Rodriguez Elementary School Seguin Independent School District · phonemic awareness. 2) 52% of...

Seguin Independent School District

Rodriguez Elementary School

2019-2020

Rodriguez Elementary SchoolGenerated by Plan4Learning.com 1 of 41

Campus #104January 23, 2020 9:17 am

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

VisionExceptional students to exceptional citizens!



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 5School Processes & Programs 7Perceptions 9

Priority Problem Statements 11Comprehensive Needs Assessment Data Documentation 13Goals 14

Goal 1: Improve student learning through improved instructional practice (Strategic Priority 1). 14Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staff and to establish Seguin ISD as an integral partof the community (Strategic Priority 2). 29Goal 3: Create the conditions in Seguin ISD to recruit, retain and engage employees (Strategic Priority 3). 37

Title I Personnel 402019-2020 CPOC 41



Comprehensive Needs Assessment

Demographics

Demographics Summary

"Yes We Can EXCEL" at Rodriguez Elementary!

Rodriguez Elementary is a Kinder through 5th grade campus within Seguin ISD. The campus enrollment is approxinelty 529 students. The ethnicbreakdown is 78.7% Hispanic, 16.2% White, 4% African American, American Indian 0.4% , and 2 or more races 0.7%. Of the approximated 529 students82.5% are eligible for free or reduced meals, 10% receive Special Education services, 21.1% recieve Bilingual Education serivices, 8% receive Gifted andTalented services,and 51% (excluding Kinder) are consired students at-risk.

Demographics Strengths

Increase in the number of students being identified to recieve Gifted and Talented services.

Met the academic achievement indicator for Special Education students in the Closing the Gaps domain (Domain 3).

Problem Statements Identifying Demographics Needs

Problem Statement 1: There is 16% increase of students classified as at-risk 35% in 2017-2018 to 51% in 2018-2019. Root Cause: 1) Student have weakphonemic awareness. 2) 52% of students at Rodriguez are not on reading level. 3) Student have limited vocabulary 4) Students do not have math factfluency in most operations. 5) 83% of our students are economically disadvantage.



Student Academic Achievement

Student Academic Achievement Summary

The current state accountability system, in place since 2013, is an index system that measures Student Achievement, Student Progress, Closing PerformanceGaps, and Post-secondary Readiness. Accountability ratings of "Met Standard" or "Improvement Required" are assigned to campuses and districts based onthe scores earned in each index. Rodriguez Elementary has earned a "Met Standard" rating since 2013, despite increasing standards each year.

Campuses that receive an accountability rating of "Met Standard" are eligible for earning Distinction Designations. Rodriguez earned three distinctions in2014 for Reading ELA, Science and Top 25% Closing performance gaps. Rodriguez also earned two distinctions in 2016 for Closing Performance Gaps andPostsecondary Readiness.

Although Rodriguez Elementary "Met Standard" for the 2018-2019 academic school year, Rodriguez Elementary has been identified for targeted supportand improvement. Steps on how the campus leadership and teachers will address the problem can be found under Goal 1.

An additional component of the accountability system is the System Safeguards. The system safeguard report shows performance disaggregated by allstudents, race/ethnic groups, along with special ed, ELL and Economic Disadvantaged student groups. The purpose of system safeguards is to ensure thatsubstandard performance in one or more areas by one or more student groups is not disguised by higher performance in other areas or by other studentgroups. Rodriguez Elementary met 1 of the 16 targets in the 2018-2019 academic school year. Targets not met include not meeting the needs of all studentsin math & reading, Hipanic students in both math & reading, Economically disavantaged students in math, and English Leaners (EL) & EL monitoredstudents in math and reading.

The areas of most concern are reading and math for Special Education and EL students in Math, Reading, Writing, and Science.

A 5-year longitudinal summary for each subject is noted below. The scores are the overall performance in each subject as recorded in the TEA StateAccountability Student Achievement Data Table. The source of this data is from Pearson summary reports, STAAR Test version only. Sub-populations arealso noted on these reports.

Reading 2019 2018 2017 2016 2015

Overall 63% 66% 72% 77% 78%

Math 2019 2018 2017 2016 2015

Overall 65% 74% 78% 86% Not Counted this year per TEA

Writing 2019 2018 2017 2016 2015



4th Gr. 45% 36% 60% 60% 62%

Science 2019 2018 2017 2016 2015

5th Gr. 57% 68% 69% 64% 70%

Student Academic Achievement Strengths

All students in Reading and Math scored at or above the District average in the thresholds of approaches, meets, and masters.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Only 67% of all students made a year's growth in reading and math Root Cause: Lack of school wide systems closely monitoringstudent progress (strong instruction, common assessments for mastery, re-teaching when needed, data tracking for intervention, etc)

Problem Statement 2: The student percent passing continues to be low in 4th Grade Writing STAAR Test from 36% in 2017-2018 to 45% in 2018-2019Root Cause: New teachers to the content area and programming / changes in master schedule / lack of common assessments to track student progress

Problem Statement 3: Did not reach the target in Closing the Gaps for English Learners in both Reading and Math. Root Cause: Not building a strongfoundation utilizing the English Learners' native language first to later help support the development of the English language. The use of the Early ExitModel as the bilingual program of choice in Seguin ISD.

Problem Statement 4: Did not reach the target in Closing the Gaps for all students in both Reading and Math. Root Cause: Shortage of campus widecommon assessments as data points to monitor student progress. Students not reading on level. The lack of a structured daily guided reading time andinstruction. The lack of a structured and effective guided math block./time.

Problem Statement 5: 5th Science passing scores decreased from 68% passing in 2017-2018 to 57% passing in 2018-2019. Root Cause: The absence ofscience common assessments to track student progress across and lesson rigor



School Processes & Programs

School Processes & Programs Summary

During the summer Seguin ISD offers a professional development symposium. Professional development is planned by seeking teacher input andaddressing destrict needs that will impact student performace. The district seeks input from teachers throught surveys and teacher representation in theDistrict Educational Instructional Commitee and TECC. At the campus level the administration has created the Instrucationl Leadership Team (ILT). TheILT members participate in school wide decision-making that address instructional needs and best practices. The ILT is also used to address any teachercocerns and seek feeback.

The majority of the campus has been through the Solution Tree PLC at Work conference. Through weekly PLCs the Rodriguez staff will dive deep into thethree big ideas of a PLC—focusing on learning, building a collaborative culture, and results orientation. As a campus Rodriguez Elementary will gainspecific, practical, and inspiring strategies for transforming our school and district into a place where all students learn at high levels.

