2018-2019 campus improvement plan san elizario independent ... · data obtained from texas academic...

San Elizario Independent School District

Loya Primary School

2018-2019 Campus Improvement Plan

Loya Primary SchoolGenerated by Plan4Learning.com 1 of 46 Campus #071904102

August 9, 2018 1:20 pm

Mission Statement

The mission of Lorenzo G. Loya Primary School is to ensure that all students receive an equitable education that will help them achieve their full potential tolead socially active lives. Furthermore, parents will be afforded the opportunity to participate in meaningful activities.

Vision

The vision of Lorenzo G. Loya Primary School is to build individuals who will contribute to society in a meaningful way by fully maximizing their academicpotential.


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Lorenzo G. Loya Primary is a feeder school to all the district's elementary schools. We serve all the district's pre-prekindergarten ( 3 yearold), prekindergarten (4 year old), and kindergarten ( 5 year old ) students. We have the following grade level sections:

9 full day bilingual kindergarten

4 full day monolingual kindergarten

3 full day monolingual prekindergarten

7 full day bilingual prekindergarten

1 half day (a.m. & p.m.) monolingual pre-prekindergarten

2 half day (a.m. & p.m.) bilingual pre-pre-kindergarten

1 Preschool Program for Children with Disabilities (PPCD) classroom

1 Collaborative classroom ( serves designated students with typical development and students with disabilities)

Students:

Data obtained from Texas Academic Performance Report - 2016-2017 Campus Profile, and most recent enrollment information

Total Students: 573


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Hispanic 99.8%

African American 0.2%

Economically Disadvantaged 96%

Non-Economically Disadvantaged 4.0%

English Language Learners (ELL) 69.3%

At-Risk 80.8%

Professional Staff:

28 Regular Education Teachers

3 Special Education Teachers

2 Administrators

2 Instructional Specialists

1 Counselor

1 Librarian

31 Teachers with Bachelor's Degree

8 Teachers with Master's Degree

1 Teacher with Doctoral Degree

Bilingual Education Certified = 19


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Special Education Certified = 3

Physical Education Certified = 2

Average Years of Teaching Experience = 14.6 years, 11.6 years in San Elizario ISD

Para-Professional Staff:

3 Language Development Classroom Aides

1 Library Aide

1 Math & Science Classroom Aide

1 Nurse (LVN)

1 Nurse Aide

1 Computer Lab Aide

3 Special Education Aides

Demographics Strengths

Loya Primary is uniquely structured to serve only pre-pre-prekindergarten through kindergarten students.

We are a campus wide Title I school, thereby affording supplemental federal funds to better meet student needs.

All ELL prekindergarten and kindergarten students are provided 120 hours of summer school to enhance English language acquisition.

All students are provided hands on experiences in our computer, mathematics, and science labs.

Pre-prekindergarten classes have a language development aide along with a certified teacher.Loya Primary SchoolGenerated by Plan4Learning.com 5 of 46 Campus #071904102

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All students are provided physical education by staff certified in this area as well as counseling services by a full time certified counselor.

Problem Statements Identifying Demographics Needs

Problem Statement 1: 80.8% of all Loya students are identified as being at risk of dropping out of school and 69.3% of all Loya students are identified ashaving Limited Proficiency in English. Root Cause: Large number of economically disadvantaged households with parents/guardians being predominatelySpanish speakers.

Problem Statement 2: 96% of Loya students are economically disadvantaged.

Problem Statement 3: 75% of all Loya students are identified as having limited proficiency in English.


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Student Achievement

Student Achievement Summary

During the 2018-2019 academic year, we will be utilizing TPRI, Tejas Lee, Circle C-PALLS, DRA/EDL reading diagnostic instruments to assess readingprogress of all Prekindergarten through kindergarten students. Prekindergarten through kindergarten teachers have all received training on how to utilizethese instruments and interpret the data generated. We will continue to focus on increasing English language acquisition and strong native languagefoundation for all English Language Learners (ELLs), mastery of the Texas Essential Knowledge and Skills (TEKS) for all kindergarten students and theTEA Guidelines for all prekindergarten students. To aide in the endeavor of English language acquisition, Loya Primary will implement Project GLAD (Guided LanguageAcquisition Design) in all bilingual classrooms and English classrooms serving ELL students. All bilingual and monolingual teachers have received intensive training in GLADstrategies The English Language Proficiency Standards (ELPS) will be targeted during daily instruction. Consistent implementation of the ELPS will provideopportunities for all ELL students to learn English and succeed academically resulting in the increase of English language proficiency levels as measured bythe Woodcock Munoz Language Survey and the Texas English Language Proficiency Assessment System (TELPAS).

Improving writing skills will be a focus this academic year. The PPK Benchmarks, Circle C-PALLS assessment and TRS performance assessments will be utilized tomonitor mathematics progress for all students. Students will participate in hands on investigations through experimentation via the Science and Mathematics labs.Students will interact in the scientific process and acquire science and mathematics terminology being used and tested at the upper grade levels. Our effortswill contribute in the achievement of targeted STAAR score gains.

The Kindergarten TEKS Resource System (TRS) and TEA Prekindergarten Guidelines along with supplemental resources will be implemented in order toachieve Reading, Science, Social Studies, and Mathematics gains. Teachers will continue to receive training in the implementation of the TRS curriculumsupport system. The STAAR (Students and Teachers Achieving Academic Readiness) room will be utilized to review and analyze student data to betterassist teachers and drive instruction. It will also assist in providing focused staff development in areas of need.

Technology will be integrated into the curriculum in order to enhance student understanding of concepts being taught. Utilizing technology across thecurriculum will contribute to an increase in student and staff technological skills using the latest technological tools.

Educational Parenting Sessions (EPS), to include the ASIS after school program, will be conducted for parents throughout the year. Teachers will presentactivities and strategies which parents can use at home to help their children academically.

Staff development will be provided with student academic needs in mind. Teachers and instructional aides will continue to receive training which targetsstrategies dealing with student diverse needs within their classrooms.

We will continue recruiting and retaining “highly qualified” faculty and staff.


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Implement initiatives and activities of the district's PBMAS plan for improvement.

The Instructional Specialists will assist teachers in providing instructional support in district and campus initiatives as well as other areas of need.

Student Achievement Strengths

End of year results in TPRI, Tejas LEE, and Circle C-PALLS early reading assessment results and Pre-kindergarten Benchmarks indicated gains in all areas.This year's middle of the year data indicates gains in all areas as well. The data is displayed in our Data room.

Increase in OLPT results (students increased one or more levels).

Teachers are provided the necessary instructional materials and support to effectively teach our students. PLC meetings are utilized to desegregate data,create meaningful lesson plans that target TEKS and Prekindergarten TEA Guideline Standards, and differentiate instruction to address the needs ofindividual students.

Campus wide PBIS strategies being implemented continue to decrease discipline referrals. An environment of respect has become more evident throughstudent to student interactions, and student to adult interactions.

Scaffolding instruction based on individual student needs.

