generated by plan4learning.com 1 of 40 october 1, 2021 2

Lamar Consolidated Independent School District

Velasquez Elementary

2021-2022 Campus Improvement Plan

Velasquez ElementaryGenerated by Plan4Learning.com 1 of 40 October 1, 2021 2:37 PM

Mission StatementThe mission of Velasquez Elementary is to facilitate the highest level of education by providing engaging, meaningful experiences with passion and drive, to educate the whole

child.

VisionVelasquez Elementary will provide rigorous, inspiring and innovative educational experiences to ensure we develop self-directed, life-long learners who will positively impact the

global community.


Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Learning 5School Processes & Programs 8Perceptions 9

Priority Problem Statements 10Comprehensive Needs Assessment Data Documentation 11Goals 13

Goal 1: Goal 1: By June 2022, all students at Velasquez Elementary will achieve a years growth as evidenced by the GRA, TX-KEA, MAP assessment, TELPAS and/orthe STAAR (Reading, Math, Science) assessments. Goal 1 (B): The percent of 3rd grade students that score meets grade level or above on STAAR Reading will increasefrom 42% to a cumulative increase of 64% by June 2024. Goal 1 (C): The percent of 3rd grade students that score meets grade level or above on STAAR Math willincrease from 54% to a cumulative increase of 70% by June 2024. 14Goal 2: 95 % of students at Velasquez Elementary will strongly agree or agree that they feel safe in school as evidenced by the social emotional learning screener byJune 2022. 24Goal 3: Highly effective professional learning communities will be utilized as a vehicle for examining the campus and individual student progress. As a result,intervention opportunities for students receiving special education will be targeted in more focused ways, resulting in a 5% decrease in failures in special education. 26Goal 4: Goal 4: During the 2021-2022 school year, Velasquez Elementary will continue to build a positive school culture that is aligned to the vision, mission and goals.As a result, there will be a 5% increase in the overall quality rating of an A or B of the school on the student, parent and staff climate survey. 28

State Compensatory 33Budget for Velasquez Elementary 34Personnel for Velasquez Elementary 34

Title I Schoolwide Elements 34ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 351.1: Comprehensive Needs Assessment 35ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 352.1: Campus Improvement Plan developed with appropriate stakeholders 352.2: Regular monitoring and revision 352.3: Available to parents and community in an understandable format and language 352.4: Opportunities for all children to meet State standards 362.5: Increased learning time and well-rounded education 362.6: Address needs of all students, particularly at-risk 36ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 363.1: Develop and distribute Parent and Family Engagement Policy 363.2: Offer flexible number of parent involvement meetings 36

Title I Personnel 36Site-Based Advisory Committee 37Campus Funding Summary 38


Addendums 39


Comprehensive Needs AssessmentDemographics

Demographics Summary

Velasquez Elementary opened in the fall of 2006 as a Pre-K - 5th grade campus in Lamar Consolidated ISD. We serve four subdivisionsRoyal Lakes, Tara, Greatwood Lakes, and Sun Ranch/Thompson. Our current enrollment is 490 students. Enrollment data reveals theHispanic student population continues to be the largest group with 40% followed by 30% White, 20% Black or African American, 5% Two orMore Races, 4 % Asian, and .7% American Indian. 13% of our students are receiving ESL services, 19% of our students are served underthe special education, and 58% are economically disadvantaged. Our mobility rate is 12%.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): 3rd-5th grade African American students declined 40% in Math and 26% in Reading. Root Cause: Due to COVID, many students had toadapt to learning through different modalities, staffing structures and instructional loss. Additionally, instructional time was lost due to necessary COVID procedures.

Problem Statement 2: 3rd-5th Economical Disadvantage students declined 35% in Math and 21% in Reading


Student Learning

Student Learning Summary

2020-2021 STAAR Data

Reading Campus African American Hispanic White Asian SPED Eco Dis ELApproaches 67% 51% 65% 81% 78% 29% 55% 47%

Meets 37% 23% 31% 54% 44% 2% 23% 16%Masters 24% 15% 17% 28% 22% 2% 15% 11%

Math Campus African American Hispanic White Asian SPED Eco Dis ELApproaches 63% 45% 57% 82% 89% 26% 50% 63%

Meets 35% 28% 25% 50% 67% 21% 22% 21%Masters 22% 13% 11% 32% 67% 12% 12% 16%

4th Writing Campus African American Hispanic White Asian SPED Eco Dis ELApproaches 53% 25% 51% 67% n/a 16% 41% 38%

Meets 27% 17% 23% 33% n/a 5% 15% 25%Masters 5% 0% 5% 11% n/a 5% 2% 0%

5th Science Campus African American Hispanic White Asian SPED Eco Dis ELApproaches 70% 38% 68% 94% n/a 36% 59% 20%

