2019-2020 goals/performance objectives/strategies alief ......5) utilize siop components for lesson...

Alief Independent School District

Bush Elementary School

2019-2020 Goals/Performance Objectives/StrategiesAccountability Rating: C

Board Approval Date: October 15, 2015

Bush Elementary SchoolGenerated by Plan4Learning.com 1 of 33

Campus #101903121October 24, 2019 12:57 pm

Mission StatementThe educational team as a collective of all stakeholders will provide a safe environment, a rigorous learning environment, and an environment of two-way

communication in order to educate the whole child and prepare them to become productive citizens and life-long learners.



Table of Contents

Goals 4Goal 1: Campus will close the achievement gap to ensure that all students reach their academic potential. 4Goal 2: Campus will improve student preparation for college and career. 18Goal 3: Campus will maintain a safe and orderly environment. 22Goal 4: Campus will recruit, develop, and retain highly qualified and effective personnel. 26Goal 5: Campus will continue to build positive relationships with all stakeholders. 29

Comprehensive Support Strategies 33



Goals

Goal 1: Campus will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 1: ESF 1.1: Instructional leadership team will add structure to two specific areas - 1. Lead each PLC's so that they lead to effective collaborative planning, data analysis, and reteach plans 2. Lead effective and regular content meetings so that we are more strategic in how we plan our time, including which and how frequently we observeteachers.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Targeted or ESF High Priority


Performance Objective 2: ESF 5.3: Each PLC is led by content using the NSRF protocols after each of the unit/module assessments in between the districttests. Each discussions will include reteaching plans.

Evaluation Data Source(s) 2:


Targeted or ESF High Priority


Performance Objective 3: The percentage of students scoring proficient and higher in mathematics will increase 5% compared to last years' end of theyear assessment (DCA K-2, STAAR 3-4)

Evaluation Data Source(s) 3: TAPR Reports, DCA/STAAR Data

Summative Evaluation 3:Bush Elementary SchoolGenerated by Plan4Learning.com 4 of 33


Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

ESF LeversLever 5: Effective Instruction

1) To improve quality of flexible groupinstruction by facilitating intervention strategiesduring PLC and planning and through push-insupport.(EM1)

AdministratorsMath SpecialistsSCE FundedMath SpecialistTeachers K-4

Classroom observations, Lesson plans, DCA,Walkthroughs, STAAR Data and PLC/planningmeetings

Funding Sources: State Comp Ed (SCE) - 376111.00


2) Using PLC time to analyze and compare data,evaluate student work and plan for differentiatedinstruction.(RTI13, EM1, DMAC, AA 3,4,5)

AdministratorsMath SpecialistsSCE FundedMath Specialist

Lesson plans, DCA, end of unit assessments,PLC/planning meetings, DMAC, iReady

3) Using CPM (catching problemmathematicians) and data to determineappropriate classroom intervention: in-classsupport. (PBMAS)(ELL and SPED)(EM1)

AdministratorsMath Specialists,SCE FundedMath SpecialistTeachers K-4

Data: DCA, end of unit assessments,PLC/planning meetings, anecdotal records,DMAC, RTI, iReady

4) After school tutorials are held to give extrainstruction to students that are not makingsufficient progress in math. (EM3)

AdministratorsMath Specialist

Data: DCA, iReady, end of unit assessments,STAAR

Funding Sources: Title I - 38000.005) Bush will increase ELL, Hispanic andEconomically Disadvantaged studentachievement by at least 5% through the use ofinstructional strategies as evidenced by STAARresults in Math in May 2019. (SLE2)

Administrators,ContentSpecialists

CCA, DCA, STAAR

ESF LeversLever 1: Strong School Leadership and Planning

Lever 5: Effective Instruction6) Improve the quality of instruction byproviding time for teachers to plan. UsingBush's 5 Step planning, teachers willdeconstruct the TEKS and plan lessons to helpthe students master the TEKS.

Administrators,Math Specialists

Lesson plans, DCA, CCA, STAAR





= Accomplished = Continue/Modify = No Progress = Discontinue




Performance Objective 4: The percentage of students scoring proficient and higher in Reading will increase by 5% as measured by DCA, STAAR, CCA,and End of Year Assessments.