The Family Literacy Program, Educational Parenting Sessions (EPS), STEM Sessions and PBIS Parent Sessions continue to provide our student's parentswith the necessary instructional tools/strategies to assist their child at home. This year we will implement our ASIS after school tutorial program to includeparents.

One on one and small group interventions continue to be successful in addressing individual student academic needs. Teacher Support Team(TST) developed interventions have also yielded success in assisting struggling students. A forty minute intervention block has been embedded into the dailyschedule.

Facilities up-keep contributes to student performance.

Meet in the Middle program has brought inclusion awareness to all students and staff.

The campus counseling program is providing student awareness in the areas of safety, anti-bullying, character building, as well as college awareness. Parentshave expressed appreciation for the counseling presentations provided to our students.

Teachers have high expectations for all students.


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Staff development continues to be driven by student academic needs.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Improvement of vertical alignment with grades PPK through 1st grade. Root Cause: Implementation of multiple instructionalresources and strategies not aligned from grade level to grade level.

Problem Statement 2: Academic progress was made across all content areas, however, specific gaps exist in certain areas of reading and mathematics. Root Cause: Inconsistency in the implementation of best practice strategies necessary to address individual student needs.

Problem Statement 3: High number of students at the "beginning" TELPAS level in the four measured domains. Root Cause: Inconsistency in maximizingdesignated ELD time allotments.

Problem Statement 4: 30% of kindergarten students who moved on to Grade 1 were shown to lack reading readiness through the TPRI and Tejas Leeresults.

Problem Statement 5: Vertical alignment with the grades 1-6 elementary campuses must increase.

Problem Statement 6: The percentage of kindergarten English Language Learners attaining an "intermediate" TELPAS composite score must increase by atleast 5%.


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School Culture and Climate

School Culture and Climate Summary

The campus critically analyzes the school culture and climate to ensure that students are being provided with a safe, healthy and disciplined environmentconducive to student learning. Parents feel that they can communicate with school faculty and staff. The PBIS team meets twice a month to discuss mattersrelated to providing a positive school culture and climate. All members of the school community are consistently instructed on procedures and operationsthat will allow Loya Primary to provide a safe and smooth learning environment. Parents are strongly encouraged to get involved in volunteeringopportunities that will assist their child's education. Issues are reviewed and discussed through consistent dialogue and both administrators and teacherscreate a plan to improve issues that affect school culture and climate. Furthermore, administrators, faculty, and staff consistently provide opportunities forprofessional collegial interaction to mold professional learning communities, positive working relationships, team building, and motivation.

School Culture and Climate Strengths

Administrators work closely with faculty and staff in decision making.

Student recognition for positive behavior, good citizenship, and academics.

Active parental involvement.

Security camera and visitor management system in place to ensure the safety of all students and staff.

Parents express the school has a strong academic focus with high student expectations.

Teachers work well together and treat each other with dignity and respect.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Increase attendance at campus parent sessions during and after school hours. Root Cause: Household and work obligationscontribute to low attendance.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Loya Primary School employs teachers that are 100% certified to teach at their grade level. Stipends are provided to our bilingual certified teachers, specialeducation teachers, G.T. coordinator, and campus STEM coordinator. New teachers are provided support in a variety of ways to include participation in thedistrict mentor program. Faculty and staff are provided professional growth opportunities.

Staff Quality, Recruitment, and Retention Strengths

Walkthoughs with instructional feedback.

Excellent faculty and staff retention rate for the past 9 years.

Teacher are provided a yearly allotment to purchase student supplies and materials.

Teacher and Employee of the Month recognition. Teacher and employee of the year banquet.

Quality professionals and para-professionals are attracted to Loya Primary as evidenced by applications when a position opens at Loya Primary.

New teacher mentoring program.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Qualified personnel are lured by other districts. Root Cause: Driving distance is a determining factor for some applicants.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

PLC meetings are held 3 days per week with the focus being on student data analysis, vertical alignment, and planning. Prekindergarten benchmarks, TejasLEE, TPRI, Circle CPALLS, and DRA/EDL reading instruments and other district assessments are being utilized as a means to track student progress.Decisions to improve teaching and student academic performance are all data driven. Loya Primary is implementing the TEKS Resource System,TEAPrekindergarten Guidelines, and research-based best practices. Collaboration among grade levels is a priority with the focus on maintaining consistency inacademic alignment within and among grade levels.

Curriculum, Instruction, and Assessment Strengths

Implementing best practice instructional strategies through daily instruction.

Understanding of rigor and relevance.

Utilizing researched based lesson planning.

Ongoing staff development provided by the campus instructional specialists and district planning instruction department.

Planned curriculum meetings with campus instructional specialists and administration.

Teachers implement instruction and assessment that are aligned to state standards in all core subjects.

Students who need additional intervention beyond primary classroom instruction will receive after school tutorials via the ASIS program.

Two full-time instructional specialists are assigned to the campus to support instructional staff.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Parental support for in providing a quality after school academic intervention program. Root Cause: Household, work obligations,and length of school day.

Problem Statement 2: Professional development needs must be centered on subjects/sub-populations that have the greatest academic needs.


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Problem Statement 3: Classroom monitoring (walk-throughs, etc.) time must increase.

Problem Statement 4: An increased instructional/professional development focus is needed on student achievement in the early childhood grades.

Problem Statement 5: Teachers and administrators must continue to increase proficiency in instructional technology.


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Family and Community Involvement

Family and Community Involvement Summary

At Loya Primary we welcome and nurture parent and community partnerships. We maintain a family-friendly school environment. We strive to provide aresponsive climate for parents and widely communicate ways for parents to partner with us in educating their children. Our practices recognize a variety ofparenting traditions and practices within the school community. We provide translations of printed materials in English and Spanish. We provide an array ofworkshops for parents through our parental involvement program.

Family and Community Involvement Strengths

Conduct research-based parental involvement practices to include but not limited to culturally significant celebrations, STEM Exposition, District HealthFair, G.T. Exposition, College Awareness, volunteer orientation, parenting meetings, and workshops (Family Frameworks), health/nutrition, Family LiteracyProgram , G.T. program, and After School Intervention Sessions (ASIS).

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: Fluctuation in attendance by parents on certain sessions offered by the campus. Root Cause: Lack of make and take activities withstudent involvement.

Problem Statement 2: Continue to work with parents to understand the importance of consistent school attendance.

Problem Statement 3: School counselors must continue to expand their role in increasing the levels of parental involvement.

Problem Statement 4: Parental involvement must become more consistent beyond annual events and routine events at the campus.


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School Context and Organization

School Context and Organization Summary

The perception among all faculty and staff at Loya Primary is that it is a safe and positive environment with a strong focus on academic excellence. Weconduct on-going analyses of the school context and organization by looking at how school processes, structures, decision-making, and overall leadershippositively affect classroom instruction and student safety. Our commitment is to keep students at the center of all actions and decisions. As a result, there isa high standard for best instructional practices, as well as, building strong social character.