The newly established Learning and Leadership department has lead Seguin ISD schools in many new inniciatives to help campuses address curriruclumand instruction.

Planning protocols for math, language arts, and science,Implamantaion of Professional Learning Communities (PLCs)Rigor and RevelanceBenchmark and Campus Based AssessmentsData AnalysisRtI GuidanceCampus Weekly Check-in meetingsThreshold JumpingNew teacher mentor program

School Processes & Programs Strengths

Campuswide Intervention block built into the master schedule Campus wide RTI system, with monitor and review scheduled and executed monthly.Multiple extracurricular activities to built and support the whole child: Music club, Gardening club, Art Club, Active Kids Club, and Robotics.Students will have two scheduled recess times for grades 2nd - 5th and four scheduled recess times for grades Kinder and 1st through the Liinkprogram. By increasing outdoor creative time play, students will learn more effectively while in the classroom.Weekly grade level PLCs



Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Systems set in place for school processes such as lesson plans cycles, walkthroughs, and RTI progress monitoring need to be moreclosely monitored. Root Cause: Increase of cronic student behaviors required continuous administrative support.



Perceptions

Perceptions Summary

Rodriguez maintains a safe and secure environment for all individuals and promotes a positive and successful learning environment. To support this effort,the campus actively participates in the Safe & Civil School Committee meetings with local resources and campus administrators. We have implemented NoPlace For Hate and the Matador Challenge Club. The campus continues to effectively implement Positive Behavior Intervention Supports (PBIS) initiativesdaily through morning assembly, Social Skills and counselor lessons.

Attandance

Year 2016-2017 2017-2018 2018-2019

Overall 94.07 94.03% 95.17% (Up 1.14% points)

Daily attendance improved significatly form 2017-2018 to 2018-2019 but Rodriguez Elementary is still below the state average. Tha attendance clerk inconjuction with the attendace committe have developed attendance incentives to boost student attendance.

Teacher

Rodriguez will continue to support teacher retention through:

being in a safe, supportive environmentprovide targeted staff development to support new staff (Seguin ISD new Mentor Program to new teachers)interview committee made up of a leadership team will offer assistance in the hiring of new staffProvide staff with professioanl develiopment opporinities outside of our district (Conferences: PLC, La Cosehca, Counselor Conference, DyslexiaTraning, Phonics Training)Building teacher capacity through leadership roles (Trailblazer, team leads, Insturctional Leadership Team, Sub Committee Chairs)Proving coaching oppurnunites in utilzing the campus instuctional coachAdmistrative iniciatives to recognizing staff memebers through team of the month, staff member of the week, kudos via weekly news letter..etc.Admistrative efforts to build a positive working enviroment through team building acitivies, share broad, featuring new staff members, goodietreats..etc.The new administration will send campus level climate surveys throuhgout the school year to address concerns in the areas of daily routines, campusclimate, curriculum support, administration support.

Parents

Over the last two years our parents have had the oppurnity to complete a campus survey during registration evaluating academics, safety, and parentRodriguez Elementary SchoolGenerated by Plan4Learning.com 9 of 41


communication.Over the past three years Rodriguez has had a small functioning Parent Teacher and Commiunity (PTC)Parents have expressed interest in volunteering but feel that the campus does not reachout to them

Perceptions Strengths

Annual PBIS and classroom management training for all new teachers in addition to offered behavior training for existing teachers to provideconsistent implementation of PBIS (Tier 1).District and campus administrators are provided annual and recurring training on RtI strategies and procedures.Increased coordination with local local law enforcement, emergency management and mental health services as evidenced by regularly attendedmeetings and developed plans for improvement to the District Emergency Operations Plan.District-wide recognition by the Anti-Defamation League for No Place For Hate, an anti-bullying platform.District-wide ALICE training.Campus representation on Superintendent Task Forces.Annual Campus survey shows 90% or better favorable responses from parents.Climate Survey was conducted for the staff. The School Quality Survey for Staff for 2018-2019 resulted in 83.4% in all dimension scores. (83%Academic Support, 82% Student Support, 81% School Leadership, 88% Family Engagement, and 83% Safety and Behavior)

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Parents have expressed dissatisfaction in regard to opportunities for meaningful engagement at Rodriguez. Root Cause: Lack ofparent leadership and low participation for the Parent Teacher Community (PTC) organization. The absence of school outreach programs or events.

Problem Statement 2: Safety and Behavior teacher perception dropped from 88% in 2017-2018 to 83% in 2018-2019. Root Cause: Lack of an establishedsystems and procedures behavior program, including a flowchart.

Problem Statement 3: Seguin ISD will like to increase the number of businesses and community partnerships. Root Cause: The lack of partnershipsbetween businesses and the school.



Priority Problem Statements

Problem Statement 1: There is 16% increase of students classified as at-risk 35% in 2017-2018 to 51% in 2018-2019.Root Cause 1: 1) Student have weak phonemic awareness. 2) 52% of students at Rodriguez are not on reading level. 3) Student have limited vocabulary 4)Students do not have math fact fluency in most operations. 5) 83% of our students are economically disadvantage.Problem Statement 1 Areas: Demographics

Problem Statement 2: The student percent passing continues to be low in 4th Grade Writing STAAR Test from 36% in 2017-2018 to 45% in 2018-2019Root Cause 2: New teachers to the content area and programming / changes in master schedule / lack of common assessments to track student progressProblem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: Only 67% of all students made a year's growth in reading and mathRoot Cause 3: Lack of school wide systems closely monitoring student progress (strong instruction, common assessments for mastery, re-teaching whenneeded, data tracking for intervention, etc)Problem Statement 3 Areas: Student Academic Achievement

Problem Statement 4: Did not reach the target in Closing the Gaps for English Learners in both Reading and Math.Root Cause 4: Not building a strong foundation utilizing the English Learners' native language first to later help support the development of the Englishlanguage. The use of the Early Exit Model as the bilingual program of choice in Seguin ISD.Problem Statement 4 Areas: Student Academic Achievement

Problem Statement 5: 5th Science passing scores decreased from 68% passing in 2017-2018 to 57% passing in 2018-2019.Rodriguez Elementary SchoolGenerated by Plan4Learning.com 11 of 41


Root Cause 5: The absence of science common assessments to track student progress across and lesson rigorProblem Statement 5 Areas: Student Academic Achievement

Problem Statement 6: Did not reach the target in Closing the Gaps for all students in both Reading and Math.Root Cause 6: Shortage of campus wide common assessments as data points to monitor student progress. Students not reading on level. The lack of astructured daily guided reading time and instruction. The lack of a structured and effective guided math block./time.Problem Statement 6 Areas: Student Academic Achievement