Meets 41% 31% 32% 56% n/a 18% 26% 0%Masters 22% 15% 4% 44% n/a 0% 13% 0%


Kinder GRA (Spring 2021)

Below Grade Level: 44%

On or Above Grade Level: 56%

Kinder CLI (2020-2021)

Vocabulary: 54% On Track; 16% Monitor; 30% Support

Spelling: 69% On Track; 11% Monitor; 19% Support

Letter Sounds: 46% On Track; 16% Monitor; 38% Support

Blending: 54% On Track; 8% Monitor; 38% Support

Decoding: 30% On Track; 14% Monitor; 57% Support

Listening Comprehension: 78% On Track; 5% Monitor; 16% Support

Math: 49% On Track; 14% Monitor; 38% Support

1st Grade GRA (Spring 2021)



1st grade TPRI (Spring 2021)

Developed: 70%

Still Developing: 30%


2nd Grade GRA (Spring 2021)



2nd Grade TPRI (Spring 2021)

Developed: 67%

Still Developing: 33%

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): On 2021 Reading STAAR, 37% of 3rd-5th grade students "met" grade level expectations. Root Cause: Due to COVID, many students hadto adapt to learning through different modalities, staffing structures and instructional loss. Additionally, instructional time was lost due to necessary COVID procedures.

Problem Statement 2: Inconsistent implementation of guided reading , balanced literacy and interventions. Root Cause: Lack of follow up trainings offered throughout to yearto build upon initial training.


School Processes & Programs

School Processes & Programs Summary

Through weekly content planning and monthly vertical team meetings, we will continue the work of improving and refining Tier 1 instruction for all students.

Administrators, instructional coaches, and teacher leaders utilize Wildcat Watch Meetings to analyze data; discuss academic, social, and emotional needs of students; anddetermine next steps to ensure success for all students.

Instructional Rounds will continue with a focus on our problem of practice: Asking higher level questions and student discourse (coaching students to use complete sentences withacademic language).

The Multi-tiered Student Support (MTSS) is used to support and meet academic, behaviorial and social-emotional needs of diverse learners.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Compliance and consistency of structure and resources for Wildcat Intervention Time and P-16 program Root Cause: Changes in staffing

Problem Statement 2: New/first year Leadership team Root Cause: Changes in staffing


Perceptions

Perceptions Summary

For the 2021-2022 school year, we have 23 new staff members including the principal. Professional development is strategically planned to ensure onboarding of new staff toacclimate them into the Velasquez culture and pride of "We Never, Never, Never Give Up!" The new leadership team of Velasquez recieved training on Teamwork: Bringing ItAll Together to learn how to work effectively and efficiently as a team while being cognizant of each other's strengths, weaknesses, values and beliefs. We believe that all studentswithin our diverse population are unique and WILL BE successful. Velasquez Elementary School commits to guiding ALL students towards academic excellence. To reach thisgoal, our school - community partnership will provide a child-centered instructional program within a safe, creative environment. Together, we will maintain accountability formeasurable results and continued growth through the three C’s: collaboration, communication, and curriculum.

Results of our campus climate survey:

64% of parents who completed The School Quality survey rated the school an A and 19% rated the school with a B.87% of parents who completed The School Quality survey strongly agree that their child is safe while at school.89% of parents who completed The School Quality survey strongly agree that the school made the necessary health and safety measures as it related to COVID

53% of staff who completed The School Quality survey rated the school an A and 31% rated the school with a B.90% of staff who completed The School Quality survey strongly agree they were provided virtual professional opportunities and/or training to meet the currentrequirements and expectations of their job.90% of staff who completed The School Quality survey strongly agree administration is available when needed.


Priority Problem StatementsProblem Statement 1: 3rd-5th grade African American students declined 40% in Math and 26% in Reading.Root Cause 1: Due to COVID, many students had to adapt to learning through different modalities, staffing structures and instructional loss. Additionally, instructional time waslost due to necessary COVID procedures.Problem Statement 1 Areas: Demographics

Problem Statement 2: On 2021 Reading STAAR, 37% of 3rd-5th grade students "met" grade level expectations.Root Cause 2: Due to COVID, many students had to adapt to learning through different modalities, staffing structures and instructional loss. Additionally, instructional time waslost due to necessary COVID procedures.Problem Statement 2 Areas: Student Learning


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

Improvement Planning Data

District goalsCampus goalsHB3 Reading and math goals for PreK-3Performance Objectives with summative review (prior year)Campus/District improvement plans (current and prior years)

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsComprehensive, Targeted, and/or Additional Targeted Support Identification data

Student Data: Assessments

(STAAR) current and longitudinal results, including all versionsState of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR EL progress measure dataTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent failure and/or retention ratesLocal diagnostic reading assessment dataLocal benchmark or common assessments dataPrekindergarten Self-Assessment Tool

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progressSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, 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 dataSection 504 dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance data


Mobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus department and/or faculty meeting discussions and dataTTESS dataT-PESS data

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Organizational structure data


GoalsGoal 1: Goal 1: By June 2022, all students at Velasquez Elementary will achieve a years growth as evidenced by the GRA, TX-KEA, MAP assessment,TELPAS and/or the STAAR (Reading, Math, Science) assessments.