School Context and Organization Strengths

Loya Primary operates as a campus-wide professional community. Teachers and staff are involved in the decision-making process at all levels. As a team,we analyze student assessment data to plan and deliver research-based, best practice instruction. We meet on a weekly basis to discuss student academicprogress, scope and sequencing, timelines and due dates. We have campus designated committees working in unity for various campus duties. EmergencyOperation Plan is in place. The CIP, Campus News, Calendar of Events, and other resources are posted on the campus website. Morning, noon, andafternoon duties are assigned to various staff members in order to ensure student safety and smooth student transitions. One Hundred percent (100 %) compliant with safety drill requirements. RTI model is utilized effectively.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Heighten security measures to improve upon existing procedures. Root Cause: Recent school incidents at the local and nationallevel.


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Technology

Technology Summary

Technology plays an important role in terms of how student learning takes place. At Loya Primary, teachers are encouraged and supported in the use oftechnology to facilitate in creating lessons that are engaging, effective, and efficient. Throughout the campus, students are not only learning with technology,they are learning about technology. The instructional program is infused with technology in the delivery of curriculum content and instructional practice. Amajor emphasis is placed on increasing the levels of student engagement using various technology tools and a collaborative leaning environment.

Technology Strengths

Every classroom is equipped with:

1 Promethean Board (interactive board) - Promethean Boards will be replaced with more technologically advanced Active Panels.

Minimum of 3 desktop computers

Minimum of 5 iPad computers

1 Laptop computer

1 InFocus Projector

1 Document projector

1 Television

Our computer lab is equipped with 26 Touch Screen computers, 3 printers (2 color), and an 80" Active Panel.

Student Broadcasting Station housed in the computer lab for student use.

Staff development needs are based on the district technology plan and online survey results (STaR Chart) during Fall and Spring Semesters.

Problem Statements Identifying Technology Needs


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Problem Statement 1: Maintain proficiency in instructional technology by students, faculty, and staff. Root Cause: High frequency of technologicaladvances.


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

Improvement Planning Data

District goalsCurrent 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) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) 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)Observation Survey resultsPrekindergarten Self-Assessment Tool

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilitySection 504 data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataTobacco, alcohol, and other drug-use data


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Student surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataTeacher/Student RatioCampus leadership dataProfessional development needs assessment dataT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataCapacity and resources dataBudgets/entitlements and expenditures dataOther additional data


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Goals

Goal 1: To foster well-trained human capital in order to support student success and achievement.

Performance Objective 1: Provide professional development and resources to all faculty and staff in order to successfully meet federal ESSA requirementsand increase instructional effectiveness in the areas of reading, writing, science, mathematics, social studies, problem solving skills, and technology. Studentswill demonstrate 90% mastery of the Texas Essential Knowledge and Skills (TEKS) and TEA Prekindergarten Guidelines in all academic areas. (DistrictGoal 1).

Evaluation Data Source(s) 1: Reading diagnostic instrument data, OLPT, Sight Word Mastery Checklist, local assessment results, TRSPerformance Assessments, walkthrough documentation, documentation of completed professional development activities, teacher and staff turnover rate.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Dec Feb Apr

1) Provide staff development for all staff to improve andenhance early childhood instructional methodologies toinclude but not limited to bilingual instructionmethodologies, TPRI, Tejas Lee, Circle C-PALLS,DRA/EDL, Special Education, Readers and WritersWorkshop, English language acquisition strategies, OralLanguage Development, PBIS, Gifted and Talented,STEMScopes, Thinking Maps, Performance-basedAcademic Coaching Teams (PACT), Kagan CooperativeLearning, and Guided Language Acquisition Design(GLAD).(Every Semester).

2.5, 2.6 Principal, EarlyChildhoodAdministrator,InstructionalSpecialists, andTeachers.

Improvement in student performance as measured byBOY, MOY, EOY reading diagnostic instrument results,TRS performance assessments, local assessments,progress reports, report cards and implementation ofacquired instructional strategies.

Problem Statements: Demographics 1 - Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 3, 4Funding Sources: 211: Title I, Part A Improving Basic Programs - 2600.00, 199: General, Bilingual Education - 700.00, 199: General,Pre-Kinder Bilingual Education - 300.00, 199: General, Special Education - 300.00, 263: Title III, Part A English Language Acq. -400.00, 199: General, Basic - 200.00

2) Provide K-2 DRA and EDL reading diagnosticrefresher training for all kindergarten teachers to ensurethat all teachers are trained in the administration of theinstrument and analyzing data. (1st semester).

2.5, 2.6 Principal andInstructionalSpecialists.

Improvement of MOY and EOY DRA and EDL readinglevels.

Problem Statements: Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 4, 5Funding Sources: None Needed - 0.00


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3) Provide staff development opportunities for staff inorder to attract, hire, and retain quality teachers andstaff.(Weekly).


Maintain high retention rate and fill vacancies withquality faculty and staff.

Problem Statements: Student Achievement 4, 5, 6 - Curriculum, Instruction, and Assessment 2, 3, 4Funding Sources: None Needed - 0.00

4) Certified staff will take and complete the 30 hour GTCore Awareness training and 6 hour annual update.Provide scoring services for annual GT tests for GTnominees.(Every semester).

2.5 Principal, EarlyChildhoodAdministrator,Teachers.

Delivery of instruction that addresses all the componentsof a quality GT program and maintain certified status.

Funding Sources: 199: General, Gifted & Talented - 1100.00

5) Campus Instructional Specialists will work withclassroom teachers to support student learning, and tocarry out district initiatives in all content areas viaprovision of professional development and modeling ofbest-practice instruction. The Campus InstructionalSpecialists are responsible for improvement of teachingand learning at the campus. (2 FTEs) (Daily)

2.5 CampusAdministrationDirector ofInstructionalPrograms Planningand Instruction Staff


Problem Statements: Demographics 3 - Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 3, 4, 5Funding Sources: 211: Title I, Part A Improving Basic Programs - 145000.00

6) Professional Learning Community meetings (PLCs)will be conducted weekly in order to improve planning,curriculum alignment, implementation of the TRScurriculum support system components, and determinestaff development needs.(Weekly).

2.5 Principal, EarlyChildhoodAdministrator,InstructionalSpecialists, andTeachers.


Problem Statements: Demographics 3 - Curriculum, Instruction, and Assessment 2, 3, 4, 5Funding Sources: None Needed - 0.00

7) Share information obtained from staff developmentsessions with other faculty members during PLCmeetings. Disseminate materials on best practices anddiscuss during PLC meetings.(Every Semester).


Implementation of acquired strategies to improve studentperformance on a specific targeted academic area.

Problem Statements: Curriculum, Instruction, and Assessment 2, 4Funding Sources: None Needed - 0.00


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8) Train staff on the use of new software, iPADS ,Interactive panels, trouble shooting, and other areaswhere technology update training is necessary toenhance teacher effectiveness and instruction.(Every Semester).

2.5, 2.6 Principal, EarlyChildhoodAdministrator,Teachers.

Daily incorporation of technology in the content areas inorder to improve student academic performance.


