2019-2020 goals/performance objectives/strategies texas

Texas City Independent School District

Manuel Guajardo Jr. Elementary

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

Distinction Designations:Academic Achievement in English Language Arts/Reading

Academic Achievement in MathematicsTop 25 Percent: Comparative Academic GrowthTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Board Approval Date: November 12, 2019

Manuel Guajardo Jr. ElementaryGenerated by Plan4Learning.com 1 of 35

Campus #084906104November 7, 2019 4:25 pm

Mission StatementCultivating Kindness & Creating Lifelong Learners

VisionThe community of Guajardo Elementary is committed to be student-centered,

where the uniqueness and whole development of each child is nurtured

in a shared partnership with caring, creative staff, parents and community.

Core BeliefsEveryone must be treated with dignity and respect

Students should be taught the skills and behaviors necessary for success

Staff members should encourage motivation through positive interactions and building relationships with students

Student misbehavior provides a teaching opportunity



Table of Contents

Goals 4Goal 1: Compared to state standards, all TCISD campuses will meet or exceed state averages for each exam, each grade level, and each demographicgroup. 4Goal 2: Compared to state standards all TCISD campuses will improve student achievement on state assessments by meeting or exceeding establishedtargets. 17Goal 3: Compared to state standards, all TCISD campuses will improve student progress toward academic growth by increasing the number ofstudents who perform at the Meets and Masters Level on state assessments by at least 10 percent. 22Goal 4: Compared to state standards, all TCISD campuses will close the learning gap for each student group on state assessments by meeting orexceeding established targets. 24Goal 5: The district will establish and all TCISD campuses and departments will implement a comprehensive plan to create and maintain safe andsecure schools and facilities throughout the district. 26Goal 6: The district will provide resources and all TCISD campuses will implement programs to appropriately address the psychological, social, andbehavioral needs to TCISD students. The success of such programs to be measured by a reduction in bullying incidents and a decrease in studentdiscipline referrals. 28Goal 7: The district will provide resources and all campuses will implement positive behavior strategies that decrease student discipline referralsresulting in ISS, OSS and discretionary placements to DAEP. 31Goal 8: The district will attract and retain highly qualified, talented employees who demonstrate the willingness and ability to advance the academicachievement of all TCISD students and bring pride to the community. 33Goal 9: Members of the district leadership team will maintain a positive image with all stakeholder groups throughout the community. 35



Goals

Goal 1: Compared to state standards, all TCISD campuses will meet or exceed state averages for eachexam, each grade level, and each demographic group.

Performance Objective 1: Increase the percentage passing on the 3rd grade STAAR Reading by 8% or higher in our African American sub-pop to meet orexceed the state's percent passing .

Evaluation Data Source(s) 1: 3rd grade STAAR test, AWARE monitoring group, teacher data collection Benchmark

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) All 3rd grade African American studentswill utilize Headsprout during reading andin their technology class. After benchmarks,any third grade African American studentwho has not met standard will be added toour campus Early Morning Interventiongroup to complete Headsprout lessonsbefore school. Student log in informationfor Headsprout will be sent home to allparents as students can access the programfrom home. Additionally, the students willbe screened for their knowledge of phonicsand sight words. The results will be used toguide interventions for the student.

2.4, 2.5, 2.6 Classroom teacher,Interventionists, InstructionalSpecialist, Computer LabParaprofessional

Increase in the percentage of AfricanAmerican students who pass the STAARReading Test.





2) Research shows that periodic andongoing monitoring of student performanceand progress is essential to sustainedgrowth. The use of Renaissance STAR 360Reading to assess and track studentperformance three times throughout theschool year (beginning, middle, and end ofthe year) will allow us to provide specific,strategic interventions based upon thestudent assessment results.

2.4, 2.5, 2.6 Teachers, InterventionistInstructional Specialist

Increase the passing percentage of AfricanAmerican students who pass the third gradereading STAAR test.

3) A group will be created in Aware tomonitor the African American studentsCBAs and Benchmark data.

2.4 InstructionalSpecialist/Teachers/Interventionist

The African American Students will bemonitored closely and the TEKS thatstudents are not successful on, will beaddressed through small group instruction.

TEA PrioritiesBuild a foundation of reading and math

4) Students will be required to correct allpapers either at school with their teachers,with interventionist, instructional specialistand exchange corrected papers for EagleCash and dunk their mistakes in thePrincipals' Basketball Goals.

2.4, 2.6 Teachers Students will learn from their mistakes andincrease their academic performance.

5) At Parent/Teacher conferences, parentswill be informed of their child's presentreading levels. They will be given a copy ofTCISD's Student Reading InstructionalLevel expectations and the requirements ofreading leveled books at home will bediscussed. Teachers will explain theurgency of the student being behind level ifthat's the case.

2.4, 2.5, 2.6 Teachers Increase parents' awareness of their students'reading levels and the urgency to havestudents catch up. Increase students' readinglevels which will increase academicperformance.

6) Weekly Leveled Readers will be senthome to all students at all grade levels.Reading logs should be signed by an adultfrom home.