Problem Statement 7: Parents have expressed dissatisfaction in regard to opportunities for meaningful engagement at Rodriguez.Root Cause 7: Lack of parent leadership and low participation for the Parent Teacher Community (PTC) organization. The absence of school outreachprograms or events.Problem Statement 7 Areas: Perceptions

Problem Statement 8: Safety and Behavior teacher perception dropped from 88% in 2017-2018 to 83% in 2018-2019.Root Cause 8: Lack of an established systems and procedures behavior program, including a flowchart.Problem Statement 8 Areas: Perceptions

Problem Statement 11: Seguin ISD will like to increase the number of businesses and community partnerships.Root Cause 11: The lack of partnerships between businesses and the school.Problem Statement 11 Areas: Perceptions



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 data

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction DesignationsPBMAS data

Student Data: Assessments

Texas English Language Proficiency Assessment System (TELPAS) resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Behavior and Other Indicators

Attendance data

Employee Data

Professional learning communities (PLC) dataTeacher/Student Ratio

Parent/Community Data

Parent surveys and/or other feedback



Goals

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

Performance Objective 1: TEACHING AND LEARNING: By focusing on curriculum alignment, instructional practices, and support for special programsand sub-populations, Rodriguez Elementary will show an increase in the percentage of students who achieve the Approaches/Meets/Masters performancelevels from 61%/26%/9% in 2018-2019 to 71%/36%/15% in 2019-2020. (Student Achievement Domain)

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) The DL Kinder teachers, DL First Gradeteachers, Reading Interventionist and Principalwill attend the Dual Language Conference "LaCosecha". It will provide an opportunity to shareand gain instructional best practices for our DualLanguage learners.

2.4, 2.5, 2.6 Principal By attending the Dual Language conference, boththe DL teachers and administration will be able tosupport the new rollout of Seguin ISD's newbilingual model. Attendees will learn bestpractices and program management that will allowbilingual students to better develop their nativelanguage and foster the development of English asa second language. The goal is to yield higher testscores among English Learners.

Nov/DecProblem Statements: Student Academic Achievement 3Funding Sources: 211 Title I A - 4650.00





2) Professional Learning Communities (PLCs)

Restructure school master schedule toincorporate a K-5 Professional LearningCommunity block to support the assessmentcycle & guide purposeful planning.

2.4, 2.5, 2.6 Administrationand InstructionalCoach

A professional learning community, or PLC, willallow grade level teachers to meet weekly, shareexpertise, and work collaboratively to improveteaching practices and the academic performanceof students through the assessment cycle and thefour essential PLC questions.

Nov/Dec3) Continue K-5th Writing Folder with commonpromptsfor six week writing samples collection campuswide. Thewriting folder will travel with students gradelevel to gradelevel. Common writing expectations for allstudents withinthe same grade level will be expected.

2.4, 2.5, 2.6 Leadership Teamand TeamLeaders

The writing collections of students providetangible evidence to show their academicachievements over time as well as helps teachersidentify areas of concern that will allow teachersto develop students as writers.

Nov/Dec

4) Guided Reading and Guided Math shouldfocus onenrichment lessons when appropriate tostrengthenadvanced academic skills.

2.4, 2.5, 2.6 ClassroomTeachers &Leadership Team

Through guided reading and guided math studentswill be able to establish fundamental skillsnecessary for proficient reading and math,identify weaknesses and strengthen specific skills,improve attention to detail,build fluency, expand vocabulary knowledge, anddevelop reading comprehension skills.

Nov/Dec5) Continue campus-wide phonologicalawareness and/orphonics based activities implemented daily in allreadingclasses with support for K/1 by implementingFundations and Phonics Dance.

2.4, 2.5 Language ArtsTeachersReading/Dyslexia TeacherInstructionalCoachAdministration

Through the use of Phonics Dance andFundations, students will build on phonemicawareness. Students will become more confidentand successful writers. In the process, theydevelop strong decoding skills through the use of chunking and chunkingAaAA to build poise andfluency in reading.

Nov/Dec





6) Continue to provide access to support andenrichment via the use of educational resources such as ESGI (Kinder and 1st),Reading A to Z (Bilingual Classrooms),etc.

2.4, 2.5 TeachersReading DyslexiaTeacherInstructionalCoachAdministration

These educational resources will provide studentsthe opportunity to view grade level curriculum indifferent engaging formats that will assist thestudent with learning new academic content,spiraling previously taught material, and will alsoallow teachers to monitor student progressthrough the program's features.

Nov/DecFunding Sources: 211 Title I A - 549.75

7) Build a Professional Learning Community(PLC) to help improve quality of guided readinginstruction.

Book study material: Next Steps to GuidedReading

Buy additional books for the book study sinceRodriguez went self contained

Purchase binders needed for teachers to keeprecords of students progress while at the guidedreading table

2.4, 2.5 AssistantPrincipalK-1 Teachers

In creating the PLC book study " Next Steps toGuided Reading" will provide teachers with aclear understanding on the guided reading lessoncomponents and present strategies for teachingstudents at the different levels of reading ability.Subsequently helping students make progress intheir reading abilities.

Nov/Dec.

JanProblem Statements: Demographics 1 - Student Academic Achievement 4Funding Sources: 211 Title I A - 383.00

8) Teachers will complete common assessments,Benchmarks, and Campus Based Assessmentsanalysis to identify low performing areas, andhelp guide reteach, future assessments andinstruction.

2.4, 2.6 AdministrationInstructionalCoachesTeachers

By completing common assessments,Benchmarks, and Campus Based Assessmentsanalysis sheets, teachers will be able to monitoreffective Tier 1 instruction, compile interventiongroups for quick reteach, and monitor studentthreshold progress.

Nov/Dec





9) Rigor and Relevance

1) Teacher Training- PD in August

2 Monthly CIR Visits and Fishbowls

3) CIR HW for Administration

2.4, 2.5, 2.6 The administration will utilize the Rigor,Relevance, and Learning Engagement rubrics tobe used in the development of both instructionand assessment. In addition, teachers can use it tomonitor their own progress in adding rigor andrelevance to their instruction, and to selectappropriate instructional strategies fordifferentiating instruction and facilitating higherachievement goals.

Problem Statements: Student Academic Achievement 1, 2, 3, 4, 510) Purchase and train teacher on the use ofRocket Math a math fact fluency program.

This math fact fluency systems helps studentsbecome fluent in math facts and enjoy the oflearning math as math fact fluency allows thestudent to compute easily and focus more on themathematical skill at hand.

