2019-2020 koennecke elementary school seguin independent …€¦ · mission statement to...

Seguin Independent School District

Koennecke Elementary School

2019-2020 Accountability Rating: B

Distinction Designations:Academic Achievement in Mathematics

Koennecke Elementary SchoolGenerated by Plan4Learning.com 1 of 26

Campus #109January 23, 2020 9:05 am

Mission StatementTo cultivate, inspire and empower students to grow and learn.

VisionExceptional students to exceptional citizens.

Value StatementWe believe Seguin ISD is at its best when:

1) All students are successsful

2) All students are prepared for life after graduation

3) All schools provide a caring and safe environment

4) All staff feel valued

5) The entire community takes pride in our accomplishments



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 5School Processes & Programs 7Perceptions 8

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 11Goals 13

Goal 1: Improve student learning through improved instructional practice (Strategic Priority 1). 13Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staff and to establish Seguin ISD as an integral partof the community (Strategic Priority 2). 20Goal 3: Create the conditions in Seguin ISD to recruit, retain and engage employees (Strategic Priority 3). 23

RDA Strategies 24Title I Personnel 252019-2020 Site Based Decision Making Team 26



Comprehensive Needs Assessment

Demographics

Demographics Summary

Koennecke Elementary is one of the largest Elementary campuses in Seguin ISD with a student population of approximately 562 students. Koennecke isone of 4 bilingual campuses serving approximately 146 English Language Learners and a mobility rate of approximately 20.6%.

The ethnic breakdown has remained steady for the past year 3 years with approximately 2.3% African American, 66.5% Hispanic, 28% White and 1.8%Two or More Races.

Koennecke has 66.6% Economically Disadvantaged Students, 15.8 % English Language Learners, 51.8% At Risk, and 12.9% Special Education, 0%Migrant, .25% Homeless, 4% 504.

The teacher demographics for Koennecke are 33% Hispanic, 67% White, 10.1% Male and 89.9% Female. 3.3% are first year teachers with 48.3% having1-5 years teaching experience. 23.4% have 6-10 years of experience, 11.5% have 11-20 years and 13.4% have over 20 years of experience.

Demographics Strengths

The demographics of Koennecke and Seguin ISD have remained relatively consistent.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Attendance rate is below the target goal of 98%. Root Cause: Lack of education on the negative effects of missing school.



Student Academic Achievement

Student Academic Achievement Summary

The state accountability system measures four indexes- Student Achievement, Student Progress, Closing Performance Gaps, and Post Secondary Readiness.An accountability rating of "Met Standard" or "Improvement Required" were assigned to campuses and districts based on the scores earned in each index.Seguin ISD has earned a "Met Standard" rating since 2013.

Due to the changes in the law, in 2018 the state accountability system moved to a system that evaluates performance according to three domains:

Student Achievement evaluates performance across all subjects for all students on state assessments; College, Career and Military Readiness (CCMR)indicators, and graduation rates.School Progress measures district and campus outcomes in two areas: the number of students that grew at least one year academically (measured bySTAAR results) and the achievement of all students relative to district or campuses within similar economically disadvantaged percentages.Closing the Gaps uses disaggregated data to demonstrate differences amoung racial/ethnic groups, socioeconomic backgrounds and other factors. Theindicators in the domain align the state accountability with the Every Student Succeeds Act (ESSA).

A Met Standard label was assigned for overall performance with 4 distinction designations in the areas of: Academic Achievement in Math, ClosingPerformance Gaps, Post Secondary Readiness, and Student Growth.

Student Academic Achievement Strengths

3-5 Grade Math have seen Master Level performance above 24%. Koennecke Elementary earned a Distinction in Math.

3rd Grade Math- 85.88% approaches and above with 24.71% Master Level Performance4th Grade Math-85.11% approahces and above with 29.79% Master Level Performance5th Grade Math- 88.24% approaches and above with 42.16% Master Level Performance

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: 4th grade Reading overall performance 75% approaches or above with 16% Masters Root Cause: Lack of consistency in howcontent was taught, new teachers to the content area, having to replace teacher mid year, staffing issues

Problem Statement 2: 4th grade Writing overall performance 74% approaches or above with 19% Masters Root Cause: Lack of consistency in how



content was taught, new teachers to the content area, having to replace teacher mid year, staffing issues



School Processes & Programs

School Processes & Programs Summary

The committee has determined that instructional decisions made are based on data from state and local assessments through the Campus Leadership andInstructional Team. These decisions are documented in the CIP with funding allottments determined from needs supported by state and local data.