Goal 1 (B): The percent of 3rd grade students that score meets grade level or above on STAAR Reading will increase from 42% to a cumulative increase of64% by June 2024.Goal 1 (C): The percent of 3rd grade students that score meets grade level or above on STAAR Math will increase from 54% to a cumulative increase of70% by June 2024.

Performance Objective 1: The percent of 3rd - 5th grade students that scored "Meets Grade Level or Above" on STAAR will increase from 37% to 50%as compared to the 20-21 Reading STAAR.

HB3 Goal

Evaluation Data Sources: Campus based assessments, district assessments, classroom walkthroughs

Strategy 1 Details ReviewsStrategy 1: Teachers and staff will participate in professional development (such as Guided Reading Book Study, Unitsof Study Phonics, Jan Richardson's Next Step Forward to Guided Reading, etc.) for implementation of small groups.

Strategy's Expected Result/Impact: Student growth in reading and writing and teacher effectiveness in theimplementation of small groups.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, DistrictCoaches, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction

Formative SummativeNov Feb Apr June

Strategy 2 Details ReviewsStrategy 2: Teachers utilize PLC and intervention time to differentiate instruction to meet academic needs of allstudents.

Strategy's Expected Result/Impact: Student growth in reading and writing and teacher effectiveness in theimplementation of small groups.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, Math coach, ESLCoach, District Coaches, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction



Strategy 3 Details ReviewsStrategy 3: Instructional Coaches provide support for collaborative planning.

Strategy's Expected Result/Impact: Intentional planning that focuses on rigor, student discourse andengagement, and TEKS alignment.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator , Math Coach, ESLCoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective InstructionFunding Sources: - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $50,587.50


Strategy 4 Details ReviewsStrategy 4: Conduct learning walks/instructional rounds to ensure accountability and implementation of small groupinstruction.

Strategy's Expected Result/Impact: Vertical alignment of effective reading strategies improve across gradelevels.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, Math Coach, ESLCoach, Teachers, CounselorTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers,Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Strategy 5 Details ReviewsStrategy 5: Under the directions of House Bill 4545, all 4th and 5th grade students not successful on 2021 STAAR willrecieve 30 additional hours of accelerated instruction.

Strategy's Expected Result/Impact: Student growth and closing the achievement gap.Staff Responsible for Monitoring: Teachers, Literacy coaches, Math Coach, ESL Coach, TutorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6


Strategy 6 Details ReviewsStrategy 6: Teachers and leadership team will disaggregate data to ensure all sub pops are meeting the meets andmasters target goals (44% Reading; 46% Math).

Strategy's Expected Result/Impact: Closing the Achievement gap in sub populations.Title I Schoolwide Elements: 2.6 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever5: Effective Instruction


No Progress Accomplished Continue/Modify Discontinue


Goal 1: Goal 1: By June 2022, all students at Velasquez Elementary will achieve a years growth as evidenced by the GRA, TX-KEA, MAP assessment,TELPAS and/or the STAAR (Reading, Math, Science) assessments.


Performance Objective 2: To improve balanced literacy instruction in all ELAR classrooms.

HB3 Goal


Strategy 1 Details ReviewsStrategy 1: Provide on campus professional development for K-2 teachers to refine schoolwide phonics instruction.

Strategy's Expected Result/Impact: Increase student achievement in Reading and teacher self-efficacy inteaching phonic instruction.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, DistrictCoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals,Build a foundation of reading and math - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever5: Effective Instruction


Strategy 2 Details ReviewsStrategy 2: Teachers implement ELAR small group binders to show evidence of implementation and track studentgrowth.

Strategy's Expected Result/Impact: Increase student growth goals in Reading and Writing.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction


Strategy 3 Details ReviewsStrategy 3: Teachers engage in vertical alignment meetings once per nine weeks.

Strategy's Expected Result/Impact: Vertical alignment of effective reading and writing strategies acrossgrade levels to increase student achievement.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction



Strategy 4 Details ReviewsStrategy 4: Utilize sheltered instructional strategies such as Talk-Read-Talk-Write to engage students in reading andresponding to text.