Funding Sources: 211 Title I A - 329.0011) Provide training for 4th grade Writingteachers and administration on how to improvestudents growth in both compositions and editingand revising.

Empowering Writers will provide the "how" fordelivering direct instruction in revising andediting.I will improve the mechanics, spelling. editingand revising.

Problem Statements: Student Academic Achievement 2Funding Sources: 211 Title I A - 2195.10

12) Provide teachers extended planning time toallow the creation of the new nine weeks scopeand sequence, and create lesson plans,

Principal and AP

Problem Statements: Student Academic Achievement 1Funding Sources: 211 Title I A - 3705.00

13) Data Analysis

The Administration will complete a State of theCampus to identify the number of students ateach threshold (Did not Meet, Approaches,Approaches +, Meets, Masters). Thresholdjumping is the process of academically growingstudents at least one threshold, or accountabilitylevel, from their beginning of year level based onprior year's assessment data.

2.4, 2.5, 2.6 AdministrationSchoolImprovementOfficer

Identify students who are performing below gradelevel, at grade level and exceeding grade level inorder to provide individualized instruction thatwill ensure all students are making progress.





14) Implement Revised District RtI Guidelines 2.4, 2.6 By implementing the new district RTI guidelinesRodriguez Elementary will be able to betterdocument student progress throughout the RTIprogram and help the district streamline acommon RTI process across the Seguin ISD.

15) Utilization of monthly district RTImonitoring list

2.4, 2.6 The monthly monitoring list will be utilized foridentification of students' performing levels. Inaddition, the monitoring list will also serve as acomparative tool for monitoring progress.

16) Purchase instructional materials to helpteachers facilitate intervention for students.

2.4, 2.6

Funding Sources: 211 Title I A - 2800.0017) Data Analysis

Utilize the Reading/Dyslexia teacher, Title IAide, to support interventions andenrichment within the intervention schedule.

2.4, 2.5, 2.6 AdministrationReading/Dyslexiateacher, BilingualAides,Title I Aides, SEstaff,InstructionalCoach, GTTeacher,Librarian

Student data will drive the interventionassignments and assignedpersonnel to focus on growth for all.

Funding Sources: 211 Title I A - 114000.0018) After review of BOY Universal Screener andprior year'sSTAAR data, identified students arepurposefullyscheduled into intervention supports during dailyintervention time.

2.6 CampusLeadershipTeam,Reading/DyslexiaTeacher,GT/Librarian,GradeLevel Teams

Will utilize master data sheet to group students bycontent area and performance, in order to plandaily, targeted intervention lessons. Additionally,teachers will continuously monitor studentperformance progress and reassign groupmembers as needed (as progress is made).





19) Reading/Dyslexia Interventionist will utilizeLLI(F&P) as part of her intervention and support.The R/Dteacher will train other staff to implement LLIwith readersduring GR time, to include Resource teacher andany TitleI tutors.

2.6 Reading/DyslexiaTeacher,InstructionalCoach, ResourceTeacher, PossibleTitle I Tutors,Administration

Title 1 tutors will help our students reviewessential standards to succeed in all academicareas to include campus, district, and stateassessments.

Funding Sources: 211 Title I A - 16000.00

20) Student Support Team will participate inData Reviews to discuss all students enrolled atRodriguez Elementary. During these data chats,staff members will not only focus on studentswho are struggling, but will also include a focusand emphasis on improvingadvanced level performance percentages.

2.4, 2.5, 2.6 Student Support Team (to include teachers,counselor and administrators) will meet four timesduring the school year to discuss any academic oremotional concerns that may impede studentsuccess.

21) The Kinder teachers will utilize ESGI tomonitor student progress in Language Arts(letters, phonics, cvc, sight words...) and Math(number ID, counting, money, shapes..) toreduce the number At Risk kids in Kinder.

Renew license- Dec.

2.4, 2.5, 2.6 AdministrationKinder teachers

By utilizing and renewing ESGI the kinderteachers will be able to progress monitor studentsprogress of essential literacy and math skill inkinder. ESGI provides parents a detailed reportcard and flashcards for parents to work on withtheir child.

Funding Sources: 211 Title I A - 920.0022) The Kindergarten & 1st Grade teams willattend the Texas for Conference for Kindergarten/1st teachers. The conference will allow ourKindergarten teachers to obtain some greatprofessional development to build firmfoundations for reading, writing, and mathsuccess.

Kindergarten/1stGrade Team

This professional development will help increasethe number of students reading on grade level andbuild a strong math foundation.


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:



DemographicsProblem Statement 1: There is 16% increase of students classified as at-risk 35% in 2017-2018 to 51% in 2018-2019. Root Cause 1: 1) Student have weak phonemic awareness. 2) 52%of students at Rodriguez are not on reading level. 3) Student have limited vocabulary 4) Students do not have math fact fluency in most operations. 5) 83% of our students areeconomically disadvantage.

Student Academic AchievementProblem Statement 1: Only 67% of all students made a year's growth in reading and math Root Cause 1: Lack of school wide systems closely monitoring student progress (stronginstruction, common assessments for mastery, re-teaching when needed, data tracking for intervention, etc)

Problem Statement 2: The student percent passing continues to be low in 4th Grade Writing STAAR Test from 36% in 2017-2018 to 45% in 2018-2019 Root Cause 2: New teachers tothe content area and programming / changes in master schedule / lack of common assessments to track student progressProblem Statement 3: Did not reach the target in Closing the Gaps for English Learners in both Reading and Math. Root Cause 3: Not building a strong foundation utilizing the EnglishLearners' native language first to later help support the development of the English language. The use of the Early Exit Model as the bilingual program of choice in Seguin ISD.Problem Statement 4: Did not reach the target in Closing the Gaps for all students in both Reading and Math. Root Cause 4: Shortage of campus wide common assessments as datapoints to monitor student progress. Students not reading on level. The lack of a structured daily guided reading time and instruction. The lack of a structured and effective guided mathblock./time.

Problem Statement 5: 5th Science passing scores decreased from 68% passing in 2017-2018 to 57% passing in 2018-2019. Root Cause 5: The absence of science common assessmentsto track student progress across and lesson rigor




Performance Objective 2: POST-SECONDARY READINESS: At the campus level, Rodriguez Elementary will increase the targets met from 6% (1 outpf 16) to 43.75% (7 out of 16) in the Academic Achievement component of the Closing the Gap domain.





1) Rigor and Relevance

Purchase Motivation Reading Gr.3-5, MotivationMath Gr.2-5, Motivation Science Gr.5.

