Olsen Elementary School Port Aransas Independent School ...€¦ · Olsen Elementary staff and...

Port Aransas Independent School District

Olsen Elementary School

2018-2019 Website 2018

Olsen Elementary SchoolGenerated by Plan4Learning.com 1 of 31 Campus #101

November 9, 2018 11:35 am

Mission StatementThe mission of the Port Aransas ISD is to inspire all students to reach their potential through the highest quality education by creating life-

long learners through comprehensive academic, athletic, cultural and extra-curricular opportunities.

VisionAt H.G. Olsen every child matters, everyday. Attendance is more than being marked "present", students are engaged and actively

participating in learning. Teachers teach using higher level of thinking strategies to challenge all learners. Students are assessed and data iscollected to show their strengths and gaps. Using the data, gaps are addressed while building on student strengths.

Campus Core Belief We are the heart and future of the community.



Comprehensive Needs Assessment

Revised/Approved: October 03, 2015

Demographics

Demographics Summary

SpEd 504 Hisp Dyslexia At Risk SocioEco ESL Gift/

Talented Transfers Enrollment Mobility

2012 5.80% 3.60% - 3.60% 13.30% 38.80% 1.30% 3.80% 1% 250 20.20%2013 5.30% 7.50% - 8.80% 14.70% 37.90% 2.70% 4.50% 1% 226 20.90%2014 12.60% 9% - 6.30% 24.40% 31.80% 3.20% 6.30% 1% 221 21%2015 13.20% 8% - 6.60% 23.60% 42% 4% 8% 13.68% 237 25.10%2016 11.90% 6.40% - 5.60% 19.70% 41.40% 2.10% 3.40% 18.80% 237 21.90%2017 11.36% 6.30% 14.77% 4.55% 61.36% 53.41% 2.10% 1.70% 13% 189 21.50%2018 11.36 8.50% 14.77% 4.55& 65.34 80.68% 0.57% 1.70% 16.7 198 21.50%

Student Staff Ratio 13:1 for 2012, 2015, 2016 vs. 12:1 2012-2014, 11:1 - 2017-18 isStudent Teacher Ratio is currently 15:1Student Staff Ratio is currently 1:8 (We have one paraprofessional retiring in October)

Demographics Strengths

Strong staff to teacher/staff ratios

Increased diversity of population



Problem Statements Identifying Demographics Needs

Problem Statement 1: Huge growth in the "AT RISK" and "LOW Socio-economic disadvantage" population Root Cause: Lasting effects of HurricaneHarvey

Problem Statement 2: Continued displacement of families while home are being rebuilt. Root Cause: Lasting effects of Hurricane Harvey



Student Achievement

Student Achievement Summary

Grade Reading Math Writing Science Approaches Meets Masters Approaches Meets Masters Approaches Meets Masters Approaches Meets Masters3 PA 62% 57% 6% 67% 24% 19% 3TX 4PA 87% 73% 30% 87% 76% 33% 67% 50& 10% 4TX 75% 39% 14%5PA 89% 61% 25% 92% 71% 25% 5TX 78% 51% 25% 84% 57% 30%

Academic Year Percentage/Comparison Group Quartile2014 96.5/2nd2015 96.4/3rd2016 96.0/3rd2017 96.1/4th2018

Student Achievement Strengths

Our teachers have high expectations for our learners. They use data and assessments to guide instruction. Overall, students are well-behaved and motivated.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Students are experiencing gaps in learning and skills. Root Cause: ALL of our students experienced educational displacement afterHurricane Harvey.

Problem Statement 2: 2018 3rd grade reading (approaches) below state average and 3rd grade math (approaches, meets, masters) just below state average.Root Cause: 17-18 Hurricane Harvey disaster and displacement combined with mid-year teacher turnover



Problem Statement 3: Comparison Group is not a true representation of where we will continue to function. Root Cause: Due to Hurricane Harvey causinga huge increase in homelessness/changes in socioeconomic status; we were put in a comparison group that will not last.



School Culture and Climate

School Culture and Climate Summary

Olsen Elementary staff and stakeholders are committed to creating a safe and nurturing learning environment rooted in high expectations. Our staff greetsstudents with smiles and encouragement and we work toward knowing every student by name and need. We love and support each other and all of ourstudents.