School Processes & Programs Strengths

Campus wide Intervention block built into the master scheduleCampus wide RTI system, with monitor and review scheduled and executed monthly.Multiple extra-curricular activites to build and support the whole child.Campus wide PLC implementation with teachers and school leaders driving school improvement through the use of student data.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Student achievement is low in the area of writing across all grade levels. Root Cause: Inconsistent delivery of district writing.

Problem Statement 2: Sub-population (SPED) have lower achievement results than the general populations. Root Cause: Limited professionaldevelopment for general education teachers dealing with special needs students.

Problem Statement 3: Dual Language is still a new program for our campus and we need more professional development Root Cause: Program is only inits 2nd year at Koennecke and implementing the Dual Language model is new to many of our bilingual teachers



Perceptions

Perceptions Summary

Staff Climate Surveys show that the campus majority reports that the school community is supportive of both academic and behavioral needs of students.The majority of staff feels that the campus administration is responsive and supportive of teacher needs and concerns.

Perceptions Strengths

Koennecke offers students a variety of activities and program options including two way Dual Language.Koennecke's administrators make decisions that are in the best interest of students.Koennecke's mission and vision is clearly communicated throughout the campus.Koennecke has high learning standards for ALL students.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Lack of parental volunteering and involvement Root Cause: Absence of proactive parent volunteer recruitment

Problem Statement 2: Lack of community involvement in school and classroom events Root Cause: Absence of proactive business partnership

Problem Statement 3: Employee burnout is a concern Root Cause: Employees are overwhelmed with all the responsibilities and expectations of theirposition



Priority Problem Statements

Problem Statement 1: 4th grade Reading overall performance 75% approaches or above with 16% MastersRoot Cause 1: Lack of consistency in how content was taught, new teachers to the content area, having to replace teacher mid year, staffing issuesProblem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: 4th grade Writing overall performance 74% approaches or above with 19% MastersRoot Cause 2: Lack of consistency in how content was taught, new teachers to the content area, having to replace teacher mid year, staffing issuesProblem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: Sub-population (SPED) have lower achievement results than the general populations.Root Cause 3: Limited professional development for general education teachers dealing with special needs students.Problem Statement 3 Areas: School Processes & Programs

Problem Statement 4: Lack of parental volunteering and involvementRoot Cause 4: Absence of proactive parent volunteer recruitmentProblem Statement 4 Areas: Perceptions

Problem Statement 5: Employee burnout is a concernRoot Cause 5: Employees are overwhelmed with all the responsibilities and expectations of their positionProblem Statement 5 Areas: Perceptions



Problem Statement 6: Dual Language is still a new program for our campus and we need more professional developmentRoot Cause 6: Program is only in its 2nd year at Koennecke and implementing the Dual Language model is new to many of our bilingual teachersProblem Statement 6 Areas: School Processes & Programs



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

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataSection 504 dataHomeless dataGifted and talented data

Parent/Community Data



Parent surveys and/or other feedback



Goals

Goal 1: Improve student learning through improved instructional practice (Strategic Priority 1).

Performance Objective 1: TEACHING AND LEARNING: By focusing on curriculum alignment, instructional practices, and support for special programsand sub-populations, Koennecke Elementary will become an A-Rated campus in 2020.

Evaluation Data Source(s) 1: State Accountability Summary

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) Utilize the revised Seguin ISD PurposefulPlanning Protocol, which includes TEKS ResourceSystem, TEKS Resource System Year at a Glance,Lead4Ward, and district instructional frameworksby content.

Principal,AssistantPrincipal, CampusInstructionalSpecialist

All lesson plans will be aligned to the statecurrciulum with appropriate levels of rigor.

Nov: Lesson plans are submitted in Google Drive andare reviewed by Instructional Leadership Team

2) Refine essential practices for professionallearning communities (PLCs) focusing onpurposeful planning, instructional practices,intervention, and data analysis.

Principal, AsstPrincipal, CampusInstructionalSpecialist

Increased student achievement on all performanceassessments.

Nov. 60% of our grade levels are implementingfoundations of the PLC model from Solution Tree.

Jan. Agendas are submitted every two weeks toLeadership Team and follow recommended norms.





3) Implement district writing framework, usingEmpowering Writers (3-5) and HMH K-2.

CampusInstructionalSpecialist,Principal/Asst.Principal

Improved academic performance on state and localassessments.

Nov. Teachers are systematically inserting morewriting opportunities for students K-5 with guidancefrom Writing Across the Curriculum Plan forKoennecke.

Jan. Considerable Progress: Teachers providesamples of writing to Academic Coach formonitoring of WAC plan and are topics of discussionduring PLCs.

