Luling Independent School District Luling Primary School 2015-2016 Campus Improvement Plan Accountability Rating: Improvement Required Board Approval Date: October 26, 2015 Public Presentation Date: October 26, 2015 Luling Primary School Generated by Plan4Learning.com 1 of 31 Campus #028903-104 December 16, 2015 10:50 am
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Luling Independent School District Luling Primary … · Luling Independent School District Luling Primary School 2015-2016 Campus Improvement Plan Accountability Rating: Improvement
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Luling Primary School serves approximately 294 students in grades prekindergarten through first. Luling Primary School has 42 English Language Learners(14%), 2 students (1%) identified for 504 services, and 16 students (5%) receiving special education services. By ethnicity, the student population is 6%African-American, 72% Hispanic, 2% Two or More Races and 19% White. Additionally, 80% of students qualify for low socioeconomic status. As a resultof the low socioeconomic population size, Luling Primary School is currently a Title I school.
The staff population is 23% Hispanic and 77% White with 100% female. The average daily attendance rate for students is 94.4%.
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Student Achievement
Student Achievement Summary
The campus site-based decision-making team looked at the following data: AEIS, STAAR, TPRI, Tejas Lee, DRA, and iStation. Conclusions were drawn todefine strengths and needs for the campus. Not all strengths or needs are listed here. Only the most relevant strengths or needs for purposes of ongoing,continuous improvement are listed. The data showed the following:
Reading/ELA
Strengths: At Luling Primary, 80% of students met mastery on the end-of-year Texas Primary Reading Inventory (TPRI) assessment. According to iStationand DRA data, the percentage of students reading at or above end-of-year reading level goals improved 5% in comparison to the previous year's data.
Areas for Improvement: The minimum goal for STAAR Index 1: Student Achievement was 60%. Luling Elementary's overall Reading/ELA STAARscore for 2015 was 58%. All subpopulations examined (Hispanic, White, SPED, Economic Disadvantaged and ELL) scored between 45% and 72%. AtLuling Primary, two additional assessment instruments (iStation and DRA) have been incorporated to provide increased insight into the reading developmentof students. According to these assessments, 64% of students met grade-level reading expectations at the end of the year.
Needs: As evidenced by the TPRI scores, the majority of students are able to perform basic phonics skills in isolation, but there remains room forimprovement to reach 100% mastery. As evidenced by the iStation and DRA scores, students struggling to apply these isolated skills to independentreading. Therefore, Luling Primary must continue improving instructional delivery practices in reading. Continued emphasis should be placed on literacyinstructional delivery and teacher professional development to increase all student scores to 80% or better.
Writing
Strengths: At Luling Primary, a writing plan has been implemented since the 2014-15 school year to increase the amount of instructional time spent onwriting, to establish consistent writing expectations, and to formatively assess writing development on a monthly basis.
Areas for Improvement: Fourth grade writing scores were below 60% in every subpopulation. The highest subpopulations for 4th grade writing STAARscores included ELL students (40%) and Hispanic students (38%). The All Students category percentage was 37%. This percentage does not meet theminimum goal for STAAR Index 1: Student Achievement at 60%.
Needs: Emphasis must continue to be placed on writing at every grade level to improve STAAR Writing scores at 4th grade.
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Math
Strengths: At Luling Primary, performance assessment data was analyzed on a routine basis and intervention was adjusted accordingly to meet 80%mastery or better on each student expectation.
Areas for Improvement: A passing criteria for STAAR Math was not established for 2014-2015 accountability purposes. Based on the STAARperformance data in the other subject areas, it can be reasonably assumed that improvement in Math performance is needed as well.
Needs: Some adjustments have occurred in the state math expectations, and planning, instruction and assessment must adjust accordingly. Continuedemphasis on Math instruction should occur to increase all subpopulations’ scores to 80% or better.
Science
Strengths: The minimum goal for STAAR Index 1: Student Achievement was 60%. Luling Elementary's 5th grade Science STAAR score for 2015 was42%.