9) Support beginning teachers through the Performance-based Academic Coaching Teams (PACT). (EverySemester)

2.5 Principal, EarlyChildhoodAdministrator,Teachers andInstructionalSpecialists.

Successful implementation of campus and districtinitiatives.

Funding Sources: District Level Funding - 0.00

10) Provide professional development on the TEKSusing Lead4ward, LLC trainers. (Every Semester)

2.5 Principal, EarlyChildhoodAdministrator, andInstructionalSpecialists

Effective implementation of readiness and supportstandards in daily lessons.


= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: 80.8% of all Loya students are identified as being at risk of dropping out of school and 69.3% of all Loya students are identified as having Limited Proficiency inEnglish. Root Cause 1: Large number of economically disadvantaged households with parents/guardians being predominately Spanish speakers.Problem Statement 3: 75% of all Loya students are identified as having limited proficiency in English.

Student AchievementProblem Statement 4: 30% of kindergarten students who moved on to Grade 1 were shown to lack reading readiness through the TPRI and Tejas Lee results.Problem Statement 5: Vertical alignment with the grades 1-6 elementary campuses must increase.Problem Statement 6: The percentage of kindergarten English Language Learners attaining an "intermediate" TELPAS composite score must increase by at least 5%.

Curriculum, Instruction, and AssessmentProblem Statement 2: Professional development needs must be centered on subjects/sub-populations that have the greatest academic needs.Problem Statement 3: Classroom monitoring (walk-throughs, etc.) time must increase.Problem Statement 4: An increased instructional/professional development focus is needed on student achievement in the early childhood grades.Problem Statement 5: Teachers and administrators must continue to increase proficiency in instructional technology.


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Goal 1: To foster well-trained human capital in order to support student success and achievement.

Performance Objective 2: The campus will implement recruitment strategies to attract and hire quality teaching staff and support personnel, ensuring thatall student have an opportunity to receive the highest quality of academic instruction. The percentage of teachers with 6-10 years of experience will increasefrom 40% to 50% in the 2018-2019 school year.

Evaluation Data Source(s) 2: Percentage Rate of Teachers with 1-5 years of experience continuing employment with SEISD, OverallRetention Rate for All Employed Teachers




1) Administrative staff will attend the annualrecruitment fair at the University of Texas at El Paso toseek out quality applicants for teaching positions. (1stand 2nd semesters)

2.5 Principal and EarlyChildhoodAdministrator.

Hire qualified teachers to fill district and campusvacancies.

Funding Sources: None Needed - 0.00

2) Administrative staff will assist the Human Resourcesdepartment by providing information related to neededemployment positions and anticipated openings, in orderfor timely job postings to occur. (1st and 2nd semesters)


Hire qualified faculty and staff to fill district and campusvacancies in a timely manner.




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Goal 2: To build, maintain, and improve student academic performance through a collaborative partnership between home,school, and community.

Performance Objective 1: Provide English language learners the resources and support to become proficient in English and be mainstreamed into allEnglish curriculum. Ninety percent (90%) of English Language Learners (ELL) will demonstrate mastery of the Texas Essential Knowledge and Skills(TEKS) and TEA Prekindergarten Guidelines in all academic areas. Ninety percent (90%) of ELL students will increase 1 or more levels in English andSpanish on OLPT (District Goal 2).

Evaluation Data Source(s) 1: Reading diagnostic instrument data, OLPT, Sight Word Mastery Checklist, TELPAS, TRS PerformanceAssessments, other local assessment results and walkthrough documentation.




1) Provide a variety of materials to support instruction inEnglish and Spanish. Acquire additional Spanish printmaterials in the areas of science, mathematics, reading,and social studies. (Every Semester)

2.6 Principal, EarlyChildhoodAdministrator,InstructionalSpecialists andTeachers.

Improvement in student performance as measured byBOY, MOY, EOY reading diagnostic instrument results,TRS performance assessments, local assessments,progress reports, and report cards.

Problem Statements: Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 3Funding Sources: 199: General, Bilingual Education - 10000.00, 199: General, Pre-Kinder Bilingual Education - 7174.00, 263: TitleIII, Part A English Language Acq. - 2000.00

2) Implement English as Second Language (ESL)strategies and methodologies to improve Englishlanguage acquisition.Target the English Language Proficiency Standards(ELPS) through daily instruction. Implement theTELPAS Strategic Plans for Listening, Speaking,Reading, Writing, and Guided Language AcquisitionDesign (GLAD) instructional model. (Daily)

2.6 Principal, EarlyChildhoodAdministrator,InstructionalSpecialists andTeachers.

Improvement in student performance as measured byOLPT, TELPAS, BOY, MOY, EOY reading diagnosticinstrument results, TRS performance assessments, localassessments, progress reports, and report cards.

Problem Statements: Demographics 3 - Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 3Funding Sources: 199: General, Bilingual Education - 3500.00, 263: Title III, Part A English Language Acq. - 2000.00


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3) Implement on a daily basis Esperanza and Estrellitasearly literacy programs in prekindergarten andkindergarten. Purchase manipulatives and othermaterials to enrich work stations and strengthen orallanguage development.(Daily)



Problem Statements: Demographics 3 - Curriculum, Instruction, and Assessment 2, 3, 4Funding Sources: 199: General, Bilingual Education - 3500.00, 263: Title III, Part A English Language Acq. - 8133.00

4) Provide required summer school program for EnglishLanguage Learners (ELLs) in grades prekindergartenthrough kindergarten. Students shall have theopportunity to receive special instruction designed toprepare them to be successful in kindergarten and gradeone. (120 hours during June 2018).

2.6 Principal,Early ChildhoodAdministrator,Teachers

Increase in academic performance as measured by the preand post summer school benchmarks.

Problem Statements: Demographics 3 - Student Achievement 5Funding Sources: District Level Funding - 0.00

5)Monitor progress of initiatives/activities in the PBMASIntegrated Intervention Continuous Improvement Plan.(Monthly)

2.5, 2.6 Principal andPBMAS Committeemembers

Achieve student academic performance that is not withina stage of intervention and maintain that performancelevel.


6) Identify, place, and monitor progress of EnglishLanguage Learners (ELLs) through LanguageProficiency Assessment Committee (LPAC).(Monthly)

2.6 Principal, EarlyChildhoodAdministrator,LPAC members andTeachers.

Improvement in student performance as measured byOLPT, TELPAS, BOY, MOY, EOY reading diagnosticinstrument results, TRS performance assessments, localassessments, progress reports, and report cards.

Funding Sources: 199: General, Pre-Kinder Bilingual Education - 1500.00, 199: General, Bilingual Education - 1500.00



DemographicsProblem Statement 3: 75% of all Loya students are identified as having limited proficiency in English.

Student AchievementProblem Statement 5: Vertical alignment with the grades 1-6 elementary campuses must increase.Problem Statement 6: The percentage of kindergarten English Language Learners attaining an "intermediate" TELPAS composite score must increase by at least 5%.

