows the item mean, count, and top box rating for the current survey administration. The second table provides the item mean and overall mean by survey administration for each school. That is, the following tables are provided for each school: on the following pages

o School Table 1. Total Responses, Item Mean, Top Box Percentage

o School Table 2. Overall and Item Means by Survey Administration

24

Elaine S. Schlather Intermediate School School Table 1. Total Responses, Item Mean, Top Box Percentage

Mean Count Top Box

1. Learning is important at my school. 4.13 333 36.94%

2. I enjoy art, music and P.E. 3.88 334 34.73%

3. My teacher cares about me. 3.38 330 21.82%

4. I feel safe at my school. 3.50 331 19.34%

5. School rules are fair. 3.02 332 10.54%

6. My school is clean. 3.32 333 15.62%

7. My principal is a good leader. 4.22 332 50.60%

8. I feel safe on the bus (only answer if you ride the bus). 3.01 262 15.65%

9. There are healthy food choices for me to eat at lunch. 3.18 333 14.41%

10. When I have a problem, I know how to get help. 3.65 332 28.31%

11. I set learning goals and track my progress. 3.29 328 16.77%

12. My teachers challenge me to think. 3.79 332 30.42%

13. My teachers ask me how I learn best. 3.12 329 18.84%

14. My teachers recognize me for good work and behavior. 3.57 331 27.49%

15. Students show respect for each other at this school. 2.23 333 4.50%

16. I like going to my school each day. 2.80 334 11.08%

17. Learning is fun at my school. 2.75 334 8.38%

25

School Table 2. Overall and Item Means by Survey Administration

2017 2018

1. My learning is important at my school. 4.16 4.13

2. I enjoy art, music and P.E. * 3.85 3.88

3. My teacher cares about me. * 3.45 3.38

4. I feel safe at my school. 3.47 3.50

5. School rules are fair. * 2.83 3.02

6. My school is clean. * 3.38 3.32

7. My principal is a good leader. * 4.12 4.22

8. I feel safe on the bus (only answer if you ride the bus). 3.04 3.01

9. There is healthy food for me to eat at lunch. * 3.16 3.18

10. When I have a problem, I know how to get help. 3.55 3.65

11. I set learning goals and track my progress. 3.18 3.29

12. My teachers challenge me to think. 3.70 3.79

13. My teachers ask me how I learn best. 2.83 3.12

14. My teachers give me stickers or pat me on the back when I do good work. * 3.38 3.57

15. Students show respect for each other at this school. * 2.50 2.23

16. I like going to my school each day. * 2.74 2.80

17. Learning is fun at my school. ES, MS 2.76 2.75

18. My family is treated with respect at my school. HS - -

19. I regularly receive feedback from school staff about my academic progress. HS - -

20. I have opportunities to be successful at my school. HS - -

Overall Mean 3.31 3.35

Never5% Almost Never

6%

Sometimes23%

Almost Always31%

Always35%

I FEEL SAFE AT MY SCHOOL

Never11%

Almost Never7%

Sometimes16%

Almost Always21%

Always45%

I CAN GET HELP AT SCHOOL IF I AM BULLIED

SCHALTHER INTERMEDIATE SCHOOL APRIL 2018

Participant Count = 686 I identify as:

Percent

Boy 49%

Girl 51%

I am in the:

