Eduardo Mata “Montessori” Elementary ampus … · · 2017-10-11Eduardo Mata “Montessori”...

Eduardo Mata “Montessori” Elementary Campus Improvement Plan

2017 – 2018

Vision Statement: To provide an academic foundation which allows our students to be successful life-long

learners.

Mission Statement: To provide an authentic Montessori education by focusing on educating the whole child

academically, socially, and emotionally for all children.

Committee Tomeka Middleton-Williams, Principal

Sherri Fetter, Assistant Principal Sheila Gunter, Counselor

Barbara Allen, Sped Certified Teacher Caitlin Mumford, Upper Elementary Teacher

Jonte’ Boucher, Primary Teacher Alethea Hilburn, Lower Elementary Teacher

Kimberly St. Amant, Parent/DISD Representative Patricia Bradfield, Primary Teacher

In accordance with TEC 11.251, District Performance Goals/Objectives (approved by Dallas ISD Board of Trustees, February 23, 2017) are aligned

with Campus Performance Goals/Objectives.

Annie Wright, Community Representative Michele VanArsdall, Parent Representative

Lucy Arnold, SBDM Chair Maria De Simone, Business Representative

DALLAS INDEPENDENT SCHOOL DISTRICT BOARD GOALS

GOAL 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.

GOAL 2: Dallas ISD schools will be the primary choice for families in the district. GOAL 3: The achievement gap by race, ethnicity, and socio-economic status will be no greater than 10% on all academic measures. GOAL 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry

certification. GOAL 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment. GOAL 6: All students will participate in at least one extracurricular or co-curricular activity each year.

DALLAS INDEPENDENT SCHOOL DISTRICT STUDENT OUTCOME GOALS

GOAL 1: Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022. GOAL 2: Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022. GOAL 3: Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.



THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

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

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

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

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.



Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff

development, and administration.

COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR: 2017/2018

Data Sources Reviewed: ● Demographic Data from MyData Portal. District ACP Reports, iStation reports, ITBS/Logramos Data, STAAR data ● SBDM Self Assessment Rubric, Parent and Student Survey Results, Campus Climate Survey

Area Reviewed Summary of Strengths What were the identified strengths?

(Facts not actions)

Summary of Needs What were the identified needs?

(Facts not actions)

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

Demographics

Mata has a diverse student population that serves students in PreK-5th grade. The enrollment for students at each grade level for 2017-2018 will be: Pre-K3 - 28; Pre-K4- 59; Kindergarden-68; 1st grade -84; 2nd Grade- 84; 3rd grade-84; 4th Grade-80; and 5th grade-80. 62% Hispanic, 27.55% White, 5.5 % African American, 1.63% Asian and 2% Mixed Race.

Approximately 20% of our students will be new to our campus. Their academic levels will need to be assessed and the Montessori philosophy will need to be introduced from its foundation. There is an increased number of Identified Sped students 16% Dyslexic Students - 6% Attendance Rate - 96.71% At Risk students >30% Larger % of beginning Montessori

The increased number of new students, LEP students, SPED students and dual identified students presents a need to provide differentiated materials and instruction to meet the varying academic needs and language needs of our students Identify and develop dual language Montessori materials (aligned to the TEKS) Provide professional development to faculty and staff to address the need for differentiated instruction as aligned to the TEKS and



There will be an increase of enrollment and an opening of 3 additional upper elementary classrooms. Low mobility rate Teacher retention rate 81%

teachers.

Montessori Curriculum

Student Achievement

2017 STAAR Reading data reflects 70% of students at approaching or higher. 2017 STAAR Writing data reflects 55.6% of students at approaching or higher. 2017 STAAR Math data reflects 64.8% of students are at approaching or higher. 2016 Terra Nova scores are above district achievement level in all but one subject/grade (1st Grade Reading) K-2 Scores for language were 719% above the 40th percentile. For Reading they were 81.6% above the 40th percentile. K-2 Math Terra Nova was at 65.4% of students above the 40th percentile.