Areas for Improvement: All subpopulations examined (Hispanic, White, Economic Disadvantaged and ELL) scored between 30% and 54%.
Needs: Continued focus on Science instruction and exploration should occur to increase all subpopulations’ scores to 80% or better.
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Strengths: Professional development support for the curriculum and the adopted resources continues. All core teachers received training in theimplementation of a phonics program (Wilson FUNdations) and continue to receive program support and guidance from the FUNdations trainer. Newteachers received initial Gifted and Talented training, and all teachers received Gifted and Talented support information during In-Service. New teachersalso experienced a three-day Capturing Kids' Hearts training to emphasize the importance of building quality relationships with students. All teacherscontinue to receive ongoing guided reading and literacy professional development.
Needs: Continued professional development support adapted to the needs of the individual teachers needs to occur. Additional professional development fornew teachers should occur to assist these teachers in creating successful learning environments.
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Family and Community Involvement
Family and Community Involvement Summary
Strengths: Luling Primary School holds events, performances and activities that encourage parental involvement throughout the school year. Theseactivities include: Meet the Teacher Night, Math Olympics Night, Parental Support Groups, Veterans’ Day Luncheons, Thanksgiving Sing-Along,Thanksgiving Luncheons, Literacy Night, Writing Night, Art Show, Talent Show, Science Fair, Pre-K Spring Performance, Field Day activities,Kindergarten Graduation Ceremony, 1st Grade Awards Ceremony and participation in district and campus committees.
Needs: As the demographics of Caldwell County continue to change, Luling Primary School will need to develop programs and activities that will meet theneeds of our parents and students.
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Technology
Technology Summary
Strengths: The campus' existing main computer lab has been upgraded, and two additional computer labs have been added since January 2015. The campusnow has three computer labs with 23-28 computers each. The computers in each lab are Macs purchased during the 2014-15 school year. Each teacher hasone laptop, and all classrooms possess 3 student laptops for in-class use. Nearly all classrooms have functioning document cameras and projectors.
Needs: Installation of projectors and attachment to laptops and document cameras needs to be completed. The student tablets are approximately five yearsold and need updating and/or replacement in order to better serve the in-class needs of students.
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) dataPBMAS data
Student Data: Assessments
Texas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcResponse to Intervention (RTI) student achievement data
Student Data: Behavior and Other Indicators
Attendance dataDiscipline records
Employee Data
Highly qualified staff dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment data
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Parent/Community Data
Parent Involvement Rate
Support Systems and Other Data
Processes and procedures for teaching and learning, including program implementationStudy of best practices
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Goals
Goal 1: Significantly increase student's academic proficiency by recruiting and retaining highly qualified and effective staff,improving the effectiveness of staff and instructional resources, and increasing the student attendance rate.
Performance Objective 1: Improving the academic performance of students is positively affected by what we teach and how we teach it (curriculum andinstruction), and the research clearly shows that the single most important factor to student success is the quality of the classroom teacher.
Summative Evaluation: TEA Accountability Summary
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr JuneCritical Success Factors
CSF 1 CSF 6 CSF 7
1) Teacher candidates will complete a two-part interview process consisting of aquestion/answer session and a practical. Committees will select candidates based onpre-determined profiles.
Principal, Counselor,Classroom Teachers
Interview documentation;Increased academic performance on end-of-year TPRI,DRA, iStation and AEIS
Critical Success FactorsCSF 1 CSF 6 CSF 7
2) Mentoring and team assistance will be provided to scaffold teachers new to thecampus.
Principal,Instructional Coach,Teachers
Meeting documentation; Teacher evaluations
Critical Success FactorsCSF 1 CSF 3 CSF 7
3) Promote a supportive atmosphere within which employee appraisal occurs.