Percent

5th grade 49%

6th grade 51%

SCHOOL SAFETY

3. I feel safe at my school:

4. I can get help at school if I am bullied.

Percent

Never 5%

Almost Never 6%

Sometimes 23%

Almost Always 31%

Always 35%

Percent

Never 11%

Almost Never 7%

Sometimes 16%

Almost Always

21%

Always 45%

Schlather Intermediate School - DoDEA Survey April 2018

Never52%

Almost Never17%

Sometimes12%

Almost Always9%

Always10%

I AM TEASED OR BULLIED AT THIS SCHOOL

Never5%

Almost Never8%

Sometimes19%

Almost Always28%

Always40%

I FEEL SAFE IN MY CLASSROOM

Never9%

Almost Never12%

Sometimes18%

Almost Always27%

Always34%

I FEEL SAFE IN HALLWAYS AND BATHROOMS

4. I am teased or bullied at this school.

5. I feel safe in my classroom.

6. I feel safe in the hallways and bathrooms.

Percent

Never 52%

Almost Never 17%

Sometimes 12%

Almost Always 9%

Always 10%

Percent

Never 5%

Almost Never 8%

Sometimes 19%

Almost Always 28%

Always 40%

Percent

Never 9%

Almost Never 12%

Sometimes 18%

Almost Always 27%

Always 34%


Never27%

Almost Never16%

Sometimes22%

Almost Always17%

Always18%

IN MY SCHOOL, WE TALK AWAY WAYS TO CONTROL OUR FEELINGS

Never25%

Almost Never20%

Sometimes20%

Almost Always20%

Always15%

IN MY SCHOOL, STUDENTS TALK TO EACH OTHER TO SOLVE PROBLEMS

Never11%

Almost Never11%

Sometimes22%

Almost Always23%

Always33%

TEACHERS AT THIS SCHOOL LISTEN TO ME

SCHOOL COMMUNICATION

7. In my school, we talk about ways to control our feelings.

8. In my school, students talk to each other to solve problems.

9. Teacher at this school listen to me.

Percent

Never 27%

Almost Never 16%

Sometimes 22%

Almost Always 17%

Always 18%

Percent

Never 25%

Almost Never 20%

Sometimes 20%

Almost Always 20%

Always 15%

Percent

Never 11%

Almost Never 11%

Sometimes 22%

Almost Always 23%

Always 33%


Never5% Almost Never

6%

Sometimes18%

Almost Always26%

Always45%

TEACHERS ARE CLEAR IN THEIR EXPECTATIONS

Never13%

Almost Never12%

Sometimes21%

Almost Always27%

Always27%

MY TEACHERS TELL ME HOW I AM DOING

Never5%

Almost Never4%

Sometimes14%Almost Always

21%

Always56%

MY TEACHERS HELP ME LEARN

10. Teachers are clear in their expectations.

11. My teachers tell me how I am doing.

12. My teachers help me learn.

Percent

Never 5%

Almost Never 6%

Sometimes 18%

Almost Always 26%

Always 45%

Percent

Never 13%

Almost Never 12%

Sometimes 21%

Almost Always 27%

Always 27%

Percent

Never 5%

Almost Never 4%

Sometimes 14%

Almost Always 21%

Always 56%


Never7%

Almost Never7%

Sometimes13%Almost Always

23%

Always50%

I KNOW HOW TO GET HELP IF I NEED IT

Never17%

Almost Never14%

Sometimes25%

Almost Always24%

Always20%

MY TEACHERS MAKE LEARNING FUN

Never13%

Almost Never14%

Sometimes21%

Almost Always27%

Always25%

AT SCHOOL I AM LEARNING HOW TO TAKE CARE OF MYSELF

13. I know how to get help at school if I need it.

OVERALL SCHOOL CLIMATE

14. My teachers make learning fun.

15. At school I am learning how to take care of myself.

Percent

Never 7%

Almost Never 7%

Sometimes 13%

Almost Always 23%

Always 50%

Percent

Never 17%

Almost Never 14%

Sometimes 25%

Almost Always 24%

Always 20%

Percent

Never 13%

Almost Never 14%

Sometimes 21%

Almost Always 27%

Always 25%


Never15%

Almost Never11%

Sometimes20%

Almost Always20%

Always34%

I FEEL LIKE I AM A PART OF THIS SCHOOL

Never15%

Almost Never14%

Sometimes24%

Almost Always24%

Always23%

I FEEL RESPECTED AT THIS SCHOOL

Never11%

Almost Never10%

Sometimes20%

Almost Always23%

Always36%

MY TEACHERS REALLY CARE ABOUT ME

16. I feel like I am a part of this school.

17. I feel respected at this school.

18. My teachers really care about me.

Percent

Never 15%

Almost Never 11%

Sometimes 20%

Almost Always 20%

Always 34%

Percent

Never 15%

Almost Never 14%

Sometimes 24%

Almost Always 24%

Always 23%

Percent

Never 11%

Almost Never 10%

Sometimes 20%

Almost Always 23%

Always 36%


Never13%

Almost Never12%

Sometimes18%

Almost Always20%

Always37%

MAKING NEW FRIENDS IS EASY

Never13%

Almost Never12%

Sometimes23%

Almost Always22%

Always30%

I JOIN IN ACTIVITIES AT MY SCHOOL

19. Making new friends is:

20. I join in activities at my school

Percent

Never Easy 13%

Almost Never Easy

12%

Sometimes Easy 18%

Almost Always Easy

20%

Always Easy 37%

Percent

Never 13%

Almost Never 12%

Sometimes 23%

Almost Always 22%

Always 30%


Reading9%

Science56%

Social Studies21%

Writing14%

IF I WAS INTERESTED IN A STEM SUBJECT, WHAT WOULD I WANT TO STUDY?

Cook/Chef15%

Engineer52%

Professional Athlete

21%

Singer12%

AN EXAMPLE OF A STEM CAREER OR JOB IS

STEM INTEREST INVENTORY

21. If I was interested in a STEM subject, what would I want to study?

22. An example of a STEM career or job is…..

Percent

Social Studies 20.62%

Writing 14.03%

Reading 9.54%

Science 55.82%

Percent

Cook/Chef 14.73%

Engineer 51.83%

Professional Athlete 21.60%

Singer 11.78%


23. I would like to take more classes in… (Choose 3)

4.77

%3.

09%

0.42

%0.

28%

3.79

%14

.59%

0.84%

0.28

%9.

68%

0.84

%0.

14% 1.54

% 3.79

%0.

28%

0.28

%0.

14% 2.

24%

0.14

% 1.54

% 2.95

%0.

14% 2.

38%

2.10

%1.

12%

0.70

%13

.32%

2.66

%0.

70%

0.42

% 2.52

%2.

10%

0.42

%0.

42%

1.40

%0.

14%

0.14

%2.

81%

1.54

%

0.28% 0.28

%0.

14%

0.98

%1.

82%

1.68

%0.