To have somewhat consistent results (student outcomes) across assessments. ACPs scope to correlate to Montessori scope. Each content represented on STAAR at least 70% of students at approaching or higher. Close the Reading achievement gap from between 96% White and 50% Hispanic, and 33% Sped for 3rd grade. For 4th grade close the achievement gap from 95% White and 64% Hispanic, and 45% Sped. Consistency of the relating of specific student achievement/progress to parents, including state, local and Montessori assessments. Need to continue student performance demonstrated in Kindergarten through Lower and Upper Ls

Traditional assessment tools, specifically ACP alignment, and Montessori scope need to be better aligned to more accurately reflect student achievement. There is a need to ensure there is vertical alignment in Montessori sequence and analysis of vertical results to address dip student achievement from primary to first and second grade. There is a need to improve in all areas on TEA Accountability Summary as measured/charted on Performance Index Summary. There is a need to better communicate student performance on Montessori achievement to parents consistently. There is a need to educate parents on the difference between Montessori and traditional education.

School Culture and Belief in Montessori There is a need to best integrate the There is a need to bridge cultural and language



Climate Climate survey data reflects that 93.6% positive that they understand their role. 87% positive that staff look forward to working each day at the school. 57.4% of staff feel that morale has improved in Spring 2017, over 38.6% in Fall 2016. 97.5% of parents surveyed feel that their child learned what he or she needed to learn to be ready for the next grade level. 90.1% of parents feel that their child’s school responds in a timely manner. Good system to relay concerns.

Montessori model with the traditional demands of the public. There is a need to bridge cultural and language gaps due to a highly diverse population. There is a lack of communication on the avenues in which to get in involved.

gaps due to a highly diverse population. There is a need to educate parents on the difference between Montessori and traditional education. There is a need to understand Montessori boundaries. There is a need for logistical changes, particularly at transition times. There is a need for discipline/structure throughout campus through the use of positive discipline/Grace and Courtesy/ or an SEL Curriculum There is a need for supplemental personnel, with Montessori training, in classroom.

Staff Quality/ Professional Development

All classroom teachers are highly qualified based on certification for the state. There are three teacher currently on probationary certificate. All teachers are either Montessori certified or have began coursework for training. 83% are fully certified. 66% of teachers are Proficient I or higher. Teachers give input on the types of professional development desired. Teachers attend AMS Conferences. PLCs are regular and professional development of Montessori

Staff attendance rate 96%. When turnover occurs, new teachers must attend Montessori training. Teachers must be familiar with the State standards for 3 grade levels at a time.

Recruit Montessori certified teachers, and/or build a pipeline of trained professionals. Continue training model and support of teachers leading to full Montessori certification. There is a need to assign mentors to new teachers. Provide professional development on Montessori pedagogy and TEKs. Provide regular coaching sessions with



pedagogy is shared.

teachers and administrators to review lesson plans, recordkeeping, data, and next steps. Continue learning walks where teachers visit/observe other teachers on the campus with reflections and follow up.

Curriculum, Instruction, Assessment

Rigorous, specialized trained staff. Have developed pacing documents in primary. Possess full complement of Montessori materials. General Ed has a fair complement of general/traditional/transfer materials

There is need for high-quality Montessori materials. There is a need for vertical alignment There is a need for more planning across General Education and bilingual classrooms. There is a need for consistent record-keeping and communication between school and parents.

There is a need for a Montessori-aligned ACPs. There is a need for quality Montessori materials, particularly dual language. There is a need for instructional team leadership at all levels. There is a need for vertical alignment. Teachers must work collaboratively to develop instructional pacing scope and sequence that aligns Montessori sequence and TEKS. There is a need for accreditation to ensure high-quality Montessori education.

Family and Community Involvement

Parent and community engagement is generally high. Parents generally have a positive opinion of school. Parent involvement opportunities are available and taken advantage of. Parent involvement organizations such as PTA, FOM, SBDM. Consistent attendance at SBDM and PTA meetings.

Teacher to parent communication could be better and more consistent across school. More college readiness. Parent involvement needs to be more inclusive of different parents.

There is a need to engage a wider scope of parents that reflects elements of student population. There is a need to continue to educate parents on Montessori education, particularly student achievement by level. Continue to develop and present parent workshops related to student achievement, the Montessori philosophy, and student needs. There is a need to bridge cultural and language gaps due to a highly diverse population.



There is a need to build a relationship with a business partner and community representative. Develop school wide activities that place an emphasis on college and career awareness and research.

School Context and Organization

Mata is a transformation school of choice, that implements the Montessori philosophy and pedagogy. The district supports the organization through the Office of Transformation and Innovation. The classes are multi-aged, multi-grade and taught in a self contained environment. There is also 2 way dual language offered on campus. SBDM is open to parents, teachers, and community. The committee meets regularly. The teachers are creating a blueprint for ACPs that align to the Montessori curriculum. Teachers in grades K-2 create common assessments. The school of choice is desired. There were 556 Applications for 85 seats.