Evaluation Data Source(s) 4: TAPR Reports




Comprehensive Support StrategyTEA Priorities

Build a foundation of reading and mathESF Levers

Lever 5: Effective Instruction1) To improve quality of flexible groupinstruction by providing Intervention strategies,and through push-in support .(ELA1, ELA4,ELA9)

Administrators,SCE FundedELA Specialists,ClassroomTeachers andILT, SCE FundedRtI Specialist

Running Records, Reading DCA, iStation,Classroom observations, Small group, andwalkthroughs

Funding Sources: State Comp Ed (SCE) - 376111.00

Comprehensive Support StrategyESF Levers

Lever 5: Effective Instruction2) Using PLC time to analyze and compare data,evaluate student work, plan for differentiatedinstruction, and implement vertical alignmentusing TEKS.(DMAC, ELA12, AA 3,4,5)

AdministratorsELA SpecialistsILTTitle I/Bridge,and ESLdepartment,ClassroomTeachers

Reading DCA, PLC data meetings, Classroomobservations, Lesson plans, iStation, DMAC

Comprehensive Support Strategy3) Using CPR (Catching Problem Readers) /data to determine appropriate intervention: TitleI and Bridge Reading and in-class support.(ELA4)

AdministratorsSpecialEducation, SCEFunded ELASpecialists,ClassroomTeachers, andILT

data, IEPs, classroom observations, RTI, lessonplans, ARDs, DCA, DMAC, ISIP

Funding Sources: Title I - 192326.00






Lever 5: Effective Instruction4) After school tutorials are held for thosestudents in 3rd and 4th grade not makingsufficient progress in Reading. (ELA4)

AdministatorsELA Specialist

Data: DCA, ISIP, CCA, STAAR


Comprehensive Support Strategy5) Bush will increase ELL, Hispanic andEconomically Disadvantaged studentachievement by at least 5% through the use ofinstructional strategies as evidenced by STAARresults in Reading in May 2019. (ELA10, SLE2,3)

Administrators,SCE FundedELA Specialists

CCA, DCA, STAAR

TEA PrioritiesBuild a foundation of reading and math

ESF LeversLever 1: Strong School Leadership and Planning

Lever 5: Effective Instruction6) Improve the quality of instruction byproviding time for teachers to plan. UsingBush's 5 Step planning, teachers willdeconstruct the TEKS and plan lessons to helpthe students master the TEKS.(ELA 2,3,5,9)

AministratorsSCE FundedELA Specialists

Lesson PlansDCA, CCA, STAAR





Performance Objective 5: Increase the percentage of students growing one level by 5% based on previous TELPAS results.






Lever 5: Effective Instruction1) ESL students will be provided supplementalsmall group instruction, using flexible grouping,according to TELPAS levels. As well asinstructional intervention using the research-based programs: REACH, Into the USA andEnglish at your Command. (SLE 2,3)

AdministratorsELDInterventionist

TELPAS, IPT Scores, LPAC, ClassroomObservations

Comprehensive Support Strategy2) PLC/LPAC are implemented to analyze dataand provide teacher support in lessonpreparation, sheltered instruction methods,linguistic accommodations and vocabularydevelopment, while following the bilingualframework, ESL framework and the duallanguage program.(SLE 2,3)

AdministratorsESL LeadTeacherESLInterventionists

TELPAS, IPT Scores, LPAC, ClassroomObservations, SIOP Walkthroughs

Comprehensive Support Strategy3) Select students in 3rd and 4th grade willreceive tutorials, according to their TELPASlevels to build and develop language skills in alldomains.(SLE 2,3 ELA 10

AdministratorsESL LeadTeacher, ELDInterventionistClassroomteachers

TELPAS, IPT Scores, classroom observations,iStation






4) Instructional paraprofessionals will provideinstructional assistance to newcomers andTELPAS beginner level students to improvelanguage development in all domains. (SLE 2,3)

AdministratorsESL LeadTeacher

Data: TELPAS, IPT


5) Utilize SIOP components for lesson planning,lesson delivery, comprehensible input,interaction and building background knowledgein all classrooms and improve studentperformance levels in reading, speaking, writingand listening. (SLE 2,3)

AdministratorsContentSpecialists

TELPAS, IPT, DCA walkthroughs

6) Use multiple strategies to assess and addressthe needs of ELL students. (PBMAS-ESL) (SLE2,3)

Administrators,ESL Department

Data: ISIP, DCA, CCA, TELPAS levels, IPT

7) Monitor progress of LEP students not inbilingual or ESL program. (denials/waivers)(PBMAS-ESL)


Data: ISIP, DCA, CCA, TELPAS levels, IPT

8) Continue collaboration between district,LPAC and counselors in the monitoring of long-term ELL students. (ESL Intervention services)(PBMAS-ESL)


TELPAS, IPT, DCA data, unit assessments

9) Ensure collaboration between LPAC andspecial education department to address theneeds of LEP and special education students.(PBMAS-ESL)

SPEDDepartment, ESLDepartment,Administrators

LPAC meeting notes

10) Ensure collaboration between campusregistrar and campus ESL team to maintain allcompliance indicators relating to the properidentification and monitoring of LEP students.(PBMAS-ESL)

ESL Department,Administrators,Registrar

compliance data, ESP





Performance Objective 6: Science will increase DCA scores by 5% for each assessment based on last year's scores.





