Vanguard Beethoven Early College High School Campus ...€¦ · Vanguard Beethoven Early College...

VANGUARD ACADEMY PUBLIC CHARTER SCHOOLS

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Vanguard Beethoven Early College High School

Campus Improvement Plan

2019-2020

Accountability Rating: B

“A Purpose in Life, A Reason for Learning”

BOARD APPROVED: 12/17/19


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2215 S. Veterans Blvd.

Edinburg, TX 78539

(956) 318-0211



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Mission Vanguard Academy Charter School, the entire school staff, students, and parents will build partnership and are committed to

provide support resources and academic rigor to ensure that all students achieve educational and social excellence.

Vision

Vanguard Academy is committed to instilling a sense of responsibility and accountability for students, teachers, staff, parents and

administrators. Our goal is to accelerate students’ academic success through effective teaching practices, parental and community

involvement and administrative support. Vanguard Academy is about recommitting ourselves to the highest standards of education

rather than minimum skills. Our vision focuses around the following quote: “A purpose in life, a reason for learning.” Students will

be active life-long learners, self-learning and behavior, and to view reading as an exciting learning opportunity. Our vision

incorporates the passion for learning where students take pride in their school and will respect the dedicated teachers and staff who

commit their lives to education. Students will hold themselves to high standards of achievement and academic excellence. They will

be grateful for the privilege of receiving an education and they will strive to the best of their ability, to accomplish their educational

goals.

Vanguard Academy does not discriminate on the basis of race, color, national origin, sex or disability in providing education

services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as

amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act of 1973; as amended.



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Board Members

Mr. Richard Garza, Board Vice Chairman

Dr. Luzelma G. Canales, Member

Dr. Paula Garcia, Member

Dr. Alda Benavides, Member



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Table of Contents

I. Beethoven Information pg. 2

II. Mision and Vision pg. 3

III. Board Members pg. 4

IV. Central Administration Staff pg. 6

V. Campus Improvement Plan Committee pg. 7

VI. Campus Demographics pg. 8-9

VII. 2019 Accountability Rating Summary pg. 10

VIII. 2019 STAAR Performance pg. 11-16

IX. 2019 TELPAS Performance pg. 17

X. 2019 CPALLS Performance pg. 18-19

XI. 2019 TPRI Performance pg. 20-23

XII. Campus Needs Assessment pg. 24-41

XIII. Campus Goals and Activities pg. 42-98

A. Goal 1- Academic and social emotional success pg. 43- 77

B. Goal 2- Fine Arts and Extra-curricular activities pg. 78-81

C. Goal 3- Highly qualified educators pg. 82-85

D. Goal 4- Technology for teaching and learning pg. 86-92

E. Goal 5- Parental and Community Engagement pg. 93-98



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Central Administration Staff

Dr. Narciso García, Superintendent of Schools

Mrs. Eleticia Nava, Assistant Superintendent of Curriculum & Instruction

Mrs. Sandra Rodriguez, Director of Assessment & Evaluation

Mr. Cesar García, Director of Career & Technical Education

Mrs. Erika Arizpe, Curriculum & Instructional Coach

Mrs. Maria Muñoz, Director of Finance

Mr. Alejandro Coronado, Director of Fine Arts

Mrs. Barbara Gonzales, Director of GEAR UP

Mr. Juan García, Supervisor of Grounds

Miss Melissa Morales, Director of Human Resources

Mr. Jesus Herrera, Supervisor of Maintenance

Mrs. Ada Estrada, PEIMS Coordinator

Dr. Michael Cantu, Director of Special Education

Ms. Mary de la Garza, Director of Special Program

Mr. Juan Salazar, Director of Technology



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Campus Improvement Plan Committee

Mrs. Ruth Salinas, Principal PK3 – 2nd grade

Mrs. Angelica Martinez, Principal 3rd grade – 9th grade

Miss Rebecca Youngberg, Facilitator PK3 – 2nd grade

Ms. Roberta Davila, Assistant Principal/ Early College Director

Mrs. Maricruz Flores, GEAR UP Coordinator

Mrs. Briseidy Morales, PK3 Bilingual Teacher

Mrs. Stephanie Ramos, Pk4 Bilingual Teacher

Mrs. Erika Molina, Kindergarten Bilingual Teacher

Mrs. Cynthia Hernandez, 1st grade Bilingual Teacher

Mrs. Angelica Rocha, 2nd grade Bilingual Teacher

Mrs. Veronica Gonzales, 3rd grade Bilingual Teacher

Mrs. Araceli Falcon, 4th grade Bilingual Teacher

Mrs. Maria Hinojosa, 6th grade ESL Math Teacher

Mrs. Denisse Salinas, Fine Arts- Band Teacher

Mrs. Tara Sanchez, Fine Arts- Dance Teacher

Mr. Rick Ziesmer, Community member- Pastor

Mrs. Ada Cruz, Beethoven Parent



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Demographic

Campus Student Information

Campus Name: VANGUARD BEETHOVEN

County Name: HIDALGO

Total Students: 1,126

Student Information Count Percent Student Information Count Percent

Students by Grade: Ethnic Distribution:

Early Childhood

Education

African American 4 0.36%

Pre-Kindergarten 181 16.07% Hispanic 1,107 98.31%

Kindergarten 131 11.63% White 6 0.53%

Grade 1 134 11.81% American Indian 0 0.00%

Grade 2 119 10.57% Asian 9 0.80%

Grade 3 114 10.12% Pacific Islander 0 0.00%

Grade 4 88 7.82% Two or More Races 0 0.00%

Grade 5 93 8.26%

Grade 6 102 9.06% Economically

Disadvantaged

754 66.96%

Grade 7 78 6.93% Non-Educationally

Disadvantaged

372 33.04%

Grade 8 47 4.17% Section 504 Students 50 4.4%

Grade 9 40 3.55% English Learners (EL) 485 43.07%

Grade 10 0 0% Students w/ Disciplinary

Placements (2018-19)

11 0.01%

Grade 11 0 0% Students w/ Dyslexia 12 1.07%

Grade 12 0 0% At-Risk 806 71.58%



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Beethoven Staff Information

Campus Name: VANGUARD BEETHOVEN (108808105)


Staff Information Count Percent

Total Staff 108 100.00%

Teachers 64 59.25%

Campus Administration (School Leadership) 4 3.7%

Educational Aides: 16 14.8%

Auxiliary Staff: 21 16.66%

Librarians 1

0.9%

Counselors 2 1.8%



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Texas Education Agency

2019 Accountability Ratings Overall Summary

VANGUARD ACADEMY (108808)

Accountability Rating Summary

Component Score

Scaled Score

Rating

Overall 87 B

Student Achievement 89 B

STAAR Performance 59 89 College, Career and Military

Readiness

Graduation Rate

School Progress 91 A

Academic Growth 67 67 D

Relative Performance (Eco Dis:

80.3%) 59 91 A

Closing the Gaps 75 77 C

Distinction Designations

Postsecondary Readiness Earned


https://rptsvr1.tea.texas.gov/cgi/sas/broker/cgi/sas/broker?_service=marykay&_debug=0&sublevel=camp&single=N&batch=N&app=PUBLIC&ptype=H&title=2019+Accountability+Reports&_program=perfrept.perfmast.sas&level=district&search=distnum&namenum=108808&prgopt=2019/acct/domain1a.sas

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2018-19 District STAAR Performance

District Name: VANGUARD ACADEMY (108808)


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STAAR Performance Rates by Tested Grade, Subject, and Performance Level Grade 3 Reading At Approaches Grade Level or Above

2019 76% 79% 79% 82% - 82% * - - - * * * 90% 71% 81% 79%

2018 77% 79% 84% 92% * 91% - - * - - * * 94% 91% 89% 88%

Grade 3 Reading At Meets Grade Level or Above

2019 45% 46% 47% 58% - 58% * - - - * * * 72% 37% 53% 50%

2018 43% 42% 40% 48% * 46% - - * - - * * 44% 49% 45% 54%

Grade 3 At Masters Grade Level

2019 27% 27% 30% 38% - 38% * - - - * * * 44% 29% 31% 29%

2018 25% 22% 24% 32% * 29% - - * - - * * 19% 35% 30% 25%

Grade 3 Mathematics At Approaches Grade Level or Above

2019 79% 83% 87% 82% - 82% * - - - * * * 90% 71% 80% 88%

2018 78% 82% 91% 97% * 97% - - * - - * * 94% 98% 97% 96%

Grade 3 At Meets Grade Level or Above

2019 49% 53% 53% 60% - 60% * - - - * % * 68% 49% 55% 67%

2018 47% 51% 52% 58% * 56% - - * - - * * 69% 55% 54% 68%


2019 25% 26% 22% 31% - 31% * - - - * % * 32% 29% 28% 33%

2018 23% 24% 23% 29% * 27% - - * - - * * 25% 31% 30% 39%

Grade 4 Reading At Approaches Grade Level or Above

2019 75% 80% 82% 85% * 85% * - * - - 94% 83% 86% 86%

2018 73% 75% 74% 83% * 82% - - * - - * * 89% 82% 80% 72%

At Meets Grade Level or Above

2019

44% 47% 49% 52% * 49% * - * - - * * 53% 51% 51% 43%



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2018 46% 46% 47% 61% * 59% - - * - - * * 56% 62% 55% 44%

At Masters Grade Level

2019

22% 23% 25% 20% * 16% * - * - - * * 29% 18% 15% 14%

2018 24% 23% 27% 23% * 20% - - * - - * * 11% 25% 22% 17%


2019 75% 81% 83% 80% * 79% * - * - - * * 94% 77% 78% 78%

2018 78% 83% 88% 88% * 87% - - * - - * * 100% 85% 86% 83%


2019

48% 51% 52% 39% * 36% * - * - - * * 53% 36% 37% 30%

2018 49% 52% 58% 64% * 62% - - * - - * * 67% 64% 63% 56%


2019 28% 28% 30% 21% * 18% * - * - - * * 18% 22% 21% 16%

2018 27% 28% 28% 34% * 33% - - * - - * * 22% 36% 24% 33%

Grade 4 Writing At Approaches Grade Level or Above

2019 67% 74% 74% 81% * 80% * - * - - * * 82% 81% 78% 70%

2018 63% 69% 69% 86% * 85% - - * - - * * 100% 83% 82% 78%


2019

35% 40% 46% 48% * 47% * - * - - * * 71% 44% 45% 35%

2018 39% 43% 49% 57% * 57% - - * - - * * 56% 57% 49% 56%


2019 11% 13% 16% 21% * 19% * - * - - * * 29% 19% 19% 19%

2018 11% 11% 14% 16% * 15% - - * - - * * 11% 17% 12% 11%


2019 86% 89% 91% 95% * 94% - - * - - * * 100% 94% 95% 90%

2018 84% 86% 87% 86% * 87% - - - - - * * 100% 84% 86% 88%


2019 54% 54% 57% 73% * 72% - - * - - * * 89% 71% 72% 65%

2018 54% 55% 54% 57% * 56% - - - - - * * 44% 59% 48% 44%


2019 29% 27% 34% 41% * 39% * - * - - * * 56% 38% 39% 30%

2018 26% 26% 25% 29% * 27% - - - - - * * 22% 30% 24% 20%


2019 90% 94% 98% 99% * 99% * - * - - * * 100% 98% 98% 100%



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2018 91% 94% 95% 94% * 94% - - - - - * * 89% 95% 92% 92%


2019 58% 64% 58% 62% * 61% - - * - - * * 67% 62% 62% 50%

2018 58% 67% 61% 68% * 68% - - - - - * * 78% 66% 64% 60%


2019 36% 39% 32% 36% * 35% * - * - - * * 22% 38% 34% 20%

2018 30% 36% 26% 37% * 35% - - - - - * * 44% 36% 32% 36%

Grade 5 Science At Approaches Grade Level or Above

2019 75% 81% 85% 84% * 83% * - * - - * * 100% 82% 82% 75%

2018 76% 82% 84% 85% * 85% - - - - - * * 89% 84% 84% 76%


2019 49% 56% 55% 57% * 56% * - * - - * * 56% 57% 56% 35%

2018 41% 47% 43% 51% * 50% - - - - - * * 67% 48% 40% 40%


2019 24% 27% 28% 35% * 33% * - * - - * * 33% 35% 33% 25%

2018 17% 19% 19% 22% * 21% - - - - - * * 22% 21% 14% 8%


2019 68% 65% 79% 85% * 85% * - - - - 57% * 63% 88% 83% 89%

2018 69% 65% 80% 77% - 77% - - - - - * * * 78% 74% 59%


2019 37% 33% 40% 51% * 50% * - - - - 14% * 50% 51% 44% 42%

2018 39% 33% 46% 44% - 44% - - - - - * * * 46% 46% 35%


2019 18% 15% 18% 28% * 28% * - - - - 14% * 25% 28% 25% 25%

2018 19% 15% 24% 21% - 21% - - - - - * * * 22% 20% 12%


2019 81% 81% 86% 88% * 88% * - - - - 43% * 63% 91% 89% 92%

2018 77% 76% 84% 84% - 84% - - - - - * * * 85% 83% 82%


2019 47% 44% 47% 55% * 54% * - - - - 29% * 50% 55% 49% 47%

2018 44% 41% 45% 47% - 47% - - - - - * * * 46% 43% 18%


2019 21% 17% 16% 22% * 22% * - - - - 14% * 25% 22% 21% 17%

2018 18% 15% 18% 16% - 16% - - - - - * * * 15% 9% 12%




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2019 76% 74% 89% 89% - 91% * - - - - * * * 88% 89% 100%