Strategy's Expected Result/Impact: To increase student academic discourse and engagement.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction






Performance Objective 3: The percentage of 3rd-5th grade students scoring "Meets Grade Level or Above" on STAAR Math will increase by 10% ascompared to the 20-21 Math STAAR.

HB3 Goal


Strategy 1 Details ReviewsStrategy 1: Provide quality Tier 1 instruction through an increased focus on Guided Math in all PK-5th math classes byway of professional development, lesson planning, teaching and modeling by the Math Coach, emphasis on NumberTalks in PK-5th and providing teachers with opportunities to observe colleagues conducting Guided Math lessons.

Strategy's Expected Result/Impact: Improve quality Tier 1 instruction and student achievement in Math.Staff Responsible for Monitoring: Principals, Math Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective InstructionFunding Sources: - 211 Title I, Part A - $79,873


Strategy 2 Details ReviewsStrategy 2: Increase focus on Guided Math in all PK-5th math classes by way of professional development, lessonplanning, teaching and modeling by the Math Coach, emphasis on Number Talks in PK-5th and providing teachers withopportunities to observe colleagues conducting Guided Math lessons.

Strategy's Expected Result/Impact: Increase student achievement in numeracy, math vocabulary and gradelevel TEKS.Staff Responsible for Monitoring: Principals, Math Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstruction



Strategy 3 Details ReviewsStrategy 3: Increased utilization of higher order questioning strategies.

Strategy's Expected Result/Impact: Increase student academic discourse and engagement, student growthin math.Staff Responsible for Monitoring: Principals, Math Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Strategy 4 Details ReviewsStrategy 4: Increase use of data driven instructional strategies developed during grade level PLCs and lesson planning.

Strategy's Expected Result/Impact: Student growth and achievement in math.Staff Responsible for Monitoring: Principals, Math Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction






Performance Objective 4: The percentage of 5th grade students scoring "Meets Grade Level or Above" on STAAR Science will increase by 10% ascompared to the 20-21 Science STAAR.


Strategy 1 Details ReviewsStrategy 1: Science teachers will plan and execute lessons according to district curriculum/roadmaps.

Strategy's Expected Result/Impact: To increase student achievement and growth in Science.Staff Responsible for Monitoring: Principal, Math Coach, District Science Coach, TeachersTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 4: High-Quality Curriculum


Strategy 2 Details ReviewsStrategy 2: Science teachers will provide hands-on activities and science lab experiments for all students according tofollowing district recommendations: K-1 grade 80% of instructional time (4 times/week) ; 2-3 grade 60% ofinstructional time (3 times/week); and 4-5 grade 50% of instructional time (2 times/week).

Strategy's Expected Result/Impact: To increase student engagement and academic discourse throughscience experiments.Staff Responsible for Monitoring: Principals, Math Coach, TeachersTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 5: Effective Instruction


Strategy 3 Details ReviewsStrategy 3: Provide academic vocabulary in Science daily through lesson planning and utilizing Science Stem Scopes,and Brain Pop.

Strategy's Expected Result/Impact: To increase student academic vocabulary and student growth.Staff Responsible for Monitoring: Principals, Math Coach, TeachersTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstruction






Performance Objective 5: Emergent Bilingual (EB) in grades K-5 will grow in the areas of Listening, Speaking, Reading, and Writing by at least oneproficiency level as compared to the 20-21 TELPAS ratings.

Evaluation Data Sources: TELPAS assessment

Strategy 1 Details ReviewsStrategy 1: Attend professional development training in Seven Steps to Build a Language Rich Classroom, Talk-Read,Talk-Write.

Strategy's Expected Result/Impact: Increase student achievement and academic discourse, build teacherefficacy in teaching English Learners (ELs).Staff Responsible for Monitoring: Principals, ESL Coach, District Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 2: Effective, Well-Supported Teachers, Lever 5: Effective Instruction


Strategy 2 Details ReviewsStrategy 2: Provide modeling and coaching of sheltered instruction strategies (sentence stems, academic vocabulary,visuals).

Strategy's Expected Result/Impact: Student growth and achievement in Tier I instruction.Staff Responsible for Monitoring: Principals, ESL Coach, TeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers:Lever 5: Effective Instruction






Performance Objective 6: Provide additional intervention opportunities for identified students.

Evaluation Data Sources: Formative and summative student achievement data

Strategy 1 Details ReviewsStrategy 1: The campus will employ a part-time academic tutor to support the needs of those students notdemonstrating mastery of skills taught.

Strategy's Expected Result/Impact: Increase student achievement in targeted remediated skills.Staff Responsible for Monitoring: Principal, Literacy Coach, Academic Facilitator, Math CoachTitle I Schoolwide Elements: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers:Lever 5: Effective InstructionFunding Sources: Tutors and tutoring supplies - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $8,745


Strategy 2 Details ReviewsStrategy 2: Identified students in grades 3rd-5th who are not demonstrating mastery of skills taught will attend campusbased tutorials.

