2019-2020 Central Athens Elementary Athens Independent ...

Athens Independent School District

Central Athens Elementary

2019-2020 Accountability Rating: D

Central Athens ElementaryGenerated by Plan4Learning.com 1 of 34

Campus #103February 12, 2020 11:51 am

Mission StatementCentral Athens Elementary provides a supportive culture where lifelong learning

is a celebrated priority and there is a willingness to face challenges with a positive outlook.

Vision

"Shine"

Value StatementCampus of Leadership

As a school community, we provide each learner with a high quality, challenging education designed to maximize his/her potential as a learning leader. Ourenvironment is a shared, caring community where there is mutual respect between the educators and the learners. Innovation, creativity, awareness, inquiry,and critical thinking are an integral part of our learning environment. Our learners are provided limitless opportunities to reach their personal best and are

empowered to be leaders of their own learning.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 6School Processes & Programs 8Perceptions 10

Priority Problem Statements 11Comprehensive Needs Assessment Data Documentation 13Goals 15

Goal 1: TEACHING AND LEARNING: Design a system that promotes academic growth for all students and create a culture where the socialemotional needs of all students are nurtured and strengthened. 15Goal 2: HUMAN RESOURCES: All stakeholders will actively contribute to a culture of organizational excellence leading to student success. 22Goal 3: INNOVATION: Build a culture that fosters and empowers innovation. 26Goal 4: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT: Transform communication to maximize meaningful dialogue between allmembers of Hornet Nation. 28

Comprehensive Support Strategies 30Innovation Committee 31Teaching & Learning Committee 32Community Engagement 33Human Resources Committee 34



Comprehensive Needs Assessment

Demographics

Demographics Summary

Students:

American Indian- 0.2%

Asian- 2.6%

African American- 14.5%

White- 32.5%

Hispanic/Latino- 44.2%

Multi Racial- 6.1%

Economic Disadvantaged:

Free- 401

Reduced- 39

Total- 440

Percentage- 81.6%

At Risk:

At Risk- 240

Percentage- 44.5%



LEP:

LEP- 118

Percentage- 21.9%

GT:

GT- 12

Percentage- 2.2%

Special Ed:

Special Ed- 63

Percentage- 11.7%

Staff:

New to CAE: 20

Demographics Strengths

High degree of student and community diversity.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Central Athens has a high turnover rate in terms of staff leaving, retiring, or moving to a different position 34.7%.

Problem Statement 2: CAE has a high percentage of at-risk, economically disadvantaged, and SPED students.



Student Academic Achievement

Student Academic Achievement Summary

Student Academic Achievement Summary

Student Achievement: 64%

School Progress: 69%

Closing the Gaps: 63%

No Distinctions Earned

Academic Achievement

White: 80%

Hispanic: 70%

African American: 38%

Student Success Status

White: 80%

Hispanic: 70%

African American: 38%

18-19 STAAR Index Three-Year Comparison

State Target 16/17 17/18 18/19Index 1: Student Achievement 60 71 Domain I 65 Domain I 64Index 2: Student Progress 32 43 Domain II 69 Domain II 48.3Index3: Closing the Gaps 28 40 Domain III 62 Domain III 63Central Athens ElementaryGenerated by Plan4Learning.com 6 of 34


An analysis of the 18-19 data in comparison to theprevious three years

Content

Campus16/17

Campus17/18

Campus18/19

3rd Grade Reading 61% 58% 57%3rd Grade Math 72% 72% 65%4th Grade Reading 56% 52% 57%4th Grade Math 80% 72% 67%4th Grade Writing P P 57%5th Grade Reading 80% 65% 60%5th Grade Math 85% 78% 74%5th Grade Science 62% 59% 62%

Student Academic Achievement Strengths

Growth shown in 4th grade reading and 5th grade science of percentage passing.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: There is a notable gap in academic achievement among ethnic/racial groups, as well as SPED students per 2018-2019 STAARscores.



School Processes & Programs

School Processes & Programs Summary

Curriculum, Instruction and Assessment

Central Athens Leadership Academy

Staff Recruitment and Retention

Retained or promoted top performing teachers from 2018-2019 school year

Recruited high performing teachers to tested areas

100% teachers certified

High turnover rate across the board among certified teachers

Technology

Heavy investments in technology: Iexcel , Stemscopes, Edmentum, MakerSpace. 1:1 initiative in progress.