42%

0.14

% 1.96

%1.

54%

0.56

%0.

42%

3.09

%

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%


Yes30.15%

No69.85%

MY PARENT IS IN THE MILITARY

MILITARY CONNECTIONS

24. My parent is in the military

25. Choose the answers that fits you.

Value Percent

At least one of my parents is in the military 39.15%

At least one of my parents work on a military base but is not a military member 0.6%

At least one of my parents is retired from the military 5.82%%

At least one of my parents is a Reservist or in the National Guard 3.08%%

My parent is not in the military 1.03%

*Some respondents did not answer this question

Percent

Yes 30.15%

No 69.85%

1

Elaine S. Schlather Intermediate School Schertz-Cibolo-Universal City ISD Parent Satisfaction Survey - 2018

Summary of Results for Parent Satisfaction Survey

The Schertz-Cibolo-Universal City Independent School District is committed to creating a great place for students to learn, teachers to teach, staff to work, and for parents to send their children to receive a great education. To build on this commitment, the leadership of the school district gathers and analyzes data on essential goals and measures: Employee Engagement, Parent Satisfaction, and Student Achievement. This journey of excellence based on measurable goals focuses on the use of data to identify gaps, take action, and follow through to ensure continuous improvement in the Schertz-Cibolo-Universal City Independent School District. The Parent Satisfaction Survey was administered to all parents/caregivers with a child in the school district to assess

the level of satisfaction parents have with their child’s school. Collecting feedback from parents/caregivers allows

leaders to recognize the good work that many school leaders, teachers, and staff accomplish every day, and to identify

gaps in performance that should be addressed.

This report provides an overview of the findings for the 2018 survey administration for Elaine S. Schlather Intermediate School. School-Level Summary

A total of 173 parents/caregivers of a child/children attending this school provided feedback during the current survey administration.

The school’s benchmark mean (Items 1-17) was 4.25, using a scale of 1 to 5.

District-Level Summary

A total of 1,854 parents/caregivers provided feedback during the current survey administration, with 976 providing feedback to multiple schools (735 with children in 2 different schools; 197 with children in 3 different schools, and 44 with children in 4 different schools) for a total of 4,369 survey responses.

The district’s benchmark mean (Items 1-17) was 4.15, using a scale of 1 to 5. About 43.5% of all response choices were in the “Strongly Agree” category or “Top Box.”

“Top Box Percentage” is the percentage of parents/caregivers who select the “Strongly Agree” option indicating that they are most positive. Research suggests a difference in the loyalty of people who indicate that they are extremely satisfied (i.e., “Strongly Agree”) compared to those who are just satisfied (i.e., “Agree”) when rating their experience or engagement. In this way, top box scoring provides more focused data to better understand parent satisfaction and loyalty. School -Level Results On the following pages, Tables provide the item means, number of responses per item, top box percentage, and frequency distribution of response categories; as a complement to Tables providing the frequency distribution of response categories, bar charts provide a visual presentation of the frequency distribution. Verbatim comments to the open-ended response items are found at the end of the document. School results over time are included as Appendix 4 in the district-level report.