We have made great strides toward safety: implementing the expectation that all doors to classrooms are locked and closed at all times and that our perimeterborders are secure. The implementation of the Raptor System for checking in visitors has been a great success.

We are proud to be actively thriving as a PBIS school! In 2015-2016 Olsen implemented year one of the Positive Behvaior Interventions & Support (PBIS). During the academic year of 2016-17 the campus PBIS team worked with ESC2 consultant Veronica Trevino for year 2 of PBIS to improve campus climateand culture. Due to Hurricane Harvey and the devistation and chaos that followed, during the academic year of 2017-18 the campus was unable to continueworking with ESC2. During this, the 2018-2019 school year, we will once again be working with ESC2 and consultant Veronica Trevino to keep our PBISplan on track. Our "Keeper Ticket" program is in full swing as students and staff are excited and energetic.

School Culture and Climate Strengths

We enjoy a great level of support from our community and district administration. We use facebook, twitter, and Instagram to effectively communicate withfamilies and brag on all the wonderful things happening at our school. There is a culture of acceptance and high expectations with regards to academics,behavior, and strong character.

We have a culture of readers at Olsen Elementary. Thanks in part to the "AR" program being implemented at the 3-5th grades, students are reading at home,at school, and everywhere in between. Everyone agrees that our new library selections keep kids coming back for more new and exciting books. We are alsolooking forward to new library shelving that will be added in the spring.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Common goals, vocabulary and behavior expectations need to be re-developed thru PBIS. Root Cause: Hurricane HarveyDevastation/ Confusion along with the hiring of a new principal for this school year.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Year RetentionRate Attainment Average Yrs

Teaching

Teachers withMasters orGreater

2015 93% n/a 2016 87.5% 14/16 20.3 7/16 2017 88.8% 16/18

2018 88.8% 16/18(1st &3rd/lib) 8/18

This year, we added oneteacher, two paras, and an

ACE coordinator!

All teachers and instructional paraprofessionals are highly qualified.

44% of our teachers have at least one master's degree

Staff Quality, Recruitment, and Retention Strengths

Longevity of staff and average years experience is very high.

Low staff to student ratio

Almost half the staff has a master's degree

Vertical teaming provides support of colleagues

Cohesive team of professionals who have worked together for number of years and new staff is being made to feel a part of the family.

Staff is active in seeking and being open to professional development.

Students are benefitting from the ACE program and the new program has integrated nicely into our campus.



Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Working to maintain the rigorous demands of the ACE grant Root Cause: Cross-District Collaboration



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

As a campus, Olsen out performs the state and Coastal Bend elementaries in most areas of the state assessments.

The staff continues to address gaps caused by Hurricane Harvey. ie: students moving from school to school or not attending school for periods due todisplacement.

For grades 3-5 we are using the TEKS Resource System (TRS) as an online curriculum management system that helps the campus to align vertically. In K-2we are combining the TRS with the Fountas & Pinnell (F&P) scope and sequence. This year we have purchased full classroom kits for grades 1, 2, & 3. TheELA teacher from each grade level will recieve training and support for implimentation with fidelity. We are committed to the use of balanced litteracy andwill supplement with phonics based instruction as needed.

New dyslexia rules are being implemented by the state, so we are working hard to ensure we are meeting the student's needs as well as state guidelines.

Curriculum, Instruction, and Assessment Strengths

Campus wide staff is trained in Balanced Literacy giving a "common" vertically aligned process for reading and writing.

Fountas and Pinnell assessments are used to benchmark students' reading levels grade K-5 throughout the year. Students in grades K-2 also use TexasPrimary Reading Inventory (TPRI) three times a year.

A "Single Sign On" program has been implemented to ease the use of technolgy access for our students.

The new library schedule is a great success, with students benefitting from TWO library visits per week!

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Interruptions to providing curriculum and instruction were pervasive last year. We need to get back on track. Root Cause: Hurricaneinterruptions and distractions from last year

Problem Statement 2: Due to Hurricane Harvey, our comparison group was much different (lower) than it would have been. Had it not been for thehurricane, our rating would not have been as high. Root Cause: Hurricane Harvey.