Principal,Instructional Coach
Appraisal instrument documentation
Critical Success FactorsCSF 1 CSF 7
4) Promote Luling ISD by hosting student teachers and attending job fairs in aneffort to recruit highly qualified teachers
Superintendent,AssistantSuperintendent,Principal
Job Fair candidate applications and interviews
Critical Success FactorsCSF 7
5) Identify any teacher or paraprofessional that is not highly qualified as defined insection 91901(23) of the NCLB Act and develop an intervention or staffdevelopment plan.
Principal Plan documentation
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Significantly increase student's academic proficiency by recruiting and retaining highly qualified and effective staff, improving the effectiveness ofstaff and instructional resources, and increasing the student attendance rate.
Performance Objective 2: Improving the effectiveness of staff and instructional resources by providing professional development opportunities willimprove the efficacy of instructional delivery.
Summative Evaluation: TEA Accountability Summary
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr JuneCritical Success Factors
CSF 1 CSF 4 CSF 7
1) Professional development opportunities will be provided to assist teachers inexpanding their skills.
Principal,Instructional Coach,Teachers
Professional development certificates; Meetingdocumentation; Walkthroughs and evaluations
Critical Success FactorsCSF 1 CSF 4 CSF 7
2) Professional development opportunities will be provided to create an awarenessand understanding of cultural and educational implications of students from low SESbackgrounds
Principal,Instructional Coach,Teachers
Professional development certificates; Meetingdocumentation; Walkthroughs and evaluations
3) Provide a coordinated program of teacher training and support that assistsprofessionals in assessing individual, school-wide and district-wide needs and resultsin increased responsibility and accountability for student achievement
6) Complete 30 hours of initial GT training and maintain 6 hours of annual updatedGT training
Principal, ClassroomTeachers
Certification documentation
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= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Significantly increase student's academic proficiency by recruiting and retaining highly qualified and effective staff, improving the effectiveness ofstaff and instructional resources, and increasing the student attendance rate.
Performance Objective 3: Utilization of research-based strategies and resources will improve the effectiveness of instructional delivery.
Summative Evaluation: TEA Accountability Summary
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr JuneCritical Success Factors
CSF 1 CSF 2 CSF 4 CSF 6 CSF 7
1) Annually review the state curriculum standards for the level of rigor required
Principal,Instructional Coach,Classroom Teachers
Increased academic performance on end-of-year TPRI,DRA, iStation and AEIS
Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7
2) Utilize the Response to Intervention (RtI) framework to identify and monitor theprogress of at-risk students and coordinate assistance plans
Principal, Counselor,Classroom Teachers
RtI meeting documentation; RtI individual portfolios;TPRI, DRA and iStation results
Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7
3) Disaggregate and analyze student performance data by teams using Eduphoriaand Lead4Ward strategies in order to improve classroom instruction
Principal, Counselor,Classroom Teachers
Team Meeting agendas; TPRI, DRA and iStation analysisdocuments
Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7
4) Actively seek additional software programs for data analysis or improved studentachievement
Principal, Counselor,Classroom Teachers
TPRI, DRA and iStation results
Critical Success FactorsCSF 1 CSF 4
5) Provide students identified with dyslexia a program that will give them the toolsto accommodate for their disability
6) Improve the effectiveness of reading intervention procedures through dataanalysis and resource evaluation
Principal, Teachers Performance Assessment analysis; TPRI, DRA andiStation data analysis
Critical Success FactorsCSF 1 CSF 2
7) Increase reading skills through computer programs such as CEI, iStation, andReading Eggs
Principal, ClassroomTeachers, LabFacilitators
Performance Assessment analysis; CEI reports; TPRI,DRA and iStation data analysis
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Critical Success FactorsCSF 1 CSF 5
8) Improve student motivation to read through the use of incentives such asAccelerated Reader and coordinating with the Masonic Lodge
Principal, ClassroomTeachers
Participation slips; AR data
Critical Success FactorsCSF 1 CSF 6 CSF 7
9) Implement the TEKS Resource System (TRS) to the YAG/IFD level in EnglishLanguage Arts/ Reading, Math, Science and Social Studies in Grades K and 1.Implement the DLM resource in Pre-K that aligns with the TRS scope and sequence.