2

Benchmark Items 1 - 17

Field Mean Count Top 1

Box

1. My child’s learning is a high priority at this school. 4.36 173 49.71%

2. School rules/discipline plans are enforced consistently at this school. 4.14 172 37.79%

3. I regularly receive feedback from school staff on how well my child is learning. 3.90 173 36.99%

4. My family is treated with respect at this school. 4.50 173 56.65%

5. My child has every opportunity to be successful at this school. 4.33 171 50.88%

6. My child has the necessary classroom supplies and equipment for effective learning.

4.42 171 49.71%

7. I would recommend this school to other parents. 4.35 171 53.22%

8. This school provides a safe environment for my child to learn. 4.43 171 56.14%

9. My child is recognized for good work and behavior at this school. 4.20 171 47.37%

10. The school is clean and well maintained. 4.55 171 58.48%

11. The teachers, staff, and administration at this school demonstrate a genuine concern for my child.

4.33 171 50.29%

12. I am proud to say I have a child at this school. 4.35 172 51.74%

13. I receive positive phone calls, emails, or notes about my child from the school. 3.72 170 32.35%

14. The principal at this school is approachable and reachable. 4.28 172 51.16%

15. The principal at this school is an effective leader. 4.35 170 52.35%

16. The Superintendent is an effective leader. 3.98 163 29.45%

17. The Superintendent makes decisions that are in the best interest of children and parents of the district.

3.97 164 29.27%

3

Question Strongly Disagree

Disagree Neutral Agree Strongly

Agree Total

1. My child’s learning is a high priority at this school.

3 2 11 71 86 173

2. School rules/discipline plans are enforced consistently at this school.

1 7 24 75 65 172

3. I regularly receive feedback from school staff on how well my child is learning.

10 14 24 61 64 173

4. My family is treated with respect at this school. 0 0 11 64 98 173

5. My child has every opportunity to be successful at this school.

3 2 17 62 87 171

6. My child has the necessary classroom supplies and equipment for effective learning.

1 0 10 75 85 171

7. I would recommend this school to other parents.

2 3 20 55 91 171

8. This school provides a safe environment for my child to learn.

2 2 13 58 96 171

9. My child is recognized for good work and behavior at this school.

5 6 19 60 81 171

10. The school is clean and well maintained. 1 0 3 67 100 171

11. The teachers, staff, and administration at this school demonstrate a genuine concern for my child.

1 6 15 63 86 171

12. I am proud to say I have a child at this school. 2 3 17 61 89 172

13. I receive positive phone calls, emails, or notes about my child from the school.

11 22 26 56 55 170

14. The principal at this school is approachable and reachable.

2 6 22 54 88 172

15. The principal at this school is an effective leader.

1 3 20 57 89 170

16. The Superintendent is an effective leader. 1 4 41 69 48 163

17. The Superintendent makes decisions that are in the best interest of children and parents of the district.

1 7 36 72 48 164

4

District Items 18 - 28

Field Mean Count Top 1

Box

18. I am satisfied with the Fine Arts programs in the school district. 4.26 138 45.65%

19. I am satisfied with the wellness and PE programs in the school district. 4.14 139 35.25%

20. I am satisfied with the second language programs in the school district. 3.79 126 24.60%

21. I am satisfied with the career and tech programs in the school district. 3.88 129 27.13%

22. I am satisfied with the gifted and talented programs in the school district. 3.87 129 28.68%

23. I am satisfied with the use of technology in the school district. 4.14 140 35.00%

24. I am satisfied with community and parent involvement in the school district. 4.05 140 33.57%

25. The School District provides safe transportation for my child. 4.10 134 37.31%

26. My child felt welcomed by teachers, staff and students in this school when our family moved into this area.

4.39 137 52.55%

27. My family and I felt supported in our transition to SCUC ISD schools. 4.30 135 46.67%

28. My child is aware of school staff who are able to help them. 4.45 140 50.71%

Question Strongly Disagree

Disagree Neutral Agree Strongly

Agree Total

18. I am satisfied with the Fine Arts programs in the school district.

2 3 15 55 63 138

19. I am satisfied with the wellness and PE programs in the school district.

2 4 15 69 49 139

20. I am satisfied with the second language programs in the school district.

1 4 46 44 31 126

21. I am satisfied with the career and tech programs in the school district.

3 1 39 51 35 129

22. I am satisfied with the gifted and talented programs in the school district.

2 4 40 46 37 129

23. I am satisfied with the use of technology in the school district.

1 5 16 69 49 140

24. I am satisfied with community and parent involvement in the school district.

1 7 23 62 47 140

25. The School District provides safe transportation for my child.

2 8 14 60 50 134

5

26. My child felt welcomed by teachers, staff and students in this school when our family moved into this area.

0 2 14 49 72 137

27. My family and I felt supported in our transition to SCUC ISD schools.

1 0 19 52 63 135

28. My child is aware of school staff who are able to help them.

0 2 4 63 71 140

6

What is working well at your child’s school?

What is working well at your child’s school?

I feel that both of my children are in a safe environment. Communication from staff and the principals at both schools has been very good. Both children have made very good progress in their academic skills this year.

Updates weekly on current week assignments.

She enjoys school.

Everything seems to be going well.

Everything.

Communication.

Ms. Ross, Ms. Benzor, & Ms. Boyer send weekly emails, which is greatly appreciated.

The staff work well together and are very caring.

Her teachers.

Communication with the teachers is excellent. They are very responsive and willing to help.

Daily planner.

Everything seems to be working well.

Teaching.

Great teaching staff.

Nothing really but ISS...101.

Classroom management, good structure, great weekly communication and news bulletin.

E-mail communication!

Great school.

I feel that the teachers, principal, and staff truly care. I appreciate the Sunday announcements.

Communication.

Weekly updates for upcoming events.

Math newsletters from Ms. Cole.

He loves the band program.

Tutoring and teacher involvement with the student.

Sunday calls from principal. Connect.

Parent pick-up and drop off. Communication with teachers.

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Communication at all levels.

The teachers are great.

More responsibility; band. My daughter loves going to school. Thank you!

The teachers

The Arts program is great.

Everything

Environment

Discipline, parent involvement.

Good core teachers and band teacher.

TX-Connect - love this benefit!

Teachers!

Gifted program, student support, band, English.

Communication via email is a great tool for busy parents like us.

Math, science

Math

Club opportunities to explore learning: robotics, student government, etc.

Music program is great.

Having a tutoring schedule

The help she gets with her classes.

The teachers actually care about the students

The band program has been a great challenge and a lot of fun for my child!

Specialized attention for my child regarding special education needs.

Gifted and Talented Programs.

Teacher involved

Band program is fantastic!!! Thank you to Mrs. Bryan and her substitute while she is out as I have heard great things about him! He had big shoes to fill and he seems to be doing very well!

I appreciate that they don't over-assign homework.

I really like the open communication between the teachers about my child.

I really appreciate the emailed newsletters sent by Mr. Marbach and Mrs. Bullock.

The academic approach from the teachers to the students. The teachers let the parents know how their child is doing in the class even if the child is doing well and the grades are high. The teachers and the principal are approachable not only for the parents but for the kids as well and that is needed in the schools.