Online diagnostic tools (ie MAP tetsing) used to drive instruction.

School Processes & Programs Strengths

Curriculum, Instruction and Assessment

Focus on using diagnostic tools/data to drive instructional decision making, and to customize instruction.

Staff Recruitment and Retention

High retention/promotion rate among top performing teachers

Technology



Began the use of a Maker Space class. This includes supplemental materials to enhance the learning experience (circuitry, building materials, robotics,audio/video etc...) through student centered discovery learning.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: CAE exhibits a high turnover rate among certified staff (23% in 2017, 30% 2018, 34.7% 2019)



Perceptions

Perceptions Summary

School Culture and Climate

Discipline Offense Referrals 18-19: 434

Focus on Restorative/SEL

Students in a leadership program that met with the Assistant Principal

Parent and Community Engagement

We believe in making campus accessible and positive for all families and community members. Title I meetings held at various times and 2 languages.Vibrant and growing lunch buddy program lead by counselor and community volunteers. Well attended events, such as Trunk or Treat, which featured adozen businesses and community organizations and was attended by roughly 500 community members. Parent training was held on restorative practices,presented by a representative from TEA.

Perceptions Strengths

Through leadership book studies, leadership academies, kindness kudos, restorative practices etc... CAE has cultivated a culture and climate of leadershipand kindness.

Family and community events, such as Trunk or Treat and academic pep rallies, are well attended by families and community members.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Lack of systems perpetuated a high rate of office referrals. Root Cause: Lack of systems put in place, consistency



Priority Problem Statements

Problem Statement 1: There is a notable gap in academic achievement among ethnic/racial groups, as well as SPED students per 2018-2019 STAARscores.Root Cause 1:Problem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: CAE exhibits a high turnover rate among certified staff (23% in 2017, 30% 2018, 34.7% 2019)Root Cause 2:Problem Statement 2 Areas: School Processes & Programs

Problem Statement 3: CAE has a high percentage of at-risk, economically disadvantaged, and SPED students.Root Cause 3:Problem Statement 3 Areas: Demographics

Problem Statement 4: Lack of systems perpetuated a high rate of office referrals.Root Cause 4: Lack of systems put in place, consistencyProblem Statement 4 Areas: Perceptions

Problem Statement 5: Central Athens has a high turnover rate in terms of staff leaving, retiring, or moving to a different position 34.7%.Root Cause 5:



Problem Statement 5 Areas: Demographics



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) dataFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsObservation Survey results

Student Data: Student Groups

STEM/STEAM data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsViolence and/or violence prevention records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus leadership dataProfessional development needs assessment data

Parent/Community Data



Parent surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationStudy of best practicesOther additional data



Goals

Goal 1: TEACHING AND LEARNING:

Design a system that promotes academic growth for all students and create a culture where the socialemotional needs of all students are nurtured and strengthened.

Performance Objective 1: Ensure all students achieve annual growth through effective identification and selection of curriculum and resources.

Evaluation Data Source(s) 1: Exact Path Data. Data analysis from DMAC, Eduphoria, TAPR Report, Walkthroughs, and Teacher EvaluationsT-TESS are utilized to evaluate the effectiveness.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Additional Targeted Support Strategy1) Students will participate in MAPS testing,campus wide, at the BOY, MOY, and EOY , inboth reading and math K-2. Students 3-5 willtake STAAR at the EOY.

Teachers will use MAPS data to create andenhance targeted small group intervention

2.4, 2.6 AssistantPrincipal,Principal

Increased academic achievement, Increasedstudent growth, Closing academic performancegaps





Additional Targeted Support StrategyTEA Priorities

Build a foundation of reading and mathImprove low-performing schools

ESF LeversLever 4: High-Quality Curriculum

Lever 5: Effective Instruction2) Teachers will use scientifically researched andproven interventions (Study Island, Exact Path,Forde Ferrier, DRA, Reading Eggs, StemScopes, Pearson Math, etc...) for tieredintervention and class-wide instruction.Teachers will provide Tiered Intervention thatare specific for Approaches, Meets, and Masterson the STAAR test.