Purchase STAAR Ready for Gr.3-5, Math,Reading, Science

2.4, 2.6 Purchasing-Administration

By purchasing Motivation Reading Gr.3-5,Motivation Math Gr.2-5, Motivation ScienceGr.5, teachers will be able to supplement theirclassroom instruction and provide students withcontent material that is more rigorous andprovokes critical thinking.

Nov/DecFunding Sources: 211 Title I A - 18688.26

2) GT Teacher will partner with the Librarian toplan/implementadvanced academic lessons for 4th and 5thgraders on daysduring which the GT teacher is serving her othercampus.The librarian will supplement advancedacademic lessonswith the GT students on days when the GTteacher is onher other campus. When space allows, otheradvancedstudents may join this group.

2.4, 2.5 GT Teacher,Librarian

Maintaining levels of support for Gifted andTalented students so they continue to perform atthe master level.

Nov/Dec





3) Bilingual Teachers will continue to update thePLD ineach student's Bilingual Folder. This process willbeconducted at the BOY, MOY and EOY. The datarecordedwill help guide the next year's teachers andstreamlineconsistent implementation of designated supportsasneeded. Additionally, the data included couldhelp guideintervention/enrichment.

2.4, 2.5, 2.6 BilingualTeachersLeadership Team

The Bilingual PLD folders will help teachers intracking the development of their EnglishLanguage Leaners throughout the year byestablishing their current abilities in the domainsof Listening, Speaking, Reading and Writing anddevelop lessons that foster the development of theEnglish language.

Nov/Dec/Jan

Targeted Support Strategy4) The technology and one bilingual teacher willattend the TELPAS Technology Skills toenhance listening & speaking. at Region 20.

2.4, 2.5, 2.6 This session will show our bilingual teachers howto integrate technology purposefully into theirclassroom in order to deepen student usage oflistening, speaking, reading and writing tools.Ongoing use of these tools will increase studentengagement, vocabulary usage, and acquisition of21st Century skills. As a side benefit, theseexperiences will prepare students for onlineassessments and performance tasks!

5) Special Programs Administrator

Utilize the new Special Programs Administratorto help with the SPED Department.1) Supervise SPED Staff2)SPED Scheduling3) ARD oversight4) Review Case Manager Notebooks5) 504 Administrator6) Maintain compliance with SPED services.

Principal andSpecial ProgramsAdministrator

Work on goingyearly

The new Special Program Administrator willbetter help Rodriguez provide the SPED studentswith great services and meet complianceregulations.

Problem Statements: Student Academic Achievement 3, 4





6) tutoring and Saturday School (STAARReview)

Offer tutoring and Saturday school to Grades 3-5to help students make progress in masteringgrade level content

Administration Tutoring and Saturday school offers a unique andindividualized learning experience.Increases good study habits.Improves academic performance, retention, andpersonal growth.Encourages higher level of thinking.Improves self-esteem.Helps you become an independent learner.Puts you in charge of your own learning process....Supports in-class learning.




Student Academic AchievementProblem Statement 3: Did not reach the target in Closing the Gaps for English Learners in both Reading and Math. Root Cause 3: Not building a strong foundation utilizing the EnglishLearners' native language first to later help support the development of the English language. The use of the Early Exit Model as the bilingual program of choice in Seguin ISD.Problem Statement 4: Did not reach the target in Closing the Gaps for all students in both Reading and Math. Root Cause 4: Shortage of campus wide common assessments as datapoints to monitor student progress. Students not reading on level. The lack of a structured daily guided reading time and instruction. The lack of a structured and effective guided mathblock./time.




Performance Objective 3: WHOLE CHILD SOCIAL EMOTIONAL LEARNING: Rodriguez Elementary will increase learning opportunities that supportand reinforce the health and well-being of all students by addressing safety, lifetime fitness, school attendance, extra-curricular activities and the emotionalsupport of all student populations.

Rodriguez Elementary will increase attendance from 95.17% to 96.3%.

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




1) Health and Well-being

The campus will participate in several eventssuch asWorld Day of Bullying Prevention, CharacterEducationWeek, Red Ribbon Week, Unity Day, etc.

2.5 Counselor Bring awareness to students on the effects ofmodern day cyber bullying, equip students withanti-bullying strategies, and raise awareness of thepotential harm of the utilization of drugs.

Nov.-Dec.


Promote healthy food options within the GO,WHOA,SLOW campaign in partnership with foodservice.Emphasis on the salad bar options are madebased on theHEB salad bar donation.

2.4, 2.5 P.E. CoachCampus NutritionServices

Students will make better choices when selectingtheir meals and snacks at home and school.

Nov.-Dec


5th Graders will participate in the DAREProgram.

DARE Staff, 5thGrade Team,Leadership Team

The use of the DARE education program will helpprevent the use of controlled drugs, membershipin gangs, and violent behavior.

Nov-Dec






Form a CATCH Team that plans, organizes andpromotes healthy living choices such as healthnights,being active campaigns, etc.

2.5 CATCH Team,Leadership Team

The CATCH Team, through their fitness activitiesand campaigns, will promote a more healthyliving school community.

Nov-Dec5) Attendance

The PBIS Committee will consistently andcontinuously analyze discipline, attendance,climate data at the end ofeach nine weeks and make necessaryadjustments toimprove areas of concern.

PBIS Team,Leadership Team,Teachers

Increased overall student performance andattendance rate.

Nov-Dec.

6) Attendance

Incorporate PBIS Classroom Based Incentives,Grade Level TeamIncentives and Campus Based Incentivesincorporated topromote positive decision making in regard toattendanceand discipline through PBIS recommendations.

2.4, 2.5 PBIS Committee,Leadership Team,Teachers

Increased overall student performance andattendance rate.

Nov-Dec

7) Attendance

Create a campus attendance and tardiesspreadsheet that will be updated daily andutilized to monitor trends or patterns inattendance decline and interventions needed.

AssistantPrincipalAttendance Clerk

The attendance and tardies spreadsheet will allowthe campus leadership/ attendance clerk toproactively track and prevent absences and tardiesthat ultimately affect student academics.

Nov-Dec8) Safety

Create an Emergency Operation Plan (EOP) andtrain the faculty on the plan for allemergencies to include a folder check. Onceclass lists arefinalized (within first weeks of school) copies ofupdatedrosters will be added to the folder.

Administration The Emergency Operation Plan provides a clearsystematic approach in dealing with differentkinds of threats that will prevent or reducefatalities, injuries, protect students/staff and thecommunity to accelerate the resumption of normaloperations.