8

What is working well for my child is the assistant that she gets from her special education teachers they work great and hard to make sure she has everything

Everything I already gave high ratings.

My daughter loves her teachers! Especially Mrs. Rice

The school is clean and well maintained. We love the specials offered. We like the reading program offered, as well as the technology.

9

What areas at your child’s school could be improved?

What areas at your child’s school could be improved?

My 11 year old has been part of a pod (of three teachers this year) at Schlather. At the beginning of the school year, the three teachers presented to us seemed to be strong in their skills, have good communication skills, and interacted with the children well! One of the teachers (English/Language Arts) changed positions after the beginning of the school year and became the campus reading specialist (I believe), which left an open place for a new teacher. The children then received a new English/Language Arts teacher during the Fall semester. She continued in this roll until having a baby. The children had a substitute teacher while she was on maternity leave. Then, upon returning (I think in mid-March), she then became the children's Science/Social Studies teacher instead of the English/Language Arts teacher. Then, another of the three teachers in the pod (My son's Homeroom/Science/Social Studies teacher) retired early in the school year. Thankfully, her student teacher remained as a substitute teacher until December and then accepted the position to continue as a teacher in this pod and began teaching Science/Social Studies in January 2018. However, another change was made in the Spring. The former Student Teacher, then became the children's English/Language Arts teacher (instead of their Science/Social Studies teacher). The math teacher, Mrs. Housely has been the glue that has cemented the pod of three classes together. With enthusiasm for teaching and love for the children, she has been the constant this year!! She has done a wonderful job of connecting us as parents with the school!! She even took the time to send a personal e-mail to me about something positive my son has done this year! To conclude, there has been MUCH transition in the teaching this year! In my opinion, this seems to be an excessive amount of change to a young child's academic year. Thank you for your time and the opportunity to share this.

Grading system - when they place a "M" it lowers the average and causes an instant fail on 50% summary.

More information about STAR test at the beginning of the school year.

The PE program, safety.

Book/supplies available to study at home and at school.

Would like more communication about my child's progress as an individual.

Cleaner bathrooms, better communication with teachers/parents.

Communication!

Fixing the fitting issue between students. There is bullying and fights even at recess.

Foreign language, discipline on the bus.

Discipline issues should have a more severe consequence. My child's learning is disrupted constantly due to repeated discipline issues. My child does not feel safe in an environment where other students are allowed to scream profanity in the hallways, tear up school property and threaten physical harm to staff and other students. Why are students with obvious mental instability be allowed to terrorize our children and allow them to feel unsafe? They should not be on the same campus.

Other than report cards, progress reports. Not a lot of student progress recognition/communication.

Better accommodations for children with Dyslexia and ADHD.

Cafeteria management, loss of recess time depending upon cafeteria scheduling/line ordering.

Follow through with plans discussed at ARD. Review the plan to see if it is actually working. Bumping grades up at the end of the year is not an effective tool.

10

School calendar online with all activities (concerts/club).

SCUCISD should strive to become tech savvy. The material in textbooks can be more relevant if each child had an I-Pad instead.

Better lunch organization so everyone can eat, better schedule to allow recess for 20 - 30 minutes and more PE.

Professionalism and understanding when solving issues with the children.

Better access in leaving the school in the morning.

2nd language would be great.

More friendly, helpful staff.

Parent and teacher involvement in the P.T.C.

The lunches should be healthier.

Good the way it is.

The bullying and fighting.

School wide implemented behavior program.

The sinks.

Harsher punishments for bad behavior. Less distractions for our children who want to learn. Bad behavior needs to have more severe and meaningful consequences.

More one-on-one time.

Lunch info/correspondences. I have informed the nurse and lunch room what my child can/cannot have but there are still issues at times.

P+C involvement

Less gradable homework

There could be a lot more hands-on activities, especially science/math. PE - less games, more activity.

P.E., less time with taking attendance.

Speech classes.

Communication at some level - son missed GT testing. I was not informed.

Lighting and security.

Teacher feedback - I never hear from my daughter's teachers. She gets straight A's; but, she even tells me she never gets acknowledged for it.

Work on autism awareness (w/teachers) and other special needs. Most of the staff get it, but not all do.

Need to incorporate more arts into school schedules.

Could use more library books above 6th grade level for some students that may need it.

Communication from teachers even if student is excelling.

Writing

11

Language, arts, reading.

There has been some issue with kids misbehaving on the bus. I'd like to see more support for the bus driver and care for the students who struggle to act socially appropriate!

Foreign language course, more after school clubs.

Overall great school. Lack of lockers is a huge concern. If you don't have space for the books and notebooks in classrooms you really need to get lockers. The bags are way too heavy. Transitioning to an I-pad or tablet system would free up space in the bags.

At lunchtime my child hears lots of children saying curse words.

The staff turnover in the Housley/Wuest/Sigmon pod was disappointing. 5th graders have a hard enough time transitioning to Intermediate school. The lack of consistency (teacher reassigned to another position, teacher on maternity leave and another teacher retiring mid-year) made this year difficult for my anxious child. I am VERY thankful for Mrs. Housley.