2018 74% 71% 87% 80% - 80% - - - - - * - * 78% 77% 73%


2019 49% 45% 67% 72% - 73% * - - - - * * * 69% 76% 69%

2018 48% 44% 61% 73% - 73% - - - - - * - * 70% 69% 64%


2019 29% 25% 46% 48% - 49% * - - - - * * * 50% 50% 38%

2018 29% 25% 41% 63% - 63% - - - - * - * 63% 65% 64%


2019 75% 77% 84% 75% - 77% * - - - - * * * 75% 75% 67%

2018 72% 74% 79% 90% - 90% - - - - - * - * 89% 88% 82%


2019 43% 46% 49% 35% - 36% * - - - - * * * 33% 28% 17%

2018 40% 41% 45% 77% - 77% - - - - - * - * 78% 77% 73%


2019 17% 18% 26% 10% - 10% * - - - - * * * 8% 9% 8%

2018 18% 18% 22% 50% - 50% - - - - - * - * 48% 50% 45%

Grade 7 Writing At Approaches Grade Level or Above

2019 70% 72% 91% 89% - 89% * - - - - * * * 88% 89% 100%

2018 69% 67% 83% 83% - 83% - - - - - * - * 81% 81% 73%


2019 42% 42% 58% 57% - 58% * - - - - * * * 57% 55% 38%

2018 43% 41% 49% 53% - 53% - - - - - * - * 52% 54% 45%


2019 18% 17% 23% 24% - 24% * - - - - * * * 24% 24% 8%

2018 15% 13% 14% 23% - 23% - - - - - * - * 22% 19% 18%


2019 86% 84% 94% 100% - 100% * - - - - * * * 100% 100% 100%

2018 - - - - - - - - - - - - - - - - -


2019 55% 50% 68% 80% - 80% * - - - - * * * 81% 79% 91%

2018 - - - - - - - - - - - - - - - - -


2019 28% 23% 39% 53% - 53% * - - - - * * * 53% 52% 55%

2018 - - - - - - - - - - - - - - - - -



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2019 88% 90% 94% 95% - 94% * - - - - * * * 95% 94% 100%

2018 - - - - - - - - - - - - - - - - -


2019 57% 58% 54% 62% - 62% * - - - - * * * 63% 67% 67%

2018 - - - - - - - - - - - - - - - - -


2019 17% 16% 11% 10% - 10% * - - - - * * * 11% 11% 17%

2018 - - - - - - - - - - - - - - - - -

Grade 8 Science At Approaches Grade Level or Above

2019 81% 80% 88% 98% - 98% * - - - - * * * 97% 97% 100%

2018 - - - - - - - - - - - - - - - - -


2019 51% 49% 53% 70% - 70% * - - - - * * * 69% 70% 64%

2018 - - - - - - - - - - - - - - - - -


2019 25% 23% 26% 43% - 43% * - - - - * * * 42% 39% 27%

2018 - - - - - - - - - - - - - - - - -

- Grade 8 Social Studies At Approaches Grade Level or Above

2019 69% 69% 86% 95% - 95% * - - - - * * * 94% 94% 100%

2018 - - - - - - - - - - - - - - - - -


2019 37% 37% 51% 68% - 68% * - - - - * * * 69% 67% 64%

2018 - - - - - - - - - - - - - - - - -


2019 21% 20% 28% 43% - 43% * - - - - * * * 42% 39% 45%

2018 - - - - - - - - - - - - - - - - -

Algebra I At Approaches Grade Level or Above

2019 85% 95% 96% 96% * 96% 95% 83%

2018 - - - - - - - - - - - - - - - - -

Algebra I At Meets Grade Level or Above

2019 61% 77% 96% 96% * 96% 95% 83%

2018 - - - - - - - - - - - - - - - - -

Algebra I At Masters Grade Level or Above

2019 37% 48% 76% 76% * 74% 71% 67%



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2018 - - - - - - - - - - - - - - - - -



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CPALLS-PK End-of-Year

2017-2018 2018-2019

#Students / Results 86 / 113*

#Students / Results 189 / 260*

PA- Listening MAP 107 96% 172 91%

NMA 5 4% 18 9%

PA- Rhyming 1 MAP 77 69% 116 97%

NMA 35 31% 4 2%

PA- Rhyming 2 MAP 56 50% 103 86%

NMA 56 50% 17 14%

PA- Alliteration MAP 67 60% 102 85%

NMA 45 40% 18 15%

PA- Words in Sentence MAP 69 62% 99 83%

NMA 43 38% 21 18%

PA- Syllabication MAP 56 50% 109 91%

NMA 56 50% 11 9%

PA- Onset-Rime MAP 69 81% 52 95%

NMA 16 19% 3 5%

Overall Phonological Awareness

MAP 77 69% 114 60%

NMA 35 31% 6 3%

Rapid Letter MAP 83 75% 168 90%

NMA 28 25% 19 10%

AVG 25/32 78%** 27/33 82%**

Rapid Vocabulary

MAP NMA AVG

22 89

14/24

20% 80%

58%**

81 106

17/25

43% 57%

68%**

Overall Math MAP 102 92% 120 63%

NMA 9 8% 0 0%

Science Assessment MAP 110 99% 120 100%

NMA 1 1% 0 0%

AVG 20/24 83% 22/24 92%

Observables- Book and

Print

86 76% 33 13%

Checklist 26/33 78% 30/33 90%

Observables- Social Screener

86/90 95% 44/90 48%



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Observables- Emergent 27/30 90% 26/30 86% MAP = Making Acceptable/Adequate Progress NMA = Needs More Assistance AVG = Average of Correct Answers out of Total Answered



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TPRI-Kinder

End-of-Year

2017-2018 2018-2019

#Std: 88 #Assmt: 88

#Std: 129 #Assmt: 129

Overall Screening D 80# 91% 123# 95%

SD 8# 9% 6# 5%

PA-1 Rhyming D 79# 90% 126# 98%

SD 9# 10% 3# 2%

PA-2 Blending Word

Parts

D 85# 97% 126# 98%

SD 3# 3% 3# 2% PA-3 Blending Phonemes D 83# 94% 126# 98%

SD 5# 6% 3# 2% PA-4 Deleting Initial

Sounds

D 76# 86% 124# 96%

SD 12# 14% 5# 4%

PA-5 Deleting Final

Sounds D 57# 65% 109# 84%

SD 31# 35% 20# 16%

GK-1 Letter Name

Identification D 85# 97% 129# 100%

SD 3# 3% 0# 0%

GK-2 Letter Sound

Linking

D 85# 97% 127# 98%

SD 3# 3% 2# 2% Listening Comprehension D 73# 83% 112# 87%

SD 15# 17% 17# 13% WR-1 Word Reading Do

ne 88# 100% 129# 100%

D= Developed SD=Still Developing



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TPRI-1st Grade

End-of-Year

2017-2018

2018-2019

#Std: 88 #Assmt: 88

#Std: 124 #Assmt: 124

Overall Screening D 71# 81% 108# 87%

SD 17# 19% 16# 13%

PA-1 Blending Word

Parts D 86# 98% 121# 98%

SD 2# 2% 3# 2%

PA-2 Blending

Phonemes D 86# 98% 120# 97%

SD 2# 2% 4# 3%

PA-3 Deleting Initial Sounds

D 83# 94% 118# 95%

SD 5# 6% 6# 5%

PA-4 Deleting Final Sounds

D 82# 93% 115# 93%

SD 6# 7% 9# 7%

GK-1 Initial Consonants D 88# 100% 123# 99%

SD 0# 0% 1# 1%

GK-2 Final Consonants D 87# 99% 122# 98%

SD 1# 1% 2# 2%

GK-3 Middle Vowels D 86# 98% 122# 98%

SD 2# 2% 2# 2%

GK-4 Initials Blends D 86# 98% 121# 98%

SD 2# 2% 3# 2%

GK-5 Final Blends D 84# 95% 119# 96%

SD 4# 5% 5# 4%

Word Reading Set-1 D 83# 94% 121# 98%

SD 5# 6% 3# 2%


SD 10# 11% 10# 8%


SD 9# 10% 12# 10%


SD 15# 17% 18# 15% D=Developed SD=Still Developing



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TPRI-2nd Grade End-of-Year

2017-2018 2018-2019

#Std: 81 #Assmt: 81

#Std: 104 #Assmt: 104

GK-1 Spelling Set 1

D 71# 88% 95# 91%

SD 10# 12% 9# 9%

GK-1 Spelling Set 2

D 52# 64% 93# 89%

SD 29# 36% 11# 11%

GK-1 Spelling Set 3

D 58# 72% 96# 92%

SD 23# 28% 8# 8%

GK-1 Spelling Set 4

D 57# 70% 90# 87%

SD 24# 30% 14# 13%

Word Reading Set-1

D 78# 96% 100# 96%

SD 3# 4% 4# 4%

Word Reading Set-2

D 70# 86% 93# 89%

SD 11# 14% 11# 11%

Word Reading Set-3

D 73# 90% 91# 88%

SD 8# 10% 13# 13%

Word Reading Set-4

D 63# 78% 89# 86%

SD 18# 22% 15# 14%

D=Developed SD=Still Developing



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TPRI-3rd Grade End-of-Year

2017-2018 2018-2019

#Std: 81 #Assmt: 81

#Std: 83 #Assmt: 83

GK-1 Spelling Set 1

D 70# 86% 68# 82%

SD 11# 14% 15# 18%

GK-1 Spelling Set 2

D 57# 70% 57# 69%

SD 24# 30% 26# 31%

GK-1 Spelling Set 3

D 52# 64% 51# 61%

SD 29# 36% 32# 39%

GK-1 Spelling Set 4

D 49# 60% 46# 55%

SD 32# 40% 37# 45%

Word Reading Set-1

D 75# 93% 75# 90%

SD 6# 7% 8# 10%

Word Reading Set-2

D 80# 99% 81# 98%

SD 1# 1% 2# 2%

Word Reading Set-3

D 47# 58% 63# 76%

SD 34# 42% 20# 24%

Word Reading Set-4

D 58# 72% 68# 82%

SD 23# 28% 15# 18%

D=Developed SD=Still Developing



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Comprehensive Needs Assessment by Required Areas

Overview of Data Sources Reviewed:

• Systems Safeguards; STAAR, STAAR EOC, RDA, TAPR, TELPAS, TPRI, CPALLs, Attendance, RTI Data, Failure Rates, Survey

Data (Student and Staff); Community Meetings and Events – Agendas and Sign-in Sheets

• Long Range Technology

Area Reviewed

(List Data Source(s)

reviewed for each category

Summary of Strengths

What were the identified strengths? (Facts

not actions)

Summary of Priorities

What were the identified needs?

(Facts not actions)

Goals

Student Achievement

Data Source: Data Sources:

(STAAR, STAAR EOC,

TAPR; TELPAS, TSI,

TPRI, CPALLS

CPALLS & TPRI Data

o Pre-K program areas of strength

(CPALLS) include: Syllabication

+41%, Rhyming +31%,

Alliteration +25%, Words in a

sentence + 21%, Rapid

Vocabulary +23%, Onset-Rime

+14%, Rapid letter +15% o TRPI-Kinder area of strengths

include: Deleting final sounds

+19%, Deleting initial sounds

+10%, Rhyming +8%, Blending

phonemes +4%, Listening

comprehension +4%, Letter name

identification +3%, blending word

parts +1%, letter sound linking

+1%, word reading was

maintained at 100%. o TPRI-1st grade area of strengths

include: Word Reading sets

(average of sets 1-4) + 2%,

Maintained blending word parts,

middle vowels and initial blends

at 98%, deleting initial sounds

increased +1% o TPRI- 2nd grade area of strengths

include: Spelling overall increase

CPALLS & TPRI Data

o Pre-K program areas to

work on include:

Overall math –29%,

Overall phonological

awareness –9% o TPRI- Kinder areas to

work on: Although

there were increases in

all skills, our main

focus will be on

deleting final sounds

and listening

comprehension. o TPRI-1st Blending

phonemes decreased by

–1%, initial consonants

and final consonant

scores decreased by –

1% o TPRI- 2nd grade fluency

decreased from a 71%

to 61%. o TPRI 3rd grade area to

improve on is fluency.

Although we increased

CPALLS & TPRI Goals

o Pre-K program:

Overall math scores

will increase from 63%

to 75%. Overall

phonological

awareness will

increase from 60 % to

75%. o TPRI-We will increase

in the skillset of

Kinder deleting final

sounds from 84% to

90%. Listening

comprehension scores

will increase from 87%

to 90% o TPRI- 1st grade will

increase final blends

from 96% to 98%.

Increase overall word

reading sets from 91%

to 94%. Maintain

middle vowels, initial

blends and blending

words parts at 98% or

higher.



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of +21%. Word reading set overall

increase of +2% . Overall increase

in independent student reading

comprehension from a 83% to

85%. o TPRI-3rd grade area of strength:

Word reading set increased from

81% to 87%. Comprehension

increased from 65% to 74%. o As a campus we earned 5out of 7

distinctions

from 20% to 27% it is

still a deficiency. o Increase in distinctions

in the following areas:

Top 25% progress

growth measure, Top

25% closing the gap

Maintain/Increase

blending phonemes

from 97% or better.

