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Southwest Preparatory School – Northeast Campus Improvement Plan Page 1

SOUTHWEST PREPARATORY SCHOOL

NORTHEAST

Campus Improvement Plan

2017-2018

Mission Statement

The mission and purpose of Southwest Preparatory Northeast Elementary school is to provide a positive and effective learning

environment which sets high standards for all students and educators by applying higher level thinking skills through engaging,

rigorous and meaningful learning experiences for success.

Vision Statement

The vision of Southwest Preparatory School Northeast Elementary is to cultivate and empower students to discover their strengths,

strive for excellence and realize their potential as leaders. Our goal is to partner with all members of the school community to

create a safe, supportive, and innovative learning environment with high expectations for all students to become successful in life.

District Profile

The Southwest Preparatory School- Northeast Campus is located on the northeast side of San Antonio, Texas. The campus is located

within Northeast ISD district and Alamo- Heights district. The campus enrollment is 75 in grades K – 5 with a population of Hispanics

(49%), African-American (29%), White (11%), two or more races (12%). The male population is 52% and female population is 48%.

The Limited English Proficiency (LEP) students consist of 7% of the student population. The students receiving special education

services is 11% of the student population. The at-risk student population 78%. The staff consists of six classroom teachers, one

special education teacher, and part-time reading and math specialists, who are 100% certified/highly-qualified in their areas of

content.


THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language. GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff

development, and administration.


COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR:

Data Sources Reviewed: • Student Enrollment and Demographics

STAAR/EOC Results• Texas Academic Performance Reports• TELPAS results• Curriculum- Based Assessments• Individual student profiles

• Performance Based Monitoring • Computer software results• Developmental Reading Assessment • Individual education plans/Individual student profiles • Aggregated /disaggregated attendance data• Aggregated/ disaggregated discipline referral data • Formative assessments• Data Management Systems (Eduphoria) • Response to Intervention tracking• Classroom walkthrough data/Teacher evaluation results• Student feedback • Third party classroom observation • Professional learning community minutes• Use of anecdotal data such as teacher or counselor input in ARDs or LPAC meetings

• PEIMS six-weeks principal reports • Percentage of school-wide engagement in enrichment activities

• Master schedule• Minutes of instructional time per day• Days per year on the instructional calendar• Minutes of extended

opportunities offered• 24/7 online academic opportunities provided• Failure Rates• Classroom engagement• Time on task

• Teacher retention rate• Student perception data• Staff perception data• Parent/Community perception data • Teacher

attendance• Involvement in extra-curricular activities • Community involvement and support• • Number of family/parent focus

workshops and programs offered• Number of home visits conducted• Parent surveys

• Number of modes of communication used to inform families how to support their student academic growth• Number of

languages in which parent communication is provided • Number of community partners• Observed results from the community

partnerships

• Teacher recruitment process • Professional development hours• Professional development implementation (as evidenced during

walk-throughs)


Area Reviewed Summary of Strengths What were the identified strengths?

Summary of Needs What were the identified needs?

Priorities What are the priorities for the campus, including how federal and state program funds will be used?

Demographics

The population served only from Kinder to 5th grade.

From SY15-16 to SY16-17, consistent Kindergarten enrollment with 12 -13 students; 23% increase in 1st grade enrollment from 3 to 13 students; and consistent 2d grade enrollment with 8-10 students

Increase enrollment to capacity of 22 students per class.

Establish a Pre-K program to boost enrollment.

A Parent/Community Liaison to assist with marketing initiatives.

Increase community and enrichment programs to boost enrollment.

Although there is a tremendous need to increase enrollment, our priorities remain in the area of student achievement and teaching/learning.

As we work to establish a strong academic foundation, we will create a school program that grows through reputation.

Increase visibility by improving the school’s appearance and infrastructure.

Student Achievement

TPRI administered BOY, MOY, EOY

Ongoing Monitoring of formative assessments:

o Fast-R (3rd-5th ) o Running Records (K-

5th) o Writing Samples (3rd-

5th) o Math fluency drills

(2nd-5th) o CBAs

Collection and recorded data for method of triangulation of data-points for each student.

Formalize progress monitoring of assessments for targeted interventions.

Reading levels integrated into effective reading groups by guided levels.

Using acquired data from formative assessments to drive instruction.

Establish a formal data collection process onto data walls

Increased and formalize targeted interventions for Math and Reading.

Implement a reading program.

Increase math fluency enrichments activities.