Nothing may be able to be done about this, but my son's most challenging classes are at the end of the school day when he is least energized (etc.). This also means if I have to pick him up for a medical appointment near the end of the day (or other early-release reason), he misses the class he needs the most. Attempts to reschedule were futile since special needs instructors are limited and he would not get the extra attention he needs if we changed his classes around. In the grand scheme of things, this is not a real big issue, just a nuisance. Everyone here seems to be attentive and encouraging. Overall, a great school!

None

Teachers don't always answer emails. With all of the technology-based communication like report cards, registration, and progress reports, you'd think they would make it a priority to respond to parent communications that are sent electronically. I don't send many, so it isn't like I am always bombarding them with issues/concerns.

I know that this is not unique to Schlather, but it concerns me that taking away recess is used as punishment. Often times an entire class misses recess for a few children's actions. Getting sunshine, and having a mental break is crucial for me, as an adult, to make it through my day; how much more crucial must it be for a child. I wish that schools would eliminate that punishment.

The organization of the children when they are in the cafeteria for lunch.

Most of the kids have to carry their HEAVY bookbags EVERYWHERE they go throughout the day, even to lunch and recess. There is nowhere for them to swap out books and supplies throughout the day, so they don't have to lug EVERYTHING they will need for EVERY class at all times. My daughter weighs 78 lbs. and carries a bookbag that usually weighs 16 lbs.--more than 20% of her weight! It's ridiculous these young, still-growing children must do this everyday! It can be HARMFUL to their developing bodies! The teachers in some pods allow their kids to leave their bookbags in the classrooms for lunch and recess. (Not my daughter's pod.) That, at least, gives those kids a little relief. EVERY teacher should follow this practice. It should be the MINIMUM done for EVERY student. Having lockers would be a better option. I don't understand why the intermediate schools in this district are the ONLY schools without lockers or cubbies supplied specifically for their bookbags. (The cubbies exist in all the classrooms, but are used for other purposes.) Something needs to be done about this issue--NOW. It is a lawsuit waiting to happen. There will eventually be a student whose back is damaged by the weight of his/her bookbag and the parents will look to the school district to pay for the damage, including any long-term effects. Please don't wait until a student is hurt to solve this problem.

When something happens they do not contact the parents.

The teachers and how they need to communicate better with the parents.

My student is a student with a 504 plan, despite e-mails, conferences with teachers, vice principals and principal her 504 plan is not being followed. Two out of three teachers do not follow the grading policy, gradebook is updated every 2 weeks at best, not enough summative grades entered.... During RTI time, students are overloaded with meaningless busy work. Webpages are not utilized at all (updated at the beginning of the school

12

year, at best). Tutoring times consist of 15 minutes, not enough time to even get anything started. Teachers ignore parent e-mails, unless assistant principal or principal is cced. BEYOND disappointed by Schlather. I had an older sibling attend a few years, back there's no comparison.

13

Is there anyone at your child’s school that you would like to recognize for good work?

Is there anyone at your child’s school that you would like to recognize for good work?

At Schlather-Mrs. Ross (Principal), Mrs. Housely (Teacher), and Mrs. Bryan (Band Teacher)

All teachers and staff do a great job.

Mrs. Rice, Mrs. Wilson, Wells, Mrs. Jackson, Mrs. Mouse, Mr. Nicholas.

More extra curricular activities.

Ms. Jackson.

The secretary is always loving and friendly. The principal is very engaged. The math teacher in 5th grade (Benzer).

Ms. Watkins. She is nice and helps with school work.

Ms. Hamilton and Ms. Sara.

Mrs. Ross.

Mrs. Green - always takes the time to provide higher learning. Mrs. Should - takes a genuine interest and finds things outside the box for my child.

Mrs. Green, Mrs. Slaughter, Mrs. Schuld.

Mrs. Dinscore and Mrs. Jara (6th grade teachers). They are very professional and really take the time needed with the students. I know exactly what is going on at school/class with my kid thanks to them!

Rice, Jackson, Nickells - all three amazing teachers.

Ms. Rice, Ms. Jackson.

Mrs. Rice and Mrs. Mowells.

Mrs. Ross, Mrs. Slaughter, Ms. Schuld, Mrs. Green, Mrs. Walls, Mrs. Bryan.

Mrs. Slaughter (GSS Pod). They are very responsive to all my emails.

Awesome teachers!

My child really likes Ms. Burns because she makes the lessons fun. I'd like to thank Ms. Ross for the weekly reminders. Also, Ms. Martin for the monthly counselor meetings.

Ms. Burns and Mrs. Reichert are easy to reach and very helpful.

Mrs. Bryan

Mrs. Boyer, Mrs. Benzor, and Mrs. Watkins.

Yvette Ross (Principal)

All of her teachers (Watkins, Boyer, Benzor, Sutherland) keep the parents informed about what our children are doing and learning.

We love Mrs. Housley. She is amazing with the kids.

14

Ms. Green, Mr. Peters! Thank you!

Mrs. Green

Everybody

Mrs. Hall, Hinze, Stein, Marbach, Wilson - all wonderful teachers!