Parent and Community Engagement

Parent and Community Engagement Summary

Campus activities encourage parental/family involvement both in and out of the classrooms. Parental involvement remains high for individual studentsthrough a variety of opportunities. Community is also very generous with time, talent, energy and finance.

Our school actively posts on social media to ensure communication and allow our students to shine.

We are working to kick off a brand new "Marlin Mentor" program for grades 3-5. Students will be paired with community members who have been trainedand approved for the program.

We are working with University of Texas Marine Science Institute (UTMSI) to have the graduate students work directly with our 4th and 5th graders inmany exciting areas of science.

Parent and Community Engagement Strengths

Community volunteers mentor students in a number of activities - such as. gardening, buddy reading. Strong community involvement by UTMSI scientist,Port Aransas Gardeners, Rotarians, Youth Development Foundation, Port Aransas Community Theater, Port Aransas Education Foundation, andareachurches.

Family and community attendance and participation in performances and after school activities continues to be high.

Past surveys have shown: Families and students feel safe and welcomed on OES campus. Communication is shared and accessible to parents. A survey willbe conducted later on during the 2018-2019 school year.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Having parents/guardians complete the online registration process has been a challenge. Root Cause: It is a brand new system



School Context and Organization

School Context and Organization Summary

Safety and security have become a focus. Staff has been trained at district and campus levels to ensure we are doing everthing possible to keep our schooland school famiy safe.

Thanks to added positions, we also have an increased ability to provide interventions to struggling students.

Staff and students have embrased the new principal and the principal has fallen in love with the school! Everyone is working together to move fromsurviving to thriving, while increasing the already high expectations.

School Context and Organization Strengths

Collection and access to data continues to improve.

Use of vertical teams to support educators across campus and district

5 year long range technology plan has been established and bond was passed in Spring 2017.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Due to new dyslexia guidelines, the amount of time given to intervention periods/rotations needs to be looked at. Root Cause:Changing guidelines from the state

Problem Statement 2: Continued efforts to streamline the RTI process. Root Cause: New principal is learning the way things have always been done, andtogether with staff is working toward improvements.



Technology

Technology Summary

OES is committed to providing students with various means of technological instrcution to include iPads, Chromebooks, and an intensely interactive library.OES has two members on the district Technology team that meets monthly.

Technology Strengths

Currently iPAds are at a 1:2 ratio across the campus

Leadership, administration, instructional support and infrastructure is in place since the storm.

Eduphoria is established as a computer based management of work orders, teacher evaluations, assessment data and assessment generator.

Our librarian is helping teachers integrate technology and regularly pushes into the classrooms with technology. She has also created a "Single Sign On"system for our students, allowing them easier access to technology resources.



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

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Running Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs 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 data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation data



At-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsSchool safety data

Employee Data

State certified and high quality staff dataTeacher/Student RatioEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

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

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures data



Goals

Revised/Approved: November 14, 2018

Goal 1: Maximize technology and human resources available on all campuses.

Performance Objective 1: Increased performance on the STAAR test in all grade levels and in all subjects.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/Impact1) Continue to acquire campus resources that are researched based and listthese resources for teachers to access as they meet all students' needs.

Student Success TeamPrincipalSpecial Programs/InterventionistCounselorLibrarian

TechnologyTrainingFountas & Pinnell

2) Provide library to all students two times per week to allow additionalexposure to technology applications.

Campus tech leader teacherCore area teachersPrincipalDistrict tech leadership

increased use of applications as stated in lesson plansstudent work products

Comprehensive Support StrategyCritical Success Factors

CSF 1 CSF 2

3) Provide training and mentoring opportunities for staff on how to view anddis-aggregate student data, helping to ensure this data is used to plan andinform instruction for ALL students. (assess and address gaps)

PrincipalTech departmentCore area teachers

Reports from system

Comprehensive Support StrategyCritical Success FactorsCSF 1 CSF 3 CSF 4 CSF 7

4) Provide time (including funds for Subs) for systematic professionaldevelopment and classroom support to grades 1,2 &3 reading instructionalstaff to ensure fidelity in implementation of balanced litteracy.