Curriculum, Instruction, and AssessmentProblem Statement 2: Professional development needs must be centered on subjects/sub-populations that have the greatest academic needs.Problem Statement 3: Classroom monitoring (walk-throughs, etc.) time must increase.Problem Statement 4: An increased instructional/professional development focus is needed on student achievement in the early childhood grades.


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Goal 2: To build, maintain, and improve student academic performance through a collaborative partnership between home, school, and community.

Performance Objective 2: All Prekindergarten and Kindergarten students will demonstrate 90% mastery of the Texas Essential Knowledge and Skills(TEKS) and TEA Prekindergarten Guidelines in all academic areas.

Evaluation Data Source(s) 2: Reading diagnostic instrument data, Sight Word Mastery Checklist, OLPT, TELPAS, TRS PerformanceAssessments, other local assessment results and walkthrough documentation.




1) Purchase necessary materials for pre-kindergarten andkindergarten teachers to develop and implement lessonsthat are aligned with the Pre-Kindergarten Guidelinesand TEKS with support from lab assistants, languagedevelopment assistants, and instructional specialists.Kindergarten teachers will implement the TRScurriculum support system. Educational field trips willbe conducted throughout the academic year to supportappropriate state standards. (Daily)

2.5, 2.6 Principal,Early ChildhoodAdministrator,InstructionalSpecialists andTeachers.


Problem Statements: Demographics 1, 3 - Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 3, 4Funding Sources: 199: General, Pre-Kinder - 4350.00, 199: General, Basic - 4350.00

2) Purchase necessary materials to strengthen math,science, reading, writing, social studies and health skills.Science, math and computer labs will be utilized tofurther enhance these skills. Implement effective literacyapproaches such as, but not limited to, BalancedLiteracy (Reader & Writers Workshop), GuidedLanguage Acquisition Design (GLAD) instructionalmodel, Empowering Writers, Handwriting WithoutTears, Esperanza, Estrellitas and Fundations earlyliteracy programs, and STEMscopes etc (Daily).

2.5, 2.6 Principal,Early ChildhoodAdministrator andInstructionalSpecialists.


Problem Statements: Demographics 1 - Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 3Funding Sources: 199: General, Basic - 17710.00, 199: General, Pre-Kinder - 17710.00, 211: Title I, Part A Improving BasicPrograms - 8400.00

3) Promote the love of reading through Book of theMonth, and Book Fair, etc. (Every Semester).

2.5, 2.6 Principal, EarlyChildhoodAdministrator,Teachers, andLibrarian.

Improvement in student performance as measured byBOY, MOY, EOY reading diagnostic instrument results,TRS performance assessments, and local assessments.

Funding Sources: 211: Title I, Part A Improving Basic Programs - 5400.00


August 9, 2018 1:20 pm

4) Provide differentiated instruction within the schoolday to meet individual student needs. Materials fordifferentiated instruction for GT students include, butare not limited to, advanced reading materials,consumables for differentiated lessons, and consumablesfor the STEM Expo. (Daily)

2.5, 2.6 Principal,Early ChildhoodAdministrator, G.T.Coordinator,InstructionalSpecialists,and Teachers.

Aide and challenge the gifted and talented student at theirlearning level.


5) Nominate, assess, test, and identify students to beserved in the Gifted & Talented Program to establish thepool. (Spring Semester).

2.4, 2.5 Principal, EarlyChildhoodAdministrator,Teachers,InstructionalSpecialists, andG.T. Coordinators

Aide and challenge the gifted and talented student at theirlearning level.


6) Provide full-day Pre-Kindergarten classes for alleligible students (Daily).


Acquire the foundational knowledge and skills necessaryfor school success in kindergarten and beyond.

Funding Sources: 199: General, Pre-Kinder State Compensatory Educ. - 0.00

7) Provide supplemental State Compensatory Educationclass size reduction teacher positions to work with at-risk students (Daily).

2.5, 2.6 Principal and EarlyChildhoodAdministrator.


Problem Statements: Demographics 1Funding Sources: 199: General, State Compensatory Education - 0.00

8) Pre-Pre-K bilingual teachers will be staffed to ensuredirect classroom instruction to PPK students (2 FTE)(Daily)

2.4, 2.5 Principal, EarlyChildhoodAdministrator, andClassroom Teachers

Acquire the foundational knowledge and skills necessaryfor school success in prekindergarten, kindergarten andbeyond.

Funding Sources: 211: Title I, Part A Improving Basic Programs - 132000.00

9) Designated students with typical development andstudents with disabilities will participate in theCollaborative Classroom.(Every Semester)

2.5, 2.6 Principal,Early ChildhoodAdministrator andSpecial EducationStaff.

Demonstrate mastery of IEP goals and acquire thefoundational knowledge and skills necessary for schoolsuccess in prekindergarten, kindergarten and beyond.



August 9, 2018 1:20 pm

10) Purchase necessary instructional materials forteachers serving Special Education students. Trackprogress of IEP goals. (Daily)

2.6 Principal, EarlyChildhoodAdministrator,Teachers, andSpecial EducationStaff

Demonstrate mastery of IEP goals.

Funding Sources: 199: General, Special Education - 2377.00, 199: General, Pre-Kinder Special Education - 2377.00

11) Students identified through Early ChildhoodIntervention (ECI) will be given opportunities to enrollwith appropriate support upon third birthday.(Every Semester)

2.5 Principal,Early ChildhoodAdministrator andSpecial EducationStaff

Demonstrate mastery of IEP goals and acquire thefoundational knowledge and skills necessary for schoolsuccess in prekindergarten, kindergarten and beyond.


12) Implement the use of Social Worker to assiststudents and their parents to acquire resources needed toimprove academic performance. (Every Semester)

2.5, 2.6 Principal,Early ChildhoodAdministrator, SocialWorker, andTeachers


Problem Statements: Demographics 1 - Family and Community Involvement 4Funding Sources: District Level Funding - 0.00

13) Determine academic deficiencies/strengths throughTPRI, Tejas Lee, DRA/EDL, Circle C-PALLS, earlychildhood assessments, Sight Word Mastery Checklist,benchmarks and determine appropriate interventions.(Monthly).

2.5, 2.6 Principal, EarlyChildhoodAdministrator, andInstructionalSpecialists.


Problem Statements: Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 3Funding Sources: None Needed - 0.00

14) In order to establish a district-wide curriculumalignment all Kindergarten teachers will implement theTEKS Resource System (TRS) curriculum support andutilize the approved district lesson plan template. (Daily)

2.5, 2.6 Principal, EarlyChildhoodAdministrator,InstructionalSpecialists andteachers.



15) Immigrant/Migrant Priority for Service (PFS)students will be monitored each reporting period. (Every9 weeks).

2.5, 2.6 Principal, EarlyChildhoodAdministrator, andSocial Worker.


Problem Statements: Demographics 1 - Family and Community Involvement 4Funding Sources: None Needed - 0.00


August 9, 2018 1:20 pm

16) Identify students in need of tutoring and scheduletutoring/interventions within the school day, to includeat risk and migrant PFS students. (Daily).