Nov-Dec





9) Safety

Follow the Fire Drill, ALICE Drill andemergencyscenario drill schedule. Record the datesaccordingly.Debrief the drills as a leadership team and workto improvethem.

AdministrationTeachers

By practicing safety drills, students and staff willbe better equipped in making life saving decisionsin case of a real emergency.

Nov-Dec

10) Safety

Generate a Campus Crisis Team that is trained tosupport students in need and properly restrainstudents ifabsolutely necessary.

Leadership Team,CPC Team, C&ISEand BehavioralSupport

The crisis team will defuse challenging anddisruptive behavior before an incident escalates toa crisis situation keeping all students safe.

Nov-Dec.

11) Safety

Office staff will utilize the Raptor System to signinguests on a daily basis.

Office Staff,Leadership Team

Through the utilization of the Raptor system theoffice staff and administration will keep studentssafe from potential registered /unregistered sexoffenders and any other individuals not allowed tobe near a school.

Nov-Dec.12) Safety

Administration will purchase additional walkietalkie radios and earbuds to allowadministration, SE staff, office staff, and ends ofhallwayteachers access to immediate support to ensurestudentsafety.

Leadership team,office staff, SEstaff,end of hallwayteachers,custodians,etc.

Walkie takies will allow the Leadership team tocommunicate effectively and respond toemergencies quickly.

Nov-Dec

13) Emotional Support

The counselor will provide guidance lessons tomeetthe social and emotional needs of studentsthrough districtcurriculum. Additionally, 'lunch bunch' groupswill beformed with students with the most need pergrade level.

2.5 Counselor To help students enhance listening and socialskills, learn to empathize with others, and findsocial support through healthy peer relationships.

Nov-Dec






All teachers will be trained on McKinney Vento,CPSReporting, Bullying Prevention, etc. to promotemeetingthe social-emotional needs of our students.

Recognize when children are at risk of harm andhave the confidence and knowledge to interveneto ensure the safety and wellbeing of the studentand their family.

Nov-Dec.


Incorporate and promote the Matador Challenge(MC)Club and initiatives (community service, acts ofkindness etc.)

2.5 CounselorVolunteers

Engaging in community service provides studentswith the opportunity to become active members oftheir community and has a lasting, positive impacton society at large.

Nov-Dec.16) Emotional Support

Initiate and promote the No Place For HateCampaign

Counselor, PBISCommittee,Leadership Team

To build a campus with no bullying.

Nov-Dec

17) Life Time Fitness

Promote lifetime fitness through participation ina variety if sports camps for grade 3-5. (Football,soccer, and volleyball camps)

2.4, 2.5 P.E. Coach The camps will provide students with exposure todifferent kinds of sports, their rules, and theopportunity to practice and tryout the differentpositions of the respective game.

Nov-Dec18) Lifetime Fitness

To promote lifetime fitness for students and theirfamilies through a school wide family fitnesswalk/run event.

P.E. Coach Bring families together to create a healthier schoolcommunity.

Nov-Dec

19) Extra Curricular Activities

Provide opportunities for involvement inadvancedacademic co-curricular events such as Math Bee,ScienceFair, UIL, Safety Patrol, Student Council,Destination Imagination, etc.

2.5 AdministrationRespective ClubSponsors

Through extra curricular activities students willbuild leadership skills, create broaderperspectives, boost self-esteem and engage insocial opportunities.

Nov-Dec.





20) Implement Liink for grade levels K-1st. (4recess breaks)

Create master schedule to follow Liinkguidelines.

2.4, 2.5, 2.6 Administration,Kinder and 1stgrade teachers,Pete Slyvius,TCU Liink Team

Unstructured, outdoor play combined withcharacter development instruction will improvedcognitive functioning and classroom behaviors.




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

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





1) Campus Principal,Assistant Principal, and theCLE Teacher Representatives will attend"Statewide Parental Involvement Conference"through ESC Region 16 taking place in SanMarcos to increase the number of opportunitiesfor teachers and staff to engage with parents.

3.2 AssistantPrincipal

Attend conference on September 25, 2018 atRegion 20.

Implement parent engagement activities based onideas from the Building Capacity andStrengthening Partnerships for FamilyEngagement Conference.

Parent engagement activities to occur inNovember, January, and March.

Nov/Dec:Funding Sources: 211 Title I - Parental Involvement - 950.00, 211 Title I A - 1000.00





2) Utilize district Title I Funds to fund anInstructionalCoach and Title I Aide to provide supplementalinstructional services for all students.

2.4, 2.5, 2.6 CampusAdministration

The Instructional Coach (IC) at RodriguezElementary will be at the heart of our PLCinitiative as she participates in each grade level'sweekly meetings. She will support teacher growthand share ideas and resources that will tie directlyto student academic improvement. Additionally,our IC will assist new and experienced teachersduring their weekly planning sessions.

The title I Aide will be part of the interventionrotation schedule to provide additionalinstructional support for third, fourth and fifthgrade at-risk students.

Nov/Dec3) Seek parent input on the Parent InvolvementPolicy,Parent-Teacher Compact and CPOC Meetings.

3.1, 3.2 LeadershipTeams,Parent Volunteers

Parents will be included in the drafting andfinalizing of important campus documents such asthe Parent Involvement Policy and Parent-TeacherCompact during their participation at CPOCmeetings.

Nov/Dec4) Utilize various methods of communicationsuch as Phone Messenger, flyers, marquee,monthly newsletters, etc. to improve the homeand school connection.

Administration,Leadership Team,Specials Team

School personnel will utilize various means ofcommunicationas they make every effort to communicate withparents and improve the home and schoolconnection. The intended result is to improveparent and family engagement in school events,functions, celebrations, events and activities.

Nov/Dec5) Utilize the PTC provided TV in the frontoffice todisplay important information for upcomingevents.

Leadership Team,Specials Team

The designated communications teachers at ourcampus will capture and display importantinformation on the SPVO provided TV in thefront office so that parents are informed and / orreminded of upcoming events when they visit ourcampus.

Nov/Dec





6) Monitor parent engagement through sign-insheets of events across the school year such asopen house, Title 1 meeting, parent teacherconferences etc.

3.2 AdministrationTeam Leads

By tracking parent engagement the the leadershipteam can monitor the increase or decrease ofparent participation and the success of schoolevents. The leadership team can then find ways toincrease parent participation.

Nov/Dec7) Increase communication between parents,teachers, and administrators through meaningfulconversations during "coffee and conversationwith the principal" events during the school year.