School Culture and Climate

100% of returning students are familiar with our five tenets of character of being Prompt & Prepared, Productive, Positive, Polite, and Proactive.

Student Ambassador Program in place.

An increase in information sharing with parents.

Implementing a Bully Box to consistently address issues in a timely manner.

Acclimate new students to the five tenets of character.

Provide opportunities for participation in extra-curricular activities.

Provide opportunities for parents to be partners in education.

Instill a desire to strive for academic excellence through increasing student ownership of learning.

Incorporate a grade level specific, comprehensive character education program.

Incorporate enriching and developmental activities during “specials”, such as: music, library time, and art.

Developing the character of our K – 5 students through instilling a sense of community and giving among the K – 5 students.

As we work to establish a strong academic foundation, we will create a school program that grows through word of mouth.

Improving the climate among students by incorporating a school-wide motivational program in building positive behavior and good academic habits.

Staff Quality/ Professional Development

100% of K – 5th are certified.

Range of elementary experience is 4 – 14 years.

2 of 3 teachers have been in our district 2+ years.

We must provide grade level specific, job-embedded professional development.

Plan grade appropriate, job-embedded professional development.

Increasing collaboration and planning between grade levels onto the master schedule.

Curriculum, Instruction, Assessment

A Common Instructional Framework established in SY15-16.

Lesson Planning is well developed.

Lesson Delivery is effective.

The re-implementation of the EEP Rubric Teacher Evaluation Tool will allow us to continue maximizing the

We need books to increase the opportunity for the students to practice reading.

A comprehensive reading program is needed to measure reading levels and establish goals.

Focus on math fluency to increase the students’ ability to complete basic math

Increasing the number of books in the school and reading opportunities for students.

Focus on increasing reading levels so that 100% are on/above grade level.

Continue to develop teachers’ capacity through building their toolbox and evaluating their use of learned instructional techniques and strategies.


effectiveness, rigor, and engagement in classroom instruction as was done through T-TESS.

Job-embedded professional development has increased the teacher’s techniques and strategies toolbox in the areas of Student Engagement, HOTS, Cooperative Learning, Formative Assessment, etc.

Use of curriculum pacing guides for planning

Unpacking the standards through use of instructional focus documents from TEKS resource systems.

functions.

Student ownership in their academic success.

Improving teacher skills and knowledge in delivery of instructions to meet individual student needs.

Provide job-embedded AND Region 20 professional development.

Implement academic goal-setting to increase the student ownership of their academic success.

Implement Student portfolio and data folders for student accountability.

Family and Community Involvement

Monthly calendar of events and information distributed to parents.

Progress-Report and Report Card Pick-Up allows for seven opportunities for family to receive an update on academic progress.

Surveys indicate that parents are happy with our program and teacher communication.

Established “traditions” such as the annual Christmas Program, Bike Rodeo, Mom Cakes, Fiesta Float Parade, and BoxTops.

Community involvement is needed from the aspect of exposing our students to resources available in our community, students giving back to the community, and the increased community awareness of our Pre K-5th program.

Continue to build on our traditions.

Consistently offer opportunities to positively recognize students for their accomplishments.

As we work to establish a strong academic foundation, we will create opportunities for students to communicate their academic success more directly to their parents.

Incorporate student-led conferences each semester.

Implement informal parent education classes for increasing student success and attendance.


Began discussion and receiving support for equitable communication with stakeholders.

Administer a survey to determine kind of supports parents need.

Documenting process and procedures to review information regularly.

Establish community partners.

Initiate parental survey at the BOY, MOY, and EOY.

Review feedback and adjust accordingly.

Formulate community partnerships through afterschool enrichment programs.

Maintain a consistent public reporting progress with newsletters, facebook, remind, marquee, and bulletin boards.

School Context and Organization

Successfully added all grade levels.

Adequately sized Kindergarten classroom.

Experienced teachers.

Separate K-2 area from grades 3 – 5.

We are new to elementary so we need to immerse ourselves in professional development.

A focus on the pre K – 5th program as a whole.

Inadequate facilities for K-2 students such as small toilets and play space.

Grade level appropriate technology and software.

Inoperative smart-boards and devices.

Utilize grant opportunity to allow us to enhance our pre K – 5th programs to fulfill some of our needs in this area.

Build up resource capacity with the use of technology and software.

Technology

Limited technology available.

Curriculum software available.

Student to laptop ratio was 1:1.

Focus on incorporating grade level appropriate technology and software.

Ability to increase reading levels and math fluency through use technology.