After school intervention sessions, to include parents.(Bi-monthly)

2.5, 2.6 Principal,Early ChildhoodAdministrator,Teachers, andInstructionalSpecialists


Problem Statements: Demographics 1 - Student Achievement 5 - Family and Community Involvement 4Funding Sources: 199: General, State Compensatory Education - 20125.00, 199: General, Pre-Kinder State Compensatory Educ. -20125.00

17) Implement the Response to Intervention (RTI)process. (Every 9 weeks).

2.5, 2.6 Principal,Early ChildhoodAdministrator,Teachers, Counselorand InstructionalSpecialists.



18) Implement Estrellitas, Esperanza, Fundationsliteracy programs, Writer's Workshop Model,Handwriting Without Tears, and utilize writing rubricsin order to assess student writing progress and providespecific interventions as needed. Display student writingproducts throughout the campus.(Weekly)

2.5, 2.6 Principal, EarlyChildhoodAdministrator,InstructionalSpecialists andTeachers.


Problem Statements: Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 3, 4Funding Sources: None Needed - 0.00

19) Monitor identification and placement of EnglishLanguage Learners (ELLs), at risk, 504, homeless,migrant and Special Education students to ensureappropriate placement/coding. (Monthly).

2.6 Principal,Early ChildhoodAdministrator,Teachers, SocialWorker, Counselorand SpecialEducation staff

Appropriate program placement and accommodations forspecific individual needs.






August 9, 2018 1:20 pm


Curriculum, Instruction, and AssessmentProblem Statement 2: Professional development needs must be centered on subjects/sub-populations that have the greatest academic needs.Problem Statement 3: Classroom monitoring (walk-throughs, etc.) time must increase.Problem Statement 4: An increased instructional/professional development focus is needed on student achievement in the early childhood grades.

Family and Community InvolvementProblem Statement 4: Parental involvement must become more consistent beyond annual events and routine events at the campus.


August 9, 2018 1:20 pm


Performance Objective 3: One hundred percent (100%) of faculty and staff will facilitate and effectively coordinate the academic alignment between gradelevels and all campuses. (District Goal 2)

Evaluation Data Source(s) 3: Reading diagnostic instrument data, OLPT, TELPAS, TRS Performance Assessments, other local assessmentresults and walkthrough documentation.




1) Hold vertical meetings with Alarcon, Borrego, andSambrano during the fall and spring semesters to betteralign instruction. (Every Semester).

2.4, 2.5 Principals, AssistantPrincipals, EarlyChildhoodAdministrator,Teachers, andInstructionalSpecialists

Instructional alignment across the grade levels.

Problem Statements: Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 4Funding Sources: 199: General, Basic - 100.00

2) Participate in campus and district wide InstructionalRounds, PLC meetings and trainings. Conduct peerobservations to share knowledge and strategies withinthe campus and district elementary schools. (EverySemester).


Improve overall student academic performance andensure alignment of campus and district initiatives acrossall grade levels.

Problem Statements: Student Achievement 5, 6 - Curriculum, Instruction, and Assessment 2, 4Funding Sources: 199: General, Basic - 100.00, 199: General, Pre-Kinder - 100.00




Curriculum, Instruction, and Assessment


August 9, 2018 1:20 pm

Problem Statement 2: Professional development needs must be centered on subjects/sub-populations that have the greatest academic needs.Problem Statement 4: An increased instructional/professional development focus is needed on student achievement in the early childhood grades.


August 9, 2018 1:20 pm


Performance Objective 4: During the 2018-2019 school year, 90% of parents will participate in at least one school-led activity aimed at increasing studentachievement.

Evaluation Data Source(s) 4: Parent surveys, sign in sheets, social worker, counselor log documentation.




1) Inform parents about school activities through fliers,school messenger, home visits, phone calls, campuswebsite, and school marquee posting. Conduct schoolmeetings in both English and Spanish.(Monthly).

3.2 Principal, EarlyChildhoodAdministrator, SocialWorker, Counselor,Nurse, InstructionalSpecialists, andCampus Secretary.

Increase parental involvement to assist student's overallacademic and social performance.

Problem Statements: Family and Community Involvement 2, 3, 4Funding Sources: 199: General, Basic - 200.00, 199: General, Pre-Kinder - 200.00

2) Conduct research-based parental involvementpractices to include but not limited to, culturallysignificant celebrations, STEM Exposition, DistrictHealth Fair, G.T. Exposition, College Awareness,volunteer orientation, parenting meetings, andworkshops (Family Frameworks), health/nutrition,Family Literacy Program , G.T. program, After SchoolIntervention Sessions (ASIS) in reading, language arts,math, and science.(Every Semester).

3.2 Principal, EarlyChildhoodAdministrator,Teachers,InstructionalSpecialists, andCounselor.

Awareness of best practice academic strategies and postsecondary education opportunities for parents andstudents.

Problem Statements: Family and Community Involvement 3, 4Funding Sources: 211: Title I, Part A Improving Basic Programs - 5000.00

3) Conduct parent/teacher conferences to inform parentson student academic progress and behavior expectations.(Every Semester).

2.6, 3.2 Principal, EarlyChildhoodAdministrator,Teachers, andCounselor.


Problem Statements: Family and Community Involvement 2, 3, 4Funding Sources: 199: General, Basic - 500.00, 199: General, Pre-Kinder - 500.00


August 9, 2018 1:20 pm

4) Provide guidance to parents on procedures forchecking out library resources. (Every Semester).

3.2 Librarian andLibrarian Assistant.

Increase reading interest in the home setting and increaseoverall student academic performance.

Problem Statements: Family and Community Involvement 3, 4Funding Sources: None Needed - 0.00

5) Conduct transition field trips for students and parentsto facilitate the transition of Head Start students comingto Loya and kindergarten students going into first grade.(2nd semester).

2.6, 3.2 Principal, EarlyChildhoodAdministrator,Teachers, andCounselor.

Familiarize students and parents with new facility andreduce transition anxiety.

Problem Statements: Demographics 1, 3 - Family and Community Involvement 2, 4Funding Sources: 199: General, Basic - 300.00

6) Provide training to parent volunteers and participatein the annual Parental Engagement Conference.(Every Semester).

3.2 Principal, EarlyChildhoodAdministrator, andCounselor.



7) Provide services to homeless students and assistparents in acquiring needed services through the socialworker to include but not limited to school supplies,materials, clothing and shoes. (Daily)

2.6 Social Worker,Principal and EarlyChildhoodAdministrator

Increase ADA and improvement of students overallacademic and social performance.

Problem Statements: Demographics 1 - Family and Community Involvement 3, 4Funding Sources: District Level Funding - 0.00

Critical Success FactorsCSF 1 CSF 5 CSF 6

8) Involve parents in the development/revision of thedistrict policy and parent compact by conducting annualmeetings to inform parents of their child's participationin Title I Part A program requirements and their right tobe involved.

3.1 PrincipalParent EngagementRepresentativeState and FederalProgramsCoordinator

Provide parent and family engagement programs thatprovide materials and training to help parents work witheducators as partners to monitor and improve their child’sachievement.