19) Consider and discuss student's individual needs and the appropriately least-restrictive instructional placement using the Admission, Review and Dismissal(ARD) protocol
25) Identify, assess and appropriately place all potential English Language Learnerswithin 20 days of enrollment
Principal, Counselor,Teachers
Home Language Surveys; LPAC documentation
Critical Success FactorsCSF 1 CSF 7
26) Incorporate ELL strategies, such as Sheltered Instruction and ELPS Toolkit, intodaily instruction
Principal, Teachers TELPAS score analysis; Walkthroughs
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Critical Success FactorsCSF 1 CSF 7
27) Utilize ELL accommodations and resources to provide comprehensive servicesto ELL students
Principal, Teachers Tejas LEE, TPRI, and TELPAS score analysis;Walkthroughs
Critical Success FactorsCSF 1 CSF 4
28) Provide summer school opportunities for qualifying ELL students
Principal,ESL/BilingualTeachers
Attendance rosters; Summer school assessments
Critical Success FactorsCSF 5
29) Provide services and support to homeless students
Homeless/MigrantLiaison, Counselor
Informal assessment
Critical Success FactorsCSF 5
30) Provide service priority to migrant children who are failing, or most at risk offailing, to meet the state's content and performance standards and whose educationhas been interrupted during the regular school year
Homeless/MigrantLiaison, Counselor
Informal assessment
Critical Success FactorsCSF 4 CSF 6
31) Incorporate healthy practice instruction into grades PK-1 in coordination withthe School Health Advisory Committee (SHAC)
Principal, Teachers,District RN, SHACmembers
Informal Assessment
Critical Success FactorsCSF 1
32) Supervise and coordinate the integration of technology into the curriculum
Principal, Teachers Computer-based assessments
Critical Success FactorsCSF 6
33) Promote college awareness to foster future student goals
Principal, Counselor,Teachers
Informal Assessment
Critical Success FactorsCSF 6
34) Provide guidance in exploring potential future careers
Principal, Counselor,Teachers
Informal Assessment
35) Notify parents of Gifted/Talented opportunities and services through letters andnewspaper articles
Principal, Counselor,Office Staff
Notification documents
Critical Success FactorsCSF 1
36) Provide opportunities for students to excel in individual areas of giftedness byincorporating individualized projects and research
Principal, Counselor,Teachers
Project artifacts
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Critical Success FactorsCSF 5
37) Improve the Gifted and Talented program through the use of an annualparent/staff evaluation
Special Programs Survey analysis
Critical Success FactorsCSF 1
38) Incorporate Science, Technology, Engineering and Math (STEM) opportunities
Principal, Teachers Walkthroughs
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Significantly increase student's academic proficiency by recruiting and retaining highly qualified and effective staff, improving the effectiveness ofstaff and instructional resources, and increasing the student attendance rate.
Performance Objective 4: Emphasizing the importance of high attendance rates to parents will increase campus attendance rates and increase academicperformance levels.
Summative Evaluation: Campus attendance rate
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr JuneCritical Success Factors
CSF 4
1) Monitor attendance on a routine basis to identify potential attendance issues
Principal, OfficeStaff, Teachers
Attendance rosters; Attendance call logs
Critical Success FactorsCSF 4
2) Establish communication with parents and students regarding the importance ofschool attendance, and increase the communication with parents through phone callsand notices when absences become a problem
2) Include parents in the planning, assessment and implementation of activities
Principal, Counselor,Teachers
Informal feedback; Visitation logs
Critical Success FactorsCSF 5 CSF 6
3) Provide opportunities for volunteer participation
Principal, Counselor,Teachers
Volunteer sheets; Visitation logs
Critical Success FactorsCSF 5 CSF 6
4) Provide opportunities for parents to serve on campus committees
Principal, Counselor Meeting sign-in sheets
Critical Success FactorsCSF 5 CSF 6
5) Coordinate with ParenTeacher Booster organization (PTB) to sponsor incentivesfor the campus
Principal, Teachers,Paraprofessionals
PTB Request Form documentation; Informal assessment
Critical Success FactorsCSF 5 CSF 6
6) Facilitate ARD-specified parent training
Executive Directorof Special Programs,Diagnosticians,Counselor, SpecialEducation Teachers
Meeting sign-in sheets
Critical Success FactorsCSF 5 CSF 6
7) Create opportunities for guest readers from the community and from othercampuses
Principal, Counselor,Teachers
Reading schedule documentation
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: Engage our community.