Ability to increase reading levels and math fluency through use of technology.


Title I, Part A

Schoolwide Components:

1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.

3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and

paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.

5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First,

or a State-run preschool program, to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to

provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement

standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.


Ideal State Goal 1: By the end of 2017 – 2018 SY, SWPS-NE will increase the minimum number of reading tests meeting standard to 18/30 (60%).

Objective(s): 100% of teachers will effectively implement Journey’s and Fountas & Pinnell research-based reading program in grades K-5.

Strategies and Action Steps Person(s)

Responsible Resources Timelines

Evidence of Implementation

Evidence of Impact

Formative/ Summative

Title I Schoolwide

Components (Code by #)

Establish baseline data of student reading levels and short-term goals for growth throughout the year (BOY, MOY, EOY): TPRI, Running Records, Edmentum Pathways, Independent Reading, and FAST-R.

Principal K-5 Teachers

Journeys Resources District Reading Specialist PSP Reyna Mentoring Minds Fountas & Pinnell

BOY- September/ October 2017 MOY-January 2018 EOY-May 2018

TPRI Data, CLI Engage Platform, On-going Running Reports, Edmentum Pathways, Reports, Independent Reading Logs, FAST-R Data Reports, Mentoring Minds (RTI)

An increase in individual reading and comprehension development and improvement levels of all students.

K-5 EOY Assessment Reports 3-5 STAAR Reading Results District CBA/Benchmark

2, 7, 8, 9

Vertical faculty team will identify knowledge and skills for each grade level; evidence of mastery; key texts/materials; and instructional routines that will support reading development and improvement over time.


TEKS Resource System Instructional Planning Calendar Lesson Plans

September 2017 January/February 2018

K-5 Factors of Success Document, Lesson Plans, and Targeted Intervention Plans Data Analysis Meetings review results

An increase of mastery of grade level expectations in reading of all students.

K-5 EOY Assessment Reports 3-5 STAAR Reading Results District CBA/Benchmark

2, 3, 7, 8, 9

Facilitate teacher meeting times/dates and protocols including use of Remote Desktop Tools to review reading


School Calendar Instructional Planning

Weekly Meetings September 2017 – May 2018

Weekly Meeting Schedule for September 2017 – May 2018

An increase in teacher discussion, awareness, and

K-5 EOY Assessment Reports

2, 3


Ideal State Goal 1: By the end of 2017 – 2018 SY, SWPS-NE will increase the minimum number of reading tests meeting standard to 18/30 (60%).

Objective(s): 100% of teachers will effectively implement Journey’s and Fountas & Pinnell research-based reading program in grades K-5.




Evidence of Impact


Title I Schoolwide


assessment results and plan next instructional steps (2-3x per quarter).

Calendar Edmentum Mentoring Minds Eduphoria

Meeting Sign-In Sheets, Agendas, and Minutes. Increase in student growth charts

targeted intervention of student progress and mastery of grade level expectations in reading.

3-5 STAAR Reading Results District CBA/Benchmark

Plan K-5 reading assessment, PD, data review, conduct two formative assessments for grades 3-5 per quarter.


Instructional Planning Calendar District Assessment Calendar Professional Development Calendar PSP Reyna

Quarter 1 & 2 2017 Quarter 3 & 4 2018

Reading Assessment Schedule FAST-R Data Reports Targeted Data Analysis

An increase in individual reading and comprehension development and improvement levels of all students.

K-5 EOY Assessment Reports District CBA/Benchmark 3-5 STAAR Reading Results

2, 7, 8, 9


Ideal State Goal 2: By the end of 2017 – 2018 SY, SWPS-NE will increase the minimum number of math tests meeting standard to 21/30 (70%).

Objective(s): Effectively engage in data analysis and adjustments in instruction based on results.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

(Code by #)

Establish BOY baseline data of numeracy/timed checks; goals for growth/ improvement of numeracy and math competency; and system for collecting math competency data.

Principal

K-5 Teachers

Numeracy/Math Fluency Resources

District Math Specialist

PSP Reyna

BOY- September/ October 2017

MOY-January 2018

EOY-May 2018

FAST Math Collection Procedures and Data

Student Data Tracking

Weekly Math fluency drills.

An increase in individual math fluency of basic math facts development and improvement of all students.


3-5 STAAR Math Results

District CBA/Benchmark Results

2, 7, 8, 9

Develop and implement 5-10 Math Competency Checklist per quarter per grade K-5 based on the end of unit performance tasks.