Nick Arcos, school janitor.

Ms. Ross. She has a great attitude and genuinely cares about the students!

C. Burns, M. Reichert and J. Wallace - phenomenal educators.

All of his teachers are talented teachers.

Principal, Ross, Mrs. Boyer, Mrs. Benzon, Mrs. Watkins, Mr. Sutherin

Mrs. Hamilton

Ms. Rice, Mr. Nichells, Ms. Jackson, Ms, Bryan - Awesome teachers.

Mrs. Benzor! We love her!

Tracy Hamilton - English, Cathy Balas - Student Support, Stephanie Bryan-Bard, Mrs. Little, Yvette Ross - principal.

Mrs. Housley

Mrs. Housley and Mrs. Gardner are very effective instructors.

Principal Ross. She's very involved and cares about her students.

Mrs. Rice, Ms. Jackson, Mr. Sutherlin

Mr. Nickells has been creative about teaching science and social studies.

All school teachers and staff are heroes in my book.

Mrs. Hamilton!

I think the receptionist goes beyond for the kids and that's awesome!

All the teachers and staff.

The principal, Ross

Mrs. Benzor for always encouraging my child in math and tutoring him.

Mrs. Gala, special education.

Mrs. Housley is a fun, engaging teacher!

Ms. Cathy Galas has been awesome with my child. She goes out of her way to ensure he gets what he needs to be a successful student.

Kade Jackson(6th Grade).

Larry Peters - Stand up guy. We think the world of him

Mrs. Housley! That particular pod has gone through numerous changes this year with 2 other teachers leaving and Mrs. Housley has been such an amazing leader that kept the momentum flowing and ensuring the kids were

15

doing okay. With so much disruption this year my child knew he could always communicate with Mrs. Housley even though she wasn't his Homeroom teacher. Huge thanks to Mrs. Housley for always being their for ALL the kids and continuing to keep in touch with the parents.

The receptionist is always friendly!

Mrs. Keaney

My wife and I would like to recognize Mrs. Slaughter Mrs. Schuld Mrs.Green We believe that they only want the best for our son inside the classroom and out of school.

Mr. Marbach is a great teacher. He cares about the kids and places high priority on their learning. Ms. Williams is not my child's teacher, but she been so genuinely caring even when passing my daughter in the halls. Mrs. Bryan is awesome! She produces the most impressive concerts, especially since her students are beginners.

All of his core teachers, Mr. Nickells, Mrs. Jackson, and Mrs. Rice. Lets not forget the principal, Mr.s Ross.

Mrs Galas-Special Education

Mr. Peters does a wonderful (diffucult) job keeping the kids in line while maintaining a calm demeanor. Mrs. Crowley is always so friendly and helpful, even when juggling her many other duties.

Mr. Peters and Ms. Galas

I would like to recognize Mrs. Housely . She goes above and beyond what is required. She genuinely cares about each of her students. She modifies, supports and differentiates diligently, so that each student is working at his / her maximum potential. She gives frequent feedback, she follows all the student handbook guidelines, she offers tutoring and modifications. Not only does she take the time to offer extra outside time, that students desperately need at this age, she even includes every student in a meaningful team building game, that she herself participates in. She is the best!

SCUC ISD Professional Development Plan

2018-2019

Professional Development Audience Funding Source

Data Services and Training District and Campus Administrators

Title II, Part A

Sheltered Instruction Training District and Campus Staff Title II, Part A

Language Arts Workshop Training Campus Staff Title II, Part A

Standards Based Planning Training Campus Staff Title II, Part A

Instructional Depth and Rigor Campus Staff Title II, Part A

Online Professional Development Resources

District and Campus Administrators

Title II, Part A

Aligned and Effective Assessment Writing

Curriculum Coordinators Title II, Part A

Instructional Coaching Training Campus Instructional Coaches and Curriculum

Coordinators

Title II, Part A

Results Coaching Training District and Campus Administrators

Title II, Part A

Professional Development Best Practices Training

District and Campus Administrators

Title II, Part A

Books to Support Title 2 Funded Training

All of the Above Title II, Part A

Panorama Social Emotional Screener and Supports/Materials Training

Schertz Elementary and Wilder Intermediate Staff

Title IV, Part A

Staff training on emotional poverty and diversity

Schertz Elementary and Wilder Intermediate Staff

Title IV, Part A

Professional Learning Community Time and Support

All Staff Local Funds; TEA Waiver for Time During Contract

Hours

Training to Meet Needs of All Learners:

504 Training RtI Training Special Education Training Content Specific Training SCUC-U Event Gifted and Talented Training

All Staff Local Funds, IDEA Funds

State and Federal Requirements Addendum District Improvement Plan 2018-2019

Bullying Prevention

Strategies Resources Staff Responsible Evaluation

Provide resources and training for bullying prevention to our campus administrators

Bullying Prevention and Intervention Guidebook

Directors for Elementary and Secondary Education, Campus Principals

Principal PLC agendas, Eduphoria records

Career and College Preparation and Education


Students in junior high take career and college readiness class, including career assessments and research (Dobie JH)