PrincipalBalanced Literacy ConsultantsCampus Tech Reading Teachers

5) Train teachers and implement the PAISD Teacher Evaluation & SupportSystem.

PrincipalTeachers

EvaluationsSign in sheetsTeacher goals




Performance Objective 2: Increase technology usage and capabilities of teachers and students



Strategy Description Monitor Strategy's Expected Result/Impact1) Train and mentor staff on advanced classroom technology and instructionalmethods to keep students attending and engaged.

PrincipalTeachersCampus Tech Lead Teacher

Higher attendanceSub populations scores compared to ALL

2) Provide training on Destiny System (library program to access books incataloged in campus library)

District LibrarianPrincipalTeachers

sign-in sheetsreports from Destiny


3) Make use of tools/resources/training in such a way that staff is aware of andable to access thechnology to assist ALL students.

PrincipalTeachers

improved scores for ALL students (including special pops, SpEd & Hispanic)

4) Survey teachers on the effective use of manipulatives, technology andresources for instruction.

TeachersPrincipal

survey results

5) Make use of web based training for Professional Development of staff usingsuch technology, include those programs attained through grants.

TI staffPrincipalTeachersAides

training certificates




Performance Objective 3: Increased student participation in after-school and supplemental activities.



Strategy Description Monitor Strategy's Expected Result/Impact1) Increase numbers served through the GT program and provide opportunitiesfor multi-grade level GT students to work collaboratively on enrichmentprojects and extending concepts from the general ed. classroom.

Core classroom teachersGT teacherPrincipal

Completed GT projectsDemonstrations at year end display that involved the use of computers computers

2) Continue GT program to provide for inclusionary practices in the regularclassroom utilizing technology for research, creating, inspiring andcollaborating with peers.

Core classroom teachersGT teacherPrincipal

Completed GT projectsDemonstrations at year end display that involved the use of computers computers

3) To increase involvement in UIL, students and parents will be giveninformation regarding the OES UIL Academic teams and activities at beginningof the year Open House.

UIL CoordinatorUIL Coaches

brochureUIL team participants



Goal 2: Provide and promote programs for students in all interest areas that reflect the diversity of our community andencourage civic-mindedness.

Performance Objective 1: Utilize and support the ACE program to explore a variety of programs and interests.



Strategy Description Monitor Strategy's Expected Result/Impact1) Support extra-curricular clubs and after school activities for students; such aschoir, K-Club, birding, History, 4-H, science, academic UIL, Maker's Space etc.

TeachersSponsors

calendar of events and activitiesparticipation lists



Goal 2: Provide and promote programs for students in all interest areas that reflect the diversity of our community and encourage civic-mindedness.

Performance Objective 2: While educating students about diversity we will provide support for all learners who display learning differences.



Strategy Description Monitor Strategy's Expected Result/ImpactComprehensive Support Strategy

Critical Success FactorsCSF 1 CSF 3 CSF 4

1) Schedule a daily 30 minute intervention period at each grade level withsupport staff in place to assist classroom teachers in intervening and/orenriching student learning.

PrincipalTeachersParaprofessionals

scheduleclassroom walk through


CSF 1 CSF 4

2) Make provisions available to implement sensory break areas (furnished withmats, special lighting and sensory equipment) for students needing a place tocalm and refocus.

TeachersSp Ed TeachersSp Ed Coordinator

Help students who are having problems dealing with aftermath of Harvey atschool

3) Provide teachers with the resources needed to assess, identify areas ofneed,communicate to parents, intervene and track progress monitoring ofstudents learning(ex. iStation, ESGI, etc




Performance Objective 3: Provide unique and creative learning opportunities to students that will create lasting mastery of objectives.



Strategy Description Monitor Strategy's Expected Result/Impact1) Explore ideas and expand current field trip experiences to extend and enrichlearning (Ex. Natural History and Science Museum, Ag Day, Symphony,PACT, Victoria Zoo,etc.

TeachersPrincipalTransportation

Field trip request sheets & Marlin Pride Celebrations @ 9 weeks.