Principal

K-5 Teachers

TEKS Resource System

Instructional Planning Calendar

Lesson Plans

September 2017

January/February 2017

K-5 Math Competencies Document, Lesson Plans, and Targeted Intervention Plans

An increase of mastery of grade level expectations in math of all students.



District CBA/Benchmark

2, 3, 7, 8, 9


Decide regular teacher meeting times/dates and protocols including data analysis and plan next instructional steps (2-3x per quarter).

Principal

K-5 Teachers

School Calendar


Edmentum

Mentoring Minds

Eduphoria

Quarter 1 & 2 2017

Quarter 3 & 4 2018

Quarterly Meeting Schedule for September 2017 – May 2018

Meeting Sign-In Sheets, Agendas, and Minutes.

An increase in teacher discussion, awareness, and targeted intervention of student progress and mastery of grade level expectations.




2, 3

Develop a format and monitor intentional planning of student expression through collaborative learning opportunities in lesson plans, walk-throughs to see/hear, and products.

Principal

K-5 Teachers


PSP Reyna

Weekly Lesson Plan Checks and Walk-throughs September 2017 – May 2018

Format and Monitoring Document

Walk-through Reports

An increase in student expression in math through collaborative learning opportunities.



2, 3, 7, 8, 9


Ideal State Goal 3: By the end of 2017 – 2018 SY, SWPS-NE will increase the minimum number of writing tests meeting standard to 6/10 (60%).

Objective(s): Incorporate 30 minutes of student writing each day during the school year.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

(Code by #)

Establish baseline of student writing

levels, short-term goals for growth

throughout the school year, and

archiving system for collecting

student writing across content

areas.

Principal

K-5 Teachers

Writing Prompt

Bank

STAAR Grade 4

Writing Rubric

Reading

Specialist

BOY- September/

October 2017

MOY-January

2018

EOY-May 2018

Writing

Collection

Procedures and

Data

Targeted

Intervention

Plans

An increase in

individual writing

development and

improvement of

all students.

Scoring on

Rubrics

Increased

discussion and

awareness

reviewing

student work

samples.


Grade 4 STAAR Writing Results

District CBA/ Benchmark Results

2, 7, 8, 9


Develop and implement vertical

scope and sequence for teaching

writing (based on what students

need to know and do in writing),

including student-friendly rubrics in

ELA.

Principal

K-5 Teachers

TEKS Resource

System

Instructional

Planning

Calendar

Lesson Plans

Student work

samples

September 2017

January/February

2018 Revision

K-5 Writing

Competencies

Document,

Lesson Plans, and

Targeted

Intervention

Plans

An increase of

mastery of grade

level

expectations in

writing of all

students.


Grade 4 STAAR Math Results


2, 3, 7, 8, 9

Provide PD on how writing can be

part of every teacher’s curriculum K-

5.

Principal

K-5 Teachers

School Calendar

Instructional

Planning

Calendar

Professional

Development

Plan

Region 20

2017 – 2018 SY

Monthly Job-

Empbedded PD

2017 – 2018 SY

Monthly Region

20 PD

Weekly Lesson

Plan Checks and

Walk-throughs

September 2017

– May 2018

Meeting Sign-In

Sheets, Agendas,

and Minutes.

Region 20 PD

Certificates

Walk-through

Reports

An increase in

teacher

discussion,

awareness, and

targeted

intervention of

student progress

and mastery of

grade level

expectations in

writing.

K-5 EOY

Assessment

Reports

Grade 4 STAAR

Math Results

District

CBA/Benchmark

3, 4

Conduct and collect 2 formative

assessments of student writing in

ELA (with student-friendly rubrics) in

grades 3-5.

Principal

K-5 Teachers

Instructional

Planning

Calendar

Grade 4 STAAR

Writing Rubric

Writing Prompts

BOY- September/

October 2017

MOY-January

2018

EOY-May 2018

Writing Score

Reports

Targeted

Intervention

Plans

An increase in

student

expression

through

increasing writing

opportunities.

District

CBA/Benchmark

Grade 4 STAAR

Writing Results

2, 7, 8, 9


Ideal State Goal 4:

100% of core academic classes will be taught by certified teachers and 100% highly qualified staff will be maintained.

Objective 1: 100% of core academic classes will be taught by certified teachers and 100% of paraprofessionals with instructional duties will meet NCLB

requirements.

Objective 2: 100% of instructional staff will implement strategies that improve student success as a result of high quality professional development



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

Provide payment or reimbursement

for certification test fees.