2.4, 2.5 Teachers/Interventionist Implementing a school wide policy thatstudents will have Leveled Reading books toread at home will increase the capacity ofupcoming 3rd and 4th graders. This will inturn increase academic performance.






ESF LeversLever 4: High-Quality Curriculum

7) Teachers hold mini conferences withtheir students and discuss the student'scurrent reading level. Students are shownon the Reading Chart the level that theyshould be reading on at the middle and endof the school year and goals are set.

2.4, 2.6 Teachers Students have a clear understanding of theircurrent reading level and have a reading goalthat they will work towards. This willincrease the number of students that we havereading on level.

Problem Statements: Student Achievement 3 - Demographics 1, 5 - Student Academic Achievement 1, 3, 10 - School Processes &Programs 1, 9, 11

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student AchievementProblem Statement 3: In Third Grade Reading, SPED students only had a 46% approaching passing rate which is 40% below the White sub-pop, 30% below Hispanic sub-pop and 10%below our African American students. Root Cause 3: The SPED Inclusion teacher had no previous experience in teaching STAAR Reading. The teacher was not effective in meeting theneeds of individual SPED students and was non-renewed.

DemographicsProblem Statement 1: In Domain III, Closing the Gaps, our White sub-group was the only group that performed below the State's target. The White group performed 5 points below theState Target of 69 in Reading Academic Growth. Root Cause 1: Teachers are focusing on getting African American students to the Approaches level. The data doesn't show theAcademic Growth for our African American Group, as the group did not meet minimum size of 25 students. But 16 out of 21 (76%) of those students received Expected or Acceleratedgrowth and 85.7% of our 4th Grade African American Students passed the STAAR Reading test.Problem Statement 5: In Third Grade Reading, SPED students only had a 46% approaching passing rate which is 40% below the White sub-pop, 30% below Hispanic sub-pop and 10%below our African American students. Root Cause 5: The SPED Inclusion teacher had no previous experience in teaching STAAR Reading. The teacher was not effective in meeting theneeds of individual SPED students and was non-renewed.

Student Academic AchievementProblem Statement 1: In Domain III, Closing the Gaps, our White sub-group was the only group that performed below the State's target. The White group performed 5 points below theState Target of 69 in Reading Academic Growth. Root Cause 1: Teachers are focusing on getting African American students to the Approaches level. The data doesn't show theAcademic Growth for our African American Group, as the group did not meet minimum size of 25 students. But 16 out of 21 (76%) of those students received Expected or Acceleratedgrowth and 85.7% of our 4th Grade African American Students passed the STAAR Reading test.

Problem Statement 3: In Third Grade Reading, there were only 47% of all students at the Meets Level & 30% at the Masters Level. Root Cause 3: Teachers are focused on gettingstudents to the Approaches Level and are not pushing those that are already at the Approaches or higher levels.



Student Academic AchievementProblem Statement 10: In Third Grade Reading, SPED students only had a 46% approaching passing rate which is 40% below the White sub-pop, 30% below Hispanic sub-pop and 10%below our African American students. Root Cause 10: The SPED Inclusion teacher had no previous experience in teaching STAAR Reading. The teacher was not effective in meeting theneeds of individual SPED students and was non-renewed.

School Processes & ProgramsProblem Statement 1: In Third Grade Reading, SPED students only had a 46% approaching passing rate which is 40% below the White sub-pop, 30% below Hispanic sub-pop and 10%below our African American students. Root Cause 1: The SPED Inclusion teacher had no previous experience in teaching STAAR Reading. The teacher was not effective in meeting theneeds of individual SPED students and was non-renewed.Problem Statement 9: In Domain III, Closing the Gaps, our White sub-group was the only group that performed below the State's target. The White group performed 5 points below theState Target of 69 in Reading Academic Growth. Root Cause 9: Teachers are focusing on getting African American students to the Approaches level. The data doesn't show theAcademic Growth for our African American Group, as the group did not meet minimum size of 25 students. But 16 out of 21 (76%) of those students received Expected or Acceleratedgrowth and 85.7% of our 4th Grade African American Students passed the STAAR Reading test.

Problem Statement 11: In Third Grade Reading, there were only 47% of all students at the Meets Level & 30% at the Masters Level. Root Cause 11: Teachers are focused on gettingstudents to the Approaches Level and are not pushing those that are already at the Approaches or higher levels.



Goal 1: Compared to state standards, all TCISD campuses will meet or exceed state averages for each exam, each grade level, and each demographicgroup.

Performance Objective 2: Increase the 3rd grade STAAR Math average at the Approaches Level from 50% to 65% or higher in the African American Subpop to meet the state's passing rate at the Approaches level.

Evaluation Data Source(s) 2: 3rd grade STAAR test, AWARE monitoring group, teacher data collection.





1) Teachers will use the list of recommendedpre-requisite skills from the students' BOY &MOY Renaissance Math test to guide smallgroup instruction.