Tutoring is offered to student who perform poorly. The district creates common assessments for grades 3-5. The campus will add 5th grade this school year.

Full implementation of the Montessori model is needed. Continued alignment of the Montessori curriculum for 5th grade and Science. A more balanced approach to dual language.



Technology

All teachers have access to a desktop and a teacher laptop. Students have computer access in their classrooms which support TEKS and Montessori curriculum as applicable to research. The campus has a computer lab available to classroom teachers. The library has 8 student computers.

Technology is not a large component of the Montessori curriculum. There is a need to maintain and update technology on a regular basis so that teachers have proper planning tools and students have access for research and integrating technology TEKS. A need for increased color printing and lamination capabilities.

- There is one color printer in the main office.

- The network printers are only black and white.

Printing technology with professional grade color printing for the creation of Montessori instructional materials, and laminating technology are needed. Ability to video record lesson presentations for self-evaluation, feedback, and additional training opportunities.



Title I, Part A

Schoolwide Components:

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

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

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

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

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

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

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

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

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



Title I Schoolwide Components Reference Numbers 1. Comprehensive Needs Assessment 2. Reform Strategies 3. Instruction by State Certified Teachers 4. High Quality Professional Development 5. Strategies to Attract State Certified Teachers

6. Strategies to increase family, community and parent engagement 7. Transition 8. Teacher Decision-Making Regarding Assessments 9. Effective and Timely Assistance to Students 10. Coordination and Integration

Strategic Priority Reference Numbers 1. Recruiting, supporting, and retaining teachers and principals 2. Building a foundation of math and reading 3. Connecting high school to career and college 4. Improving low-performing schools

Student Outcome Goals 1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022. 2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022. 3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.) Staff, parents, and community will continue to maintain a culture that fosters academic excellence.

Student Outcome Goal # 1

Objective: Indicator of Success: ● Campus culture will improve based on district climate and culture survey from Fall to Spring (metrics determined by baseline)

● Campus culture will improve based on parent surveys from Fall to Summer (metrics determined by baseline)

● The attendance rate will improve for students with a goal of 97%.

REF #

Strategies and Action Steps Person(s) Responsible

Resources Timelines Evidence of Implementation

Evidence of Impact

Formative/ Summative

Title I Schoolwide Components (Code by #)

Strategic Priority

1A All staff will analyze end of year surveys (Climate, Parent, and Student) to identify areas of improvement, and create action steps to address each.

Principal Teachers

199- $1000 211-$500 461- $500

Aug.2017 Jan. 2018

Agenda Sign-In sheet Analysis/Action Plan

Positive Survey Results

Climate Survey, Parent Survey, Student Survey

1, 2 1

1B Incorporate a proactive campus Administration 211/255- Sept- 2017 Lesson Plans Decrease in Climate 1,9 4



based social/emotional component (Such as grace and Courtesy-Montessori, Positive Discipline, and other curriculum) that addresses the overall character development for students so that they build social skills and social concepts, including small group sessions.

Lead teachers CIC

$3000 through June 2018 each 6 weeks

Sign-In Sheets Counseling Notes

Student referrals, Increase in positive social emotional behaviors

Survey, SDS report

1C State certified teachers and other staff will keep current on school happenings and weekly focus by utilizing Agenda and Online Newsletter.

Principal Asst. Principal

199- $100 Evaluated Weekly

Newsletters Positive Climate Survey Results

Climate survey

1, 8 1

1D Develop and facilitate a committee focused on Campus Climate/Culture to meet Quarterly.

Climate and Culture Chair

199-$100 August 2017 October 2017 February 2018 April 2018

Agendas Minutes Sign In

Positive Climate Survey Results

Climate Survey

1, 4 1

1G Provide extra-curricular and co-curricular opportunities for students within K-5. Some opportunities will occur after school. Examples include Drama, Art, Music, Chess, Boy Scout, Girl Scouts, DI, Basketball, White Rock Spring Games, UIL, Robotics

Librarian Teachers, Staff, Admin, Volunteers

199- $2000 211-$8000

September 2017-June 2018 Every Week

Student Extracurricular documentation

Increased participation in extracurricular activities

Student Participation numbers

1, 9, 10 3

1H Proactively monitor attendance and develop intervention plans if needed. Intervention plans may include after school recovery time.