Performance Objective 2: Communication about and community awareness of campus activities will enable parents and community members to be activeparticipants in the success of Luling Primary School.
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr JuneCritical Success Factors
CSF 1 CSF 5 CSF 6
1) Coordinate and communicate to parents information about the school and theirchild through the following: 1) Meet the Teacher Night, 2) conferences, 3) phonecalls, 4) daily communication logs, 5) email, 6) progress reports, 7) newsletters, 8)newspaper articles, 9) marquee notices, 10) handbooks, 11) website, 12) SBDMcommittee, 13) Gradebook Parent Portal, 14) Facebook, 15) Twitter
Principal, Counselor,Teachers, OfficeStaff
Informal assessment; Parental feedback
Critical Success FactorsCSF 1 CSF 5 CSF 6
2) Hold mandatory parent/teacher conferences once per semester
Principal, Teachers Visitation logs
Critical Success FactorsCSF 1 CSF 5 CSF 6
3) Notify community members about the availability of the Pre-K and Kindergartenprograms through the following: 1) newspaper articles, 2) flyers posted incommunity businesses and gathering places, 3) marquee notices, 4) newsletters, 5)website
Principal, OfficeStaff
Enrollment numbers; Informal assessment
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: Provide effective discipline management on all campuses
Performance Objective 1: Improve the discipline management in the classrooms and on the campuses by incorporating CKH and consistent behaviormanagement systems.
Summative Evaluation: The number of referrals will decrease. Teachers will use CKH to establish relationships.
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr JuneCritical Success Factors
CSF 1 CSF 4 CSF 6
1) Monitor school disciplinary data
Principal, Counselor Informal assessment; Discipline records
Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6
2) Use Luling PD officers as needed
Principal Informal assessment; Discipline records
Critical Success FactorsCSF 6
3) Annually update the Emergency Operations Management Plan and CrisisManagement Plan
Principal, Counselor Plan documents
Critical Success FactorsCSF 6
4) Develop a protocol for identification of all students in the event of emergency
Principal, Counselor Plan documents
Critical Success FactorsCSF 6
5) Provide awareness programs to assist students in making safe choices in regardsto guns, gangs, violence, juvenile laws, drugs, and alcohol
Principal, Counselor Informal assessment; Discipline records
Critical Success FactorsCSF 6
6) Request the canine detection for contraband substances as needed
Principal Informal assessment; Discipline records
Critical Success FactorsCSF 6
7) Require campus visitors to check in and check out through the Raptor System
8) Utilize de-escalation strategies following the CPI model and SAMA trainingmaterials
Principal, Counselor,Teachers,Paraprofessionals
Informal assessment; Discipline records
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Critical Success FactorsCSF 4 CSF 6
9) Incorporate Capturing Kids' Hearts strategies into all campus areas in order tofoster quality relationships, build student trust, and decrease disciplinaryintervention needs
Principal, Counselor,Teachers,Paraprofessionals
Informal assessment; Discipline records
Critical Success FactorsCSF 6
10) Provide training for teachers in the following areas: drug prevention, violenceprevention, classroom discipline management, behavior intervention and bullying
Principal, Counselor Informal assessment; Discipline records
Critical Success FactorsCSF 6
11) Utilize discipline methods that teach responsible decision making while allowingeach individual to retain dignity and worth
Principal, Counselor,Teachers,Paraprofessionals
Informal assessment; Discipline records
Critical Success FactorsCSF 6
12) Reduce child abuse by increasing staff awareness of identification procedures
Principal, Counselor,Teachers,Paraprofessionals
Staff development certificates
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 4: LISD will reduce utility costs through energy conservation efforts.