2.4, 2.6 Classroomteacher,Interventionists,InstructionalSpecialist

Increase in the percentage of African Americanstudents who pass the STAAR MathTest.

Problem Statements: Demographics 4 - Demographics 6 - Student Academic Achievement 11 - School Processes & Programs 2TEA Priorities

Build a foundation of reading and mathESF Levers

Lever 5: Effective Instruction2) Research shows that periodic and ongoingmonitoring of student performance and progressis essential to sustained growth. The use ofRenaissance STAR 360 Math to assess andtrack student performance three timesthroughout the school year (beginning, middle,and end of the year) will allow us to providespecific, strategic interventions based upon thestudent assessment results.

2.4, 2.6 Classroomteacher,Interventionists,InstructionalSpecialist,

Increase the passing percentage of AfricanAmerican students who pass the third grade MathSTAAR test.


3) Students will be required to correct all paperseither at school with their teachers, withinterventionist, instructional specialist and then"dunk their mistakes".

2.4, 2.5, 2.6 Teachers Students will learn from their mistakes ormisconceptions which will increase academicperformance.






ESF LeversLever 5: Effective Instruction

4) Teachers tell their students the importance ofknowing their math facts. Students are givenfact practice time each day in class. Also,parents are informed of the importance ofstudying basic math facts at home.

2.4 Teachers Increase students ability to solve math wordproblems which will increase the percentage ofstudents passing the STAAR Math at all passinglevels.



DemographicsProblem Statement 4: On Third Grade STAAR Math, the African American sub-pop scored 40 percentage points below the White sub-pop and 26% below the Hispanic sub-pop. Only42% of our African American students passed at the Approaches level. Root Cause 4: Six of our nineteen African American students in Third Grade are also identified as SPED. AnotherAfrican American student could not stay awake. Mr. Jackson was called in, and the parent refused any services to help with academics.


Student Academic AchievementProblem Statement 11: On Third Grade STAAR Math, the African American sub-pop scored 40 percentage points below the White sub-pop and 26% below the Hispanic sub-pop. Only42% of our African American students passed at the Approaches level. Root Cause 11: Six of our nineteen African American students in Third Grade are also identified as SPED.Another African American student could not stay awake. Mr. Jackson was called in, and the parent refused any services to help with academics.

School Processes & ProgramsProblem Statement 2: On Third Grade STAAR Math, the African American sub-pop scored 40 percentage points below the White sub-pop and 26% below the Hispanic sub-pop. Only42% of our African American students passed at the Approaches level. Root Cause 2: Six of our nineteen African American students in Third Grade are also identified as SPED. AnotherAfrican American student could not stay awake. Mr. Jackson was called in, and the parent refused any services to help with academics.




Performance Objective 3: Third grade math SPED scores will increase 21% to meet the state's Approaches passing rate.

Evaluation Data Source(s) 3: Weekly math test, CBAs, Benchmarks,





1) Our SPED inclusions teachers will follow upwith our classroom teachers to make sure thatall of our SPED students are getting all of theallowable accommodations and are using themon a regular basis.

2.4, 2.6 InclusionTeachers

Students and teachers will become more familiarwith allowable accommodations and when usedconsistently will improve math scores.

Problem Statements: Demographics 4 - Demographics 6 - Student Academic Achievement 4, 11 - School Processes & Programs 2



Lever 5: Effective Instruction2) When rotation staff do not have a class, theywill work with the lowest of kinder students onidentification of letters and sounds.

2.4, 2.5, 2.6 Kinder teachersandadministrators

Increase the percentage of Kinder studentsreading fluently at the end of Kindergarten.







Student Academic AchievementProblem Statement 4: On Third Grade STAAR Math, there were only 50% of students at Meets Grade Level and 25% at the Masters Level. Root Cause 4: Teachers are focused ongetting students to the Approaches level.Problem Statement 11: On Third Grade STAAR Math, the African American sub-pop scored 40 percentage points below the White sub-pop and 26% below the Hispanic sub-pop. Only42% of our African American students passed at the Approaches level. Root Cause 11: Six of our nineteen African American students in Third Grade are also identified as SPED.Another African American student could not stay awake. Mr. Jackson was called in, and the parent refused any services to help with academics.

School Processes & ProgramsProblem Statement 2: On Third Grade STAAR Math, the African American sub-pop scored 40 percentage points below the White sub-pop and 26% below the Hispanic sub-pop. Only42% of our African American students passed at the Approaches level. Root Cause 2: Six of our nineteen African American students in Third Grade are also identified as SPED. AnotherAfrican American student could not stay awake. Mr. Jackson was called in, and the parent refused any services to help with academics.




Performance Objective 4: The percentage of students in Kindergarten reading on grade level as measured by the EOY Renaissance Reading Assessmentwill increase from 70% to 75% by the end of the 2020 school year.

Evaluation Data Source(s) 4: CBAs , Renaissance Reading and Math Assessments






Lever 5: Effective Instruction1) 1) All students will participate in BOYRenaissance Reading Assessment and teacherswill take the results and use the recommendedinterventions from the Renaissance Readingreport in their Guided Reading lessons.