Admin. CIC Counselor, Attendance committee

211- $1000 September 2017- June 2018 Every Six Weeks

AFC Binder Increased attendance rate

Attendance reports

1, 9 3

1I Provide opportunities for mentor/peer observations in order to retain/attract effective, state certified

Admin CIC

199 - $1,000

October 2017– June 2018 Quarterly

Observation Calendar Notes and Feedback

Increased retention, increased teacher

Climate Survey

4, 5 1



teachers. Highly qualified staff will assist in recruitment.

effectiveness





Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.) Improve the quality of instruction and student achievement utilizing the Montessori curriculum

Student Outcome Goal # 1, 2, 3

Objective: Indicator of Success: ● Students will grow at least 1 year in reading as measured by Istation data.

● At least 70% or more students will score at the met standard level for ACP and STAAR content exams.

REF #



Evidence of Impact



Strategic Priority



2A Administration will conduct spot observations and walkthroughs to monitor the effective implementation of pacing calendars in Mathematics, R/LA and Montessori fidelity with a feedback model that is tiered to the needs of the teachers.

Principal Asst. Principal CIC

211- $65,000 199-$500

September 2017-June 2018 Weekly

Spot observation tracker

Increased teacher effectiveness

Teacher Evaluation

1, 3 1, 2

2B Teachers will use Montessori, campus, and district resources to develop pacing calendars for lesson plans and student work plans that align with TEKS (ACP and STAAR).

CIC Teachers

255- $30,000 211- $5,000

September 2017-June 2018 Weekly

Lesson plans Record Keeping Pacing Calendar

Increase in teacher effectiveness

Teacher evaluation

1, 7, 8 1,2

2C Instructional leadership team will facilitate PLCs to ensure that best practices are followed in the implementation of instructional calendars on a weekly basis and students' progress is closely monitored by the state certified teacher. (Montessori lesson plans, recordkeeping, work plans, pacing/alignment docs, and data analysis)

Admin, lead teachers, CIC, teachers

255 - $30,000 211- $10,000

August 2017- June 2018 Weekly

PLC Agendas, Instructional Calendars; Alignment Documents; Student Work Plans

Increase in teacher effectiveness as measured by spot observations and student achievement

Montessori Record Keeping; Common Assessments

1,3,8 2,3

2D Provide resources and necessary supplies to state certified teachers by using long term, and supportive coaching to effectively implement the Montessori pedagogy and analyze data during PLCs, using a uniform data analysis protocol.

Admin, lead teachers, CIC

199-50,000 211 – 20,000

August 2017- June 2018 Weekly

Montessori classroom manipulatives, curriculum, PLC agendas

Increase in teacher effectiveness as measured by spot observations and student achievement

Teacher Evaluation

1, 3 2, 4



2E Develop and implement an intervention model that utilizes a trained state certified/teacher for reading and math strategies utilizing reading, writing, listening, and speaking. Provide necessary PD for campus designated interventionist. Students will receive small group instruction or tutoring.

Dyslexia Teacher

Interventionist

Teachers, Counselor

255- 20,000 211-10,000 199-10,000

Sept. 2017- June 2018 Daily

Common Assessment Data Instructional Pacing Calendar and Student Work plans

Increase in student achievement

ACP, Staar, Common Assessments, Student Evaluations, ISIP

1, 2, 10 2, 3

2F Plan and facilitate sustained professional development, training opportunities and resources for state certified teachers and other staff in the scientifically based differentiated instructional model, Montessori, and strategies that are aligned to the action plan

CIC 255- 30,000 199- 5000 211 – 5000

Aug. 2017; Jan 2018; June 2018

Common Assessment Data Instructional Pacing Calendar and Student Work plans

Increase in teacher effectiveness as measured by spot observation and student achievement

Teacher Evaluation

1, 4, 5 1, 2

2G Develop and maintain an RTI/SST plan to monitor and facilitate interventions and referral process. RTI interventions will be maintained in School net and students will be referred to the

SST and 504 committees as appropriate.

Assistant Principal lead teachers, CIC, interventionist, counselor, intervention team, Sped teachers

211- $2,000 August 2017-June 2018 Every 6 Weeks

Common Assessment data, instructional pacing calendar, alignment

documents, student work


Common Assessments, ISIP, Formative Assessments, STAAR, ACP

2, 8 2, 4



plans

2H Implement instructional strategies that support the differentiation for subpopulations, including but limited to Pre-K, SPED and ELL students, including differentiated linguistic supports and instructional strategies. Identify and develop dual language Montessori materials.