Performance Objective 1: The administrative team will work to reduce utility cost by monitoring monthly usage, conducting after hours walkthroughs andsending out reminders to staff.
Summative Evaluation: The electric and gas bills will be reduced when compared to the amount used at the same time last year.
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormative Reviews
Oct Nov Apr June
1) Communicate the importance of energy conservation practices and modelconservation practices for students
3) Conduct regular safety drills including Fire, Lockdown, Tornado, ReverseEvacuation, and Shelter-In-Place
Principal Safety drill log
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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State Compensatory
Budget for Luling Primary School:
Account Code Account Title Budget
6100 Payroll Costs199.11.6119.00.104.524.000 6119 Salaries or Wages - Teachers and Other Professional Personnel $80,597.50199.11.6141.00.104.524.000 6141 Social Security/Medicare $1,048.72199.11.6142.00.104.524.000 6142 Group Health and Life Insurance $2,999.20199.11.6143.00.104.524.000 6143 Workers' Compensation $303.28199.11.6146.00.104.524.000 6146 Teacher Retirement/TRS Care $2,283.44
6100 Subtotal: $87,232.14 6200 Professional and Contracted Services199.13.6299.00.104.524.000 6299 Miscellaneous Contracted Services $3,200.00
6200 Subtotal: $3,200.00
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Title I Personnel
Name Position Program FTE
Bohac, Melissa CEI Lab Facilitator Primary 1.0Gutierrez, Alicia CEI Lab Facilitator Primary 1.0Longmire, Debbie CEI Lab Facilitator Primary 1.0Mayfield, Delane CEI Lab Facilitator Primary 1.0Vara, Lisa CEI Lab Facilitator Primary 1.0Williamson, Patricia Paraprofessional Primary 1.0
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2015-2016 Site-Based Decision Making Committee
Committee Role Name PositionAdministrator Susan Guzman PrincipalBusiness Representative Janie Pitner Business RepresentativeClassroom Teacher Cyndy Ellis 1st Grade TeacherClassroom Teacher Christi Horne Pre-K TeacherClassroom Teacher Cora Pawelek Kindergarten TeacherCommunity Representative Robin Nickells Community MemberNon-classroom Professional LeAnna Coulter CounselorParaprofessional Irma Richie SecretaryParent Saedie Torres Parent
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Addendums
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District Name:
Campus Name:
Definition /
Purpose:
PS 1: Root
Cause 1:
PS 2: Root
Cause 2:
PS 3: Root
Cause 3:
PS 4:Root
Cause 4:
PS 5: Root
Cause 5:
PS 6: Root
Cause 6:
PS 7: Root
Cause 7:
PS 8:Root
Cause 8:
PS 9:Root
Cause 9:
PS 10:Root
Cause 10:
By checking the box, I attest that an on-site needs assessment has been conducted according to TEC §39.106 (b) and recommendations were made by the intervention team when considered appropriate. In addition, these findings have
been recorded and are available upon request. Attestation Statement:
<Enter text>
<Enter text>
<Enter text>
<Enter text>is occurring because of Root
Cause #10
is occurring because of Root
Cause #9
Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
After your data analysis yields a summary of findings that results in a set of problem statements, the next step is to engage in the needs assessment process to identify root causes. The 5 steps of the root causes assessment include:
Step 1: Clarify and prioritize problem statements
Step 2: Establish the purpose of assessing root causes and establish the team
Step 3: Gather data
Step 4: Review data analysis
Step 5: Root cause analysis
The needs assessment process is intended to safeguard against planning or implementing strategies before the root cause of a problem is understood.
Every student group (3-5) fell below 60% in Reading except the 3rd Grade White student population.
The campus has been redesigned in order to impact student learning through instructional practices.