1) Enhance student learning and progress byusing STEM Scopes resources for effectiveteaching of science.(ES 15,17)

SCE FundedScienceSpecialist,ClassroomTeachers K-4,and Science LeadTeachers

Science DCA, CCA and Classroom observations

2) Enhance student learning and progress byusing the 5 Step planning model to planScience.(ES 15,17)

SCE FundedScienceSpecialistClassroomTeachers K-4th

Science DCA, CCA and Classroom observations

3) Using PLC time to analyze and compare dataand evaluate student work in order to improvethe quality of instruction in the scienceclassroom. (ES 1,2,3,18)

AdministratorsSCE FundedScienceSpecialist

Science CCA, DCAclassroom observations

4) Integrate literacy and science through the useof science texts, books, writing prompts and C-E-R. (ES 23)

SCE FundedScienceSpecialistScience TeachersK-4

Science DCA, CCA and classroom observations

5) Use field trips and guest speakers as a tofurther their understanding of the scienceconcepts in the TEKS and district curriculumguide.





Performance Objective 7: Students IEP mastery goal of 70% or higher will be based on the ARD committee's decision.





1) Students will receive in class support duringsmall group time.(ELA 20, EM 1)

Administrators,SpecialEducationTeachers,ClassroomTeachers

IEPs, Unit Assessments, DCA, Classroomobservations, ARD, iStation, iReady

2) Students will receive accelerated instruction. Administrators,SpecialEducationTeachers, andClassroomTeachers

IEPs, Unit Assessments, DCA, iStation, iReady,Classroom observations, and ARDs

3) Students will have ARDs to address needs. AdministratorsSpecialEducationTeachersClassroomTeachers, ARDCommittee

IEPs, Unit Assessments, DCA, Classroomobservations, CBM, ARDs

4) Special Education Teachers will attendspecial education meetings/trainings.

SpecialEducationTeachers

IEPs, Unit Assessments, DCA, Classroomobservations, ARDs





Performance Objective 8: Social Studies will increase DCA scores by 5% for each assessment based on last year's third grade scores.





1) Using Social Studies Lead Teachers as activerole models, positively impacting team membersand students by reinforcing our TEKS.(SS 6,7,9)

AdministratorsSCE Funded S.S.Specialists, LeadTeacher, andClassroomTeacher

DCA, Report card and progress reportcomparison

2) During PLC and grade level planning SocialStudies teachers will use pacing guide whilefollowing the bilingual framework to helpsupport all bilingual students.(SS4)

AdministratorsS.S. Specialists,Lead Teacher,and ClassroomTeacher and ESLdepartment

DCA, Report card and progress reportcomparison

3) Improve the quality of instruction byproviding time for teachers to plan. UsingBush's 5 Step Planning Model, teachers willdeconstruct the TEKS and plan for mastery oflearning and teaching.(SS 7,9)

AdministratorsSCE Funded S.S.Specialists, LeadTeacher, ESLdept., andClassroomTeacher

Progress Reports and Report Card Comparisons,Classroom observations





Performance Objective 9: The percentage of students scoring approaches or higher in writing will increase by 5% measured by STAAR. (PBMAS)






Lever 1: Strong School Leadership and PlanningLever 5: Effective Instruction

1) Using PLC time to analyze and compare data,evaluate student work, plan for differentiatedinstruction, and implement vertical alignmentusing TEKS.(ELA12, DMAC)

Administrators,SCE FundedLanguage ArtsSpecialists andILT andClassroomteachers, ESLdepartment

DCA, PLC data meetings, walkthroughs

Comprehensive Support Strategy2) Bush will increase ELL, Hispanic andEconomically Disadvantaged studentachievement by at least 5% through the use ofinstructional strategies as evidenced by STAARresults in Writing in April 2018.

Administrators,SCE FundedELA Specialists

CCA, DCA, STAAR

3) Improve the quality of instruction byproviding time for teachers to plan. UsingBush's 5 Step Planning Model, teachers willdeconstruct the TEKS and plan for mastery oflearning and teaching. Each planning sessionwill initiate by comparing writing student workand exchanging points of view about it. (ELA14,15,17)

AdministratorsSCE FundedLanguage ArtsSpecialists, ILT,Teachers

Progress Reports and Report Card Comparisons,lesson plans and Classroom observations.