For deleting initial

sounds, we want to

increase from 95% to

96% or better. Deleting

final sounds will

increase from 93% to

94% or better. Initial

consonants will

maintain at 99% or

better. Final

consonants will

maintain at 98% or

better. o TPRI- 2nd grade

increase overall

spelling skillset from

90% to 92% or better.

Increase Word reading

sets from 90% to 92%.

Increase

comprehension from

85% to 87%. Increase

fluency from 61% to

72%. o TPRI-3rd grade will

increase spelling

skillset from 67% to

72%. Word reading

sets will increase from

87% to 90%. Increase

from 74% to 80% in

reading



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TELPAS campus score was at 15% higher

than the state level.

Campus – 101 out of 199 students grew by

one proficiency level = 51% Met state

target

o 1st Grade – 39 out of 51 students

grew by one proficiency level =

76% Met state target o 2nd Grade – 22 out 39 students


56% Met state target o 3rd - 10 out 19 students grew by

one proficiency level = 53% Met

state target o 5th Grade – 8 out of 19 students


42% Met state

TELPAS Data

o 4th Grade – 12 0ut of 35

students grew by one

proficiency level =

34% Did not meet state

target o 6th Grade – 6 out of 27


proficiency level =




proficiency level =




proficiency level =


target

comprehension.

Increase fluency from

27% to 50%. o Increase the number of

distinctions to 7 out of

7.

TELPAS Goals:

o 2nd Grade will improve

from 56% to 58% o 3rd Grade will improve

from 53% to 55% o 4th Grade will improve





from 33% to 55% o Region One TELPAS

training for core team

to train campus n best

practices and vital

information on testing. o Weekly practice

writing and speaking

samples from

November to January. o Rating samples and

conferencing with

students to better



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STAAR 2019 Data

o Vanguard Beethoven earned 5 out

of 7 distinctions on the state

accountability system o All Grades/All Subjects at Masters

level grew 2 points from 29% to

31% o All Grades ELA/Reading at the

Meets level grew 6 points from

55% to 61% o All Grades ELA/Reading at the

Masters level grew 4 points from

31% to 35% o All Grades Writing at the Masters

level grew 4 points from 18% to

22% o All Grades Science at all levels

grew: Approaches- 85% to 89% (+4)

Meets- 51% to 61% (+10)

Masters- 22% to 38% (+16)

o 3rd Grade Reading and

Mathematics at Meets and Above

grew 13% from 38% to 51% o 3rd Grade Reading including EOC

grew 10 points from 48% 58% o 5th Grade Reading and

Mathematics alone and including

EOC at Meets and Above grew 15

points from 46% to 61%

STAAR 2019 Data

o Did not earn 2

distinction in Top 25%

Student Progress (D

rating) and Top 25%

Closing the Gap (C

rating- Mathematics) o Overall 20% of

Reading testers from 4th

–8th showed no growth

from previous year. o Overall 32% of

Mathematics testers

showed no growth from

previous year. o 4th Grade Reading 30%


previous year. o Overall Mathematics

testers (all

demographics) scored

6% to 11% below the

federal level

requirements on

rating level by

coaching areas of need. o Using Flipgrid for

speaking component.

STAAR Goals:

o Earn all 7 distinctions

for 2019-2020 school

year o Train staff on

accountability system

measures and

distinction designation

requirements. o Increase overall

Accountability to

92- “A” rating o Earn Overall “A”

rating in each domain o Consult with PSP for

assistance on

disaggregating data

based on state and

federal requirements o Increase student

progress growth by

monitoring students

after every assessment

and updating progress

chart. o Setting goals for

students before and

after each assessment

for progress growth



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o 5th Grade Reading including EOC

at Meets and Above grew 16

points from 57% to 73% o 6th Grade Reading and

Mathematics at Meets and Above

alone and including EOC grew 9

points from 30% to 39% o 6th grade Reading including EOC

at Meets and Above grew 7 points

from 44% to 51% o 6th Grade Mathematics including

EOC at Meets and Above grew 8

points from 47% to 55% o 3rd through 8th grades Reading

including EOC at Meets and

Above grew 6 points from 55% to

61% o 3rd Grade Reading at meets grade

level or above increase by +10%

from 48% to 58% o 3rd Grade Reading at Masters

Grade level increased +6% from

32% to 38% o 3d Grade Reading Continuously

enrolled grew 28% from 44% to

72% on Meets level. o 3rd Grade Reading Continuously


44% on Masters level. o 3rd Grade Math at Meets Grade

level or above increased 2% from

58% to 60% o 3rd Grade Math at Masters Grade

level increased 2% from 29% to

31%

Masters level for

Closing the Gap o 4th Grade Math 47%


previous year.

o 6th grade Reading 31%


previous year. o 6th grade Mathematics

39% showed no growth

from previous year. o All Grades

Mathematics dropped:

Approaches- 91% to

86% (-5) Meets- 62% -55% (-7)

Masters- 33% to 27%

(-6)

o All Grades Writing at

Meets level dropped 4

points from 56% to

51% o 4th graders Reading and

Mathematics at Meets

and Above dropped 14

points from 48% to

34% o 4th Grade Mathematics

including EOC at

Meets and Above

dropped 25% from

64% to 39%

o Teachers setting

classroom goals for

student progress

growth o Conferencing with

students on progress

growth and

expectations o Plan with 4th and 6th

grade teachers for

improvement of

progress growth with

students o Provide support to 4th

and 6th grade teachers

on best practices to

improve student

performance for

progress growth o Plan during vertical

PLCs for Math

Teachers to assist 4th

and 6th grade o Increase student

performance by >11%

points in all

demographics to close

the academic gaps in

Mathematics for

Masters level o Increase All Grades

and All Subjects to a

minimum of:

Approaches 90% Meets 60%



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o 4th Grade Reading at Approaches

grade level or above increased 2%

from 83% to 85% o 4th Grade Reading English Learner

grew 14% from 72% to 86% on

Approaches level o 4th Grade Reading Continuously


29% on Masters level. o 4th Grade Writing at Masters

Grade level increased 5% from

16% to 21% o 4th Grade Writing Continuously


29% on Masters level o 5th Reading at Approaches Grade


95% o 5th Grade Reading at Meets Grade


73% o 5th Grade Reading Continuously


89% on Meets level o 5th Grade Reading Economically

Disadvantage grew 24% from

48% to 72% on Meets level o 5th Grade Reading English

Learners grew 21% from 44% to

65% on Meets level o 5th Grade Reading at Masters


29% to 41%

o 7th Grade Reading and

Mathematics at Meets

and Above dropped 35

points from 67% to

32%

o 7th Grade Mathematics

including EOC at

Meets and Above

dropped 33 points from

77% to 43%

o 3rd through 8th Grades

Mathematics including

EOC at Meets and

Above dropped 7

points from 62% to

55% o 3rd Grade Reading at

Approaches decreased

10% from 92% to 82% o 3rd Grade Reading Non-

Continuously

(Approaches) dropped

from 91% to 71%

o 3rd Grade Math at

Approaches decreased

15% from 97% to 82% o 3rd Grade Mathematics

Non- Continuously


from 98% to 71% o 3rd Grade Mathematics

Economically

Disadvantaged

Masters 30%

o Increase Approaches

performance in

Mathematics:

3rd – +8% points 4th - +10% points

6th - +2% points

7th - +15% points

o Increase Mathematics

overall Meets level in

many grade levels: 4th – 21% points

6th - +5% points

7th - +25% points

8th - +7% points

o Increase Mathematics

overall Masters level

in many grade levels: 4th - +9% points

6th - +8% points

7th - +20% points

o Increase Approaches

performance in

Reading:

3rd- +8% points 4th - +5% points

6th - +5% points

7th - +1% point

o Increase Reading

overall Meets level in

many grade levels: 3rd - +2% points

4th – +8% points

6th - +9% points



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o 5th Grade Reading Continuously


56% on Masters level o 5th Grade Reading Economically


24% to 39% on Masters level o 5th Grade Reading English


30% on Masters level o 5th Grade Math at Approaches


94% to 99% o 5th Grade Science at Meets Grade


57% o 5th Grade Science Continuously


56% on Meets level o 5th Grade Science at Masters


22% to 35% o 5th Grade Science Economically


14% to 33% on Masters level o 5th Grade Science English


25% on Masters level o 6th Grade Reading at Approaches


77% to 85% o 6th Grade Reading English


89% on Approaches level


97% to 80% o 4th Grade Reading at

Meets Grade level

decreased 9% from


the Masters Grade level

decreased 3% from

23% to 20%

o 4th Grade Math at

Approaches Grade

level decreased 8%

from 88% to 80% o 4th Grade Math at

Meets Grade level

decreased 25% from

64% to 39% o 4th Grade Math Non-

Continuously

(Meets)dropped from

64% to 36% o 4th Grade Math

Economically

Disadvantaged

(Meets)dropped

from63% to 37% o 4th Grade Math English

Learners

(Meets)dropped from

56% to 30% o 4th Grade Math English

Learners

o Increase Reading

overall Masters level

in many grade levels: 4th - +10% points

6th - +2% points

o Increase 4th Grade

Writing performance

levels to 91% and

Masters level to 30% o Increase 7th grade

Writing performance

6% points on all three

levels. (95%, 63%,

30%) o Increase 5th grade

Science performance

to 92% and Meets

performance to 62% o Increase Special

Education student

overall performance by

a minimum of 10% o Hold grade level and

vertical PLC meeting

weekly o Provide Professional

development to

teachers in need of

assistance- Reading

and Math using district

level Coaches and

consultants o Allow additional

planning time for



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o 6th Grade Reading at Meets Grade


51% o 6th Grade Reading at Masters


21% to 28% o 6th Grade Math at Approaches


84% to 88% o 6th Grade Math at Meets Grade


55% o 6th Grade Mathematics English


47% on Meets level. o 6th Grade Math at Masters Grade


22% o 7th Grade Reading at Approaches


80% to 89% o 7th Grade Reading English


100% on Approaches o 7th Grade Writing at Approaches


83% to 89% o 7th Grade Writing English


100% on Approaches level o 7th Grade Writing at Meets Grade


57%

(Masters)dropped from

33% to 17% o 4th Grade Math at

Masters Grade level

decreased 13% from

34% to 21% o 4th Grade Writing at

Approaches Grade

level decreased 5%

from 86% to 815

o 4th Grade Writing at

Meets Grade level

decreased 9% from

57% to 48% o 4th Grade Writing

English Learners

(Meets) dropped 56%

to 35% o 5th Grade Math at

Meets Grade level

decreased 6% from

68% to 62% o 5th Grade Math at

Masters Grade level

decreased 1% from


Continuously enrolled

at the Masters level

dropped from 44% to

22% o 5th Grade Math


teachers once six

weeks o Learning walks with

teachers to see best

practices from

colleagues o Weekly walkthroughs

of staff- a minimum of

8 per week o Disaggregation of data

with administration

and setting goals for

next assessment and

STAAR 2020. o Create calendar with

intentionality for

tutorials, spiraling, o Progress monitoring

forms for assessments

to ensure students are

improving from one

quintile to another

ensuring students are

successful

academically o Monitor Accelerated

Reader every three

weeks to ensure

students are on track

for six weeks goals o Train and monitor

biweekly



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o 7th Grade Writing English


38% on Meets level o 7th Grade Writing at Masters


23% to 24% o 8th Grade received 100% passing

Reading at Approaches Grade

level, 80% at the Meets Grade

level, 53% at the Masters Grade

level o 8th Grade Math received 95% at

the Approaches Grade level, and

62% at the Meets Grade level o 8th Grade Science received 98% at

the Approaches, 70% at Meets,

and 43% at Masters Grade level o 8th Grade Social Studies received

95% at Approaches, 68% at Meets

and 43% at Masters Grade level o Algebra I at Approaches Grade

level at 96%, Meets at 96%, and

76% Masters Grade level


dropped from 36% to

20% o 5th Grade Science at

Approaches Grade

level decreased 1%

from 85% to 84% o 7th Grade Reading at

Meets Grade level

decreased 1% from


Masters Grade level

decreased 15% from

63% to 48% o 7th Grade Reading

English Learners on

Masters dropped 25%


Approaches Grade

level decreased 15%

from 90% to75%

o 7th Grade Math at

Meets Grade level

decreased 42% from



at the Meets level

dropped 45% from

78%to 33%

strategy/protocol

during walkthroughs o Host parent meetings

to share grade level

data and expectations



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TSI Data

o 9th Grade ECHS TSI Writing

completion is 100% (31/31) o 9th Grade ECHS TSI Reading

completion is 81% (25/31) o 9th Grade ECHS TSI Reading and

Writing complete 81% (25/31) o 9th Grade ECHS TSI Complete

19% (6/31) o 9th Grade Non-ECHS TSI Writing

complete 56% (5/9)

o 7th Grade Math

Economically

Disadvantaged at eh

Meets level dropped

49% from 77% to 28%

o 7th Grade Math English

Learners at the Meets

level dropped 56%


Masters Grade level

decreased 40% from




dropped 40% from


Economically

Disadvantaged at the

Masters level dropped

41% from 50% to 9%

o 7th Grade Math English

Learners at the Masters

level dropped 37%

from 45% to 8% o Growth Measure in

Special Education is

37% in Reading 22%

below federal

requirement

TSI Goals

o Provide more TSI

tutorial opportunities

for the students'

afterschool and

Saturday. o Create peer tutoring

groups during lunch,



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o Growth Measure in

Special Education is

30% in Math 31%

below federal

requirement

o TSI Data o 9th Grade ECHS TSI

Mathematics complete

19% (6/31)

o 9th Grade Non- ECHS

TSI Reading complete

11% (1/9) o 9th Grade Non-ECHS

TSI Reading and

Writing complete 0%

(0/9)

study hall, and

Intervention times o Incorporate and

monitor Mackin Via

usage for TSI tutorials

o Increase ECHS TSI

Mathematics completion rate to

48% (15/31)

o Increase TSI complete

rate to 48% (15/31) o Increase Non-ECHS

TSI Reading rate to

44% (4/9) o Increase Non-ECHS

TSI Writing rate to

78% (7/9) o Increase Non-ECHS

TSI Reading and

Writing complete rate

to 33% (3/9)