2.4, 2.5, 2.6 Teachers Increase the percentage of students readingfluently on level by the end of the year.



2) Every two weeks, administrators visit K-1classrooms with the Reading Prize Cart andreward students with a variety of prizes forevery ten books they read.

2.4, 2.5, 2.6 Administrators &Kinder teachers

To motivate students to read nightly at home andincrease the number of Kindergarten studentsreading on level by the end of the school year.







3) Before school, Fourth Grade students, whodesire to be teachers, work with Kinder studentswho are not participating in the IPADintervention group. They work on letter soundidentification and sight word flash cards. Theyalso read to small groups of students.

2.4, 2.5, 2.6 KindergartenTeachers

Increase students' ability to recognize letters andsounds. Increase the number of Kindergartnersreading on level by the end of the school year.



4) Kindergarten classes have Sight WordCompetition to see who knows the most sightwords and who can read them the fastest. Eachweek the winning class takes the trophy for theweek.

2.4, 2.5, 2.6 Kindergartenteachers

Increase students' ability to read sight wordswhich will help raise the percentage of studentsreading on level by the end of the year.





Performance Objective 5: The percentage of students in first grade reading on grade level as measured by the EOY Renaissance Reading Assessment willbe 70% or above by the end of the 2020 school year.

Evaluation Data Source(s) 5: Renaissance Reading EOY report






Lever 5: Effective Instruction1) All students will participate in BOYRenaissance Reading Assessment and teacherswill take the results and use the recommendedinterventions from the Renaissance Readingreport in their Guided Reading lessons.

2.4, 2.6 TeachersAdministratorsInstructionalSpecialist

Increase the number for first grade studentsreading on or above grade level by the end of the2019-2020 school year.



Lever 5: Effective Instruction2) Administrators called parents of K-2 studentswho were identified as being the lowest in eachclass and discussed academic concerns. Thestudents were invited to come to school early at7:20 to attend IPAD interventions. The studentsuse I Read and Headsprout for theirintervention.

2.4, 2.5, 2.6 InterventionistAdministrators

Increase the number of 1st grade students readingon grade level by the end of the 2019-2020school year.






ESF LeversLever 3: Positive School Culture

Lever 4: High-Quality Curriculum3) Every two week, administrators bring aroundthe Reading Prize Cart. Students are awardeddifferent prizes for every ten books that theyread at home and for having their reading logsigned by an adult.

2.4, 2.5 Teachers First grade students will be excited and motivatedto read which will increase each students' readinglevel.





Performance Objective 6: The percentage of students in second grade reading on grade level as measured by the EOY Renaissance Reading Assessmentwill increase from 66% to 70% by the end of the 2020 school year.

Evaluation Data Source(s) 6: EOY Renaissance Reading Report






Lever 5: Effective Instruction1) All students will participate in BOYRenaissance Reading Assessment and teacherswill take the results and use the recommendedinterventions from the Renaissance Readingreport in their Guided Reading lessons.

2.4, 2.5 TeachersInterventionistAdministrators

Increase the number of second grade studentsreading on or above grade level by the end of the2019-2020 school year.



Lever 5: Effective Instruction2) Administrators called parents of K-2 studentswho were identified as being the lowest in eachclass and discussed academic concerns. Thestudents were invited to come to school early at7:20 to attend IPAD interventions. The studentsuse I Read and Headsprout for theirintervention.

2.4, 2.5 InterventionistAdministrators

Increase the number of second grade studentsreading on grade level or above by the end of the2019-2020 school year.




Goal 2: Compared to state standards all TCISD campuses will improve student achievement on stateassessments by meeting or exceeding established targets.

Performance Objective 1: Increase 5 points or more in Reading Academic Growth in our White sub-pop.

Evaluation Data Source(s) 1: Fourth grade CBAs, benchmarks, Interim & STAAR.





1) 4th Grade teachers will hold studentconferences informing students of last year'sSTAAR results and talk to them and show themhow many questions they were away fromgetting to the next passing level. Individualstudent goals will be set, and Data Walls will beutilized to track this information as well as instudents' folders.

2.4, 2.6 Teachers Increase students understanding that it'simportant that all students show academic growthfrom year to year even if they didn't pass.

Problem Statements: Demographics 1 - Student Academic Achievement 1 - School Processes & Programs 9


2) After Benchmark, tutoring groups will beformed for any student not meeting expectedgrowth.

2.4, 2.5, 2.6 Teachers,InstructionalSpecialist andAdministrators.

Students will meet the expected or acceleratedgrowth measure on the STAAR Test.


3) All Fourth Grade students are expected tocorrect all mistakes on graded work/test. Theycan "dunk their mistakes" in the principals'basketball goal and have their picture taking andput on the school's t.v. monitor in the frontlobby.

2.4, 2.6 Teachers Students will learn from correcting their mistakesand will help them meet the expected growthmeasure.