4) Improve quality of writing instruction byproviding professional development workshopstargeting students needs based on statestandards.Thinking Maps and Write From the Beginningwill play a factor in implementing the writingprocess.(SS6, ELA 7,8)

Administrators,SCE FundedLanguage ArtsSpecialist andILT andClassroomteachers, ESLdepartment

Progress Reports and Report Cards,walkthroughs






Performance Objective 10: Bush will meet 100% of the state accountability requirements.





1) District procedures are followed to ensurethat all homeless students are immediatelyenrolled and provided appropriate services.(Title I, Part A)

AdministratorsRegistrar

2) Provide summer school program to extendlearning activities for students. (Title I, Part A)


summer school enrollment

3) Through the use of data, STAT/RtI team willdetermine strategies and interventions at Tier I,Tier II, and Tier III, based on individualizedstudent needs. (RtI)

Administrators,SCE FundedContentSpecialists, SCEFunded RtISpecialist,Interventionists

rtI data, STAT paperwork, Success Ed

Funding Sources: State Comp Ed (SCE) - 0.004) Review all students who have a need forSpecial Education only because of ADHD.Determine if any of these students could beserviced through 504 Accommodations.(PBMAS-SPED)

Administrators,SPED teachers,504 Coordinator

504/RtI data, Success Ed

5) Consider 504 Services prior to referringstudents diagnosed with ADHD to specialeducation for testing. (PBMAS-SPED)

Administrators,SPED teachers,SCE Funded 504Coordinator

correct placement, Success Ed

6) Review students in PPCD, REACH II/III,Structured/DC and grades K-2 Life Skills whocould be included in the general educationsetting for half of the school day. (PBMAS-SPED)

Administrators,ARD Committee

ARD paperwork stating inclusion





7) Review current placements of allStructured/DC and REACH II/III students, asappropriate, to determine if they are in the LeastRestrictive Environment. (PBMAS-SPED)

Administrators,ARD Committee

ARD paperwork

8) Determine if all students scheduled to take aSTAAR Alternate 2 have a significant cognitivedisability.

ARD Committee STAAR test placement, ARD paperwork

9) Submit a monthly report to Central SpecialEducation Department providing currentsuspension data for general education andspecial education students. If required perCentral Special Education Department, campuswill submit a Continuous Improvement Plan. _(PBMAS-SPED)

SPED Team,Administrators

monthly reports

10) Ensure writing, science and social studiesare taught daily within uninterruptedinstructional blocks. (PBMAS-ESL)


Master Schedule




Goal 2: Campus will improve student preparation for college and career.

Performance Objective 1: 100% of Bush students will learn about career opportunities and colleges throughout the school year.

Evaluation Data Source(s) 1: Attendance reports




1) Counselors will hold a career day for fourthgrade students. Guest speakers are invited topresent their profession and promote the interestof students. (AVID 4,5)

Counselor, 3rdand 4th gradeteachers

displays, morning announcements, guest speakers

2) Students in 2nd grade will complete 2Project-based learning presentations. (PBMAS)(AVID 4,5)

Specialists,2nd-4th gradeteachers

PBL Presentations, research, cooperativelearning.

3) Counselor and CIS (Communities in School)provide guidance activities in preparation forcollege and career through group discussionsreviewing academics, behavioral obstacles andsetting individualized attainable goals for thosestudents referred. (PBMAS)(AVID 4,5)

Administrators,CIS, Counselors

report cards

4) Students discuss how to monitor theirprogress and handle set backs that may occur toaddress needs and ensure college is in theirfuture. (PBMAS) (AVID 4,5)

Administrators,Counselors, CIS,Teachers

written reflections from students, report cards

5) School wide participation in College Daywhere staff and students wear college attire oftheir choice on Wednesday. Also, collegepennants are posted outside of class or officeand classrooms "all about me poster".(AVID 4,5)


College Pennants, morning announcements, AllAbout Me posters





6) A mentoring program offers volunteer staffmembers an opportunity to mentor students withdaily life challenges.(AVID 4,5)


report cards, mentor logs, observations

7) Provide and interactive college board toencourage college awareness and importantfacts.(AVID 4,5)

Counselors, 4thgrade teachers

college board

8) Counselors will post a career bulletin boardto promote the Career of the Month that featuresinformation on responsibilities, salaries, andeducation/training necessary for the job.(AVID 4,5)

Counselors career board

9) Students will participate in variouscollege/university field trips to gain exposurefor college and career readiness.