Curriculum and

Instruction and

Assessment


(STAAR, STAAR EOC,

RDA

TAPR; ACT, SAT,

TELPAS)

o Implementation of Reading

curriculum grade K - 9th, and

implementation of a new K-12

Literacy curriculum

o Professional development plan

that supports literacy instruction

through core content teachers

o Resources and technology to

support literacy curriculum and

instruction

o Literacy supports at

PrK3 through 9th grade

levels.

o Literacy supports for

EL students

o Training for SPED

teachers on supporting

literacy

instruction for SPED

students

o Literacy interventions

for struggling readers

o Content and best

practices support for

literacy teachers at all

grade levels, including

specific interventions

needed for struggling

readers

o Professional

development for SPED



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o Support plan developed and

implemented to enhance

instructional practices for students

identified as SPED & EL

o Campus Implementation of the

Dual Language Program PK3-

Kinder

o At least one teacher from each

grade level participated in summer

curriculum writing. o Campus TELPAS score (51% of

students increased at least one

proficiency level) and was higher

than the state target TELPAS

score (36%)

o Create an assessment

alignment plan for 3rd-

EOC to identify

students' strengths and

weakness

o Increase the

implementation of

SIOP strategies

o Increase TELPAS

performance in the

areas of Listening,

Speaking, Reading and

Writing

and Gen Ed teachers

on best practices and

routines for the

Inclusion Classroom

o Curricular supports for

ELs & SPED

o Hold campus PLC’s

per content area and

grade level every week

review and monitor

students’ achievement

through Progress

Monitoring

o 55% of students will

show progress in

TELPAS by at least

one proficiency level

o Effectively monitor the

implementation of

SIOP

Dyslexia o Designated Dyslexia Room o Access to professional

development training.

o 13 students from 2nd grade - 9th

have Dyslexia

o Additional Dyslexia

Teacher to adequately

meet growth demands.

o Campus computers and

printers

o Centralized secure

location for student

records and

assessments.

o Hire additional

Dyslexia Teacher (part

time)

o Technology

o District Dyslexia

Policy o Continuing staff

development

Special Education o Campus possess a staff-to-student

ratio that ranges between 1:13 and

1:14.

o Parental outreach,

education and advocacy o Staff Training in the

effective

o Continue to grow and

specialize teacher

focus at the elementary

and secondary campus



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o Students have access to a

spectrum of support services from

a diverse range of professionals

(SLP, OT, PT, LSSP, VI, AI and

O&M)

o Consistent and frequent staff

contact with parents.

o Implement 504 Accommodations

and Sp Ed Modifications in the

classroom.

o Student success in

formative, summative and

state assessments- TAPR

Report, DMAC data,

STAAR

o RTI Process

o Early Identification of

students in need of

intervention supports

o Teacher awareness of

academic deficits in

classroom

o Collaboration meetings of Sp Ed

teachers and General Ed teachers.

o Campus has Life Skills Unit

implementation of

accommodations/

modifications in

instruction

o ESPED RTI process

effective

implementation

o Additional support in

the RTI process and

implementation

o Increase TELPAS

scores

o Beethoven has (19)

RTI students

o Beethoven has (50) 504

students

o Continue to meet

individual needs to

ensure that students

receive opportunities

with inclusion services

o Continue to offer a full

spectrum of

specialized support

services

o Offer opportunities for

education regarding

children with special

needs and special

education law

o Provide training for

campus wide support

o RTI Counselors

o Teachers will receive

training in the RTI

process to ensure that

students are receiving

proper interventions

supports. o Selected groups one

per grade level

received CPI training

given by Dr. Michael

Cantu o 60% of students will

show an increase in

Reading STAAR

scores



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o 55% of students will

show progress in

TELPAS by at least

one proficiency level o Increase number of

Special Olympics

participants

Counseling o Promoting Positive Character

Education

o Implementation of Project

Wisdom On daily basis

through announcement

and guidance lessons

throughout the month

o School-Wide Behavior

Interventions

o Provide counseling to

students in need of

behavior interventions

o Crisis intervention Training and

Protocols

o Crisis manual

o Additional Resources

for character education

to supplement Project

Wisdom

o School-wide behavior

intervention system

o Extensive Training in

Crisis Intervention and

Protocols for all staff

such as ( sectioning,

child abuse awareness,

self-harm and suicide)

o Discipline Data

o 11 disciplinary

violations

o 11 Out-of-School

suspensions

o 0 Major code

Violations

o Several unexcused

absences

o Need accelerated

social, emotional and

non-cognitive

(behavior)skills

development as well as

academic and college

readiness services

o Promote healthy

students in order to

have academic success

o District LSSP

o Engage in Early

Assessment and

involvement and

universal prevention

strategies to ensure all

students are being

productive and

learning in a safe

school culture, climate

and environment

o Overcome the

challenges, gaps, and

weaknesses in the

availability services to

support students,

families, teachers, and

administrators

o Implement a multi-

tiered system of

support



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o Limited job-embedded

educator training

o Limited staff for

counseling, guidance,

and support including

high student ratios

o Limited educator

training related to

behavior issues or

mental health

Fine Arts o Guard Rallies: Bi-weekly

o Community Events and

Performances: Los Muertos

Bailan Festival (City of

Edinburg), Annual Christmas Tree

Lighting, Ballet Nepantla Master

Class, Ceremony (City of

Edinburg), Annual Campus Fall

Festival, City of Edinburg 5K and

Fun Run, Gear UP Literacy Night,

FESTIBA, Spanish Honor Society

Banquet at Rembrandt Secondary,

Night of Lights Parade (City of

Edinburg), Herencia Hispana, Bill

Gates Foundation Presentation

(Rembrandt Secondary), Fields of

Faith

o Competitions: Art: Mcallen Library Art Competition, South Texas Birding Contest, UIL Art Smart, Region 1 Holiday Art Contest

o Dance: Showmakers of America o Music: UIL Music Memory

o Sound Equipment

o Stage Equipment o Access to proper

equipment, materials, costuming, props, backdrops, etc.

o Transportation for

Personnel, Students,

and Equipment o Reserving proper

venues for fine arts

events

o Contact community

leaders to set up

potential student

performances

o Order necessary

equipment

o Adequate practice

facilities



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o Theater: UIL Junior High One Act

Play o Annual Recital: Dance, Music,

Theater, Band & Art

Professional

Development


(STAAR, STAAR EOC,

RDA

TAPR; ACT, SAT,

TELPAS, TTESS

o Year-round professional

development opportunities aligned

to campus goals in all content

areas

o Content and Grade Level based

district/campus PLCs

o Support teacher with 0-3 years of

teaching experience.

o District / campus

professional learning

and development

training every 6 weeks

o District / Campus

research-based

instructional strategy

training to support all

student demographics

o Ensure teachers and

professional learning

and development

training every 6 weeks

by content

o Implement “best

practice” sessions led

by Vanguard Academy

personnel

o Research training

sessions through

Region One and

statewide to focus on

areas of needs. Technology

Data Sources:

o Campus classrooms have internet

access, wireless access point,

projector, and access to mobile

devices. All teachers have access

to a Chromebook cart that is

shared with other classrooms in

their grade level/subject.

o I-Pads and tablets have been

provided to classrooms o Educational software available,

Office/Google.

o Email, Google Classroom,

Facebook, Class Dojo/Remind.

o Google Classroom and Google

apps for education.

o I-Pads, and mac

devices management is

limited. o Training has been

limited and services

have not been fully

used for instruction or

department operations.

o Staff internal

communication can be

improved.

o Additional training and

training time is needed

for teachers to be

trained in educational

tech tools

o Mimios, more printers

and I-pads will be

ordered o Trainings will be

scheduled for all

available software

services. IT

department along with

Curriculum and

Instruction can

recommend and review

new instructional tools.

o Train staff on google

classroom and

standardize a system to

communicate with



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parents of their

students.

o Monthly trainings

during conference,

after school, or in

PD/staff dev. will be

scheduled.

Parent and Family

Community Engagement

Data Sources: Community

Meetings

and Events - Agendas and

Sign-in

Sheets)

o Established parent offerings to

support children socially,

emotionally and academically

o More than 500 parents attended

family support events: Family

Literacy Fair & Financial Literacy

Night

o Constituent Services department

to answer parent and community

questions

o Established notification system to

send emergency, attendance, and

other school- related alerts to

parents via voice,

email/Text/Marquee

o Publications including enrollment

guides, summer guide, annual

report calendar, parent newsletter,

School Networks and

school/GEAR UP brochures

o Continue creating a

welcoming

environment for our

parents.

o Implement professional

development for

administrators,

counselors, teachers

and all staff members

from our campus on

parent engagement and

customer service

o Increase two-way

communication at all

levels (teacher to

parent, principal to

parent, principal to

teacher, etc.)

o Expand parent

engagement activities

such as

events/programs,

trainings, and volunteer

work

o Conduct a resource

needs assessment

parent survey

o Increase parental and

family engagement by

showcasing Vanguard

Academy Beethoven

successes

o Beethoven campus to

attract and retain

parent volunteers and

create community

networks

o Increase parent

financial literacy

sessions

o Provide opportunities

for parents to obtain

information on

educational and work

base certification

programs

o Create volunteer

documents in Spanish



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o Volunteer system to

track volunteer hours



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Campus Goals

Goal 1: Support all learners in their pursuit of high levels of academic and social emotional success.

Goal 2: Enhance student success through engagement in Fine Arts and co- & extra-curricular activities

Goal 3: Attract, develop, retain, and foster highly qualified educators.

Goal 4: Utilize technology to advance teaching and learning

Goal 5: Promote Parental and Community Engagement



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Objective 1: Sustain growth in student achievement.

Activity/Strategy Person(s)

Responsible

Timeline Resource Evaluation Progress Monitoring Formative Summative

NOV JAN MAR JUNE

Utilize a new Reading / ELA

textbook adoption (Target

Group: All, At Risk, Eco.

Disadvantage, ESL, GT, ELs,

Sp. Ed)

Principals, Asst.

Principal, Teachers

Aug. 2019–

July 2020

Title I, State Comp,

Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Create a challenging, rigorous

curriculum that addresses the

state standards (Target Group:

All, At Risk, Eco. Disadvantage,

ESL, GT, ELs, Sp. Ed)

Principals, Asst.

Principal, Teachers

Aug. 2019–

July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Incorporate research – based

instructional strategies from

high quality professional

development (i.e. DMR

Consulting Services, Gomez &

Gomez/ SIOP Training, Sharon

Wells, Pearlized Math)

Principals, Asst.

Principal, Teachers

Aug. 2019–

July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.



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(Target Group: All, At Risk,

Eco. Disadvantage, ESL, GT,

ELs, Sp Ed)

Utilize the following resources

to supplement core curriculum

(i.e. Edmentum, Lead4Ward,

EduSmart, Study Island,

Imagine Learning, Estrellitas,

Sing, Spell, Read & Write,

SpringBoard, Flocabulary,

TEKS Resource, Mentoring

Minds, Sirius, Mackinvia)



ELs, Sp Ed)

Principals, Asst.

Principal, Teachers

Aug. 2019–

July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Incorporate a 30 minute

intervention period for Kinder-

6th grade on Master Schedule to

assist and tutor students.

Principal, Asst.

Principal,

Facilitator,

Teachers

Aug. 2019-

May 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Additional planning time at the

end of the six weeks.

Principal, Teachers Nov. 2019-

May 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Implement a TELPAS plan for

practice of writing and speaking

component of assessment.

Principal, Asst.

Principal,

Facilitator,

Teachers

Nov. 2019-

Jan. 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(TELPAS)

Cont.

Utilize Flip Grid program for

Speaking support of students for

TELPAS component as well as

soft skills support.

Principal, Asst.

Principal,

Facilitator,

Teachers

Sept. 2019-

May 2020


Bilingual, Special

Education, Local

Summative-

Increased state

assessments results

(TELPAS)

Cont.



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Reinforce student

communication by speaking in

complete sentences with all

students and requiring students

to speak back in the same

manner.

Principal, Asst.

Principal,

Facilitator,

Teachers

August

2019-June

2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(TELPAS)

Cont.

Conduct weekly Grade level

PLC meetings with

Administration to discuss

curriculum, assessments,

progress monitoring, and best

practices.

Principal, Asst.

Principal,

Facilitator,

Teachers

Aug. 2019–

July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Discuss and implement

protocols throughout lessons to

increase rigor of curriculum.

Principal, Asst.

Principal,

Facilitator,

Teachers

Aug. 2019-

May 2020 Title I, State Comp,

Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Teachers conduct horizontal

PLC meeting once a week to

discuss weekly lessons, projects,

and best practices.

Principal, Asst.

Principal,

Facilitator,

Teachers

Aug. 2019–

July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

Cont.

Teachers meet once a week for

Vertical alignment by content to

discuss TEKS

(strength/weaknesses), best

practices, assessment data, and

teacher support.