Strategy's Expected Result/Impact: Increase student achievement in targeted remediated skills.Staff Responsible for Monitoring: Principal, Literacy Coach, Academic Facilitator, ESL Coach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction


Strategy 3 Details ReviewsStrategy 3: Provide and implement intervention strategies to achieved expected grade level standards in Grades 3rd-5thincluding Emergent Bilingual and Special Education population.

Strategy's Expected Result/Impact: Increase student achievement for all student populations.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, Teachers,Special Education TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction



Strategy 4 Details ReviewsStrategy 4: PLC Collaboration meetings will be held with grade level teams in K-5 immediately following districtassessments to analyze student performance and determine need.

Strategy's Expected Result/Impact: Improve tiered instruction and student academic growth.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, Mathcoach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Strategy 5 Details ReviewsStrategy 5: All teachers will provide targeted interventions in reading, math and/or science during the campus MTSSintervention time (Wildcat Time).

Strategy's Expected Result/Impact: Student academic growth.Staff Responsible for Monitoring: Principals, Literacy Coach, Academic Facilitator, ESL Coach, MathCoach, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 5: Effective Instruction






Performance Objective 7: The percentage of students that are on track will increase by 10% on the CLI Engage Assessment by June 2022.

Evaluation Data Sources: CLI engage data

Strategy 1 Details ReviewsStrategy 1: Pre- K teachers and paraprofessionals will engage in professional development which will increase theircontent knowledge on phonemic awareness and phonics instruction.

Strategy's Expected Result/Impact: Students will show increased proficiency on the CLI engage dataStaff Responsible for Monitoring: Principal, Assistant Principal, Literacy Coaches, Math coach, Pre-Kteachers, and Pre-K Aides.TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5:Effective InstructionFunding Sources: - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $253,822.04




Goal 2: 95 % of students at Velasquez Elementary will strongly agree or agree that they feel safe in school as evidenced by the social emotional learningscreener by June 2022.

Performance Objective 1: Each grade level will implement and support character education, school wide PBIS and the social-emotional needs of students.

Evaluation Data Sources: Student discipline data, teacher observations, counselor social-emotional survey data

Strategy 1 Details ReviewsStrategy 1: The counselor supported by administration and staff will lead students in the implementation of CharacterCounts through classroom guidance lessons, campus wide activities and specific strategies shared during facultymeetings, in monthly newsletters, and PLCs.

Strategy's Expected Result/Impact: Students exhibiting great character and reinforcing their confidence todo well in all academic areas.Staff Responsible for Monitoring: Principals, Leadership Team, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 3: Positive School Culture


Strategy 2 Details ReviewsStrategy 2: Counselor and Assistant Principal will conduct staff development to support the use of Solution Focusedconversations to support the social-emotional wellness of students.

Strategy's Expected Result/Impact: Students will become critical thinkers and problem solvers. Decreasein-school and out of school suspensions by 10%.Staff Responsible for Monitoring: Assistant Principal, CounselorTitle I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 3: Positive School Culture


Strategy 3 Details ReviewsStrategy 3: School counselor will provide group and individual counseling sessions to meet the social-emotional needsof students.

Strategy's Expected Result/Impact: Students will be able to use strategies from counseling sessions to meettheir social-emotional needs.Staff Responsible for Monitoring: Assistant Principal, CounselorTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 3: Positive School Culture


Strategy 4 Details ReviewsStrategy 4: Engage students in extracurricular clubs/organizations including but not limited to UIL, Science, Art,Music and Athletics to give students experiences they can use for academic growth and achievement.

Strategy's Expected Result/Impact: Increased learning outcomes for all studentsStaff Responsible for Monitoring: CounselorTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 3: Positive School Culture



Strategy 5 Details ReviewsStrategy 5: Teachers will address students' social-emotional needs through the 6 character traits to foster studentacademic growth by encouraging students to set academic goals in all subject areas. Students who exhibit 1 or more ofthe 6 character traits will be acknowledged by the Core Team members with a "Character Paw." Students will placetheir character paws in their grade level buckets for a drawing. Weekly winners will be acknowledged with a certificateand 9 weeks winners will be rewarded with prizes. Students will have their pictures taken and be acknowledged onsocial media.

Strategy's Expected Result/Impact: Students exhibiting great character and reinforcing their confidence todo well in school. Decrease number of in-school and out of school suspensions by 10%.Staff Responsible for Monitoring: Assistant Principal, CounselorTitle I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 3: Positive School Culture




Goal 3: Highly effective professional learning communities will be utilized as a vehicle for examining the campus and individual student progress. As aresult, intervention opportunities for students receiving special education will be targeted in more focused ways, resulting in a 5% decrease in failures inspecial education.