Goal for March: writing portfolios shoulddemonstrate growth from WAC plan.

Problem Statements: Student Academic Achievement 2Funding Sources: 211 Title I A - 795.00

4) All K-5 ELA classes will divide their timeallotments into 3 blocks: Word study, ReadingWorkshop and Writing Workshop


Improved academic performance on K-5performance assessments.

Nov: Schedules have been submitted for approvaland all have correct allotments of time.

5) Every grade level will have a 45 minuteintervention block to provide more intensive supportfor Tier 2 and Tier 3 students along with any studentwho may need reteach.6) Classes K-5 will implement a guided readingand/or guided math block as part of Tier 1instruction.

CampusInstructionalSpecialist,Principal,Assistant Principal

Increase percentage of students reading on gradelevel.

Nov. Schedules have been submitted to instructionalleadership for approval and monitoring of GR blocks.





7) Provide K-5 teachers targeted content supportthrough professional development and learning.

Principal/AsstPrincipal andCampusInstructionalSpecialist

Improved student performance on state and localassessments.

Nov. Considerable Progress, 1st and 2nd gradeteachers were provided writing training, Patterns ofPower.

Jan. Considerable Progress, Teachers areimplementing strategies learned and are documentedin lesson plans.

Funding Sources: 211 Title I A - 675.00ESF Levers

Lever 5: Effective Instruction8) Provide K-5 teachers supplemental materials toimprove engagement and rigor of core lessons.

2.4 CampusInstructionalSpecialist,Principal


Nov. Guided Reading/Guided Math Materialsprovided

Jan. Phonics Resources for Gr. 1, Gr. 5 ScienceIntervention, Thesaurus for 4th Gr Writing Students

Problem Statements: Student Academic Achievement 1 - School Processes & Programs 2Funding Sources: 211 Title I A - 10200.00

9) All K-5 science teachers will design 5E lessonplans using the district resource, StemScopes.

Principal/AsstPrincipal/CampusInstructionalSpeicalist


Nov. Lesson plans submitted to Google Drive and aremonitored by Instructional Leadership team.

10) K-2 will incorporate a number sense routine, 3-5will incorporate a spiral review, as well as wholegroup instruction and guided math.


Improved student performance on K-5 performanceassessments.

11) Utilize title federal funds to provide specializedsupport through the use of an Instructional Coachand Reading Interventionist.

Principal Improved student performanceProblem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2Funding Sources: 211 Title I A - 90000.00





12) Provide dual language professional developmentfor selected dual language teachers andadministration.

Administration Increased student performance on K-5 performanceassessments of EL students.

November: Considerable, teachers and leadershipteam are registered for La Cosecha training.

January Accomplished: Teachers and AssistantPrincipal attended La Cosecha

Problem Statements: School Processes & Programs 3Funding Sources: 211 Title I A - 5850.00

ESF LeversLever 5: Effective Instruction

13) Provide opportunities for teachers to attendprofessional development and receive supplementalmaterials to improve their Science instruction.

CampusAdministration

Funding Sources: 211 Title I A - 660.00

TEA PrioritiesBuild a foundation of reading and math

ESF LeversLever 1: Strong School Leadership and Planning

Lever 2: Effective, Well-Supported Teachers14) Provide teachers a planning day where they cancollaborate with their grade level over bestinstructional practices/strategies and review data todrive instruction. Teachers will also be able tocollaborate vertically with another grade levelduring this time to strengthen their ability toscaffold their instruction to better meet/support theneeds of all students.

2.4 Administration,CampusInstructionalSpecialist

Increase in differentiated lessons that address studentneeds

January Considerable Progress, grade levels haveplanning days scheduled for the Spring.



15) Provide specialized training for ELAR teacherson NEW TEKS overview

Administration,CampusInstructionalSpecialist

Increased teacher effectiveness

RDAESF Levers

Lever 5: Effective Instruction16) Provide supplemental materials for duallanguage classes K-2.


Improved implementation of dual language program.






17) Provide guided reading books for grades K-2 inSpanish and English.


Increased student achievement in Gr K-2


ESF LeversLever 5: Effective Instruction

18) Provide academic intervention for students atrisk of not achieving state standards, includingSpecial Ed and EL students. Intervention includesaccelerated instruction for students who have notpassed the STAAR assessment

Principal

Problem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2Funding Sources: 211 Title I A - 30000.00

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: 4th grade Reading overall performance 75% approaches or above with 16% Masters Root Cause 1: Lack of consistency in how content was taught, new teachersto the content area, having to replace teacher mid year, staffing issues

Problem Statement 2: 4th grade Writing overall performance 74% approaches or above with 19% Masters Root Cause 2: Lack of consistency in how content was taught, new teachersto the content area, having to replace teacher mid year, staffing issues

School Processes & ProgramsProblem Statement 2: Sub-population (SPED) have lower achievement results than the general populations. Root Cause 2: Limited professional development for general educationteachers dealing with special needs students.