Secondary Teachers

Aug. 2019–

July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

TELPAS, & RDA)

Cont.

Conduct campus learning

community meetings once every

six weeks by grade/content to

monitor alignment.

Principals, Asst.

Principal, Teachers

Aug. 2019

– July 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Cont.



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ELs, Sp Ed)

Tejas Lee, TELPAS,

& RDA)

Disaggregate data with PSP and

administration. Gain

accountability information

according to changes or updates

from state.

Principals, Asst.

Principal, Teachers

PSP

Oct. 2019-

May 2020


Bilingual, Special

Education, Local

Summative –

Increased state

assessments results

(STAAR, TPRI,

Tejas Lee, TELPAS,

& RDA)

A- Accomplished C- Continue NP- No Progress D- Discontinue



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Goal 1: Support all learners in their pursuit of high levels of academic and social emotional success

Objective 2: Provide all students with a safe and nurturing learning environment.


Responsible


NOV JAN MAR JUNE

Emphasize and reinforce

weekly positive character traits.

(Project Wisdom)

Principal,

Assistant

Principal,

Counselor,

Teachers

Aug. 2019

– July 2020


Bilingual, Special

Education, Local

Summative:

Classroom Walk

Throughs

Cont.

Conduct bi-weekly Guard

Rallies that foster positive

character education and

positive skills building

activities.

Fine Arts,

Teacher Teams,

Counselor

Aug. 2019

– July 2020


Bilingual, Special

Education, Local

Summative:

Classroom Walk

Throughs

Cont.

Provide positive words of

wisdom daily via the

announcements

Counselor,

Students,

Teachers

Aug. 2019

– July 2020


Bilingual, Special

Education, Local

Summative:

Classroom Walk

Throughs

Cont.

Bully prevention will be implemented through character

education programs presented

campus wide.

Counselors Aug. 2019 – July 2020

Title I, Project Wisdom

Curriculum

Student Survey, Reduced number of

bullying incidents,

discipline report

Cont.

Teacher will receive continued

professional development on

positive behavior intervention.

Conscious Discipline strategies

Principal

Counselors

Aug. 2019

– July 2020

Title I, Region One

Workshops, Texas

Model for

Classroom Walk

Throughs, Reduced

amount of Discipline

Reports

Cont.



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on self-regulation will be

implemented

Comprehensive

School counseling

Implement and post hallway

rules for student safety

(Elementary)

Principal,

Assistant

Principal,

Counselor,

Teachers

Nov. 2019-

May 2020

Title I, Region One

Workshops, Texas

Model for

Comprehensive

School counseling

Hallway monitoring Cont.



Objective 3: Increase Dual Credit course enrollment, AP passing rate, percent of student completing an Associate's degree, and ACT

scores


Responsible


NOV JAN MAR JUNE

Provide tutoring and TSI

preparation to increase the

number of students who are

TSI complete by the 9th grade

Principal, CTE

Director, ECHS

Coordinator,

Counselor,

Teachers

Aug. 2019 –

July 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Summative:

Tutoring logs, TSI

reports

Cont.

Provide opportunity for TSI

testing afterschool and

Saturday

Administration,

Counselor, ECHS

Director

Sept. 2019-

June 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Summative: Testing

logs, TSI reports

Cont.

Dual enrollment presentations

for parents and 9th graders.

Administration,

Counselor, ECHS

Director

Aug. 2019

Dec. 2019

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Agenda, Sign In

sheet

A

Dual enrollment requirements

and qualifications for classes

counseling for 9th graders

Administration,

Counselor, ECHS

Director

Aug. 2019-

June 2020

Title I, State

Comp, Bilingual,

Sign In sheet Cont.



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Special Education,

Local, HS

allotment

STC presentations on Jagnet,

registration, course enrollment,

and responsibilities

Administration,

Counselor, ECHS

Director, STC

Oct. 2019-

Dec. 2019

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Agenda, Sign In

sheet

A

Provide Fast Track tour for 9th

graders for Dual enrollment

registration

Administration,

Counselor, ECHS

Director

Dec. 2019 Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Sign In sheet A

Implement effective

instruction, tutoring, and

intervention to help support

future AP passing rate

Principal, CTE

Director, ECHS

Coordinator,

Counselor,

Teachers

Aug. 2019 –

July 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Summative:

Tutoring logs, AP

reports

Cont.

Ensure that students are on

track to complete their

designated program of study

and provide financial

advisement

Principal, CTE

Director, ECHS

Coordinator,

Counselor,

Teachers

Aug. 2019 –

July 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Summative:

advisement logs,

STC student

performance status

reports

Cont.

Provide tutorials using ACT

preparation guides to increase

ACT scores to 20.5 or above

Principal, CTE

Director, ECHS

Coordinator,

Counselor,

Teachers

Aug. 2019 –

July 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment

Summative: ACT

reports, tutoring

logs, lesson plans

Cont.

Establish Go Centers at all

secondary campuses

CTE director,

ECHS,

Counselors,

Jan.2020 –

June 2020

Title I, State

Comp, Bilingual,

Special Education,

Summative:

Advisement,

financial aid logs

NP



of 98

Principals,

Director

Local, HS

allotment

Provide online ACT tutorials

through CERT Program for 8th

and 9th graders.

Gear-Up,

Teachers,

Administration

Oct. 2019 –

May 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment, GAER

UP grant

*Reports through the

Program

*Tutoring master

schedule

Cont.

Incorporate n ACT academy

for all 8th and 9th graders once

every two weeks for ACT

preparation February and April

testing.

Gear-Up,

Teachers,

Administration

Oct. 2019-

May 2020

Title I, State

Comp, Bilingual,

Special Education,

Local, HS

allotment, GAER

UP grant

*Reports through the

Program

*Tutoring master

schedule

Cont.



Objective 4: To increase academic activities and personnel in the area of STEAM


Responsible


NOV JAN MAR JUNE

Increase the number of

participants in UIL

competitions

UIL

Coordinator

Aug.

2019-

July 2020


Bilingual, Special

Education, Local

UIL Rosters, roster

of students'

advancement in

district and state

meets, accolades

Cont.

Increase the number of students

who participate in our robotics

program (FIRST Robotics and

Railway Safety)

CTE Director,

Principals,

Teachers

Aug.

2019-

July 2020

CTE Funding, Local,

State Comp

Calendars of Events,

rosters of

participants

A



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Expand the Vanguard Academy

student 1:1 mobile device

initiative for designated course

and school levels

CTE Director,

Principals,

Teachers

Aug.

2019-

July 2020

CTE Funding, Local,

State Comp

Technology

Inventory, usage

reports, lesson plans

Cont.

Hire CTE personnel (Health

Science, Criminal Justice,

Engineering, and

Education/Training)

HR Director,

CTE Director,

Principals

Aug.

2019-

July 2020

CTE Funding, Local,

State Comp

HR personnel

reports, campus

personnel rosters

NP

Dance team for students from

3rd –9th grades.

Administration,

Dance Teacher

Oct.

2019-May

2020


Bilingual, Special

Education, Local

Roster, sign in sheet,

competition dates

Cont.

Concert bands performances-

Orchestra and Band

Administration,

Teachers

Dec.2019-

May 2020


Bilingual, Special

Education, Local

Roster, sign in sheet,

competition dates

NP

Fine Arts Night showcase for

community

Administration,

Fine Arts

Director,

Teachers

Dec. 2019 Title I, State Comp,

Bilingual, Special

Education, Local

Roster, Sign In sheet Cont.




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Objective 5: Vanguard Beethoven will improve, sustain, and support academic student performance at or beyond grade level in

Bilingual Education


Responsible


NOV JAN MAR JUNE

Implement the Dual Language

Program Model from Pre-K 3,

Pre-K 4 and Kinder.(Gomez &

Gomez Model)

Bilingual

Director,

Principals, APs,

Teacher

Aug. 2019 -

July 2020

Bilingual Funds State Assessment

Results – TELPAS,

STAAR, LAS

LINKS,

and PRELAS

Cont.

Implement SIOP strategies for

PreK-3 through 9th grade

students, in order to increase

linguistic and academic

achievement.

Bilingual

Director,

Principals, APs,

Teacher

Aug. 2019 -

July 2020

Bilingual Funds State Assessment

Results – TELPAS,

STAAR, LAS

LINKS,

and PRELAS

Cont.

All EL student data will be

reviewed and monitored by the

LPAC committee to ensure

academic growth

Bilingual

Director,

Principals, APs,

facilitators,

Teacher, LPAC

Committee

Aug. 2019 -

July 2020

Bilingual Funds

Student Progress

Monitoring forms

State Assessment

Results – TELPAS,

STAAR, LAS

LINKS,

and PRELAS

Cont.

Develop and Implement the

TELPAS action plan based on

accountability reports

Bilingual

Director,

Principals, APs,

Teacher

Aug. 2019 -

July 2020

Bilingual Funds Internal Audits,

Administrative

Walkthroughs

Cont.



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Support new teachers with staff

development on SIOP

Strategies

Bilingual

Director,

Principals, APs,

facilitators,

Teacher

Aug. 2019 -

July 2020

Bilingual Funds

Administrative

Walkthroughs

Cont.

Provide a stipend to qualified

teaching staff serving English

Learners in support of the

Bilingual and ESL programs

Bilingual

Director,

Principals, APs,

facilitators,

Teacher

Aug. 2019 -

July 2020

Bilingual Funds

State Accountability

Reports

Cont.

Provide Incentive Performance

Pay for teachers who meet the

established criteria of students

in their class who progress at

least one proficiency level in

TELPAS

Bilingual

Director,

Principals, APs,

Teacher

Aug. 2019 -

July 2020

Bilingual Funds

State Accountability

Reports

Cont.




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Goal 1: Support all their pursuit of high levels of academic and social emotional success.

Objective 6: Provide Special Education students career preparation and opportunities, whether on-the-job or through classroom experience.


Responsible


NOV JAN MAR JUNE

Increase awareness and

opportunities with the support of

Texas Workforce Commission

outreach specialists

TWC agent,

Teacher,

Counselor,

Director of

Special

Education and

Director of CTE

Aug. 2019

- July

2020

Special Education,

CTE, TWC

Referrals of students

based on data, TWC

Report

Parent Report

NP

Provide opportunities for

students to receive enrichment

through daily intervention and

Saturday Tutorial

Teacher,

Administrator,

Director Special

Education

Aug. 2019

- July

2020

Special Education


based on data,

Saturday attendance,

Grade report

Parent feedback

Cont.

Monitor and assure the use of

modifications and

accommodations in instruction

and assessment for students with

special needs or disabilities in

the general education classroom

Director of

Special

Education/LSSP,

Principal, Section

504 Coordinator,

Educational

Diagnostician, teachers

Aug. 2019

- July

2020

Title I, eSPED

(database system),

Special Education

Implementation

evidence:

ARD/Section 504

documentation

-Impact evidence:

passing grade in all

classes

Cont.



Objective 7: Provide rigor and relevance career preparation to advance student achievement opportunities in the Career and Technical

Education (CTE) Programs of Study.

Activity/Strategy Timeline Resource Evaluation Progress Monitoring Formative Summative



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Person(s)

Responsible

NOV JAN MAR JUNE

Develop instructional methods

and marketable skills that align

to current and upcoming

workforce expectations based on

industry standards in ALL CTE

Programs of Study offered at

Vanguard Academy. (Target

Group: All)

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Secondary

Principals, CTE

Director

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,

Title II, SCE, Local

Summative – Two to

three meetings with the

CTE Advisory

Committee to gain

feedback from our

cross-sector

partnerships on current

industry standards and

workforce trends.

Lesson Plans- Aligns

to TEKS, and

marketable skills

integrated curriculum.

CTE Program

Evaluation

Cont.

Provide academic guidance and

career advising on a clear CTE

pathway to and through a post-

secondary education and/or an

industry-based certification.

Beethoven Vanguard Academy

shall ensure clarity and

alignment of CTE courses, and

HB 5 endorsements offered at

Beethoven Vanguard Academy.

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Secondary

Principals, CTE

Director

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,


Summative –Student 4

year plan/ personal

graduation plan.

Transcript Review,

Performance

Acknowledgements.

CCMR Accountability

Rubric.

CTE Program

Evaluation

Cont.

Identify students needing

additional academic support,

implement appropriate

instructional strategies and to

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,


Summative – Use of

strategies observed

through walkthroughs.

Formal and informal

evaluations,

Cont.



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make appropriate assessment

decisions.

Secondary

Principals, CTE

Director

Benchmark, STAAR,

and EOC results,

TAPR, and PBMAS.

CTE Program

Evaluation

Scaffold CTE curriculum to

effectively provide

accommodations and

modifications to meet the

individual needs of each

subgroup included in the CTE

Programs of Study at Vanguard

Academy.

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Secondary

Principals, CTE

Director

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,


Summative - Use of

strategies observed

through walkthroughs.

Formal and informal

evaluations,

Benchmark, STAAR,

and EOC results,

TAPR and PBMAS.

Cont.

Provide work-based learning

experience and offer Career and

Technical Student Organization

opportunities in each of the CTE

Programs of Study offered at

Vanguard Academy through the

Practicum courses and engage in

co-curricular activities.

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Secondary

Principals, CTE

Director

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,


Student participation

in local CTE

workshops,

conferences (Once a

year, upon

availability), as well as

participation of CTE

student organization

and other leadership

opportunities.

CTE Program

Evaluation

NP

Recruit and retain qualified CTE

Teachers in all CTE Programs

of Study offered at Beethoven

Vanguard Academy.