Performance Objective 1: Develop and train Kindergarten through 5th grade core content teachers and Special Education teachers on effective PLCplanning and implementation.

Evaluation Data Sources: Grade level PLC agendas, student progress reports/report cards, data binders

Strategy 1 Details ReviewsStrategy 1: Grade level teams will meet regularly in PLC meetings to share expertise in improving instructionalpractices resulting in academic reteaching, quality interventions, and /or acceleration of learning of all Sped students

Strategy's Expected Result/Impact: Individualized Sped student progress and decreased failure ratesStaff Responsible for Monitoring: Principals, Special Education Teachers, Literacy Coach, AcademicFacilitator, Math Coach, ESL CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction


Strategy 2 Details ReviewsStrategy 2: Math, Literacy and ESL Coaches will model with small group of students, coach teachers, and facilitateweekly planning sessions.

Strategy's Expected Result/Impact: Increase student achievement in targeted remediated skillsStaff Responsible for Monitoring: Principals, Literacy Coaches, ESL Coach, Math CoachTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 5: Effective Instruction




Goal 3: Highly effective professional learning communities will be utilized as a vehicle for examining the campus and individual student progress. As aresult, intervention opportunities for students receiving special education will be targeted in more focused ways, resulting in a 5% decrease in failures inspecial education.

Performance Objective 2: Ensure all Kinder through 5th grade Special Education and General Education Teachers have additionalintervention/remediation time for identified students.

Strategy 1 Details ReviewsStrategy 1: PLC meetings will be held with grade level teams in K-5 immediately following campus and districtassessments to analyze student performance and determine interventions including tutoring.

Strategy's Expected Result/Impact: Increase student achievement for all student populations, decreaseSped student failure rates.Staff Responsible for Monitoring: Principals, Special Education Teachers, Literacy Coach, AcademicFacilitator, Math CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction


Strategy 2 Details ReviewsStrategy 2: All teachers will provide targeted interventions in reading and math during the campus MTSS interventiontime (Wildcat Time), including the EB and Sped Ed population.

Strategy's Expected Result/Impact: Individualized improved Sped student progress and decreased failurerates.Staff Responsible for Monitoring: Principals, Special Education Teachers, Literacy Coach, AcademicFacilitator, Math CoachTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESFLevers: Lever 5: Effective Instruction


Strategy 3 Details ReviewsStrategy 3: Review IEP's accommodations and progress report data for EL and SPED students each nine weeks toensure accurate implementation and to make adjustments as needed based on data.

Strategy's Expected Result/Impact: Decrease the number of SPED failures by 5%Title I Schoolwide Elements: 2.5, 2.6 - ESF Levers: Lever 5: Effective Instruction




Goal 4: Goal 4: During the 2021-2022 school year, Velasquez Elementary will continue to build a positive school culture that is aligned to the vision,mission and goals. As a result, there will be a 5% increase in the overall quality rating of an A or B of the school on the student, parent and staff climatesurvey.

Performance Objective 1: Teachers and staff will be provided with opportunities to increase their understanding of the TEKS and the delivery of rigorouslessons by attending professional development and engaging in Instructional Rounds to master high quality instruction.

Evaluation Data Sources: Campus and District Assessments, Walk-through feedback forms

Strategy 1 Details ReviewsStrategy 1: An Instructional Round framework will be implemented to provide feedback to teachers based uponobservations and self-reflective practices.

Strategy's Expected Result/Impact: Student academic growth and increased teacher efficacy.Staff Responsible for Monitoring: Campus Leadership Team, TeachersTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals - ESFLevers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: EffectiveInstruction


Strategy 2 Details ReviewsStrategy 2: Leadership team and teachers will participate in learning walks/instructional rounds to ensure feedback isreflected on high quality instruction based on data results.

Strategy's Expected Result/Impact: Student growth and increased teacher efficacy.Staff Responsible for Monitoring: CORE leadership team, TeachersTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3:Positive School Culture, Lever 5: Effective Instruction


Strategy 3 Details ReviewsStrategy 3: Provide on campus professional development opportunities on student engagement and discourse forleadership team, teachers, and staff.

Strategy's Expected Result/Impact: Student growth and increased teacher efficacy.Staff Responsible for Monitoring: CORE leadership team, Teachers, ConsultantsTitle I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals - ESFLevers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: EffectiveInstruction



Strategy 4 Details ReviewsStrategy 4: The three C's: Communicate, Collaborate, and Curriculum will be reiterated throughout the school year.Communicate - Effectively through staff meetings, emails, parent and staff newsletters, social media, staff handbook.Curriculum - Provide student engagement and academic discourse, and effective teaching strategies in lesson plans forall students.Collaborate - Weekly planning, PLCs, data meetings, Wildcat Watch, learning walks (instructional rounds), feedbackvia coaching and mentoring.