August 9, 2018 1:20 pm

Family and Community InvolvementProblem Statement 2: Continue to work with parents to understand the importance of consistent school attendance.Problem Statement 3: School counselors must continue to expand their role in increasing the levels of parental involvement.Problem Statement 4: Parental involvement must become more consistent beyond annual events and routine events at the campus.


August 9, 2018 1:20 pm

Goal 3: To prepare our students to connect with the necessary skill sets that will enable them to pursue their postsecondarygoals.

Performance Objective 1: Technology will be integrated across the curriculum with 100% of students utilizing technology equipment in the classroom andcomputer lab.

Evaluation Data Source(s) 1: Reading diagnostic instrument data, Computer Lab Instructional Applications, walkthroughs, Frequency use ofInteractive Panels, iPads, Computer and other technological equipment.




1) Purchase software and licenses to enhance thetargeted TEA Prekindergarten Guidelines and TEKSsuch as but not limited to Nearpod, Circle C-PALLS,TPRI, Tejas LEE, Tango, Reading A to Z, etc. (1stsemester).

2.6 Principal, EarlyChildhoodAdministrator,Computer Lab Aid,Teachers, andInstructionalSpecialists.


Problem Statements: Student Achievement 6 - Curriculum, Instruction, and Assessment 3, 5Funding Sources: 211: Title I, Part A Improving Basic Programs - 800.00

2) Update technology by purchasing equipment such asbut not limited to iPADS, lap top computers, audioamplifiers, Interactive Panels, TVs, in order to enhancetargeted skills from the Prekindergarten TEA Guidelinesand TEKS. Provide contracted maintenance and repairservices. (Every Semester)

2.5, 2.6 Principal, EarlyChildhoodAdministrator,Computer Lab Aid,Teachers.


Problem Statements: Student Achievement 6 - Curriculum, Instruction, and Assessment 3, 5Funding Sources: 211: Title I, Part A Improving Basic Programs - 27120.00, 199: General, Bilingual Education - 2800.00, 199:General, Pre-Kinder Bilingual Education - 2800.00



Student AchievementProblem Statement 6: The percentage of kindergarten English Language Learners attaining an "intermediate" TELPAS composite score must increase by at least 5%.

Curriculum, Instruction, and AssessmentLoya Primary SchoolGenerated by Plan4Learning.com 36 of 46 Campus #071904102

August 9, 2018 1:20 pm

Problem Statement 3: Classroom monitoring (walk-throughs, etc.) time must increase.Problem Statement 5: Teachers and administrators must continue to increase proficiency in instructional technology.


August 9, 2018 1:20 pm

Goal 3: To prepare our students to connect with the necessary skill sets that will enable them to pursue their postsecondary goals.

Performance Objective 2: Provide a structured developmental guidance and counseling program that will increase student's self-esteem, academic success,college/career goals, and increase student attendance to 97%.

Evaluation Data Source(s) 2: Student ADA reports, TEAMS data, social worker and counselor logs/documentation.




1) Provide activities and incentives to students thatpromote positive self-esteem and attendance such asbirthday announcements, student certificate/trophypresentations, PBIS incentives, recognize classes withperfect attendance, Star student ceremonies etc.(Daily).

2.5, 2.6 Principal, EarlyChildhoodAdministrator,Counselor, andTeachers.

Increase ADA to 97% or above and improve studentsoverall academic and social performance.

Problem Statements: Demographics 1 - Family and Community Involvement 2, 3, 4Funding Sources: 199: General, Basic - 2000.00, 199: General, Pre-Kinder - 2000.00

2) Provide character building classes for all students.Assist at risk students by providing small group sessionsthat will address social skills and other relevant topics.(Weekly)

2.5, 2.6 Counselor, Teachers,Principal and EarlyChildhoodAdministrator

Improve students overall academic and socialperformance.

Problem Statements: Demographics 1Funding Sources: 199: General, Basic - 500.00, 199: General, Pre-Kinder - 500.00, 211: Title I, Part A Improving Basic Programs -500.00

3) Celebrate Spirit Day every Friday to include, but notlimited to, school wide morning exercises activities(weekly). Recognize the teacher, employee, andvolunteer of the month. (Monthly).

2.5, 2.6 Principal, EarlyChildhoodAdministrator,Counselor,and Teachers.

Increase student ADA 97% or higher and retain highlyqualified faculty and staff.

Problem Statements: Family and Community Involvement 3, 4Funding Sources: 199: General, Basic - 1900.00

4) Contact and meet with parents of students notattending school with assistance of the district truantofficer and school messenger. Develop an interventionplan for students who have unexcused absences or lowattendance. (Daily)

3.2 Principal, EarlyChildhoodAdministrator,Attendance Clerkand Truant Officer.

Increase student ADA to 97% or higher and improvestudents overall academic performance.

Problem Statements: Demographics 1 - Family and Community Involvement 2Funding Sources: None Needed - 0.00


August 9, 2018 1:20 pm

5) Provide social worker services for students andparents. (Daily)

2.6, 3.2 Social Worker,Principal and EarlyChildhoodAdministrator

Utilization of offered services to improve overall healthand welfare of the student(s). Improve overall academicand social performance.

Problem Statements: Demographics 1, 2 - Family and Community Involvement 3, 4Funding Sources: 199: General, State Compensatory Education - 0.00

6) Provide services to Homeless students including butnot limited to supplies, materials, clothing. (Daily)

2.6 Social Worker,Principal and EarlyChildhoodAdministrator.

Improve the health and welfare of the student(s) andimprove students overall academic and socialperformance.

Problem Statements: Demographics 1, 2 - Family and Community Involvement 3, 4Funding Sources: District Level Funding - 0.00

7) Conduct parent and community classes to include butnot limited to, College Awareness, volunteer orientation,parenting (Family Frameworks), health/nutrition, Healthand Safety, Family Literacy, and G.T. program. (EverySemester)

After School Intervention Sessions (ASIS) to assistparents in acquiring academic strategies to assist theirchild, at home, with academic deficiencies.(Bi-monthly).

3.2 Principal, EarlyChildhoodAdministrator,Teachers,InstructionalSpecialists, andCounselor

Improvement in student performance as measured byBOY, MOY, EOY reading diagnostic instrument results,TRS performance assessments, and local assessments.Improve students health and welfare.




DemographicsProblem Statement 1: 80.8% of all Loya students are identified as being at risk of dropping out of school and 69.3% of all Loya students are identified as having Limited Proficiency inEnglish. Root Cause 1: Large number of economically disadvantaged households with parents/guardians being predominately Spanish speakers.Problem Statement 2: 96% of Loya students are economically disadvantaged.

Family and Community InvolvementProblem Statement 2: Continue to work with parents to understand the importance of consistent school attendance.Problem Statement 3: School counselors must continue to expand their role in increasing the levels of parental involvement.Problem Statement 4: Parental involvement must become more consistent beyond annual events and routine events at the campus.