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Secondary

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,


Summative – Provide

Professional

Development

opportunities for all

CTE Teachers.

Teachers must attend

NP



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Principals, CTE

Director

two or more

conferences/workshops

per year to enhance

their knowledge in

C&I and update their

skills.

CTE Program

Evaluation

Strengthen CTE curriculum in

each CTE Program of Study

through core curriculum

integration with a primary focus

in literacy.

Secondary

Assistant

Principals, ECHS

Coordinators,

CTE Teachers,

Secondary

Principals, CTE

Director

Aug. 2019

- July 2020

Carl C. Perkins

Grant, CTE

allotment, Title I,


Summative - CTE

Teachers meet with

high school core

teachers to create

curriculum alignment

in CTE lesson plans,

and PLC’s.

CTE Program

Evaluation

Cont.




of 98


Objective 8: Advanced Academics- at Beethoven Vanguard Academy students will be assessed in order to determine eligibility for Gifted and Talented

Education (GATE) services.


Responsible


NOV JAN MAR JUNE

Screen all Kinder students using

the CogAT

With District support:

Receive training on

administering the CogAT online

- Create a testing schedule

- Conduct all online assessments

GATE

Coordinator

Campus,

Principal,

Assistant

Principal,

Teachers

Aug. 2019 –

July 2020

State GT funds CogAT Screen results

Sign in Documents

Testing rosters

Testing results

Cont.

Assess all referred students and

those that score at or above the

80th percentile in one or more

areas of the universal screening

instrument for potential

eligibility for GATE services.

With District support:

-Advertise the GATE referral

window

-Offer training for teachers on

characteristics of giftedness

-Disseminate and collect referral

paperwork

GATE Campus

Coordinator

GATE

Identification

Committee,

Principal,

Assistant

Principal,

Teachers

Aug. 2019 –

July 2020

State GT funds CogAT Screen results

Agenda

Sign in

Testing rosters

Testing results

Cont.



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-Disseminate assessment results

-Create and maintain records of

assessment

-Discuss assessment results with

parents

The Campus GATE

Identification Committee will

conduct meetings to review

collected data and decide on

student eligibility for GATE

services.

The committee will:

- Collect quantitative and

qualitative data

-Systematically review collected

data and make eligibility

decisions

-Disseminate results to campuses

GATE Campus

Coordinator

GATE

Identification

Committee,

Principal,

Assistant

Principal,

Teachers

Aug. 2019 –

July 2020

GT State funds CogAT Screen results

Agenda

Sign in

Parent Survey

Renzulli- Hartman

Scales for Rating

Behavior Characteristics

of Superior Students

Survey

Cont.

Teachers responsible for

delivering curriculum to gifted

learners will receive training on

differentiation strategies to serve

those students.

GATE Campus

Teachers

GATE Campus

Coordinator

Campus

Instructional

Leadership

Aug. 2019 –

July 2020

GT State funds Agendas

Sign in

PD certificates

Walkthroughs

Cont.




of 98


Objective 9: Effectively Implement Dyslexia Program


Responsible


NOV JAN MAR JUNE

Monitor students identified with

dyslexia and provide an IAP to

meet adequate services and

needs.

Dyslexia

Teachers,

Director, HR

Director,

Superintendent

Aug. 2019 –

July 2020

State Special

Education

Funds, Grant,

Title 4part A,

Teacher to student ratio Cont.

Implement district dyslexia

policy district-wide

Dyslexia

Teachers,

Director

Aug. 2019 –

July 2020

State Special

Education

Funds, Grant,

Title 4part A

Up to date District

Policy/ Manual

Cont.

Purchase essential technology,

applications and equipment to

facilitate job requirements and

meet student needs.

Director, IT

Director,

Assistant

Superintendent of

Curriculum and

Instruction

Aug. 2019 –

July 2020

State Special

Education

Funds, Grant,

Title 4part A

Computers/ Printers/

Telephones in the

designated Dyslexia

Service room.

Cont.

Provide continued professional

development opportunities to

ensure teacher efficacy and

student success.

Dyslexia

Teachers,

Director,

Assistant

Superintendent of

Curriculum and

Instruction,

Principals,

Assistant

Principals,

Facilitators

Aug. 2019 –

July 2020

State Special

Education

Funds, Grant,

Title 4part A

Agendas, sign-in sheets,

certificates, student

achievement

Cont.



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Collaborate with Secondary

personnel to create designated

intervention period to minimize

core class disruptions for 2020-

2021

Principals,

Counselors,

Director,

Dyslexia

Teachers

Aug. 2019 –

July 2020

State Special

Education

Funds, Grant,

Title 4part A

Master Schedule,

Dyslexia services

schedule

Cont.



Objective 10: Increase awareness and identify students who may be at-risk in their social emotional development or experiencing

emotional difficulties.


Responsible


NOV JAN MAR JUNE

Conduct universal screening

questionnaires for students.

Teacher,

Counselor, LSSP,

Licensed Social

Workers,

Director of SCSS

Grant and

Principal

December

2019-

July 2020

SCSS Grant, Special

Education,

Counselors, LSSP,

Licensed Social

Worker

Analysis of universal

screening

NP

Conduct universal screening

questionnaires for staff.

Teacher,

Counselor, LSSP,

Licensed Social

Workers,

Director of SCSS Grant and

Principal

December

2019-

July 2020

SCSS Grant, Special

Education,

Counselors, LSSP,

Licensed Social

Worker


screening

NP

Assist/monitor in providing

services for students identified at

-risk through the screening.

Teacher,

Counselor, LSSP,

Director of SCSS

Grant, Licensed

December

2019 –

July 2020

SCSS Grant, Special

Education,

Counselors, LSSP,

Licensed Social

Worker


screening

NP



of 98

Social Workers,

and Principal



Objective 11: Provide direct or indirect services for students who have been identified as being at-risk in their social emotional

development or experiencing emotional difficulties


Responsible


NOV JAN MAR JUNE

Conduct analysis of results of

universal screening tools

Teacher,

Counselor, LSSP,

Licensed Social

Worker, Director

of SCSS Grant

and Principal

December

2019 –

July 2020

SCSS Grant, Special

Education,

Counselors, LSSP,

Licensed Social

Worker

Analysis of social

emotional indicators

(i.e., self-report,

questionnaires,

discipline reports,

grade reports, RtI

documentation if

applicable)

NP

Provide direct counseling

services for students identified as

experiencing emotional

difficulties and/or potentially

benefitting from social emotional

learning intervention

Teacher,

Counselor, LSSP,

Licensed Social

Worker, Director

of SCSS Grant

and Principal

December

2019 –

July 2020

SCSS Grant, Special

Education,

Counselors, Licensed

Social Worker

Analysis of social


(i.e., self-report,

questionnaires,

discipline reports,

grade reports, RtI

documentation if

applicable)

NP

Provide indirect consultation

services for students identified as


difficulties and/or potentially

Teacher,

Counselor, LSSP,

Licensed Social

Worker, Director

December

2019 –

July 2020

SCSS Grant, Special

Education,


Social Worker

Analysis of social


for students (i.e., self-

report, questionnaires,

NP



of 98

benefitting from social emotional

learning intervention

of SCSS Grant

and Principal

discipline reports,

grade reports, RtI

documentation if

applicable)

Provide consultation services for

staff members identified as


difficulties and offer community

or private resources the staff

members may utilize

Teacher,

Counselor, LSSP,

Licensed Social

Worker, Director

of SCSS Grant

and Principal

December

2019 –

July 2020

SCSS Grant, Special

Education,


Social Worker

Analysis of social


for teachers (i.e., self-

report, questionnaires,

discipline reports,

grade reports, RtI

documentation if

applicable)

NP

Provide information to students,

parents and staff members

promoting the shared

responsibility and services

between the school, home and

community

Teacher,

Counselor, LSSP,

Licensed Social

Worker, Director

of SCSS Grant

and Principal

December

2019 –

July 2020

SCSS Grant, Special

Education,


Social Worker

Feedback and analysis

of questionnaires and

surveys

NP




of 98


Objective 12: Provide direct and immediate law enforcement support and services


Responsible


NOV JAN MAR JUNE

District employ and active duty

law enforcement officer at every

campus

School Climate

Project Director

December

2019 – July

2020

SCSS Grant Student and staff

questionnaires or

surveys

NP

Campus and district provided

support through Active Shooter

Training

District and

Beethoven

Administration

Edinburg Police

Department

September

&

November

2019

A




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Objective 13: Support the academic and behavioral needs of all students


Responsible


NOV JAN MAR JUNE

Implement RTI process campus

wide

Director of

Special

Education/LSSP,

Principal,

Section RtI

Coordinator,

Educational

Diagnostician,

Teachers,

Assistant

Principal,

Counselor

August

2019-July

2020

Title I, eSPED

(database system),

Special Education

Implementation

evidence: Progress

Monitoring,

Documentation of

interventions through

eSPED (database

system), SAT,

DMAC, STAAR

results, Individual

student achievement

- Impact evidence:

lesson plans that

address all learners

Cont.

Students will receive scientific,

research-based services to

promote academic achievement

(interventions/accommodations) and emotional regulation

(counseling)

Principal,

Assistant

Principal

Counselors, LSSP, Teachers

August

2019-July

2020

Title I, Texas Model

for Comprehensive

School Counseling

Programs, Region One

Implementation

evidence: assessment

data, teacher

observation and professional

development

opportunities

Impact evidence:

student

promotion/retention

data

Cont.



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Students and parents will attend

scientific, research-based parent

meetings to promote academic

and behavior success at home

and school.

Principal,

Assistant

Principal,

Counselors,

Classroom

teachers

August

2019-July

2020


for Comprehensive

School Counseling

Programs, Region

One

Implementation

evidence: assessment

data, teacher

observation and

professional

development

opportunities

Impact evidence:

student

promotion/retention

data

Cont.

Promote self-advocacy for

students with accommodations

to transition into post-secondary

college and career paths

Principal,

Assistant

Principal,

Counselors,

Classroom

teachers

August

2019-July

2020


for Comprehensive

School Counseling

Programs, Institute

of Higher Education

(IHE), Texas

Workforce

Commission

(TWC)

Implementation

Evidence: IHE

reports, College

Admissions reports,

Texas Workforce

Commission Reports

Cont.




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Objective 14: Promote successful Post-Secondary College & Career Readiness


Responsible


NOV JAN MAR JUNE

Provide group counseling

with grade 8th-9th on college

and career opportunities to

research post-secondary

college and career options

Middle/High

school

counselors

Teachers

Assistant

Principal

CTE Director

College Adviser

Aug

2019-July

2020


for Comprehensive

School Counseling

Programs,

Implementation

Evidence:

Advisement logs

Cont.

College ready test preparation

(PSAT, SAT, ACT, TSI)

advisement & strategies a

Khan Academy, tutorials,

Practice assessments

Middle/High

school

counselors

Teachers

Assistant

Principal

CTE Director

College Adviser

Aug

2019-July

2020


for Comprehensive

School Counseling

Programs, College

Board

Implementation

Evidence:

Standardized test

scores, and reports

tutoring rosters,

TAPR/ CCMR

reports

Cont.

Connect with Institute of

Higher Education (IHE) to

provide transitional services

Dual Enrollment:

• UTRGV • STC

Middle/High

school

counselors

Teachers

Assistant

Principal

CTE Director College Adviser

Aug

2019-July

2020


for Comprehensive

School Counseling

Programs. IHE

Implementation

Evidence: Log, IHE

reports

Cont.

Communicate with parents and

students about College and

Career Programs &

Opportunities (FAFSA,

Admissions, Standardized

Middle/High

school

counselors

Teachers

Aug

2019-July

2020


for Comprehensive

School Counseling

Programs, THECB,

IHE

Implementation

Evidence: Sign in

logs, FAFSA reports,

college admissions

reports, National

Cont.



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testing, AP ®, graduation

requirements)

Assistant

Principal

CTE Director

College Adviser

Clearinghouse

reports




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Objective 15: Promote literacy through our school library program.


Responsible


NOV JAN MAR JUNE

o AR celebration every

six weeks o Banner displaying

students meeting AR

goal o AR/Super Star Reader

rewards & incentives o Author visits (1 per

semester)

Principal, Asst.

Principal,

Facilitator,

Librarian, Gear

Up Coordinator

Aug

2019-July

2020

Implementation

Evidence: student

log-in, AR student

progress monitoring,

calendar of events,

Reading Renaissance

Assessment Results

and Accountability

Cont.




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Objective 16: Create a college going environment where All students, specifically low-income, minority and students with disabilities

successfully transition from high school to college to a career.


Responsible


NOV JAN MAR JUNE

Implement during/after –

school/summer enrichment

and intervention tutoring for

all students

GEAR UP:

Director,

Coordinators

and Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

July

2019/August

2020

Sylvan Learning;

GEAR UP Tutors;

College 1st ;

SureScore and

Princeton Review


based on data,

teacher referrals,

sign-in sheets, and

monthly progress

monitoring reports

Cont.

Conduct sessions for

preparing students for

STAAR-EOC testing

GEAR UP:

Director,

Coordinators

and Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

July

2019/August

2020

Sylvan Learning;

GEAR UP Tutors;

College 1st and

Princeton Review


based on data,

teacher referrals,

sign-in sheets, and

monthly progress

monitoring reports

Cont.