Every student group (3-5) fell below 50% in Math except each student group in 3rd Grade.
is occurring because of Root
Cause #3
is occurring because of Root
Cause #2
is occurring because of Root
Cause #1
Problem Statements
(PS):
Problem statements are
carried over from
Section VI of the
Campus Data Analysis
tab
OR
Section VI of the
District Data Analysis
Summary tab.
Identified and Prioritized Root Causes:
It is important to prioritize your root causes so that your improvement plan is targeted and focused. Although a TEC §11 campus/district improvement plan is critical to overall success, the TEC §39 targeted improvement plan is intended to address the specific reasons for low
performance in the state accountability, PBM, or RF system. To ensure a targeted improvement plan, identify what focus areas will have the greatest impact on the reason(s) for low performance in an index, system safeguard, or PBMAS indicator and ensure those are your
prioritized root causes.
If the district or campus would like to identify more than 10 root causes, contact the support specialist assigned to the review.
*** Important Notice! Improvement Required (IR) districts/campuses must complete the following attestation statement to fulfill TEC §39.106 requirements.***
The implementation of best practices for literacy instruction was not monitored to measure and/or evaluate student mastery.
Student gaps were present due to prior instruction.
Student performance indicates that instructional leadership did not progress monitor or review data effectively in order to
positively impact student learning.
<Enter text>
<Enter text>
<Enter text>is occurring because of Root
Cause #6
is occurring because of Root
Cause #5
is occurring because of Root
Cause #4
is occurring because of Root
Cause #8
is occurring because of Root
Cause #7
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
End of Quarter Reporting
Intervention lesson plans, ADP agendas
Walkthrough forms, post-walkthrough conference forms
Through data review and analysis, identified students
will attend targeted reading tutorials.
Teachers will utilize intervention time during the daily
schedule to strengthen individual areas of need as
reflected by intervention lesson plans.
Instructional leaders will conduct walkthroughs and
provide feedback to ensure effective targeted
instructional delivery.
Instructional leadership will continue
progress monitoring of staff and determine
most effective placement of instructional
staff.
Instructional data analysis will enable
determination of effective literacy
programming non-negotiables.
A summer schedule will be devised for
students in need of continuing targeted
instruction.
Walkthroughs, PDAS evaluations
What data was collected to monitor interventions in Q4?What data will be collected to monitor interventions in Q3?
Student performance data (CEI, STAAR,
STAAR A, DRA, AR, Edmentum)
Student performance data (CEI, STAAR,
STAAR A, DRA, AR, Edmentum),
attendance rosters, summer school lesson
plans based on lowest Ses
What data will be collected to monitor interventions in Q2?What data will be collected to monitor interventions in Q1?
Academic Data and Planning (ADP) meeting
agendas, data analysis wall charts
Walkthrough form, teacher self-reports, and
meeting agendas
Ongoing literacy training (calendar, sign-in
sheets, meeting notes, agenda), to include
Wilson FUNdations phonics training and
balanced literacy
Data binders and data binder receipts,
individual data review meeting sign-in sheets,
receipts for class rosters with individual student
bio sheets
Q2 Goal:
Various data sources will be utilized to focus targeted reading int
Q4 Goal:
1)
3)
2)
1)
4)
3)
2)
1)
4)
2)
4)
3)
2)
1)
4)
3)
2)
1)
Walkthrough forms, post-walkthrough conference forms
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Data binders, individual data review meeting
sign-in sheets, heat maps, intervention lesson
plans1)
Instructional coaches' weekly summary documentation, unit
with the assistance of the instructional coach.4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
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District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Email documentation on non-negotiables,
faculty meeting agendas, ADP agendas, In-
service agendas, Meet the Teacher Night
documentation
3)
District administrator meeting agendas and sign-in sheets
3)
Campus leadership meeting agendas and action plans
3)
Mentorship participant surveys, PDAS
evaluations
Instructional coach's weekly summary
documentation, mentorship meeting notes 4) 4) 4)
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
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<Enter any additional information here>What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
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Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
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Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
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District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
<Enter text>
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
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District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
3)
4)
1)
2)
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
4) 4) 4)
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
3) 3) 3)
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
<Enter text>
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th quarter
status of this annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual goal,
to what do you attribute your lack of
success?