Dual Language Chair

Admin, teachers, CIC, interventionist, counselor, intervention team, Sped teachers

211- $2,000 255 - $30,000 199 - $15,000

August 2017-June 2018 Every 6 Weeks

Common Assessment data, instructional pacing calendar, alignment documents, student work plans


Common Assessments, ISIP, Formative Assessments, STAAR, ACP

2, 7 2, 4

2I Provide during school and/or after school tutoring to targeted students based on data for individual learning needs utilizing Reading Partners, State certified teachers, or highly qualified paraprofessionals.

Classroom teacher

Vendor

199- 10,000 211-13,000

October 2017-May 2018 Weekly

Sign in sheets, lesson plans, student attendance schedule

Student participation; student performance in targeted areas

Common assessments, ACP’s, STAAR

9,10 2, 4

2J Teachers will meet in vertical teams regularly to address student achievement among grade level configurations.

Admin,

Teachers,

CIC

211- $2,000 August 2017- June 2018 – Quarterly

Sign In sheets, Minutes

Increased student achievement

Common assessments,

ACP’s,

STAAR

1,2, 7 2, 3







Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.) Actively engage parents in education in meaningful and relevant ways

Student Outcome Goal # 3

Objective: Indicator of Success: ● Increased parent satisfaction on parent surveys (95% or better)

● Increased use of Parent Portal, at least 80% of each grade level enrolled.

REF #



Evidence of Impact



Strategic Priority

3A Maintain a robust family induction process, including open houses, orientation evenings, Show Me Nights, and networking with families and school community.

Administration CIC, counselor, Teachers

199- $2,000 PTA Activity funds

August 2017- June 2018 Monthly

Sign In Sheets, photos, agendas, volunteer hours, and partnership

Increased parental partnerships and responsiveness.

Parent survey 2, 6 3,4

3B Facilitate ongoing Parent Portal CDC 199-$200 August Increased Parent 2, 6 4



enrollment and orientation process

Parent Volunteer

PTA 2017-June 2017 Each six weeks

Parent Portal parental partnerships and responsiveness

Survey Gradespeed

3C Facilitate the use of teacher recordkeeping as an alignment and progress-monitoring tool. Implement a system for sharing recordkeeping (including 3- week progress reports and well maintained gradebooks), providing work plans, and sharing student work samples. Montessori progress reports will be sent home at MOY (Oct) and EOY(April).

Administration, CIC, Teachers

211- $10,000 PTA; Activity Funds

August 2017- June 2018 Every 3 weeks

Progress reports, Gradespeed

Increased parental partnerships and responsiveness

Climate Survey, Parent Survey

1, 2, 8 2

3D Improve school to home communication of events and professional development for parents, family, and community involvement (i.e. monthly newsletters, school messenger, Remind, social media). Maintain an active website with current information and links to parent resources.

Admin, Teachers, Counselor, Librarian, Office Manager, PTA officers

199- $3,000 211-$3,000 PTA-$1,000

August 2017- June 2017; Monthly

Tuesday folders, parent survey, newsletters, website

Increased partnerships and responsiveness

Surveys 2, 6 2, 4

3E Teachers will provide regular classroom level communications with their parents via classroom

websites, newsletters, emails,

Administration, CIC, Office Staff, Counselor, Teachers

199 – $2,500 August 2017- June 2018 Weekly

Newsletters and communication

Increased partnerships and responsiveness

Surveys

2, 6 2, 4



and room parent correspondences.

3F Provide parents with an avenue to learn about Montessori education, and school policies and procedures, through a handbook and/or parent education.

Admin, CIC, counselor, SBDM

211- $5,000 August 2017; October 2017; January 2018; April 2018

Handbook Sign in Sheets Agenda

Increased parental partnerships and responsiveness

Surveys 1, 6 2, 4





Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.) Student Outcome Goal #

Objective: Indicator of Success: REF #



Evidence of Impact



Strategic Priority







Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.) Student Outcome Goal #

Objective: Indicator of Success: REF #



Evidence of Impact



Strategic Priority

Eduardo Mata “Montessori” Elementary ampus … · · 2017-10-11Eduardo Mata “Montessori”...

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