Human

Resources

Principal

420 Regular

Funds

Available Upon

Request

Certification

mentor visit

documentation,

PO for

payment/reimbu

rsement of tests.

100% core

academic classes

taught by

certified

teachers.

Semester Audit 3, 5

Recruit teachers from

ESC/educational partner sponsored

Job Fair

Human

Resources

Principal

420 Regular

Funds

TIF 5 Funds

April 2018 – June

2018

Participation in

job fair, PO for

payment to

participate in job

fair.

100% core

academic classes

taught by

certified

teachers.

Evaluate hiring

needs at start of

April.

3, 5

Provide meaningful, scientific,

research-based professional

development for all teachers and

paraprofessionals.

Assistant

Principal

Principal

276 TTIPS Funds August 2017 –

May 2018

PD sign in sheets,

meeting agendas,

SY2017-2018

calendar, lesson

plans.

Incremental

improvement in

three formal

observations.

100% Teachers

score 3 or above

on final formal

observation.

2, 3, 4, 5


Ideal State Goal 4:

100% of core academic classes will be taught by certified teachers and 100% highly qualified staff will be maintained.

Objective 1: 100% of core academic classes will be taught by certified teachers and 100% of paraprofessionals with instructional duties will meet NCLB

requirements.

Objective 2: 100% of instructional staff will implement strategies that improve student success as a result of high quality professional development



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

Implement the Educator

Effectiveness Process Evaluation

System

Career Teacher

Leaders (3)

Principal

TIF 5 Funds

420 Regular

Funds

Three formal

observations

November 2017,

February 2018,

April 2018

PD sign in sheets,

meeting agendas,

SY2016-2017

planning

calendar, and EEP

evaluation

documents.

Improve teacher

capacity through

ongoing support

and teacher

reflection.

Formal

Observation 1

(December-CTL),

Formal

Observation 2

(February –

March-CTL),

Formal

Observation 3

(April-Principal)

3, 4, 5


Ideal State Goal 5:

All students will be educated in learning environments that are safe, drug free, and conducive to learning.

Objective(s): The number of incidents involving violation of the student code of conduct will be reduced by 10% as measured by PEIMS and number of

discipline referrals.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

Conduct assembly with the purpose

of disseminating information with

regard to current rules and

regulations including consequence

for bullying, violence including date

violence, harassment, alcohol and

drug use.

Principal

K-5 Teachers

Student

Handbook

Student Code of

Conduct

Various Bullying

Resources

Various Say No

To Drugs

Resources

Assembly: First

grading period

Every four weeks

As needed based

on disciplinary

incidents

Assembly sign in

sheet, assembly

agenda, cycle

reports from

SY2015-2016 and

SY2016-2017.

Reduction of

incidents

involving the

violation of the

student code of

conduct as

reported in

PEIMS and the

number of

discipline

referrals.

425 EOY Report 7, 10


Ideal State Goal 6:

Parents and Community will be partners in the education of students at Southwest Preparatory School – Northeast.

Objective(s): 95% of all students’ parents/guardians and/or family members will participate in at least one school sponsored academic activity for/with their

child(ren) utilizing equitable communication for all stakeholders.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

Provide a variety of

opportunities/incentives for parents

to meet with teachers and staff to

discuss student performance

through student -led conferences.

All Content

Teachers (K-5)

Family

Community

Liaison

Principal

461 Campus

Activity Funds

August 2017 –

May 2018

A different

opportunity/

method than the

progress

report/report

card pick-up.

Promotion Flyer

Parent Sign-In

Sheet

Students and

parents gain

ownership of

their academic

achievement by

becoming

invested in the

learning.

Parent Student

Survey

Parent

attendance at

progress report/

report card pick

up in Fall VS

Parent

attendance at

“different

opportunity” in

the Spring.

6

Increase the number of academic

and extra-curricular activities being

offered in grades K – 5.

Cheer Sponsor

Principal

Teachers

420 Regular

Funds

August 2016 –

December 2016

January 2017 –

May 2017

Addition of one

more club or

extra-curricular

activities per

semester.

An increased

number of

students

participating and

becoming

connected to

school.

Add two

clubs/activities:

Only have

Student

Ambassador

Program.

6


Ideal State Goal 6:

Parents and Community will be partners in the education of students at Southwest Preparatory School – Northeast.

Objective(s): 95% of all students’ parents/guardians and/or family members will participate in at least one school sponsored academic activity for/with their

child(ren) utilizing equitable communication for all stakeholders.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

Increase communication and

awareness of activities for

involvement opportunities with

community, parents, staff, and

students.