Lever 5: Effective Instruction4) Administrators called the parents of 3rdGrade students who did not pass STAAR Mathor Reading. Academic concerns were shared andstudents were invited to attend before school on-line tutorials using online research-basedprograms, Odyssey and Headsprout.

2.4, 2.5, 2.6 AdministratorsInstructionalSpecialistComputer LabPara

Increase the number of students who meet theAcademic Growth Measure.




Lever 5: Effective Instruction5) Third and Fourth grade teachers willconference will students after CBAs and othertests so that they know their level of mastery aswell as their growth.

2.4, 2.5, 2.6 Teachers Increase students understanding that it'simportant that all students show academic growthfrom test to test and year to year even if theydidn't pass.



DemographicsProblem Statement 1: In Domain III, Closing the Gaps, our White sub-group was the only group that performed below the State's target. The White group performed 5 points below theState Target of 69 in Reading Academic Growth. Root Cause 1: Teachers are focusing on getting African American students to the Approaches level. The data doesn't show theAcademic Growth for our African American Group, as the group did not meet minimum size of 25 students. But 16 out of 21 (76%) of those students received Expected or Acceleratedgrowth and 85.7% of our 4th Grade African American Students passed the STAAR Reading test.

Student Academic AchievementProblem Statement 1: In Domain III, Closing the Gaps, our White sub-group was the only group that performed below the State's target. The White group performed 5 points below theState Target of 69 in Reading Academic Growth. Root Cause 1: Teachers are focusing on getting African American students to the Approaches level. The data doesn't show theAcademic Growth for our African American Group, as the group did not meet minimum size of 25 students. But 16 out of 21 (76%) of those students received Expected or Acceleratedgrowth and 85.7% of our 4th Grade African American Students passed the STAAR Reading test.



School Processes & ProgramsProblem Statement 9: In Domain III, Closing the Gaps, our White sub-group was the only group that performed below the State's target. The White group performed 5 points below theState Target of 69 in Reading Academic Growth. Root Cause 9: Teachers are focusing on getting African American students to the Approaches level. The data doesn't show theAcademic Growth for our African American Group, as the group did not meet minimum size of 25 students. But 16 out of 21 (76%) of those students received Expected or Acceleratedgrowth and 85.7% of our 4th Grade African American Students passed the STAAR Reading test.



Goal 2: Compared to state standards all TCISD campuses will improve student achievement on state assessments by meeting or exceeding establishedtargets.

Performance Objective 2: The attendance rate will increase from 95.17% to 96% by the end of the 2020 school year.

Evaluation Data Source(s) 2: PEIMS reports





1) Every Friday morning students who are inattendance and on time every day of the weekwill participate in AttenDance. A favorite songis played in each hallway and students dance.

2.6 Teachers/Administrators Decrease the number of tardies (classroomdisruptions) and absences.


2) Grade Levels participate in PerfectAttendance Races. The words, PerfectAttendance, are in each of the hallways. When aclassroom has perfect attendance, they movetheir classroom clip up a letter. The firstclassroom to get to the end of the words winsextra recess or a treat.

2.5 Teachers/Administrators Increase attendance rates and decrease thenumber of students who are tardy.


3) The marquee outside of the school displaysmessages about the importance of being atschool and that it's not ok to be tardy.

2.5 Administrator Messages will help get the word out thatattendance is important.


4) Report Cards and progress reports haveprinted messages about the importance ofattendance.

2.5 AdministratorsAttendance Clerk

Increase parental awareness of the importance ofattendance at school.






5) Teachers and staff blast out on social media,messages about the importance of attendanceand not being tardy.

2.5 AdministratorsTeachers

Increase the public's awareness about theimportance of being at school every day.


6) During morning announcements, students arereminded about the importance of being atschool every day and on time.

2.5 Administrators. Increase students' knowledge about theimportance of being at school everyday.




Goal 3: Compared to state standards, all TCISD campuses will improve student progress toward academicgrowth by increasing the number of students who perform at the Meets and Masters Level on stateassessments by at least 10 percent.

Performance Objective 1: The percent of students at the Meets or Above Levels on STAAR All Subjects will increase from 53% to 63%.

Evaluation Data Source(s) 1: STAAR Results




1) Students will be required to correct all paperseither by themselves, with assistance from ateacher or at home with a parent. Students willtrade corrected papers for Eagle Cash or "Dunktheir Mistakes" in the Principals' BasketballGoals.

2.4, 2.5 Teachers,InstructionalSpecialist,Administrators,Interventionist

Students will catch their silly mistakes, or learnfrom them by getting clarification on what theydid wrong. This should help increase in thenumber of students at the Meets or Above Levelsin All Subjects.

Problem Statements: Student Achievement 10 - Student Academic Achievement 3, 4, 14 - School Processes & Programs 112) 4th Grade teachers will hold studentconferences informing students of last year'sSTAAR results and talk to them and show themhow many questions they were away fromgetting to the next passing level. Data Walls willbe utilized to track this information as well as instudents' folders.

2.4, 2.6 Teachers Students will become aware of their level ofacademic performance last year and takeownership of their learning to achieve at the nexthigher level or to maintain. This should helpimprove our Meets or Above Level for allstudents.