Problem Statement 3: Dual Language is still a new program for our campus and we need more professional development Root Cause 3: Program is only in its 2nd year at Koenneckeand implementing the Dual Language model is new to many of our bilingual teachers




Performance Objective 2: POST-SECONDARY READINESS: Koennecke Elementary will maintain a minimum of 86% of the targets met in theAcademic Achievement component of the Closing the Gap domain.

Evaluation Data Source(s) 2: State Accountability Summary




1) Provide engaging rigorous studies in Science K-5. Principal, AsstPrincipal, CampusInstructionalSpeicalist

Increased Level III performance on state and localassessments.

Nov. Lesson Plans submitted in Google Docs andMonitored by Leadership Team.

2) Readiness K-5.Students will make one year of growth in readingusing support staff as needed to fill gaps. Ex: If astudent comes into 1st grade on a level A, they needto leave on a level D.

Principal, Asst.Principal, CampusInstructionalSpeicalist

Guided Reading groups will be submitted and trackedthrough teacher binders.

Students will show a year's growth in reading.





Performance Objective 3: WHOLE CHILD SOCIAL EMOTIONAL LEARNING: Koennecke Elementary will increase learning opportunities thatsupport and reinforce the health and well-being of all students by addressing safety, lifetime fitness, school attendance, extra-curricular activities and theemotional support of all student populations. Koennecke Elementary will increase attendance from 96.6% to 97.1% and eliminate out of school suspensions.

Evaluation Data Source(s) 3: Student attendance, discipline referrals, climate surveys, employee attendance, drop-out data, homeless,migrant, participation in extra-curricular activities




1) Participate in district attendance meetings to targettruancy and academic progress of students.

Asst Principal Increased overall student performance

District meetings attended with campus incentivesplanned for the remainder of the year.

2) Support the Missing Matadors Matter campaign byimplementing monthly attendance campaigns thatencourage students to have less than 2 absencesduring a grading period.

Asst Principal Increased overall student performance and attendancerate.

Monthly attendance campaigns scheduled andbudgeted, in addition to December and May awards.

3) Gr. K-5 will participate in Jump Rope for Heart Administration Increased awareness of Heart Health4) Koennecke's Physical Ed department will facilitatean Active Kids Club to educate students on bestpractices to live a healthy active life.

Administration Increase student understanding of healthy options forrecreation.

5) Teachers will receive ALICE active shootertraining.

Administration Safety training

6) Students will participate in monthly ALICE activeshooter drills

Administration Safety Preparation

7) Koennecke students will be recognized as studentsof the week.

School Counselor Increase over all student performance and positivebehaivors.

8) Koennecke students will particpate in social andemotional lessons monthly through "Terry Time".

School Counselor Increase over all student performance and social andemotional learning.




Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staffand to establish Seguin ISD as an integral part of the community (Strategic Priority 2).

Performance Objective 1: PARENTAL AND FAMILY ENGAGEMENT: Increase the number of opportunities for teachers and staff to engage inmeaningful dialogue with parents and families by 15%.

Evaluation Data Source(s) 1: Parent and Community Survey




1) Hold meetings with parents (Coffee with thePrincipal) at least once each semester where parentscan find out more information on various activitiesand programs at Koennecke Elementary.

PrincipalAsst. PrincipalCounselor

Promote increased parental, community, businesspartnership involvement in school sponsored activities.

November: Coffee with Principal was held October 23,2019

ESF LeversLever 3: Positive School Culture

2) Attend Statewide Parental InvolvementConference.

Administration Increased parent/community involvement.

Problem Statements: Perceptions 1Funding Sources: 211 Title I - Parental Involvement - 800.00

3) Hold Academic Night for families K-5. Activitieswill focus on grade level essential skills.


Increase parental involvement

Materials and activities planned at least once eachsemester.

Funding Sources: 211 Title I - Parental Involvement - 0.004) Koennecke will host 4 Family Nights that willshowcase student work in the areas of fitness andmusic, and cultural awareness, to include aculminating presentation of cultures around theworld.