2.4, 2.6 Principal,AssistantPrincipal,Counselor

Increased academic achievement, increasedgrowth, closing academic performance gaps.Increase in the Meets and Masters areas onSTAAR.

= Accomplished = Continue/Modify = No Progress = Discontinue




Design a system that promotes academic growth for all students and create a culture where the social emotional needs of all students are nurtured andstrengthened.

Performance Objective 2: Provide campus-based professional development opportunities that are meaningful, effective, focused and sustainable.

Evaluation Data Source(s) 2: Walk through data; teacher evaluations; DMAC data; Exact Path data will be utilized to evaluate theeffectiveness.




Comprehensive Support StrategyAdditional Targeted Support Strategy

TEA PrioritiesImprove low-performing schools

1) Teachers will participate in weekly PLC'sfocused on improving their craft as professionaleducators. The first Friday of the month is utilizedfor Staff Professional Development.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor

Increased academic achievement, Improvedinstruction

Targeted Support StrategyTEA Priorities


2) All new certified staff will be trained on thecommon instructional framework. The use of theCommon Instructional Framework in the classesdaily and professional development.

2.4, 2.5, 2.6 Principal,AssistantPrincipal

Increased academic achievement, rigor and studentgrowth. It will also provide alignment and commonvocabulary used vertically and horizontally oncampus.


3) All staff will be trained on basic disciplinepractices and throughout the campus efforts willbe made to support positive reinforcement. Staffwill implement the Essential 55, the Hornet Way,Shine Points, a Leadership book of the month,Monday Mindfulness, and Morning meeting withthe counselor.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,Counselor,Leadership Team,and Teachers

Common practices and vocabulary on campus willpromote a positive learning environment in whichstudents will have more time on task for learning.






ESF LeversLever 1: Strong School Leadership and Planning

Lever 2: Effective, Well-Supported TeachersLever 3: Positive School Culture

Lever 5: Effective Instruction4) The campus will have a leadership team thatmeets and brings back information for growth totheir team. The leadership team will also traveland attend the Lead4ward training to be able tocome back and train all staff on information thatwas gained.

Leadership team Improve consistency within the grade levels andacross the campus.






Performance Objective 3: Establish systems where student learning is enriched and students can take initiative of their own learning.

Evaluation Data Source(s) 3: Walk through data; teacher evaluations; DMAC data; Exact Path data will be utilized to evaluate theeffectiveness.






ESF LeversLever 4: High-Quality Curriculum

Lever 5: Effective Instruction1) Maker Space PreK-5 will be provide throughrotations every two weeks.

2.4, 2.5, 2.6 Principal,AssistantPrincipal, GTTeacher

Increased academic achievement, increased studentengagement especially in the areas of Science andMath.

Additional Targeted Support Strategy2) Continue to improve school facilities andresources (outdoor learning spaces, materials forauthentic learning experiences etc...). A newPlayground for the younger students will be set up.Master Gardeners outdoor learning spaces willalso be added for students to be able to have ahands on experience with.

2.4, 2.5, 2.6 Principal,AssistantPrincipal, GTTeacher, Sanchez

Increased academic performance, improvedinstruction, improved culture and climate, increasedstudent engagement

Additional Targeted Support Strategy3) CAE will monitor a streamlined attendancemonitoring and parental notification procedure tohelp ensure high student attendance rates.Attendance will be checked between 9:30-9:45.Remind will be used to contact parents.

2.4, 2.5 AssistantPrincipal

Increased academic achievement, increasedattendance rates





Performance Objective 4: All teachers will implement effective supplemental curriculum that meets the needs of students.

Evaluation Data Source(s) 4: Walk through data; teacher evaluations, DMAC data, Maps data




Comprehensive Support StrategyTEA Priorities


1) Math will use (1st-3rd) Magic of Math,(3rd-5th) will use Mentoring Minds, High Excel,Forde-Ferrier, Lone Star Daily Rigor, StemScopes

Reading will use (K-3) Saxon, (1st-3rd) Rooted inReading, (3rd-5th) Forde-Ferrier, Lone Star, FastFocus, Motivation Reading

2.4, 2.6 Principal,AssistantPrincipal,Leadership Team,Teachers

Student performance on tests will increase in allareas (approaches, meets, and masters).