Teachers and instructional materials, KUDER online resource

Dobie Principal Course selection guide and master schedule, Reported to PEIMS

7th graders complete career research and academic plans (Corbett JH)

KUDER online resource Corbett Principal, Corbett Counselor

Reported to PEIMS

8th grade selects endorsements, complete 4 year plans, and 2 parent nights are held annually to prepare for high school

Local Campus counselors Night scheduled annually, 4 year plans completed

College night annually held Local Campus counselors Nights scheduled annually

2 Financial aid nights held annually Local, local college and military staff

Campus counselors Nights scheduled annually

4 parent nights regarding course selection, post-secondary planning, graduation

Local Campus counselors Nights scheduled annually

College Connection through ongoing support for application and scholarship applications, and ongoing support

Local college staff Campus counselors Calendar planned annually

Advanced academic programs are offered and parent nights held to inform parents and students of options in advanced academics

Local Campus counselors Information nights scheduled annually

Child Abuse and Sexual Abuse Prevention


All staff will be trained in recognizing and reporting child abuse at the beginning of the school year

Online training through Eduphoria

Campus administrators, Director of Human Resources

Training records in Eduphoria

All SCUC ISD staff will follow child abuse reporting requirements N/A All staff Counselor documentation

Coordinated Health-SHAC Council


The SHAC Council will meet a minimum of 4 times per year N/A SHAC Chairperson Sign in Sheets, Minutes, Agendas

The council will provide the SCUC ISD Board an annual report of their activities for the year

N/A Coordinator for Nursing and Health Services

Board Agenda with Presentation

The majority of the council membership will be parents and the co-chair will be a parent

N/A Coordinator for Nursing and Health Services

.Membership List

Dating Violence Awareness


Guidance lessons for secondary students are provided regarding dating violence and sexual assault.

Locally developed presentation

Junior High and High School Counselors

Counselors provide dates of presentations to Director of Counseling and CCMR

Dyslexia


Provide a Dyslexia Parent Night to provide parents with critical information about dyslexia.

Local Funds District ELA Coordinators Progress checks with Reading Specialists; Parent night scheduled and completed; Attendance sheets

Utilize research based materials regarding dyslexia to provide instruction based student needs.

Local Funds: Wilson, Really Great Reading

Campus Dyslexia Teachers, Campus Administration, District ELAR Content Coordinators

Observations of teachers implementing and working in Dyslexia PLC, Dyslexia PLC agendas and sign in sheets

Federal Programs Compliance


SCUCISD will evaluate student achievement in the following programs: Title 1, Bilingual/ESL, Gifted and Talented, Special Education, LEP, Career and Technology Education and students in at-risk categories.

Local Student and Academic Services Staff, Campus Administration, School Counselors

Data reports; Comprehensive Needs Assessment

Title 1, Part A campuses will implement the Title I supplemental funds to maximize student learning and achievement.

Title I Title 1 Campus Principals, Director of Curriculum and Professional Development

Budget reports, Annual federal compliance report

All programs which receive federal funding will maintain compliance with Education Department General Administrative Regulations (EDGAR)

Local Directors over federal funds, Director of Purchasing, Executive Director of Finance

Budget reports, Annual federal compliance report

Recruitment of Highly Effective Teachers


SCUC ISD has developed an equity plan to address recruitment of quality Dual Language teachers.

Equity Plan; high pay in comparison to peer districts

Director of Human Resources

District Pay scale; review Equity Plan annually

SCUC ISD teacher pay scale is regularly compared to neighboring districts to ensure competitive pay.

Teacher Pay Scale Director of Human Resources

Review of pay scale regularly; TASB Staffing Audit

Sexual Assault and Trafficking, Student Maltreatment


Campus counselors provide guidance lessons at the secondary level for students regarding sexual assault and trafficking

Presentation provided from the Rape Crisis Center

Junior High and High School Counselors, Director of Counseling and CCMR

Counselor documentation of dates training was provided

Assembly for students at elementary regarding student maltreatment and safety.

WHO program District Social Worker Social worker documents dates training was provided.

Student Achievement/Dropout Prevention


All students will have a graduation pathway plan developed in 8th grade, and an annual review with parent notification will occur to ensure that students are progressing towards graduation with their cohort as expected.

Campus counselors, printing costs

Director of Counseling Services, Campus counselors, Campus administration

Plans in place for 8th graders, meetings scheduled

Services will be provided for at-risk students to increase academic achievement and reduce the dropout rate for these students

State Comp Ed funds

Student and Academic Services staff, Campus Administration, Campus Counselors, Campus Testing Coordinators

State Comp Ed reports, Annual district report to the school board, school board agenda

Suicide Intervention


The district has developed prevention, intervention and postvention plans and procedures and has shared them with school counselors and campus administrators. Annual training is conducted by the campus counselors for all staff.

District Suicide Prevention, Intervention, and Postvention Plan

School counselors; Campus Principals, Director of Counseling and CCMR

Plans updated as needed; campus sign in sheets and agendas show training completed

Documents

Generated by Plan4Learning · 2.4, 2.5 Teachers 100% of lesson plans will include 3 formative checks for understanding per unit. These checks will guide the progression of lessons