3.2 Principal Parents will be provided the opportunity to shareideas, questions or concerns directly with teachersand administrators twice a year during "coffee andconversation with the principal". The intent is toprovide a comfortable and safe space that willallow meaningful, two-way communication totake place.

Nov/Dec8) Increase parent participation of their studentsacademic achievement by providing resourcesjust as games and activities to go at home toincrease student achievement. The teachers andadministration will host one literacy night andone math night,

2.5, 2.6, 3.1 Dec Plan and carry out literacy night


9) 9) increase parent participation of theirstudents academic achievement by providingEnglish Language Development Classes.

2.4, 2.6, 3.1 By providing English Language Classes to parentsit will equip parents to better help their childrenwith homework, class assignments. and helpimprove the students academic needs.

By teaching parents English RodriguezElementary will inspire, cultivate, and empowerparents to great opportunities in life.

Funding Sources: 211 Title I - Parental Involvement - 1000.00




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

Performance Objective 2: PUBLIC RELATIONS and COMMUNICATIONS: Rodriguez Elementary will improve the public relations as measured byconstructive feedback collected from social media and parent/community surveys.





1) Social Media Strategy to collect feedbackfrom community

2.5 Teachers and administrators will be encouraged toutilize Twitter and Rodriguez's Facebook page tocapture moments and receive feedback from thecommunity on school events, functions andactivities via the comments section.

Nov/Dec2) Conduct a Parent Survey during registration,middle of the year and again atthe end of the year to assess the climate of thecampus for ourparents and families.

2.6, 3.1 Technologist,CNAParentInvolvementCommittee,Leadership Team,Parents

The survey results will be reviewed by the CPOCcommittee to identify areas of neededimprovement as we continue to work towardscreating a positive climate for our students andtheir families. The intention of conducting a survey three times ayear is to monitor implementation of new ideasand systems to ensure such modifications areaddressing areas of needed improvementsuccessfully and in a timely manner.

Nov/Dec3) Plan, publicize and promote parental/familyinvolvement opportunities related to academic,social-emotional,etc. through Phone Messenger, Flyers, etc (sentin both languages).

Leadership Team,Specials Team

In an effort to improve parental involvement inschool activities, school personnel will utilize avariety of means of communication to reach out toparents and inform them of ways they can becomeinvolved in their child's education. The expectedresult is to form stronger, more meaningfulpartnerships with parents, with language no longerbeing a barrier.

Nov/Dec





4) Utilize Rodriguez Twitter and Facebook poststo promote a positiveclimate and share all the good things happeningwithin theschool.

CampusTechnologist,Leadership Team,Individualteachers

School personnel will be encouraged to captureand share daily special moments, events, lessonsand activities happening at our campus thatparents don't normally get to see. With these tools,parents will have the opportunity to catch aglimpse of their child's activities in school,outside of the events parents are normally invitedto attend.

Nov/Dec5) Maintain a positive connection between theschool and home, administrators will send amonthly newsletter in English and Spanishinforming parents of upcoming events,celebrations, and important information.

Administration The intended result is to increase parentattendance at school events by informing them ofimportant dates ahead of time. In addition, parentswill be a part of our school community bycelebrating and being aware of importantinformation related to school happenings. Schoolpersonnel will make it a priority to communicatewith parents in a language they can understand.

Nov/Dec6) Community Learning Exchange

Participate in the CLE to better understand howto build relationships with parent and ourcommunity

Conduct Community Walks- Monthly Problem Statements: Perceptions 1, 3



PerceptionsProblem Statement 1: Parents have expressed dissatisfaction in regard to opportunities for meaningful engagement at Rodriguez. Root Cause 1: Lack of parent leadership and lowparticipation for the Parent Teacher Community (PTC) organization. The absence of school outreach programs or events.

Problem Statement 3: Seguin ISD will like to increase the number of businesses and community partnerships. Root Cause 3: The lack of partnerships between businesses and theschool.



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

Performance Objective 3: PARTNERSHIPS: Rodriguez Elementary will increase the number of business and community partnerships through activeparticipation in community-based opportunities and events by 15%.





1) Partner with SISD and the San Antonio FoodBank (with help from Teresa Cuevas) for weeklyFood Bank bags for selected students. Partnerwith St. Andrews to help provide students withbackpacks, shoes and other needs as they arise.

Counselor,Leadership Team,Staff

The partnership with SISD and the Food Bankwill ensure that those selected students receivenutritional items to allow the students to growphysically and mentally. The partnership withSt.Andrews will ensure that selected students havethe physical items they might need to be preparedfor school.

Nov./Dec.2) Participate in both the Mid-Texas Symphonyperformances and the Children's play at SHS.Additionally,students will be exposed to performances by theMariachiMatadors and AJB Band/Choir during the schoolyear.

Fine Arts staffdistrictwide,Administration

The partnership with these fine arts entities willprovide students with the opportunity for studentsto see live music that promotes a understandingand sharing of culture.

Nov./Dec.

3) Continue to offer the TLU Music Outreachprogram onthe campus.

TLU Staff, MusicTeacher,Administration

The partnership with TLU music outreachprogram provides students the opportunity tolearn how to play the violin as playing aninstrument increases the capacity of memory,enhances, coordination,and improves reading andcomprehension skills.

Nov./Dec.





4) Partner with Teatro de Artes de Juan SeguinBalletFolklorico to teach our students a performancefor the Cinco de Mayo carnival. Theperformance will help our students andfamilies celebrate cultural diversity.

Music Teacher,Administration,Teatro staff

The partnership with Teatro de Artes de JuanSeguin BalletFolklorico provides students the opportunity tolearn different musical dances and takeappreciation for Mexican heritage customs andtraditions.

Nov./Dec.5) Partner with TLU Men's Soccer for mentoringrelationships. TLU students visit classrooms andhelp withreading, math facts and/or other tasks asrequested by theteacher. Additionally, the TLU Men's soccerteam helps thecampus conduct a soccer camp.

The partnership with the TLU Men's Soccerallows students to build relationships with mentorlike figures and see the importance of education astheir mentors work toward their bachelors. Thereading mentors help students with increasingtheir reading fluency and decoding skills.

Nov./Dec. -

Jan. -6) Partner with TLU Men's soccer team and theteam parents for " A Game for a Cause" tosupport Rodriguez with our fundraising goalsand create community partnerships.

AdministrationP.E. CoachTLU Men'sSoccer ParentLeadership

The "A Game for a Cause" will allow communitymembers to become familiar with the initiativesand goals Rodriguez Elementary is workingtowards. Community members can makemonetary donations to our campus to help usachieve our needs and establish partnerships andcommunity relationships.