3) Administrators called the parents of 3rdGrade students who did not pass STAAR Mathor Reading. Academic concerns were shared andstudents were invited to attend before school on-line tutorials using an online research-basedprograms Odyssey and Headsprout.

2.4, 2.5, 2.6 AdministratorsInterventionistComputer LabPara

Increase the number of students passing at theMeets or above levels on all subject STAAR test.

Problem Statements: Student Achievement 10 - Student Academic Achievement 3, 4, 14 - School Processes & Programs 11







Student AchievementProblem Statement 10: In STAAR Writing, only 38.9% of students passed at the Meets Level and only 11% at the Masters Level. Root Cause 10: Students are coming to Fourth Gradewith limited revision skills.

Student Academic AchievementProblem Statement 3: In Third Grade Reading, there were only 47% of all students at the Meets Level & 30% at the Masters Level. Root Cause 3: Teachers are focused on gettingstudents to the Approaches Level and are not pushing those that are already at the Approaches or higher levels.

Problem Statement 4: On Third Grade STAAR Math, there were only 50% of students at Meets Grade Level and 25% at the Masters Level. Root Cause 4: Teachers are focused ongetting students to the Approaches level.

Problem Statement 14: In STAAR Writing, only 38.9% of students passed at the Meets Level and only 11% at the Masters Level. Root Cause 14: Students are coming to Fourth Gradewith limited revision skills.

School Processes & ProgramsProblem Statement 11: In Third Grade Reading, there were only 47% of all students at the Meets Level & 30% at the Masters Level. Root Cause 11: Teachers are focused on gettingstudents to the Approaches Level and are not pushing those that are already at the Approaches or higher levels.



Goal 4: Compared to state standards, all TCISD campuses will close the learning gap for each studentgroup on state assessments by meeting or exceeding established targets.

Performance Objective 1: In Domain III, Student Academic Growth Reading, increase this year's White group from 64 to the state target of 69.

Evaluation Data Source(s) 1: CBAs, Benchmarks, Interim test, STAAR Test





1) Students will be required to correct all paperseither by themselves, with assistance from ateacher or at home with a parent. Students willtrade corrected papers for Eagle Cash or "Dunktheir Mistakes" in the Principals' BasketballGoals.

2.4, 2.5 Teachers Students will learn from their mistakes andcorrect misconceptions. This will increase thenumber of students at the Approaches level andabove.

2) At Parent/Teacher conferences, parents willbe informed of their child's present readinglevels. They will be given a copy of TCISD'sStudent Reading Instructional Levelexpectations and the requirements of readingleveled books at home will be discussed as wellas the online program Headsprout that can beaccessed from home and school.

2.4, 2.5, 2.6 Teachers Increase students' reading levels which willincrease academic performance.


3) Administrators called the parents of 3rd and4th Grade students who did not pass STAARMath or Reading. Academic concerns wereshared and students were invited to attendbefore school on-line tutorials using an onlineresearch-based programs

2.4, 2.5, 2.6 InterventionistAdministratorsComputer LabPara

To meet the state targets in all sub pops inReading Academic Growth.

4) After Benchmark, tutoring groups will beformed for any student not meeting expectedacademic growth in Reading.

2.4, 2.5, 2.6 TeachersInstructionalSpecialist

Meet the state target in all sub-pops in theAcademic Growth measure.



Goal 5: The district will establish and all TCISD campuses and departments will implement acomprehensive plan to create and maintain safe and secure schools and facilities throughout the district.

Performance Objective 1: Guajardo Elementary will increase the safety of all students.

Evaluation Data Source(s) 1: Daily check of guest, daily walk-through of campus, safety drill logs, accident/incident reports




1) The attendance clerk will assure that all guesthave an ID and are processed through RAPTORprior to entering the school.

AttendanceClerk,Administrators

Increased security by ensuring that no one entersour campus who has a criminal record whichresults in a safer campus for all.

2) Any one wanting to pick up a student earlywill be required to show an ID and be listed onthe student's Skyward account.

Attendance Clerk& AdministrativeTeam

Students will only be released to designatedpersons on the student's Skyward account. Thiswill eliminate students being handed over tosomeone who should not have them.

3) All students and campus personnel willparticipate in monthly Fire Drills, Shelter inPlace, and Duck-n-Cover drills. Each semester,students and campus personnel will participatein a Lock Out and Lock Down drills that arecritiqued by the Galveston County SheriffLiaison Officers.

AssistantPrincipal

Students will be prepared in the event of a realemergency which will reduce any injuries.

4) A walk through of the campus is done atdifferent times throughout the day to ensure thatdoors are pulled shut.

Administrators,Custodians,School LiaisonOfficers

The campus will remain secure at all times, anddecrease any potential harm to students

5) Phones with First Net are used tocommunicate with the district in the event of acrisis situation.

Principal &AssistantPrincipal

Increase response time in the event of a crisis ortrue emergency.This will reduce possible catastrophic loss.