Goal 2: HUMAN RESOURCES:All stakeholders will actively contribute to a culture of organizational excellence leading to student success.

Performance Objective 1: Create a comprehensive hiring plan to recruit and hire exceptional candidates for AISD.

Evaluation Data Source(s) 1: Analysis of new hires and retention data of staff members.





Recruit, support, retain teachers and principals1) Campus reps will attend local college job fairs(UT Tyler, AM Commerce etc...) to recruitexceptional candidates. The district will have afour day work week for staff.

2.5, 2.6 Principal,AssistantPrincipal,Counselor

Increased academic achievement, increased teacherquality

TEA PrioritiesRecruit, support, retain teachers and principals

2) Complete staff vacancies in a timely manner.

Principal,AssistantPrincipal

Increased consistency and time for vertical andhorizontal planning.





Performance Objective 2: Develop and implement mentoring, training, and support programs for new teachers.

Evaluation Data Source(s) 2: Data on retention of new teachers.




Additional Targeted Support Strategy1) Implement Hornet Buddies program, withopportunities for buddy classes to meet at leastonce a month.

2.4, 2.6 AssistantPrincipal,Principal,Counselor

Increased academic achievement, improved cultureand climate.


2) Implement new to district grade level mentors.

2.6 Principal,AssistantPrincipal,Leadership team

New teachers will have a support in which they canutilize for understanding new systems, curriculum,and campus/district expectations. In return this willhelp to eliminate confusion and will also help themto be aligned with other campus teachers.





Performance Objective 3: Create an inclusive retention plan to retain employees at all levels.

Evaluation Data Source(s) 3: Employee retention data.




Additional Targeted Support Strategy1) Teacher appreciation through special events andactivities (employee breakfast, march madnessetc...) at least once a grading period.

2.4 Principal,AssistantPrincipal,Counselor

Increased academic achievement through teacherretention


2) Implement a four day work week district wide.

District leaders Teacher interest therefore those who may be atother districts will want to now be a part of AISD.Therefore this will help with teacher retention.


ESF LeversLever 1: Strong School Leadership and Planning

Lever 2: Effective, Well-Supported TeachersLever 3: Positive School Culture

3) Implement a positive work environment inwhich staff feels that they are supported. WeeklyPLC meetings that promote learning techniques tobe used for common school goals and consistency.Weekly Monday memos so that staff can preparefor the upcoming week which in return willenhance organization throughout the school.Essential 55 and the Hornet way not only beingtaught to students but the adults will model it aswell.

2.5 Principal,AssistantPrincipal,Counselor,Leadership Team

Staff having opportunities in various ways to utilizetheir strengths (leadership team, training at PLC's,being a mentor teacher)





Performance Objective 4: Athens ISD will provide an incentive for all core content teachers to be ESL certified by the end of the 2019-2020 school year.

Evaluation Data Source(s) 4:





ESF LeversLever 2: Effective, Well-Supported Teachers

Lever 5: Effective Instruction1) Core content teachers will be reimbursed formileage, professional development preparationand ESL testing up to three times.

2.4, 2.5, 2.6




Goal 3: INNOVATION:Build a culture that fosters and empowers innovation.

Performance Objective 1: Train teachers in the use of current AISD technology for authentic, real world instruction, assessment, and problem solving.

Evaluation Data Source(s) 1: Sign in sheets from provided training; Eduphoria PD logs; Walkthroughs; Edmentum, MAPS, Pearson

Summative Evaluation 1: Some progress made toward meeting Performance Objective



Additional Targeted Support Strategy1) Create a master list of technology "Experts" atthe campus level, to be shared among staff forcampus level supports.

2.4, 2.5, 2.6 Principal,AssistantPrincipal

Increased academic performance, improvedinstruction




Goal 3: INNOVATION:Build a culture that fosters and empowers innovation.

Performance Objective 2: Foster the development of "soft skills" to ensure our students are well adjusted and prepared for life beyond AISD, not onlytechnologically, but also socially and emotionally.

Evaluation Data Source(s) 2: Essential 55, Hornet Way, Mindful Monday





Improve low-performing schools1) Train all certified staff on PBIS (communitycircles, respect agreements, Essential 55 commonstudent expectations campus wide, Hornet Waywhich provides common language for rules andexpectations throughout the school, and/orSEL/mindfulness practices.