Create content specific

professional development for

staff:

• ELA

GEAR UP:

Director,

Coordinators

and Content

Coaches;

July

2019/August

2020

GEAR UP Content

Coaches; Vernier,

Texas Instruments,

Sylvan Learning,

University of Texas,

DMAC, Benchmark

Scores and Teacher

Input and feedback

Cont.



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• Math • Science • Social Studies

Principals,

Assistant

Principals and

Facilitators

Region One ESC,

SureScore and Tapia

Rice




of 98


Objective 17: Create a college going environment where All students, specifically low-income, minority and students with disabilities

successfully transition from high school to college to a career.


Responsible


NOV JAN MAR JUNE

Implement accelerated

learning activities afterschool

and Saturdays in all core

subjects for all grade levels

GEAR UP:

Director,

Coordinators

and Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

July

2019/August

2020

Sylvan Learning;

GEAR UP Tutors;

College 1st and

Princeton Review,

Vernier, and Texas

Instruments

DMAC, Benchmark

Scores and Teacher

Input and feedback

Cont.

Host Literacy Night for

students to foster a “Love of

Reading”

GEAR UP:

Director,

Coordinators

and Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

July

2019/August

2020

South Texas

Coalition, Sylvan

Learning; GEAR UP

Tutors; College 1st,

Princeton Review &

Barnes & Noble


based on data,

teacher referrals,

sign-in sheets, and

monthly progress

monitoring reports

Cont.

Implement quality On-line

Courses for all students

GEAR UP:

Director,

Coordinators

and Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

July

2019/August

2020

Sylvan Learning,

Princeton Review

and Flocabulary


based on data,

teacher referrals,

sign-in sheets, and

monthly progress

monitoring reports

Cont.



of 98

Implement Collaborative

Coaching Sessions with

content staff

GEAR UP:

Director,

Coordinators

and Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

July

2019/August

2020

Region One ESC

GEAR UP Content

Coaches

DMAC, Benchmark

Scores and Teacher

Input and feedback,

Principal Input and

feedback

Cont.




of 98


Objective 18: Increase the rate of high school graduation awareness, and participation in postsecondary education for GEAR UP

students through a school and college network.


Responsible


NOV JAN MAR JUNE

Conduct College Workshops

and visits for all students. (1st

through 8th)

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals,

Assistant

Principals and

Facilitators,

Family &

Financial

Advocate

August

2019-

June 2020

Texas Association for

College Admission

Counseling (Texas

Colleges and

Universities, UTRGV

and STC

Sign-in sheets, flyers

and student interest

surveys

Cont.

Create Duke TIP awareness

and tutoring sessions for 7th

grade students that qualify

through Duke TIP criteria and

teacher recommendations.

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals,

Assistant

Principals and Facilitators

August

2019-

June 2020

DUKE TIP,

SureScore, and

selected Vanguard

Teachers

ACT scores and

Progress monitoring

NP

Conduct a scholarship drive

for all 8th graders. (5 for the

year)

GEAR UP

Coordinators and

campus

counselors

August

2019-

June 2020

FASTWeb.com and

National Hispanic

website

Documentation of

completion of

scholarship

application

NP



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Develop and conduct an

academics, social-emotional

and financial literacy

workshop for all students

(S.H.I.E.L.D.)

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals,

Assistant

Principals and

Facilitators

August

2019-

June 2020

Vanguard GEAR UP

office & GEAR UP

Partners


and exit tickets

NP

Enroll students into the

TexPrep Program

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals,

Assistant

Principals and

Counselors

August

2019-

June 2020

UTRGV

Progress monitoring,

sign-in sheets &

UTRGV transcripts

Cont.



Objective 19: Increase GEAR UP students’ education expectations and students’ and their families’ knowledge of postsecondary

education, options, preparation, and financing.


Responsible


NOV JAN MAR JUNE

Conduct College Workshops

and visits for all students and

parents. (1st through 8th)

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals,

Facilitators,

Counselors and

Family &

August

2019-

June 2020

Texas Association for

College Admission

Counseling (Texas

Colleges and

Universities, UTRGV

and STC, College 1st,

South Texas Literacy,

Sylvan and Princeton

Review


and exit tickets for

students and parents

NP



of 98

Financial

Advocate

Develop and conduct a Reality

Check Day for 8th grade

students (Financial Literacy)

GEAR UP:

Director,

Coordinators and

Family &

Financial

Advocate

August

2019-

June 2020

Lone Star National

Bank, College 1st and

neighboring

businesses


and exit tickets for

students

NP

Conducting financial literacy

activities in the month of April

for students and parents(Texas

Financial Literacy Month)

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals,

Facilitators,

Counselors and

Family &

Financial

Advocate

August

2019-

June 2020

Lone Star Bank

(Partner) and Local

Community Banks,


and exit tickets

(survey)

NP



Objective 20: Increase students’/parents’ knowledge and skills, including STEM-Computer Science skills and prepare them to be

informed, thoughtful, and productive citizens.


Responsible


NOV JAN MAR JUNE

Participate in the UTRGV

Railway Safety Camp for

students (2nd graders thru 8th

graders) 320 students will

participant in the camp.

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals and

Facilitators

August

2019-

June 2020

UTRGV and Selected

Vanguard Teachers


and exit tickets

Cont.



of 98

Create a STREAM Science

Technology

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals and

Facilitators

August

2019-

June 2020

Vanguard teachers &

GEAR UP


and exit tickets

NP

Ready Engineering, Arts,

Medical tests

GEAR UP:

Director,

Coordinators and

Content

Coaches;

Principals and

Facilitators

August

2019-

June 2020

Vanguard teachers &

GEAR UP


and exit tickets

NP




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Objective 1: Vanguard Academy will improve, sustain, and support academic student performance at or beyond grade level in Fine Arts.


Responsible

Timeline Resource Evaluation Progress Monitoring

Formative Summative

NOV JAN MAR JUNE

Ensure that there are adequate

materials, equipment, and

resources to support program

in order to maintain

instructional quality and

student exposure to the fine

arts classes.

(Target Group: All)

Assistant Principal,

Facilitator,

Principal, Teachers

Director of Fine

Arts

Aug. 2019

–

July 2020

SCE, Title I,

Bilingual,

Special

Education,

CTE,

Purchase Orders,

Walk-throughs

Cont.

Students will participate in

various fine arts

performances, art exhibits

(Target Group: All)


Facilitator,

Principal,

Director of Fine

Arts,

Teachers

Aug. 2019

–

July 2020

SCE, Title I,

Bilingual,

Special

Education,

CTE,

Agenda of Events,

Student List of

Participation, Flyers

of Events, Award

List,

Cont.

Students will participate in art

competitions, e.g. local and

online contests


Facilitator,

Principal,

Director of Fine

Arts,

Teachers

Aug. 2019

–

July 2020

SCE, Title I,

Bilingual,

Special

Education,

CTE,

Student List of

Participation, Flyers

of Events, Award

List

Cont.

Instruction for students in the

following areas will be made


Facilitator,

Principal,

Aug. 2019 –

July 2020

SCE, Title I,

Bilingual,

Special

Lesson Plans and

Classroom

Observations

Cont.



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available to students that have

chosen the study:

− Dance

− Theater

− Band

− Music Elementary

− Art

− Orchestra

(Target Group: All)

Director of Fine

Arts,

Teachers

Education,

CTE

Implement Cross- Curricular

lessons. (Target Group: All)


Facilitator,

Principal,

Director of Fine

Arts,

Teachers

Aug. 2019 –

July 2020

SCE, Title I,

Bilingual,

Special

Education,

CTE

Summative – Lesson

plans, Scope, and

Sequence

Cont.

Ongoing monitoring of TEKS

instruction


Facilitator,

Principal,

Director of Fine

Arts,

Teachers

Aug. 2019 –

July 2020

SCE, Title I,

Bilingual,

Special

Education,

CTE

T-TESS and

walkthroughs

Cont.

Opportunities to encourage

and grow student involvement

in extra and co-curricular

activities through Art Clubs,

Dance Teams, Yearbook

Club, Guitar Program,

Mandarin Club, Praise and


Facilitator,

Principal,

Director of Fine

Arts,

Teachers

Aug. 2019 –

July 2020

SCE, Title I,

Bilingual,

Special

Education,

CTE

Agenda and Sign-In

Sheets, Rubric

Cont.



of 98

Worship Band, NJHS, HOSA

and FCA

(Target Group: All)




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Objective 2 : Vanguard Academy will provide staff development/training opportunities in the area of Fine Arts.


Responsible


NOV JAN MAR JUNE

Provide opportunities for

teachers to attend Fine Arts

Conferences (Art, Dance,

Music, Theater)

Assistant

Principal,

Facilitator,

Principal,

Director of Fine

Arts,

Teachers

Aug. 2019 –

July 2020

SCE, Title II- Part

A, Bilingual,

Special Education,

CTE

Conference

Registration

Forms and CPE

Hours

Cont.

Fine Arts teachers will receive

training on modifying lessons

for students with disabilities.

Assistant

Principal,

Facilitator,

Principal,

Director of Fine

Arts,

Teachers, Special

Education

Department

Aug. 2019 –

July 2020

SCE, Title I,

Bilingual, Special

Education, CTE

Lesson Plans

Cont.

Fine Arts teachers will develop

scope and sequence for all fine

arts content areas in elementary

and secondary

Director of Fine

Arts,

C&I, Fine Arts

Teachers

Aug. 2019 –

July 2020

SCE, Title I,

Bilingual, Special

Education, CTE

Scope and

Sequence

Cont.




of 98


Objective 1: Vanguard Academy will provide teachers incentive pay in STAAR, and TELPAS level tested grades.


Responsible


NOV JAN MAR JUNE

Campus teachers will represent

at the district level incentive

pay committee to provide

feedback.

Superintendent,

Assistant

Superintendent,

Administrators,

Teachers

Aug.

2019-

June 2020


Bilingual, Special

Education, Local

STAAR and

TELPAS Scores

criteria set.

Cont.

Administrators will monitor

incentive pay for teachers.

Administrators Aug.

2019-

June 2020


Bilingual, Special

Education, Local

STAAR and

TELPAS Scores

criteria set.

Cont.




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Objective 2: Provide district wide opportunities for staff development


Responsible


NOV JAN MAR JUNE

Provide opportunities for staff to attend

meetings to receive training on

research-based strategies and

techniques for improving student

achievement.

Assistant

Superintendent

of C&I,

District

Curriculum &

Instructional

Coach,

Principal,

Assistant

Principal,

Facilitator

Aug.

2019 –

July 2020

Title I, State

Comp, Bilingual,

Special

Education, Local,

Sign In Sheets

Cont.

Provide professional development

opportunities in all content areas for all

grade levels.

a. TEKS Resource

b. Math – Sharon

Wells/Pearlized Math

c. Reading/ELA - DMR

Consulting Services

• Flocabulary

• Imagine Learning

• Estrellitas

• Mackinvia

• Reading Renaissance

Assistant

Superintendent

of C&I,

Directors,

District

Curriculum &

Instructional

Coach,

Principal,

Assistant

Principal,

Facilitator,

Counselor,

Region One,

Aug.

2019 –

July 2020

Title I, State

Comp, Bilingual,

Special

Education, Local

Sign in sheets

Cont.



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d. Fine Arts – SEDFA

Consulting Services

e. Special Education

f. Dyslexia

g. CTE

h. Early

Childhood/Bilingual

• Pre-K Checklist &

Data

• Dual-Language

Program i. RtI/504

j. Gifted & Talented

k. Other

• Data Management

(Duran)

• Flipgrid

• Active Shooter

Training

• Subhub

• Suicide Prevention

Dyslexia

Teachers

“Best practices” sessions led by

Vanguard Academy personnel

Principal,

Assistant

Principal,

Facilitator,

Teachers

Aug.

2019 –

July 2020

Title I, State

Comp, Bilingual,

Special

Education, Local

Sign in Sheets

Cont.

Provide opportunities for general

education and special education staff

members to engage in

coordination/support meetings

Administrator,

General

Education

Teacher,

Special

Aug.

2019 –

July 2020

Special

Education and

General

Education

Students identified

as receiving special

education services

and Staff Feedback

Cont.



of 98

Education

Teacher

Offer training in de-escalation

techniques and therapeutic control

dynamics (Crisis Prevention

Intervention, CPI)

Special

Education

Director/LSSP

Aug.

2019 –

July 2020

Special

Education,

Appropriate

General Ed. Staff

Administrator

feedback and

identification of

appropriate staff,

sign-in sheets,

course evaluations

A

Offer training in identification,

prevention and postvention strategies

for students who may be experiencing

crises (i.e., suicide, grief and loss, etc.)

Special

Education

Director/LSSP

Aug.

2019 –

July 2020

Special

Education and

General

Education Staff

Administrator

feedback and

identification of

appropriate staff,

sign-in sheets,

course evaluations

Cont.

Provide opportunities for parents to

receive training in various

disabilities/special education

eligibilities, as well as opportunities for

parents to share personal (parental)

knowledge, experience with staff

Director of

Special

Education,

Parent

Advocacy

Group

Aug.

2019 –

July 2020

Special

Education, CTE,

General

Education

Staff feedback

Parent feedback

NP

Provide training for all staff involved

with benchmark or testing development

and administration (Target Group: All)

Asst. Supt of

C & I,

Director of

Assessment &

Evaluation

Aug.

2019 –

July 2020

Special

Education, CTE,

General

Education

Summative – 100%

accuracy in

benchmark and state

testing. Sign in

Sheets, 100%

attendance/teacher

participation.

Cont.