Principal

K-2 Teachers

Family

Community

Liaison

Planning

Calendar

Community

Businesses

August 2017-

May 2018

Parent/student

surveys.

Parent volunteer

in activities

Increase parental

involvement.

Community

support

Increase in

student

enrollment

6


Ideal State Goal 7:

Student attendance rate will increase by two percentage points from 94% to 96%.

Objective(s): Attendance incentives will be offered throughout the year to promote healthy competition between grade levels.




Evidence of Impact


Title I Schoolwide


Track classroom attendance daily by grade.

Registrar Family community liaison

Websmart Daily August 2017 – May 2018

Daily Attendance Summaries

Daily attendance greater than 94%.

Semester 1 attendance 96% or greater. Semester 2 attendance 93% or greater.

2, 7

Display/Announce daily attendance using methods that promote healthy competition between grade levels.

Family Community liasion

Decorative supplies, paper

Daily August 2017 – May 2018

Daily attendance displayed in an area where all can see. Student awareness of grade place during weekly competition.



2, 7

Provide an incentive to the grade level with the highest attendance for the week.

Family community liasion Principal

461 Campus Activity Funds

Weekly August 2017 – May 2018

A grade level with the highest attendance being awarded weekly.



2, 7


Ideal State Goal 8:

Southwest Preparatory School will implement programs and activities that have a positive impact on student health and wellness, including nutrition and

physical education.

Objective(s):

Health and Wellness programs will be implemented and introduced to students on nutrition, health care, and with structured physical activities.



Evidence of

Implementation Evidence of Impact

Formative/

Summative

Title I

Schoolwide

Components

(Code by #)

All students will be involved in 45

minutes of physical activity three

times per week.

PE Teachers,

Coaches,

Principal

Instructional

Aides

Local Budget 2017-2018

School Year

Student grade

participation. Lesson

plan documenting

activities

Weekly submission of

lesson plans

indicating conducted

activities.

Lesson plans,

records/progress

charts showing

improvement

throughout the

year

7, 10

All students will be given an

opportunity to participate in health

program emphasizing making good

choices concerning nutrition and

dental care.

PE Teachers,

Coaches,

School Nurse,

Principal


School Year

Student attendance

documented. Program

agenda.

Letters of

information sent

home to parents.

Student

participation in

programs

7, 10

Continue quality health services and

screenings for all students.

School Nurse Health

Advisory

Council

2017-2018

School Year,

usually done by

October

Letters sent out by School

Nurse. Documents

scanned onto websmart.

Follow up from School

Nurse verifying records

have been updated.

Health records 7, 10


Ideal State Goal 9:

Southwest Preparatory School will utilize technology to support teaching, learning, and communication. Focusing on increasing and upgrading technology

integration and inventory of hardware and software.

Objective(s):

Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and

administration.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

(Code by #)

Provide staff development on

utilization of technology in all

classrooms as an important tool of

learning and teaching.

IT, Principal,

Outside Vendors

TTIP 5 Grant

funds

2017-2018

School year

Staff sign In

Sheets

Teachers utilizing

technology

within the

instructional

cycle.

Conducted 5-

minute

walkthroughs.

Self-evaluation.

4, 10

Continue to improve, replace,

upgrade, and maintain quality

hardware, software, computers, and

laptops for teachers. Add

smartboards to each classroom. Add

more laptops to bring elementary to

one to one computing.

IT, Principal TTIP 5 Grant

funds

2017, beginning

of school year

Work orders Completed work

orders

Materials

Inventory forms.

2


Ideal State Goal 9:

Southwest Preparatory School will utilize technology to support teaching, learning, and communication. Focusing on increasing and upgrading technology

integration and inventory of hardware and software.

Objective(s):

Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and

administration.



Evidence of

Implementation

Evidence of

Impact

Formative/

Summative

Title I

Schoolwide

Components

(Code by #)

Update and add software to

teach reading, writing, and math.

Evaluated different programs,

such as Study Island, Reading A

to Z, , BrainPop, Brain Pop Jr,

BrainPop ESL, Reading EGGS,

Think Central and iStation.

Curriculum

director,

Academic Dean,

Principal


School year

Student log in

sheets

Data Usage

Reports

Weekly lesson

plans indicating

programs.

Programs used

during

enrichment

period.

Student increase

in use of

programs from

program data

reports verified

periodically.

7, 8,9