Please provide additional
information for the
selection of Other or for
any selected elements.
<Enter text>
?
?
?
?
? ?
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
3)
4)
Problem Statement 6: Annual Goal:
<Enter text>
Root Cause 6: <Enter text> Strategy:
<Enter text>
Interventions by Quarter
Q1 (Aug, Sept, Oct)
Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
3) 3) 3)
4) 4) 4)
?
?
?
?
?
?
? ? ? ?
?
?
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
<Enter text>
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th quarter
status of this annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual goal,
to what do you attribute your lack of
success?
Please provide additional
information for the
selection of Other or for
any selected elements.
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
Interventions by Quarter
Q1 (Aug, Sept, Oct)
Districts and 1st Year IR campuses are required to provide,
at a minimum, the interventions accomplished for quarter 1 (Q1).
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th quarter
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual goal,
Please provide additional
information for the
selection of Other or for
<Enter text>
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
?
?
?
? ? ? ?
?
? ?
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
3)
4)
1)
2)
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
<Enter text>
supports your 4th quarter
status of this annual goal. If you did not meet your annual goal,
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
2) 2) 2)
3) 3) 3)
1) 1) 1)
2) 2) 2)
?
?
?
?
?
? ? ? ?
?
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
3)
4)
Did you meet this
quarter's goal?
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
Are you on track to meet
the annual goal?
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
3) 3) 3)
4) 4) 4)
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
<Enter text>
Problem Statement 9: Annual Goal:
<Enter text>
Root Cause 9: <Enter text> Strategy:
<Enter text>
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
3) 3) 3)
4) 4) 4)
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
?
?
?
?
?
? ? ? ?
?
? ?
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
What, if any, adjustments
must be made in order to
meet the annual goal?
Data Analysis Process (Specific) Interventions
Data Quality Annual Goals
Appropriate Strategy CSF/ESEA Turnaround
Identification of Root Cause Training
Quarterly Planning Process Other
Ongoing Monitoring and Interventions
Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Acheivement Gaps Index 4: Postsecondary Readiness
Q1 Goal:
1)
2)
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?
3) 3) 3)
3) 3) 3)
4) 4) 4)
1) 1) 1)
2) 2) 2)
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
Provide the data or
evidence that supports
meeting or making
progress toward this
quarterly goal.
<Enter text>
SelectAre you on track to meet
the annual goal?Select
Are you on track to meet
the annual goal?Select
Did you meet your annual
goal?Select
End of Quarter Reporting
Q1 Report
Districts and 1st Year IR campuses are not required to complete the
quarter 1 (Q1) report.
Q2 Report Q3 Report Q4 Report
SelectDid you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Did you meet this
quarter's goal?Select
Provide information as to how the identified elements and their impact
on your success, or lack of success, will inform/influence your
planning for the 2016-2017 school year.
<Enter text>
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here>
What, if any, adjustments
must be made in order to
meet the annual goal?
<Enter any additional information here> <Enter any additional information here>
End of Year Reporting
Provide the data that
supports your 4th quarter
status of this annual goal.
<Enter text>
If you did meet your annual goal, to
what do you attribute your success?
If you did not meet your annual goal,
to what do you attribute your lack of
success?
Please provide additional
information for the
selection of Other or for
any selected elements.
<Enter text>
FIR Sustainability Questions
?
?
?
?
? ?
District Name:
Campus Name: Luling Elementary
Luling ISD
Needs Assessment Summary and Improvement Plan
If your campus is identified as formerly Improvement Required (FIR), please answer the following questions (before March
10, 2016)
regarding the sustainability of strategies that led to your success.
What plans are in place to sustain these strategies, processes, and/or systems?
What strategies, processes, and/or systems, has the campus identified as making the
greatest impact in moving the campus to a Met Standard rating?