Administration Increase parent involvement

Funding Sources: 211 Title I - Parental Involvement - 0.00


Performance Objective 1 Problem Statements:



PerceptionsProblem Statement 1: Lack of parental volunteering and involvement Root Cause 1: Absence of proactive parent volunteer recruitment



Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staff and to establish Seguin ISD as an integral part ofthe community (Strategic Priority 2).

Performance Objective 2: PUBLIC RELATIONS and COMMUNICATIONS: Koennecke Elementary will increase the number of Facebook followersfrom 198 to 275 and the number of Twitter followers from 286 to 375.

Evaluation Data Source(s) 2: Monitor Social Media Accounts for Koennecke Elementary




1) Each grade level will send a monthly bilingualnewsletter informing parents of the events andactivities.

Principal/AsstPrincipal

Increased public relations and communication

Nov. First campus newsletter provided

Campus Newsletter sent, grade level newsletter senthome in both languages.

2) Monthly bilingual school newsletter will be sentout informing families of the months events andactivities.


Increased public relations and communications.

Continue to send correspondence in both languages3) Koennecke will utilize Facebook, Twitter andRemind 101 to inform families and the community ofimportant events and activities.

Principal/AsstPrincipal, LibraryMedia Specialist

Increased public relations and communications

4) Follow the district's translation procedureguidelines for the CIP, letters to parents, newsletters,Parent & Family Engagement Policy, School-ParentCompact etc...

Principal Increase the amount of parental involvement bycommunicating with families in multiple languages.

Funding Sources: 211 Title I - Parental Involvement - 350.00

5) Develop and distribute the Parent and FamilyEngagement Policy.

3.1 Principal Increase the amount and quality of parentalinvolvement activities.

6) Koennecke will host Open House, Carnival Night,Game Night, and Cinco de Mayo events.

Prinicpal Increase parental and community involvement.




Goal 3: Create the conditions in Seguin ISD to recruit, retain and engage employees (Strategic Priority 3).

Performance Objective 1: RECRUIT, RETAIN, AND ENGAGE EFFECTIVE TEACHERS AND ADMINISTRATORS: Koennecke Elementary willachieve a teacher turnover rate of less than 15% and an administrator turnover rate of less than 10%

Evaluation Data Source(s) 1:




1) Campus Leadership Team will name and recognizea teacher of the week each week.


Increased teacher performance in meeting the diverseneeds of their students.

2) Campus Leadership Team will name and recognizea grade level of the month.


Increased teacher performance in meeting the diverseneeds of their students.

3) Teachers from each grade level will meet membersof the Instructional Leadership PLC every week todiscuss campus needs and plans of action.


Increased teacher performance in meeting the diverseneeds of their students through improved state andlocal benchmarks and assessments.

TEA PrioritiesRecruit, support, retain teachers and principals

4) Principal and Assistant Principal will conduct aminimum of 5 walkthroughs per week to supportpersonal growth for teachers.

Administration Walkthroughs will provide teachers with feedback ontheir teaching strategies, levels of interaction, studentengagement, and teacher behaviors. It will allow theadministration to provide resources and supports.

TEA PrioritiesRecruit, support, retain teachers and principals

ESF LeversLever 1: Strong School Leadership and Planning

5) Instructional Coach will implement the CoachingCyle to support professional growth for all staff.

Administration The use of the coaching cycle will allow teachers toimprove their teaching craft through consistentcollaborative feedback.


ESF LeversLever 2: Effective, Well-Supported Teachers

6) Provide Solution Tree PLC training for teachersand administrators

Administration Correct implementation of the professional learningcommunity structure will foster efficient grade levelplanning and instructional delivery for increasedstudent achievement.





RDA Strategies

Goal Objective Strategy Description1 1 16 Provide supplemental materials for dual language classes K-2.



Title I Personnel

Name Position Program FTE

Baker, Crystal Reading Interventionist Title I .5Moya, Crystal Instructional Coach Title I/Title II .7/.3



2019-2020 Site Based Decision Making Team

Committee Role Name PositionAdministrator Reyetos Valdez Assistant PrincipalAdministrator Cassie Koehler PrincipalCounselor Ross Terry CounselorClassroom Teacher Amanda Santos Kindergarten Team LeadClassroom Teacher Tatum Braune First Grade Team LeadClassroom Teacher Stephanie Weaver Second Grade Team LeadClassroom Teacher Maegen Medrano Third Grade Team LeadClassroom Teacher Jessica Castro Fourth Grade Team LeadClassroom Teacher Luke Patranella Fifth Grade Team LeadBusiness Representative John Holt Business RepresentativeParent Jennifer Maxwell Parent Representative



2019-2020 koennecke elementary school seguin independent …€¦ · mission statement to...

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