Strategy's Expected Result/Impact: Safe school environment with clear, high expectations.Staff Responsible for Monitoring: CORE leadership team, Teachers, and StaffTitle I Schoolwide Elements: 2.4 - ESF Levers: Lever 3: Positive School Culture


Strategy 5 Details ReviewsStrategy 5: Identify teachers in need of additional support in lesson planning, instruction, classroom management, anddata analysis and provide customized support based on teacher need (this includes new teachers).

Strategy's Expected Result/Impact: Collective self-efficacyStaff Responsible for Monitoring: Principals, Literacy Coaches, Math Coach, ESL Coach, CounselorTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 3: Positive SchoolCulture





Performance Objective 2: Develop campus instructional leaders (Principal, Assistant Principal, Coaches, Facilitator, Counselor and Teacher Leaders) withclear roles and responsibilities.

Evaluation Data Sources: Review and Analyze Lesson plans, Weekly CORE team meetings, Monthly Team Leader Meetings, Coaching conversations with instructionalleaders.

Strategy 1 Details ReviewsStrategy 1: Target feedback to help develop the leadership skills of the assistant principal, coaches, academicfacilitator, counselor, and teacher leaders.

Strategy's Expected Result/Impact: Increase leadership capacityStaff Responsible for Monitoring: Principal, District LeadersTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong SchoolLeadership and Planning


Strategy 2 Details ReviewsStrategy 2: Weekly leadership team meeting will include review of walkthrough completion, walkthrough results,teacher support and analysis of data. Leadership team agenda and minutes include next steps.

Strategy's Expected Result/Impact: Increase leadership capacity and student growthStaff Responsible for Monitoring: CORE leadership teamESF Levers: Lever 1: Strong School Leadership and Planning


Strategy 3 Details ReviewsStrategy 3: Weekly meetings between the Principal and Assistant Principal to focus on leadership and instruction.

Strategy's Expected Result/Impact: Develop leadership skills, calibrate expectations, improve teaching andlearningStaff Responsible for Monitoring: PrincipalESF Levers: Lever 1: Strong School Leadership and Planning


Strategy 4 Details ReviewsStrategy 4: The Principal and Leadership team will consult with the Area Superintendent weekly through coachingmeetings and learning walks.

Strategy's Expected Result/Impact: Improve the quality of instruction through identifying specific target



areas of growth for teachers and studentsStaff Responsible for Monitoring: Principal, Area Superintendent and District LeadersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Improve low-performing schools - ESF Levers:Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4:High-Quality Curriculum, Lever 5: Effective Instruction




Performance Objective 3: Provide opportunities for student, staff, parent and community involvement to maintain a positive school culture.

Evaluation Data Sources: Flyers, Social Media Posts, Invitations for Documentation

Strategy 1 Details ReviewsStrategy 1: Conduct regular (monthly and at times more frequently depending on need) parent engagement eventsregarding school programming, school operations, and community building opportunities.

Strategy's Expected Result/Impact: Increase involvement of families and community partnersStaff Responsible for Monitoring: Principals, Teachers and StaffTitle I Schoolwide Elements: 3.2 - ESF Levers: Lever 3: Positive School Culture


Strategy 2 Details ReviewsStrategy 2: The campus will increase campus communication to parents and the community through skylert and socialmedia. Administration and teachers will send weekly parent newsletters that will include objectives taught, upcomingassessments, etc.

Strategy's Expected Result/Impact: Parents will be informed of skills being taught in the classroom andopportunities for parental involvement.Staff Responsible for Monitoring: Principal, Assistant Principal, and TeachersESF Levers: Lever 3: Positive School Culture




State CompensatoryBudget for Velasquez Elementary

Total SCE Funds:Total FTEs Funded by SCE: 6.75Brief Description of SCE Services and/or Programs

Personnel for Velasquez Elementary

Name Position FTE

Brittany Ondrey Pre-K Teacher 1

Candance Young Pre K Aide 1

Chelsea Kroll Literacy Coach 0.25

Diane Lybarger Pre-K Aide 1

Dionne Finley Pre- K Teacher 1

Kelly Dennis Pre K Aide 1

Martina Pope Academic Faciliator 0.5

Romannie Smith Pre- K Teacher 1


Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

Velasquez Elementary conducted a comprehensive needs assessment (CNA) on the following dates: 9/29/2020; 10/27/2020; 1/26/2021; 2/23/21; 3/30/21; 4/27/21 and 6/4/21. TheCNA serves as the centerpiece of our planning process and the driving force most impacting the campus improvement plan. While data is gathered and analyzed throughout theyear, a comprehensive effort is always made at the end of each school year. This year, administrators and teachers collected data in collaboration with teacher leaders and others.Root causes were identified, written as needs and reported to the site-based decision-making committee. The team was given time to reflect on the data and ask clarifyingquestions. When the team felt that all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written into theplan.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