2.5, 2.6 AssistantPrincipal,Principal,Counselor,Leadership Team

Increased academic achievement, Improved cultureand climateCommon expectations, rules and language willpositively impact student performance because lesstime will be needed for dealing with discipline andclassroom management situations.



2) Incorporate regular counselor guidance lessonsinto master schedule for all students. Theselessons will be over a social skill given once amonth and are tied to a book that the teacherspresent to the class in a read aloud.

2.5, 2.6 Counselor,Principal

Increased academic achievement, Improved cultureand climate




Goal 4: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT:Transform communication to maximize meaningful dialogue between all members of Hornet Nation.

Performance Objective 1: Create an electronic newsletter to inform and empower all stakeholders.

Evaluation Data Source(s) 1: District electronic newsletter and weekly campus newsletters by grade level.




Additional Targeted Support Strategy1) Grade levels will send home newsletters at leastmonthly.

3.1 Principal, Gradelevel leaders,Counselor

Improved academic achievement, increasedcommunity engagement

2) Newsletters and social media will notify parentsand community members of upcoming events.

3.1, 3.2 Principal,AssistantPrincipal,Teachers

Provide opportunities for parents and communitymembers to know in advance of any campus eventssuch as, Muffins with Misses, McTeacher night,and Music programs




Goal 4: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT:Transform communication to maximize meaningful dialogue between all members of Hornet Nation.

Performance Objective 2: Provide opportunities for the community to display Hornet Pride.

Evaluation Data Source(s) 2:




1) Campus will distribute/offer CAE/AISDbranded paraphernalia throughout the year(TShirts, stickers, signage, awards, prizes etc...)

2.6, 3.1 Principal,counselor

Improved culture and climate, increased academicachievement, increased community engagement.




Comprehensive Support Strategies

Goal Objective Strategy Description

1 2 1 Teachers will participate in weekly PLC's focused on improving their craft as professional educators. The first Friday of themonth is utilized for Staff Professional Development.

1 4 1Math will use (1st-3rd) Magic of Math, (3rd-5th) will use Mentoring Minds, High Excel, Forde-Ferrier, Lone Star Daily Rigor,Stem Scopes Reading will use (K-3) Saxon, (1st-3rd) Rooted in Reading, (3rd-5th) Forde-Ferrier, Lone Star, Fast Focus,Motivation Reading



Innovation Committee

Committee Role Name PositionClassroom Teacher Chera LambrightClassroom Teacher Audrey HaleyClassroom Teacher Allison TerrellClassroom Teacher Amanda RobinsonClassroom Teacher Brenda MeyerClassroom Teacher Grethel MartinezClassroom Teacher Megan GrossClassroom Teacher Jacqueline DavisClassroom Teacher Sandy McPhersonClassroom Teacher Jessica MebaneClassroom Teacher Sherrilyn Ewing



Teaching & Learning Committee

Committee Role Name PositionClassroom Teacher Karol TaylorClassroom Teacher Moises SanchezClassroom Teacher Sandra CarterClassroom Teacher Briana HopeClassroom Teacher Sunshine ArmendarizClassroom Teacher Jennifer DavisClassroom Teacher Zulema TorresClassroom Teacher Carolina Avila



Community Engagement

Committee Role Name PositionClassroom Teacher Karina SalazarNon-classroom Professional Amy WoodClassroom Teacher Rebecca HallClassroom Teacher Katherine HortonClassroom Teacher Whitney PennClassroom Teacher Katie IglehartClassroom Teacher Annette GrahamClassroom Teacher Tina ElledgeClassroom Teacher Sara ChambleeClassroom Teacher Jodie Babb



Human Resources Committee

Committee Role Name PositionClassroom Teacher Heather DavisClassroom Teacher Stephanie HarrellClassroom Teacher Julie BootheAdministrator Claudia StilesAdministrator Jennifer LehrClassroom Teacher Bernitha EnochClassroom Teacher Wendy OttaberryClassroom Teacher Rachel PerryClassroom Teacher Norma ThompsonNon-classroom Professional Polly Williams NurseDistrict-level Professional Deidre Pool District Librarian



2019-2020 Central Athens Elementary Athens Independent ...

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