Nov./Dec.7) Ensure hands-on opportunities for studentsthrough oncampus labs as well as off-campus experiencessuch ascollaboration with the Irma Lewis SOLC, HEBCamp, RedBarn, etc.

Leadership Team,Teachers, Supportstaff at varioussites

By providing students the opportunity toexperience outdoor learning, students will take agreater appreciation for nature and instill a senseof environmental consciousness.

Nov./Dec.

8) Partner with Connections for the PositiveActionprogram during Specials K-5th Grade.

ConnectionsStaff,Specials,LeadershipTeam

The partnership with Connections allows ourstudents to participate in additional guidancelessons targeted toward life skills such as; makingthe right choices, anti-bullying, making friends,etc. Improving student behaviors and social skills. Nov./Dec.





9) Partner with the Agriculture Extension groupto bringincubator and eggs to observe life cycles inperson.

Ag ExtensionAgent,Dawn McMillan,Leadership Team

The partnership with the Agricultural Extensionprovides students an opportunity to experiencescience in real life time making life longconnections to the science curriculum.

Nov./Dec.Problem Statements: Perceptions 3

10) Every year, our Rodriguez Elementary Choirperforms at the North Poll Stroll in Decemberand the Earth Day Celebration in April which ispartnership with the City of Seguin. These eventsare organized by Kyle Kramm, Main Street &CVB Director for the City of Seguin. Problem Statements: Perceptions 3

11) This year, the Rodriguez Elementary Choir ispartnering with the San Antonio Rampagehockey team to sing at the AT&T Center for ahome game. Choir will perform "God BlessAmerica" on Friday, November 8th. Problem Statements: Perceptions 3



PerceptionsProblem Statement 3: Seguin ISD will like to increase the number of businesses and community partnerships. Root Cause 3: The lack of partnerships between businesses and theschool.



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

Performance Objective 1: RECRUIT, RETAIN, AND ENGAGE EFFECTIVE TEACHERS AND ADMINISTRATORS: Rodriguez Elementary willachieve a teacher turnover rate of less than 15%.(District level)/ (7% campus level)





1) Promote employee recognition throughweekly staff newsletters, Teacher of the Week,and Team of the Month.

Principal,AssistantPrincipal

Increased teacher performance in meeting thediverse needs of their students.

Nov./Dec.Considerable - Principal and Assistant Principalcontinue to create staff newsletters emailed outevery Sunday; announce Teacher of the Week andTeam of the Month at monthly Faculty meetings.

2) Provide opportunities to involve teachers inthe decision making process by creating thecampus Instructional Leadership Team (ILT).

Administrationand members ofthe InstructionalLeadership Team

By providing teachers the opportunity to beinvolved in decision making it will create a morepositive working relationship between theadministration and teachers.

Nov./Dec.Considerable - The ILT committee has beenmeeting monthly, with the exception ofNovember. The Leadership Team and GradeLevel Team Leaders met to discuss campusevents, news and initiatives.

3) Principal, Assistant Principal, and SpecialPrograms Administrator will conduct aminimum of 8-10 walkthroughs per week tosupport personal growth for all teachers.

Principal,AssistantPrincipal

Walkthroughs will provide teachers with feedbackon their teaching strategies, levels of interaction,student engagement, and teacher behaviors. It willallow the administration to provide resources andsupports.

Nov./Dec.:Some Progress - November/December have beenfilled with T-TESS. In January we will see anincrease in walkthroughs as usual.





4) Instructional Coach will implement theCoaching Cycleto support personal growth for all staff.

InstructionalCoach

The use of the coaching will allow teachers toimprove their teaching craft yielding higherstudent performance.

Nov./Dec.Some Progress - The Instructional Coach has metwith individual teachers to implement theCoaching Cycle.

5) Participate in the new district teacher mentorprogram that will support new teachers in theirfirst year of teaching and help build teachercapacity for veteran teachers as they serve asmentors.

Principal,AssistantPrincipal, NewTeachers, andMentors

The new teacher program will support thoseteachers new to teaching with a mentor that canassist them with adapting to the school culture,curriculum, classroom management, lessonplanning, managing student behavior, andmanagerial tasks to avoid teacher burn out.

Nov./Dec.Considerable - The new teacher has been meetingwith her Mentor and attended district levelmeetings.

6) Conduct teacher surveys during the schoolyear (Fall and Spring) to assess the climate of thecampus, professional development needs, andperceptions of administration.

Principal andAssistantPrincipal

Teacher surveys will allow teachers tocommunicate how the campus is doingacademically, communication between theadministration, discipline, and campus morale. Byconducting teacher surveys, the administrationwill give teachers a voice, which is a majorpositive factor in influencing teacher retention.

Nov./Dec.No Progress - The Principal and AssistantPrincipal are working on survey to providefeedback on campus administrators, curriculumand communication.





7) Show teacher appreciation with small tokensof appreciation (ice cream bar, soda cart, snacks,etc.)

Principal,AssistantPrincipal, PTCVolunteers

By providing small tokens of appreciation,teachers will feel appreciated preventing teacherburn out and ultimately promoting teacherretention.

Nov./Dec.Some Progress - Principal, Assistant Principal andPTC Volunteers continue to provide teachers withsnacks at Faculty Meetings as well as providingturkey for the Faculty Thanksgiving meal.




Title I Personnel

Name Position Program FTE

Dunn, Lee Ann Instructional Coach Title I/Title II .7/.3Rodriguez, Rose Reading Interventionist Title I .5Vidal, Kathy Title I Aide Title I 1.0



2019-2020 CPOC

Committee Role Name PositionClassroom Teacher Allison Lee SPEDClassroom Teacher Majorie Duckworth KinderClassroom Teacher Sheila Ramirez 1st GradeClassroom Teacher Dawn McMillan 2nd GradeClassroom Teacher Lorie Ramirez 3rd GradeClassroom Teacher Art Rodriguez 4th GradeClassroom Teacher Brianna Klatt 5th GradeInstructional Coach LeeAnn Dunn CISAdministrator Robert Arriola PrincipalAdministrator Yolanda Grijalva Assistant PrincipalAdministrator Michele Castillo School Programs AdministratorCounselor Marivel Wollney CounselorClassroom Teacher Joseph Cantu Music TeacherParent Letecia Bryttany Parent



Rodriguez Elementary School Seguin Independent School District · phonemic awareness. 2) 52% of...

Documents

Transcript of Rodriguez Elementary School Seguin Independent School District · phonemic awareness. 2) 52% of...