2) Collaborate with UTMSI to host a Scientist in Residence and providefunds/resources needed to work with 4-5th grade students/staff on scientificmethod and science fair

Science teachersUTMSI graduate studentsPrincipal

Field experiencesScience Fair projects

3) ACE Program Activities will allow students to persue a variety of learningopportunities

Attendance (school & Ace)Scores

Increased attendance & scoresParticipation and improvement of Living Museum




Performance Objective 4: Offer parental involvement opportunities at least 4 times per school year. (Festivals, STAAR information, Curriculum,Health/Safety, student displays, open house)




Performance Objective 5: Establish additional supportive relationships to struggling students through a mentoring program.



Goal 3: Keep our students safe in today's growing challenges.

Performance Objective 1: Decrease number of yearly office referrals that result in students missing instructional time.

Evaluation Data Source(s) 1: Overall Office Referrals/Resulting in ISS or OSS2013 - 217 -2014 - 96 - 422015 - 59 - 212016 - 45 (2nd sem) - 222017 - Unknown2018-19 Target: 20 per semester



Critical Success FactorsCSF 1 CSF 4

1) Provide targeted training to teachers and paraprofessionals to assist in theinclusion model classrooms while assisting to meet the diverse needs of today'sstudents. (Ex. autism, sensory, attention.)

PrincipalSpEd CoordinatorOT Consultant



2) Provide funds that allows staff members to plan and execute incentives forPositive Behavior Interventions and Supports, (ex. Marlin Pride weeklydrawings and quarterly events)




Performance Objective 2: Hold regular drills covering fire, weather, lock down, and lock out. Improve staff knowledge regarding what to do in case ofemergency situations.

Evaluation Data Source(s) 2: Meeting/training attendance sheets, Drill documentation


Strategy Description Monitor Strategy's Expected Result/Impact1) CRASE Training provided to all staff members(Critical Response Active Shooter Event)

Principal Increased awareness, planning, and readyness for an emergency event




Performance Objective 3: While working to educate the whole child and maintain a bully-free school, we will also provide guidance and education aboutkindness and quality character.



Strategy Description Monitor Strategy's Expected Result/Impact1) Provide "AIM for SUCCESS" programing for fifth grade students, teachingthem about responsible choices and positive self-image

CounselorPrincipalNurse

sign in sheet

2) Implement and provide necessary books for "Choose to be Nice" program. Principal, Counselor,Teachers, Paraprofessionals

3) Teachers will participate in guidance lessons so that they can better reinforcelessons and show support for messages given.



Goal 4: Make fiscally sound decisions that address current and future needs.

Performance Objective 1: By 2019, campus will increase enrollment to 200 + students and bring attendance rate back to a minimum of 96% (pre-Harveylevels)

Evaluation Data Source(s) 1: 2013 enrollment/attendance - 226 students/96.52014 enrollment/attendance - 221 students/96.52015 enrollment/attendance - 210 students/96.12016 enrollment/attendance - 237 students/96.2017 enrollment/attendance - 213 students/96.2018 enrollment/attendance - 170 students/94.7%


Strategy Description Monitor Strategy's Expected Result/Impact1) Explore, plan and prepare for campus wide positive behavior/attendanceactivities each 9 weeks.

TeachersCounselor

Calendar of eventsList of students participating

2) At every 9 week grading period, students with perfect attendance will recievean incentive. At the end of the year, those with perfect attendance all year gettheir picture in the local paper and recieve a larger incentive reward.

SecretaryPrincipal

attendance data

3) Mail out warning letters to families of students each nine weeks who arebelow campus attendance goal, educating staff and parents of absenceprevention measures to avoid truancy court.

PrincipalCounselorTeachers

Raise Attendance and avoid truancy court

4) Regular teacher contact to parents regarding attendance concerns will bedocumented and contracts/agreements made when needed.




Performance Objective 2: Increase parent communication regarding all aspects of their child's education. including attendance.

Evaluation Data Source(s) 2: Document parent contact by teachers and principal.


Strategy Description Monitor Strategy's Expected Result/Impact1) Required Parent/Teacher contact logs and face-to-face meetings offered 2Xper school year.




Performance Objective 3: To create an inconvenience and social stigma to being tardy, parents will be required to park and walk their child into school andsign them in.