6) Rave Panic Button is used in an emergencysituation to increase response time and serve asan eyewitness camera of event.

All staff &administrators

To increase response time to an emergency anddecrease harm to students and staff.

7) Safety officer completes a monthly inspectionof campus to ensure that there are not anyhazards.

AssistantPrincipal

To identify any hazardous areas on the campusand have them eliminated to prevent accident.





8) All staff were trained in Stop the Bleed andtourniquet training.

All staff Staff will be knowledgeable on how to stop ableed and apply a tourniquet properly. Thistraining could potentially save a life.

9) Our campus threat assessment team will meetwhen a need arises as well as to touch baseregarding school safety especially in relation tostudents who may have behavioral, social orpsychological issues that are impacting thecampus staff and students. The team will assessstudent issues and find a plan to assist thestudent as needed so that a larger incident doesnot occur. Suicide Protocol Packets arecompleted on any student who threatens to harmthemselves.

2.6 Administrators,Counselor, AllStaff, ThreatAssessmentTeam Members

Decrease the number of discipline issues/referralswith students by providing them the support theyneed. Support mental health for our students.

10) All staff have been trained in Share911 andhave downloaded the app on their cell phonesand school computer.

Administrators Increase response time in the event their is anemergency.Teachers will be able to report studentsaccounted for in emergency situations.




Goal 6: The district will provide resources and all TCISD campuses will implement programs toappropriately address the psychological, social, and behavioral needs to TCISD students. The success ofsuch programs to be measured by a reduction in bullying incidents and a decrease in student disciplinereferrals.

Performance Objective 1: The campus will decrease the number of ISS and OSS assignments by 10% for the 2018-2019 school year.

Evaluation Data Source(s) 1: PEIMS data




1) Resolve it counseling service meets withstudents who have been affected by any of thefollowing: parents who are incarcerated, havedomestic violence in the household, or are underCPS custody. The licensed psychologist meetswith students on a weekly basis to help supporttheir needs.

2.6 Counselor Decrease in the number of ISS and OSSassignments due to severe or persistentmisbehavior.


2) PBIS will be implemented by all staffmembers on campus. Preventative measures arethe key.The goal is to create a safe, civil, andproductive school which will reduce barriers tolearning and increase motivation to achieve.

AdministrativeTeam/TeamLeaders

Create a safe, civil, and productive school.Reduce number of behavior incidents. Increaselearning opportunities.


3) Students are reminded daily of our campusvision statement, Cultivating Kindness &Creating Life Long Learners. Mini characterlessons are given during the morningannouncements and students are reminded to filltheir day with Kindness, Lots and Lots ofLearning and Respect to everyone they see.Students are taught songs about being kind andfriendship while in music class.

2.4, 2.5, 2.6 Administrators,all staff

Reduce the number of office referrals, see anincrease in compliments and respect betweenstudents and teacher/staff-student relations.





4) Students participate in Bullying PreventionMonth activities. Each morning during themonth of October students hear a mini lesson onBullying Prevention.

2.6 Counselor andPrincipal

Decrease in the number of bullyingincidents/office referral dealing with bullying.


5) Our campus based threat assessment teamwill meet when a need arises as well as to touchbase regarding school safety especially inrelation to students who may have behavioral,social or psychological issues that are impactingthe campus staff and students. The team willassess student issues and find a plan to assist thestudent as needed so that a larger incident doesnot occur. The district's Suicide Protocol packetis followed when students threaten to harmthemselves.

2.6 Administrators,Counselor, AllStaff,AssessmentTeam members.

Decrease the number of discipline issues/referralswith students by providing them the support theyneed.


6) Students will have access to an on-lineprogram called Ripple Effects. The programoffers personalized social, emotional learningfor our elementary students through 4th grade.The computer program has over 150 tutorialtopics centered around five keys which are self-awareness, social awareness, self-management,relationship skills and responsible decisionmaking. The program addresses the needs forcharacter education and safety training throughinteractive, age-appropriate lessons. Studentswill have access to the lessons while in thecomputer lab and classroom.

Counselor &Computer Para-professional

Decrease number of discipline referrals and makea positive effect on the climate of the school.

7) We are partners with Houston Food Bankwho provides packs of food for students to takehome on Fridays.

2.6 Counselor Help provide nutrition for students living inpoverty so they are not hungry over theweekends. Students will feel supported and lovedwhen they pick up their pack.






8) Our counselor delivers guidance lessons inthe classrooms to support students'social/emotional learning.

2.5 Counselor Decrease office referrals and bullying incidents.Increase students' social/emotional wellness.




Goal 7: The district will provide resources and all campuses will implement positive behavior strategiesthat decrease student discipline referrals resulting in ISS, OSS and discretionary placements to DAEP.

Performance Objective 1: During the 2019-2020 school year, Guajardo Elementary will decrease student discipline referrals resulting ISS, OSS anddiscretionary placements to DAEP by 5%.