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Objective 1: Vanguard Academy will provide technology resources that promote student learning.


Responsible


NOV JAN MAR JUNE

Enforce Children’s Internet

Protection Act (CIPA) and

Acceptable Use (Target Group:

All Students)

Director of

Technology,

Assistant

Principal,

Facilitator,

Principal,

Network &

Instructional

Technology

Specialist

Aug.

2019 –

July 2020

ERate, CIPA & Acceptable

use forms signed by

parents, staff, &

students, website

statements

A

All users must accept

Children’s Internet Protection

Act Policy Prior to access.

Students and staff must read,

accept and sign user’s

agreements. (Target Group: All

Students)

Director of

Technology,

principals,

Assistant

Principal,

Facilitator

Aug.

2019 –

July 2020

ERate

CIPA & Acceptable

use forms signed by

parents, staff, &

students

A

Provide network filter/firewall

tools to provide safe Internet

access for students/staff use.

(Target Group: All)

Director of

Technology,

Network &

Instructional

Technology

Specialist

Aug.

2019 –

July 2020

ERate

Purchase order,

firewall & content

filter features and

logs.

Cont.

Support integration of the state

mandated Technology

Applications TEKS in grades

Pre- K- 8 and the High School

Assistant

Principal,

Facilitator,

Principal,

Aug.

2019 –

July 2020

ERate

Classroom

walkthroughs, lesson

plans, NETS-S &

Cont.



of 98

Technology application

courses in grades 9 – 12

(Target Group: All)

Teacher,

Director of

Technology

ISTE alignment

checklist

Utilize the charter’s web pages

to communicate school

news/events, educational

resources to the school

community. (Target Group:

All)

Assistant

Principal,

Facilitator,

Principal,

Teacher,

Director of

Technology

Aug.

2019 –

July 2020

ERate

District website,

website calendar,

social media

posts/calendar,

school messenger

logs

Cont.

Students and staff will review

digital citizenship and

“Netiquette” skills for safe e-

mail and network usage.

(Target Group: All)

Director of

Technology,

Network &

Instructional

Technology

Specialist

Aug.

2019 –

July 2020

ERate

Lesson plans,

classroom

walkthroughs

Cont.

Utilize e-books to provide

instruction in Technology

applications through

instruction in the core content

areas. (Target Group: All)

Assistant

Principal,

Facilitator,

Principal,

Teachers

Aug.

2019 –

July 2020

ERate

Purchase orders,

lesson plans,

classroom

walkthroughs

Cont.

Purchase Mimio boards for all

classrooms for assistance in

technology lesson planning and

teaching.

IT Director,

Administration,

Teachers

Nov.

2019-

Dec. 2019

ERate Purchase orders,

lesson plans,

classroom

walkthroughs

Cont.

Teachers will incorporate

google classrooms for student

learning (5th –9th)

Administration,

Teachers

Aug.

2019-

May 2020

ERate Lesson plans, walk

throughs

Cont.




of 98




Responsible


NOV JAN MAR JUNE

Purchase computer based

instructional software to

supplemental instruction in all

core content areas to promote

student learning.

(Target Group: All)

Curriculum and

Instruction,

Director of

Technology,

Network &

Instructional

Technology

Specialist

Aug.2019-

July 2020

ERate Purchase Orders,

software selection

checklist

Cont.

Implement an annual computer-

purchasing ratio to maintain

classrooms to at least a 2 -1

computer / classroom and

purchase emerging technology

tools and applications.

(Target Group: All)

Principal,

Director of

Technology,

Director of

Finance

Aug. 2019

– July

2020


Classroom roster

count

Cont.

Purchase Chromebooks, multi-

video projectors, digital

cameras, smart boards, IPADS,

tablets, Mimios and other

innovative computer

technology tools to allow for

Director of

Technology,

Director of

Finance,

Principal

Aug. 2019

– July

2020


bids, RFP Forms,

Vendor tabulation &

checklist

Cont.



of 98

regular weekly technology use

for integrated Curriculum

activities.

(Target Group: All)

Use E-Rate funds to upgrade

the infrastructure to include

increased cabling to ensure all

students have equitable and

anytime, anywhere access to

broadband communications.

(Target Group: All)

Assistant

Principal,

Facilitator,

Principal,

Teacher,

Director of

Technology

Aug. 2019

– July

2020

ERate Erate Forms,

Purchase Orders,

RFP forms, Vendor

tabulation &

checklist

Cont.

Seek E-Rate funds to acquire

phone lines and fiber lines as

appropriate for connectivity to

the internet and communication

phone lines and fiber lines as

appropriate for connectivity to

the Internet and

communication throughout

charter.

(Target Group: All)

Director of

Technology,

Network &

Instructional

Technology

Specialist

Aug. 2019

– July

2020

ERate E-Rate forms,

Purchase Orders,

Topology maps, ISP

contracts

Cont.

Seek E-Rate funds for the

provision of phone services to

all campuses/facilities in the

district. (Target Group: All)

Director of

Technology,

Network &

Instructional

Technology

Specialist

Aug. 2019

– July

2020

Please review-

phones are no longer

E-Rate eligible

Purchase orders,

vendor tabulation

Cont.




of 98


Objective 1: Vanguard Academy will provide technology resources that promote student learning


Responsible


NOV JAN MAR JUNE

Seek E- Rate funds to provide

wireless solutions for new

buildings and campus upgrades.

(Target Group: All)

Technology

Director,

Director of

Finance,

Superintendent

Aug. 2019–

July 2020

E-Rate E-Rate Forms,

Purchase Orders,

campus wireless

topology maps

Cont.

Schedule ongoing training and

provide technical support for

designated applications and

online resources for district staff.

(Target Group: All)

Director of

Technology,

Network &

Instructional

Technology

Specialist

Principals

Aug. 2019–

July 2020

E-Rate

Training Calendars,

sign in sheets, District

instructional

technology website

Cont.

Expand the Vanguard Academy

Student 1:1 Mobile Device

Initiative for designated courses

and school levels.

(Chromebooks, tablets,

IPADS and Accessories)

(Target Group: All)

Director of

Technology,

Director of

Finance,

Principals

Aug. 2019–

July 2020

E-Rate

Inventory forms,

Purchase orders,

enrollment counts,

purchase orders

Cont.



of 98

Seek E-Rate funds to acquire

Wireless WAN connectivity for

all campuses in the district to

accommodate state online testing

requirements.

(Target Group: All)

Technology

Director,

Director of

Finance,

Superintendent

Aug. 2019–

July 2020

E-Rate

E-Rate Forms,

Purchase Orders,

campus wireless

topology maps

Cont.

Provide training on an as needed

basis on technology for charter

administrators and staff involved

with instructional development.

(Target Group: All)

Network &

Instructional

Technology

Specialist,

Technology

Director,

Director of

Finance,

Superintendent

Aug. 2019–

July 2020

E-Rate

Sign In sheets,

instructional

technology surveys,

training calendar,

instructional

technology website

Cont.

Select and utilize technology

based instructional materials to

enhance and enrich classroom

resources/materials.

(Target Group: All)

Network &

Instructional

Technology

Specialist,

Director of

Technology,

Director of

Finance,

Superintendent

Aug. 2019–

July 2020

E-Rate

Digital tool selection

rubric, digital tool

checklist, purchase

orders, digital tool

alignment with TEKs

Cont.




of 98




Responsible


NOV JAN MAR JUNE

Provide opportunities for teacher

training on initiatives that

integrate the technology

application TEKS for grades

Pre-K3 - 12

(Target Group: All)

Principal,

Assistant

Principal,

Facilitator,

Curriculum and

Instruction,

Director of

Technology

Aug. 2019

– July 2020

E-Rate Summative – Training

Agenda 100%

participation, sign in

100% passing Rate on

Assessments,

checking for

understanding on

Technology use.

Cont.

Review online instructional

materials and provide support for

new state adopted Technology

Application TEKS

(Target Group: All)

Principal,

Assistant

Principal,

Facilitator,

Curriculum and

Instruction,

Director of

Technology

Aug. 2019

– July 2020


Agenda 100%

participation, sign in


Assessments,

checking for

understanding on

Technology use.

Cont.

Schedule support for teachers

and staff at campus and district

to utilize distance – learning

opportunities.

(Target Group: All)

Principal,

Assistant

Principal,

Facilitator,

Curriculum and

Instruction,

Director of

Technology

Aug. 2019

– July 2020


Agenda 100% participation, sign in


Assessments,

checking for

understanding on

Technology use.

NP




of 98

Goal 5: Vanguard Academy will foster and promote a positive climate and culture that engages parents, families, and the community to

enhance academic and personal development for all students.

Objective 1: The campus will promote, support, and maintain a high-quality parent, family and community involvement


Responsible


NOV JAN MAR JUNE

Implement a Parental

Involvement Program to meet

Federal/State Requirements and

Compliance

Principals, Asst.

Principals,

Facilitators,

Parent Liaison &

GEAR UP

Family & Fin.

Advocate

Aug.

2019 –

July 2020

Title I Part A, SCE,

Bilingual, Special

Education


Bilingual, Special

Education

Cont.

Provide updated information to

district/campus staff and parents

on Title I Part A, ESSA Family

Engagement and Grade Level

Expectation Meetings through

meetings and parental sessions.

Parent Liaison &

GEAR UP

Family & Fin.

Advocate

Aug.

2019 –

July 2020


Bilingual, Special

Education


Bilingual, Special

Education

Cont.

Increase communication

(Campus/District) through

district websites, Facebook,

Campus Marquees, Twitter,

Class Dojo, Remind, School

Messenger, weekly newsletter to

keep parents informed about

district initiatives, highlights,

etc…

Campus

Principals, Asst.

Principals,

Facilitators,

Director of

Technology,

Parent Liaison,

GEAR UP

Family & Fin.

Aug.

2019 –

July 2020


Bilingual, Special

Education


Bilingual, Special

Education

Cont.



of 98

Advocate, PR

Personnel




of 98

Goal 5: Vanguard Academy will foster and promote a positive climate and culture that engages parents, families, and the community

to enhance academic and personal development for all students.

Objective 2: The campus will promote and maintain a volunteer program.


Responsible


NOV JAN MAR JUNE

Support a volunteer program

for parents throughout the year.

Principals, Asst.

Principals,

Facilitators,

Parent Liaison,

GEAR UP

Family & Fin.

Advocate

Aug.

2019 –

July 202

Title I, SCE,

Bilingual, Special

Education

Agendas, Flyers,

Sign In sheets

Cont.




of 98



Objective 3: The campus will empower parents to be active partners with research-based resources to enhance their learning by

participating in adult literacy classes and work-based certification programs.


Responsible


NOV JAN MAR JUNE

Provide aligned parent

trainings and resources to

maximize education

opportunities: classes at

designated sites

Principals, Asst.

Principals,

facilitators,

Parent Liaison,

GEAR UP

Family & Fin.

Advocate,

Human Resource

staff

Aug.

2019 –

July 2020

Title I, SCE,

Bilingual, Special

Education

Agendas, Sign in

sheets, class and

attendance rosters

Cont.




of 98



Objective 4: The campus will establish a network of community partners to enhance our parental and family community involvement


Responsible


NOV JAN MAR JUNE

Partnership will meet the

needs of our families and the

community. Resources include:

Banks, Family Literacy Night,

Financial Literacy Fair

Principals, Asst.

Principals,

Facilitators,

Parent Liaison,

GEAR UP

Family & Fin.

Advocate

Aug.

2019 –

July 2020

Title I, GEAR UP

Grant

Certificates,

Registration forms,

sign in sheets,

Agendas

Cont.

Higher Institutions will prepare

our parents with

knowledgeable planning and

preparation for college

readiness. UTRGV, STC, our

College Night, Financial Aid

Parent Meetings

Campus

Administration,

Asst. Principals,

Facilitators,

Parent Liaison,

GEAR UP

Family & Fin.

Advocate

Aug.

2019 –

July 2020

Title I, GEAR UP

Grant

Agenda, Sign in

sheets, Evaluations

of parent

participation

Cont.

Plan and conduct

Health/Wellness parental

workshops to promote family health and wellness activities

including Family Fun Night

(Math and Movement)

Campus

Administration,

Asst. Principals, Facilitators,

Parent Liaison,

GEAR UP

Family & Fin.

Advocate,

Region I

Presenter

Aug.

2019 –

July 2020

Title I, GEAR UP

Grant, Region I

Registration Forms,

Certificates, Sign in

sheets, Evaluation of parent participation

NP



of 98


Goal 5: Vanguard Academy will foster and promote a positive climate and culture that engages parents, families, and the community to enhance

academic and personal development for all students.

Objective 5: The campus will support a Parental Skills Meeting to build on evidence-based strategies to enhance the parental and family component.


Responsible


NOV JAN MAR JUNE

Host parent meetings to share

expectations and requirements

for grade level, state and local

assessments, and communication

avenues for the school year.

Administration,

Teachers

Aug.

20192-Oct.

2020

Title I, Local Sign in Sheets,

Agendas

A

Host Make and Take sessions for

parents on state assessed

curriculum.

Administration,

Teachers

Jan. 2020-

Feb. 2020

Title I, Local Sign In sheet, agenda NP

The campus will provide an

opportunity for parents to attend

a parent conference.

Principals, Asst.

Principals,

Facilitators,

Parent Liaison,

GEAR Family &

Fin. Advocate

Aug. 2019

– July 2020

Title I, GEAR UP

Grant

Certificates,

Registration forms,

sign in sheets,

Informational Flyers

Cont.



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