Our Site Based Decision Committee includes teachers, parents, business representatives, community members, and administrative personnel. In addition, we were sure to includemembers of the staff that were paraprofessionals and/or part of the special education and ESL departments. Site Based Decision Making Committee Members are listed in thecommittee section of this document.

2.2: Regular monitoring and revision

To remain current and relevant, the CIP will be revised for the 2021-2022 school year and/or evaluated during the following months (November, February, April and June).Tentative Campus Improvement Council/SDM meeting dates are as follows:

September 29, 2021October 27, 2021January 26, 2022February 23, 2022March 30, 2022April 27, 2022

2.3: Available to parents and community in an understandable format and language


To help parents be informed the campus will provide the following in English and Spanish for families: Campus Improvement Plan, Title 1 Compact, and the Parent and theFamily Engagement Policy. These policies will be accessible in the following locations for parents and community members: campus website, the school’s front office, at parentand family engagement activities, and in the State and Federal Programs Office at the district’s administration building.

2.4: Opportunities for all children to meet State standards

Velasquez Elementary provides opportunities for all children to meet state standards through rigorous Tier 1 instruction, small group learning opportunities, online learningprograms tailored to individual needs, etc.

2.5: Increased learning time and well-rounded education

Velasquez Elementary maximizes the learning time by minimizing interruptions in the school day, structuring schedules to avoid breaks in the learning, and maximizing the use ofthe addtional 15 minutes of the school day. We promote character counts, teacher and reinforce the Ron Clark essential 55 and target social-emotional learning through engagingstudents in solution focused conversations and conflict resolution.

2.6: Address needs of all students, particularly at-risk

Tier I instruction is a focus for our campus and we use on campus professional development opportunities to increase the capacity of our teaching staff. We also use PLC andWildcat Watch meetings to monitor student progress through the year. Students who are at risk are provided with additional Tier 2 and Tier 3 interventions and supports.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

The Parent and Family Engagement Policy will be adopted and revised in the fall and spring. The Parent and Family Engagement Policy will be distributed at Open House and ateach Parent and Family Engagement Activity offered at this school. The policy will be available in English and Spanish, and it will be located on the campus website, the frontoffice, and in the State and Federal Programs Office at the district administration building.

3.2: Offer flexible number of parent involvement meetings

Velasquez Elementary will offer a flexible number of parent meetings throughout the school year. We will offer face to face and virtual meetings. Proposed meeting dates for theschool year are September 16, 2021, January 27, 2022 and March 10, 2022. Meetings will consist of information regarding our Title 1 program, campus interventions for at riskstudents, parental engagement opportunities and question and answer segments.


Title I PersonnelName Position Program FTE

Elaine Harvey Math Coach Title 1 Personnel 1


Site-Based Advisory CommitteeCommittee Role Name PositionAdministrator Sherri Henry Principal

Administrator Amey Frazier Assistant Principal

Classroom Teacher Amanda Wooldridge Kindergarten Teacher

Classroom Teacher Vicky Reveles 1st grade teacher

Classroom Teacher Donna Yeaman 2nd grade teacher

Classroom Teacher Kimberly Spanheimer 3rd grade teacher

Classroom Teacher Latasha Hawkins 4th grade teacher

Classroom Teacher Savannah Ramirez 5th grade teacher

Classroom Teacher Chelsea Hubbard P.E. Teacher

Non-classroom Professional Martina Pope Core team

Non-classroom Professional Brenda Garcia Core Team

Non-classroom Professional Elaine Harvey Core Team

Non-classroom Professional Chelsea Kroll Core Team

Classroom Teacher Betsy Dolan SPED Representative


Campus Funding Summary211 Title I, Part A

Goal Objective Strategy Resources Needed Account Code Amount1 3 1 $79,873.00

Sub-Total $79,873.00

Budgeted Fund Source Amount $79,873.00

+/- Difference $0.00

199 PIX 30 State SCE Title I-A, Schoolwide ActivitGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 $50,587.50

1 6 1 Tutors and tutoring supplies $8,745.00

1 7 1 $253,822.04

Sub-Total $313,154.54

Budgeted Fund Source Amount $313,154.54

+/- Difference $0.00

Grand Total $393,027.54


Addendums


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