August 9, 2018 1:20 pm

Goal 4: To continue our standard of excellence by ensuring every student is progressing academically, socially, andemotionally.

Performance Objective 1: Provide a safe and positive environment that is free from alcohol, drugs, weapons, bullying, and gang activity. One hundredpercent (100%) of students will participate in classroom and campus wide presentations.

Evaluation Data Source(s) 1: Parent surveys, PBIS Campus Survey, TEAMS data (discipline referrals), and safety audit reports.




1) Promote school/home safety through activities suchas anti-bullying presentations, Red Ribbon Week, firesafety, bus safety, safe use of internet and DAVEcurriculum. Consistently implement the campus schoolwide discipline plan that is aligned with the PositiveBehavior Intervention & Support (PBIS) framework.Conduct monthly fire drills, periodic campus lockdowns, safety audits, and problem solving strategies.(Monthly).

2.5, 2.6 Principal, EarlyChildhoodAdministrator,Teachers,InstructionalSpecialists,Counselor, andSocial Worker.

Increase student ADA and improve student's overallacademic and social performance.

Problem Statements: Family and Community Involvement 3, 4Funding Sources: 289:Title IV, Part A Subpart 1 - 6795.00

2) Students, parents, community members, faculty andstaff will participate in activities/events established bythe campus and district School Health Advisory teams inorder ensure all children are healthy, ready to learn, andprepared to make healthy lifelong choices. (EverySemester).

2.6, 3.2 Principal, EarlyChildhoodAdministrator,Teachers, Nurse,Counselor, andSocial Worker.

Improve student's overall health, welfare and overallstudent academic and social performance.

Problem Statements: Family and Community Involvement 3, 4Funding Sources: 199: General, Basic - 200.00, 199: General, Pre-Kinder - 200.00



Family and Community InvolvementProblem Statement 3: School counselors must continue to expand their role in increasing the levels of parental involvement.Problem Statement 4: Parental involvement must become more consistent beyond annual events and routine events at the campus.


August 9, 2018 1:20 pm

Title I Schoolwide Element Personnel

Name Position Program FTE

Alyssa D. Padilla Campus Instructional Specialist Title I, Part A 1Elosisa Rodriguez Teacher- Primary Pre-School Program Title I, Part A 1Magaly Y. Luevano Teacher-Primary Pre-School Program Title I, Part A 1RosaIsela Correa Campus Instructinal Specialist Title I, Part A 1


August 9, 2018 1:20 pm

Campus Funding Summary

199: General, BasicGoal Objective Strategy Resources Needed Account Code Amount1 1 1 $200.002 2 1 $4,350.002 2 2 $17,710.002 3 1 $100.002 3 2 $100.002 4 1 $200.002 4 3 $500.002 4 5 $300.003 2 1 $2,000.003 2 2 $500.003 2 3 $1,900.004 1 2 $200.00

Sub-Total $28,060.00199: General, Gifted & TalentedGoal Objective Strategy Resources Needed Account Code Amount1 1 4 $1,100.002 2 4 $1,100.002 2 5 $1,400.00

Sub-Total $3,600.00199: General, Special EducationGoal Objective Strategy Resources Needed Account Code Amount1 1 1 $300.002 2 10 $2,377.00

Sub-Total $2,677.00


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199: General, Bilingual EducationGoal Objective Strategy Resources Needed Account Code Amount1 1 1 $700.002 1 1 $10,000.002 1 2 $3,500.002 1 3 $3,500.002 1 6 $1,500.003 1 2 $2,800.00

Sub-Total $22,000.00199: General, State Compensatory EducationGoal Objective Strategy Resources Needed Account Code Amount2 2 7 Salaries or Wages Teachers and Other Professional Personnel 199.11.61xx.01.102.30 $0.002 2 16 $20,125.003 2 5 $0.00

Sub-Total $20,125.00199: General, Pre-KinderGoal Objective Strategy Resources Needed Account Code Amount2 2 1 $4,350.002 2 2 $17,710.002 3 2 $100.002 4 1 $200.002 4 3 $500.003 2 1 $2,000.003 2 2 $500.004 1 2 $200.00

Sub-Total $25,560.00199: General, Pre-Kinder Special EducationGoal Objective Strategy Resources Needed Account Code Amount


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2 2 10 $2,377.00Sub-Total $2,377.00

199: General, Pre-Kinder Bilingual EducationGoal Objective Strategy Resources Needed Account Code Amount1 1 1 $300.002 1 1 $7,174.002 1 6 $1,500.003 1 2 $2,800.00

Sub-Total $11,774.00199: General, Pre-Kinder State Compensatory Educ.Goal Objective Strategy Resources Needed Account Code Amount2 2 6 6100 Salaries or Wages - Teachers and Other Professional Personnel 199.11.61xx.06.102.34 $0.002 2 16 $20,125.00

Sub-Total $20,125.00211: Title I, Part A Improving Basic ProgramsGoal Objective Strategy Resources Needed Account Code Amount1 1 1 Reading Materials, and Staff Development Trainings 211.XX.6XXX.04.102.30 $2,600.001 1 5 Campus Instructional Specialist (2 FTEs) 211.13.6119.01.102.30 $145,000.002 2 2 $8,400.002 2 3 $5,400.002 2 8 Preschool Program - 2 FTEs District Level 211.11.6119.10.102.30 $132,000.002 4 2 Parental Involvement Materials 211.61.6399.02.102.30 $5,000.002 4 6 $200.003 1 1 Supplemental Instructional Materials $800.003 1 2 Supplemental Materials & Technology Equipment 211.11.6399.XX.102.30. $27,120.003 2 2 $500.003 2 7 $300.00

Sub-Total $327,320.00


August 9, 2018 1:20 pm

263: Title III, Part A English Language Acq.Goal Objective Strategy Resources Needed Account Code Amount1 1 1 $400.002 1 1 $2,000.002 1 2 $2,000.002 1 3 $8,133.00

Sub-Total $12,533.00289:Title IV, Part A Subpart 1Goal Objective Strategy Resources Needed Account Code Amount4 1 1 $6,795.00

Sub-Total $6,795.00District Level FundingGoal Objective Strategy Resources Needed Account Code Amount1 1 9 $0.002 1 4 $0.002 2 12 $0.002 4 7 $0.003 2 6 $0.00

Sub-Total $0.00None NeededGoal Objective Strategy Resources Needed Account Code Amount1 1 2 $0.001 1 3 $0.001 1 6 $0.001 1 7 $0.001 1 8 $0.001 1 10 $0.001 2 1 $0.00


August 9, 2018 1:20 pm

1 2 2 $0.002 1 5 $0.002 2 9 $0.002 2 11 $0.002 2 13 $0.002 2 14 $0.002 2 15 $0.002 2 17 $0.002 2 18 $0.002 2 19 $0.002 4 4 $0.003 2 4 $0.00

Sub-Total $0.00Grand Total $482,946.00


August 9, 2018 1:20 pm

2018-2019 campus improvement plan san elizario independent ... · data obtained from texas academic...

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