Administrators,Counselors,Teachers, CIS

report cards




Goal 2: Campus will improve student preparation for college and career.

Performance Objective 2: In preparation for college, we will increase the mastery of computer skills for both students and staff, evaluated by StudentTechnology Competencies and Technology PD hours.

Evaluation Data Source(s) 2: Student Technology Competencies, Technology PD hours




1) Bush classroom teachers and students will beexposed to various forms of communicationthrough the use of technology. Students inTechnology class are able to navigate theInternet using AUP/RUP policies for safecomputer use. (TEC 7,8)

TechnologySpecialist,TechnologyTeacher,ClassroomTeachers, SCEFundedTechnologyLab Aide

Technology TEKS, Walkthroughs

Funding Sources: State Comp Ed (SCE) - 391681.00TEA Priorities

Connect high school to career and college2) Bush students demonstrate that they canindependently apply technology skills ofinformation and communication literacy throughassessment of Technology Applications TEKSobjectives across all content areas. (Title II, PartD) (utilizing technology as a tool to create...) (TEC 5,6,7,8)

TechnologySpecialist,ClassroomTeachers, SCEFundedTechnology LabAide, TechnologyTeacher

Student Technology Competency results

Funding Sources: State Comp Ed (SCE) - 391681.003) Teachers must receive 7 hours of Technologyprofessional development each year in order toprovide students the opportunity to utilize 21stcentury skills in the classroom. (Title II, Part D,ARRA) (TEC 6,7,8)

TechnologySpecialist, Technologyteacher, SCEFundedTechnology Aide,ClassroomTeachers

PD Credit Summary





4) Bush will continually evaluate theeffectiveness of the GT program and use data tomake decisions about refinement. (GTAP 1,2,3,4,5)

Administrators,Campus GTCoordinator

Data: DCA/CCA

5) Students will get the opportunity to learn 21stcentury skills through technology projects, apps,and field trips that will help them prepare forcollege and career.

TechnologySpecialist,TechnologyTeacher, LibraryInformationSpecialist,classroom teachers

walkthroughs, technology projects

6) Students will get the opportunity to learn 21stCentury skills through technology projects, appsand field trips that prepare them for college andcareer.(TEC 6, 8)

LIS, TechnologySpecialist,TechnologyTeacher

Technology Competencies




Goal 3: Campus will maintain a safe and orderly environment.

Performance Objective 1: Bush will evaluate monthly discipline data and the number of discipline referrals will decrease 5% compared to the previousyear. (Texas Education Code; Title I, Part A)

Evaluation Data Source(s) 1: discipline referrals




1) Bush Bucks are given out to students by anystaff member for demonstrating positivebehavior and participation in school to be laterredeemed in our Bobcat store for prizes.(PASS 3)

Campus Staff student participation and entry in a specialdrawing for a bike once a year

2) Red Ribbon Week which motivates studentsthrough fun activities to say no to drugs byoccupying their time in fun activities throughoutthe week . (Texas Education Code; Title I, PartA)(PASS 1)

Counselors,teachers

Red Ribbon Log, student participation

3) "Character Traits" and "Words of Wisdom"are led by students each day during morningannouncements, and allow students to reflect onpositive goals to begin their day. (PASS 3)

Counselor morning announcements

4) School Wide staff signal that teachers use tobring awareness to everyone.(PASS 13)

Administrators,ClassroomTeachers

student compliance

5) Principal's honor roll activities will be held tocelebrate student accomplishments(PASS 3,11)

Administrators,ClassroomTeachers

Report Cards

Funding Sources: Title I - 2790.006) BUG (Bringing Up Grades) and perfectattendance incentives and rewards(PASS 4,11)

classroomteachers,administrators

Report Cards





7) An anti-bullying program, which is geared tostop bullying, build self-esteem, self-worth andguidance for our students will be taught to allstudents. In addition, all staff will be trained inbullying prevention. (PASS 7,8)

CIS, Counselors,classroomteachers

discipline referrals, report cards, progress reports

8) Shelter in place procedural plan isimplemented to maintain a safe and orderlyenvironment (i.e. for evacuation, fire & disasterdrills and media interaction)

Administrators,Counselors,teachers

maps and chart posted in every room indicatingevaluation plans.

9) S.C.O.P.E. (School Climate OptimizesPotential Everyday (Above and Beyond)committee reviews policies in place and ways tomake improvements in order to ultimatelyachieve a balanced, unified, school-wideapproach in discipline matters and school safety. (PASS 9,10)

Administrators,SCOPEcommittee,teachers

number of prevention and intervention programsin place.