Goal 5: Maintain high expectations and consistent communication for education of the "whole" child.

Performance Objective 1: Hire, keep, and effectively use highly qualified, excellent staff that will meet the needs of each individual student




Critical Success FactorsCSF 1 CSF 7

1) Implement the PAISD RtI Flow Chart process to ensure measurable goalsand researched based interventions are in place for students.

Special programsPrincipalCounselorTeachersSpEd/Interventionist

Review of RtI folders

2) Math/Sci PLCs meet and attend ESC2 trainings to provide staff skills andknowledge to support implementation of Math TEKS while continuing to fillgaps.

PrincipalMath teachers

Classroom walk throughsContent meeting notesCertificates of completion

3) Ensure effective related services for all students with disabilities. PrincipalSpEd teachersSp Programs

Service schedules

4) Provide funding, for teachers willing to challenge the test, to add ESLcertification to state teaching license as a way of increasing the number of ESLcertified teachers on the campus.

TeachersHuman resources

teaching certificates with ESLtest results


5) Monitor grades, attendance, benchmarks and discipline of All studentsincluding each of the special populations, (Hispanic, SpEd, At Risk and EccoDis) to ensure timely implementation of interventions that lead to studentoverall success.

TeachersCounselorPrincipal

Monitor Lists9 week student data




Performance Objective 2: Increase growth of the whole child through the effective use and implimentation of supplemental aides and resources.




Critical Success FactorsCSF 1 CSF 2 CSF 4

1) Analyze STAAR, TPRI, IXL Math, iStation, Think Thru Math, Fountas andPinnell, running records, Benchmark scores and tests for each individualstudent by classroom teachers and students to drive RTI, interventions andenrichment activities.

Core subject teachersTech dept

Eduphoria data reportsStudent reading graphsGuided reading data binders

2) Use TEKS Resource System to guide vertical alignment and targetedperformance indicators for the four core subjects.

Core subject teachersSpEd/Interventionist

Walk through observationsWeekly lesson plans

Comprehensive Support StrategyCritical Success FactorsCSF 1 CSF 2 CSF 4

3) Use Problem Solving Process Model for campus Student Success Team toidentify students in need of RtI (assess and address gaps)-define student academic problems,-plan an intervention,-implement the intervention- evaluate the students progress.

PrincipalSp Programs CoordinatorCounselorDyslexia teacherTeachersSpEd teachersInterventionist

Student success team minutes

4) Students will participate in at least 45 minutes a day of vigorous activitythrough the Physical Education classes and recess.

PE/Health TeacherClassroom Teachers

schedule

5) Continue partnership with Food Pantry and County Food Bank to provideweekend "Backpacks" of healthy foods fro students in Ecco Dis group.

Campus SecretaryData of packages dispersed


CSF 1 CSF 4

6) Provide before and after school "Club Success" program withsupervision/resources to support students in grades 3-5 students at risk offailing.

TeachersParas

ObservationsSign In Sheets



7) Provide in class support for Balanced Literacy PreK-5, using campusteacher leaders,PD and coaching sessions with consultant.

Collette ConsultantsPrincipalTeachersInterventionistsSubs

EvaluationsSign in sheets

8) Targeting resources to promote higher level thinking skills in classroominstruction

TeachersPrincipalInstructional leaders

Walk throughsObservationsInstructional rounds

9) Always make an interpreter available to Spanish speaking parents whendiscussing ELL student's learning. (Make every attempt to include aninterpreter for other languages. Ex. include English speaking family member orfriend to attend meeting)

TeachersPrincipalSpanish speaking aides

Interpreter's signature on minutes of meetings




Performance Objective 3: Increase communication between teachers and parents

Evaluation Data Source(s) 3: Documentation of parent contact


Strategy Description Monitor Strategy's Expected Result/Impact1) All families will be offered the opportunity for a parent/teacher conference inthe first and second semester.

Principal, Counselor,Teachers

Increased communication and collaboration regarding whole child improvements

2) Emails from parents will be addressed by a teacher or administrator within 2active school days.

Principal and teachers Increased communication and trust.



Olsen Elementary School Port Aransas Independent School ...€¦ · Olsen Elementary staff and...

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