Evaluation Data Source(s) 1: Skyward Discipline Reports





1) Our ISS para professional makes roundsevery morning to check on students who eitherhave been in ISS or are known for misbehaving.She helps out in the classroom to redirectbehaviors or support the student. On days whenwe do not have anyone in ISS, our ISS paramakes rounds throughout the day checking in on"her students."

AdministrativeTeam

Reduce classroom behaviors that interfer withstudents' learning.

2) Bloomz or DOJO is used school-wide toreward students for positive behaviors. Parentsare able to connect and see instantly theirstudent;s discipline and grades.

Teachers Reduce discipline referrals.

3) Review Discipline Data each 9 week periodand put in supports for areas showing highernumbers of referrals.

Administrativestaff, andBehaviorCommittee

Decrease in the number of office referrals.

4) Students who model good behavior will berewarded with an extravaganza at the end ofeach 9 weeks.

2.5, 2.6 Behaviorcommittee, AllStaff

Decrease in office referrals and an increase inschool climate.

5) Staff will be trained and will use methodssuch as time out and positive behavior supportsas outlined in the Texas Behavior SupportInitiative as well as nonviolent crisisintervention (CPI) to assist students withbehavior issues.

2.6 Administrators,Counselor,Trained Staffmembers,Teachers

A decrease in the number of office referrals andmore positive rewards for students on behaviorplans.



Goal 8: The district will attract and retain highly qualified, talented employees who demonstrate thewillingness and ability to advance the academic achievement of all TCISD students and bring pride to thecommunity.

Performance Objective 1: Guajardo Elementary will attract and retain highly qualified, talented employees who demonstrate the willingness and ability toadvance the academic achievement of all students and bring pride to the community.

Evaluation Data Source(s) 1: Retention Rates, T-TESS Evaluations.




ESF LeversLever 2: Effective, Well-Supported Teachers

1) Relationship building is a daily expectation atGuajardo Elementary. Teachers understand thatthey are valued, and their opinions matter. Theadministrative team has an open door policywhere teachers and staff feel supported and cancome talk about work or personal relatedmatters. Family matters at Guajardo!

Administrative Team Climate of the school is friendly and positive.Teachers will want to continue working atGuajardo Elementary which will increase teacherretention rates.

TEA PrioritiesRecruit, support, retain teachers and principals


2) Teachers are encouraged to ask for help inareas that they are struggling. To help theteacher, Administrators, Interventionist, orInstructional Specialist will model effectivedelivery of instruction, and/or send teacher toprofessional development.

Administrative Team Increase teacher capacity which increaseslearning opportunities.





3) All teachers will participate in weekly PLCswith their team and Instructional Specialist.These meetings provide time for teachers tolook deeply into issues of curriculum,instruction and assessment. During the PLCmeetings, teachers work in collaboration, sharebest practices, analyze student data and developinstructional strategies that support increasedstudent achievement. The weekly meetings areused to discuss good teaching practices andeffective delivery of instruction.

Instructional Specialist Collaboration and increased teacher capacity inknowledge and delivery of curriculum andinstruction.

4) Teachers are reminded by administrators thatwe are all professionals, and it is ourresponsibility to move students a yearacademically regardless of where the studentbegins the year. Conversations are held withteachers who are not moving students.

Administrators Hold teachers accountable for moving studentsacademically which increases learning.



5) Teachers and our para professionals areencouraged to participate in professionaldevelopment in areas that they have a personalneed.

Administrators Increase teachers and para-professionals capacityto deliver instruction.



6) New teachers are assigned a mentor for thefirst two years. Mentors and the new teachersobserve each other and give feedback on waysto improve instruction and/or classroommanagement. New teachers also attend NewTeacher Academy.

Administrators/Mentor Increase in teacher capacity and retention of newteachers.




Goal 9: Members of the district leadership team will maintain a positive image with all stakeholder groupsthroughout the community.

Performance Objective 1: Collaboration and communication will be distributed throughout the school and community .

Evaluation Data Source(s) 1: PTO survey/conversations, staff member discussion.




1) Collaboratively work with PTO Board andmembers on events such as fundraisers, schoolwide programs, and volunteering programs.

3.1, 3.2 Teacherrepresentativesandadministrativestaff.

Increases participation from staff and parents incampus wide events.

2) The school's calendar of events will be postedand updated on the marquee PTO's Facebookpage and in the weekly newsletters sent homealong with reminder notes sent home the daybefore an event. School wide call outs will bemade to remind parent and students of specialevents.

3.1, 3.2 PTO andadministration

Increased parent and student involvement incampus activities.

3) Administrative team will share words ofappreciation to parents/family members duringassemblies, award ceremonies andwill remain calm and professional in allconversations.

Administrativeteam

Enhance relationships with parents.

ESF LeversLever 1: Strong School Leadership and Planning4) Administrators will volunteer and/orparticipate in community/school events such asthe Shrimp Boil, Mainland Leadership, Rotary,city parades, school parades, Duck Derby, PTO,and other events.

Administrators Maintain a positive image within the community.




2019-2020 goals/performance objectives/strategies texas

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