10) Proper screening through Raptor system ofvisitors on campus and all staff membersrequired to wear their photo identification badgedaily.

Front OfficeStaff, Schoolpersonnel

daily number of badges from Raptor

11) The SAC monitor will aim for success bytracking and monitoring the number of repeatoffenders and collaborates with teachers toevaluate conflict resolution for students success.(Texas Education Code; Title I Part A) and(PBMAS)(PASS 4,16)

SCE FundedSAC Monitor,classroomteachers,administrators,SCOPEcommittee,CampusChampionProject

office referrals, SAC reports

Funding Sources: State Comp Ed (SCE) - 391681.0012) Reporting such incidents as bullying,fighting, gang related behavior and or anythreats seriously and in a timely manner incompliance with district guidelines(PASS 7,8,16)

CIS, Counselors,classroomteachers,administrators,SCE FundedSAC monitor

office referrals, bullying presentation attendance,bullying forms





13) Implementing CHAMPS, a school widebehavior program that addresses expectation inClassroom, hallways, playgrounds, and allcommon areas around school. (PASS 12)

All staffmembers

participation and implementation , CHAMPsposters posted

14) Bush student council offers studentsopportunities for leadership roles andresponsibility(PASS 11,12)

Counselors,sponsoringteachers

participation

15) Student attendance is reported daily tomonitor the 97% goal.(A 2,3,4,5,6)

attendance clerk,staff, attendancecommittee

attendance report

16) Fourth grade students are selected everymarking period as safety patrol leaders(PASS 11)

staff discipline referrals indicating no incidents in themorning in the hallways

17) Bush students will attend to field trips thatpromote hands on activities and educationalopportunities outside the school.(PASS 4)

classroomteachers

student participation

18) Bush students will earn spirit sticks foracademic and behavioral accomplishments aswell as perfect attendance. (PASS 4)

administrators,contentspecialists

grades, attendance, assessment scores

Funding Sources: Title I - 2790.0019) Technology Curriculum will include lessonsthat meet the Children's Internet Protection Act(CIPA) guidelines. (USDE-Technology)

TechnologyTeacher,TechnologySpecialist, SCEFundedTechnology LabAide, classroomteachers

student compliance with guidelines

20) Boys Club will empower boys with skillsand knowledge to help them become productiveadults in the community. (PASS 4)

counselors club participation





21) Other presentations will be given to studentsas needed by PASS Specialists or by contractedassemblies to help students learn about self-control, self-esteem, and other social skills asneeded.

counselors student compliance with guidelines

22) Teachers and students will participate inBully Prevention Week to campaign againstbullying, both physical and emotional. (PASS7,8)

counselors staff and student participation

23) Mentor relationships between staff andstudents utilizing the Student AssistanceProgram.(PASS 4)

counselors staff and student participationmentoring logs

24) Drug/Alcohol/Tobacco preventionpresentations will be held for students in 3rd and4th grade. (PASS 1)

counselors student participation

25) PEARLS girls' club will empower girls tobuild self-esteem and self-awareness to increasefriendship and communications skills.

Counselors club participation

26) Fire Safety week will be held to educatestudents in the prevention of fires and properfire safety.

Counselors student participation

27) A school climate survey will be given forparents, staff and students to determine theschool climate and safety to determining waysto improve the climate and the safety of thestudents.




Goal 4: Campus will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 1: Bush will retain 90% of its highly qualified personnel.

Evaluation Data Source(s) 1: PD Participation Record, walkthroughs Feedback




1) New teachers will observe whole to smallgroup lessons in all content areas along withprofessional resources, which are available to allteachers to enhance their instruction in allcontent areas. (Mentoring Beginning Teachers:Guiding, Reflecting, Coaching by Jean Boreen,Mary K. Johnson, Donna Niday and Joe Potts)(PD 1)

Contentspecialists,interventionists,and classroomteachers

Observation, conversation, PLC meetings,walkthroughs

2) Teachers will serve on academic committeesand book studies to further a teachersprofessional growth with knowledge and skillsbased on students needs. (PD 2)

ContentSpecialist andclassroomteachers

Committee meetings sign-in records, PD sign-inrecords

3) Staff members will have weeklyobservational walkthroughs(Coaching Days)with feedback on their daily instruction thatprovide opportunities to enhance their teachingand share ideas. (Linking Teacher Evaluationand Student Learning by Pamela D. Tucker andJames H. Stronge)(PD 1)

Administrators,ILT

Walkthroughs

4) Teachers collaborate with team andspecialists to plan and share ideas to enhancetheir teaching by modeling, listening, andoffering suggestions following the district'spacing guide.(Mentoring Beginning Teachers:Guiding, Reflecting, Coaching by Jean Boreen,Mary K. Johnson, Donna Niday and Joe Potts)(PD 1)

Team leaders andcontentspecialists

Meeting minutes





5) Bush new teachers attend Alief U as well asthe Bush Mentor Program. This is on campussupport and training for new teachers, whichguides them through every process. (MentoringBeginning Teachers: Guiding, Reflecting,Coaching by Jean Boreen, Mary K. Johnson,Donna Niday and Joe Potts)(PD 1)

Administrator,ContentSpecialists,Interventionist,and Counselor

Mentor Meeting sign-in log and district formalobservations on domains

6) Administrators will recognize staffaccomplishments, efforts and dedicationthrough teacher celebrations while promoting asupportive and friendly atmosphere amongststaff. Staff members are provided snacksthroughout the year. (183)

Administrators,Staff andteachers

Participation and End of Year SurveyMeasureable by end of year school climatesurvey

7) Administrators and Hospitality Committeeprovide a number of opportunities for staff toreceive goodies throughout year along withtreats for staff to meet and come together for fungatherings.

AdministratorsHospitalityCommittee andcounselors

Attendance and participation

8) Bush staff participate in Fat Friday, whereeach grade level sponsor breakfast once a monthfor the entire staff.

Administrator,ContentSpecialist andClassroomteachers

Attendance and participation

9) Staff will attend various staff developmentcourses and workshops to continue to work onprofessional growth. In addition, staff will haveprofessional growth opportunities by readingresearch based articles and professional books.(183)

Principal, staff Conference certificate, observations,presentations, blog responses.


10) All staff will be highly qualified and if not,then a Highly Qualified ContinuousImprovement Plan will be created incollaboration with the Human ResourcesDepartment.

Administrators All teachers 100% highly qualified

11) Staff will be trained in Kagan Structures toimprove student engagement and studentachievement.

Specialists weekly observations, lesson plans



Goal 5: Campus will continue to build positive relationships with all stakeholders.

Performance Objective 1: 80% of students will have a parent/guardian attend at least one school event as measured by sign in sheets.

Evaluation Data Source(s) 1: Sign-in sheets




1) Fall Festival, Spring Fling, and Field Dayinvite parents and the community to getinvolved in a child's life and making adifference. (FAME 1,13,14)

Administrators,ContentSpecialists,ClassroomTeachers andParents

Attendance, participation log and response tallyfrom invites

Funding Sources: Local - 1500.002) National Library Month in April offersparents and other family members anopportunity to come and read with their child inthe Library during Mommy and Me Read andDaddy and Me Read.(FAME 1,13,14)

AdministratorsLibrarian

Attendance

3) Parental involvement that in activities thatshowcase student events such as , WinterProgram, STEAM Night, Academic Night,Awards programs, open forums, MulticulturalMarket, and guest speakers are events topromote family engagement. (FAME1,2,5,6,13,14)

Block Team andall Grade LevelTeachers andStudents

Attendance and parent-visitor log

4) Academic Family Night, STAAR Night andTitle I parent presentations are workshops ineffort to become aware of strategies and ideas toenhance student learning and uniting familiesfor enjoyment. These include Literacy, SocialStudies, Math, and Science. Snacks will also beserved to families who attend. (FAME1,2,5,6,13,14)

ContentSpecialists,TechnologySpecialist,Librarian, andParents

Newsletters, attendance and response tally frominvites





5) Bush Newsletter and Bush Webpage,Schoology, Twitter, Facebook, Remind andflyers offer parents and community membersaccess to our campus calendar andannouncements to better inform parents ofupcoming events as well as information to assisttheir students. (FAME 1,5,6)

ContentSpecialists,TechnologySpecialist,Librarian, andParents

Bush Webpage and monthly newsletter

6) Student planners will be purchased for eachstudent in order to increase home-schoolcommunication.(FAME 1, 5, 6)7) Culture Committee members celebratesdiversity on our campus, along with parents topromote school-wide culture awareness studies.(FAME 1,2,6,13,14)

Administrators,CulturalCommittee,ClassroomTeachers,Parents, andCommunityVolunteers

Participation and involvement

8) Family Engagement Center is open four daysa week to assist parents on topics such as, child'seducation, personal issues, parental policycompact, and ways to assist. Parents are canattend classes to learn English so that they canbetter help their children. Parents are alsoinvited to hear guest speakers on a monthlybasis to equip families with information to assistin students' academic success. (FAME1,2,5,6,13,14)

FAMECoordinator, CIS,and Teachers

Attendance Records

9) All Pre-K students and parents are invited toattend a Kindergarten orientation in order tomeet the Kindergarten team prepare them forfull day Kindergarten. (FAME 6)

Pre-K andKindergartenteachersPre-K andKindergartenaides, KinderRound Upcommittee, SCEFundedKindergartenAide

sign in sheets





10) Teacher/Parent conferences shall discuss thefollowing: a review of Title I School/ParentCompacts, what the school will do to helpstudents meet standards, what the parent can doto help students' performance and additionalassistance at the school or elsewhere. (FAME 2)

AdministratorsTeachersPK/K Aide

Parent Conference Summary Form

11) All 4th grade students will attendIntermediate school orientation. Students travelto their respective schools to tour them and learnabout the expectations of intermediate school.(FAME 6)

counselors sign in sheets

12) The FAME center provides opportunities forstakeholders to get involved with the schoolwith events such as: Donuts with Dad, Muffinswith Mom, Grandparent's Brunch and theFamily Engagement Week activities. (FAME1,2,5,6,13,14)

Administrators,FAMECoordinator

sign in sheets

13) VIPS (Volunteers in Public Schools) assistwith events, field trips, classrooms, library,office, and workroom activities. They also serveas guest speakers. (FAME 9)

Administrators,Parents, andTeachers

Applications filled out online and approved bythe district

14) Title I collaborates with Family EngagementCenter in an annual literacy breakfast to provideparents skills to assist students with literacy andoffer many activities modeled to take home.Refreshments are served. (FAME 1,2,5,6,13,14)

Title I/BridgeInterventionistand parents

Sign-in sheets and participation, BushNewsletters, and Title I/Bridge Invitations

Funding Sources: Title I - 500.0015) YMCA provides parents free after schoolcare for Bush students in need of extra help withacademics and enrichment during the schoolyear and summer months. (FAME 13, ASP 2)

Administratorsand YMCA

YMCA applications and waiting lists

16) Include SMART goals, action steps and theevaluation plan described in your campusFAME plan (Title I, Part A)(FAME 1,2,5,6,13,14)

Administrators,FAMEcoordinator

FAME Plan

17) Bush will participate in the Brighter Bitesprogram. Bush parents and staff will receivebags of fresh fruits and vegetables along withrecipes and healthy eating tips. There are cyclesset by the program that indicate when wereceive the food.

CIS, FAME,Administrators

staff members who receive the food mustparticipate in some of the activities/lessons andpost about it on brighterbites.org



Comprehensive Support Strategies

Goal Objective Strategy Description

1 4 1 To improve quality of flexible group instruction by providing Intervention strategies, and through push-in support .(ELA1,ELA4, ELA9)

1 4 2 Using PLC time to analyze and compare data, evaluate student work, plan for differentiated instruction, and implement verticalalignment using TEKS.(DMAC, ELA12, AA 3,4,5)

1 4 3 Using CPR (Catching Problem Readers) / data to determine appropriate intervention: Title I and Bridge Reading and in-classsupport. (ELA4)

1 4 4 After school tutorials are held for those students in 3rd and 4th grade not making sufficient progress in Reading. (ELA4)

1 4 5 Bush will increase ELL, Hispanic and Economically Disadvantaged student achievement by at least 5% through the use ofinstructional strategies as evidenced by STAAR results in Reading in May 2019. (ELA10, SLE 2,3)

1 5 1ESL students will be provided supplemental small group instruction, using flexible grouping, according to TELPAS levels. Aswell as instructional intervention using the research-based programs: REACH, Into the USA and English at your Command.(SLE 2,3)

1 5 2PLC/LPAC are implemented to analyze data and provide teacher support in lesson preparation, sheltered instruction methods,linguistic accommodations and vocabulary development, while following the bilingual framework, ESL framework and thedual language program. (SLE 2,3)

1 5 3 Select students in 3rd and 4th grade will receive tutorials, according to their TELPAS levels to build and develop languageskills in all domains. (SLE 2,3 ELA 10

1 9 1 Using PLC time to analyze and compare data, evaluate student work, plan for differentiated instruction, and implement verticalalignment using TEKS. (ELA12, DMAC)

1 9 2 Bush will increase ELL, Hispanic and Economically Disadvantaged student achievement by at least 5% through the use ofinstructional strategies as evidenced by STAAR results in Writing in April 2018.



2019-2020 goals/performance objectives/strategies alief ......5) utilize siop components for lesson...

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