2020-2021 improvement plan cactus trails elementary ... · josé espinoza, ed.d. cactus trails...

Socorro Independent School District

Cactus Trails Elementary

2020-2021 Campus Improvement PlanAccountability Rating: Not Rated: Declared State of Disaster

Board Approval Date: July 21, 2020 Public Presentation Date: July 21, 2020

Cactus Trails ElementaryGenerated by Plan4Learning.com 1 of 42

Campus #071909133February 4, 2021 1:12 PM

VisionTomorrow's Leaders Learning Today

Board Members and SuperintendentBoard of Trustees

Cynthia Ann Najera, PresidentDavid Oscar Morales, Vice President

Paul Guerra, SecretaryGary Gandara, TrusteePaul E. Garcia, TrusteeEduardo Mena, Trustee

Angelica Rodriguez, Trustee

Superintendent of SchoolsJosé Espinoza, Ed.D.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 6School Processes & Programs 12Perceptions 14

Priority Problem Statements 16Comprehensive Needs Assessment Data Documentation 17Goals 18

Goal 1: SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives to address safetyconcerns, keeping safety a top priority. 18Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the college and career of their choice. 21Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and to ensure that studentsgraduate college and career ready. 29Goal 4: SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging in collaborative district and campus-level activities; by connecting regularly via numerous means of communication; and by providing regular access to current educational information. 33Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a quality education by workingcollaboratively towards the fulfillment of educational goals at the federal, state, and district level. 35

State Compensatory 37Budget for Cactus Trails Elementary 37Personnel for Cactus Trails Elementary 38

Title I Personnel 39Campus Funding Summary 40Addendums 42



Comprehensive Needs AssessmentDemographics

Demographics Summary

Cactus Trails ES opened its doors to our community students July of 2019. Cactus Trails ES is Socorro ISD's 30th elementary campus and will enroll students in the quicklygrowing far east side of Socorro ISD. Cactus Trails ES was built to alleviate overcrowding at nearby campus, James P. Butler ES. The majorityof our classes are maximized at22:1. We currently overflow about 40 scholars to our neighboring schools. Cactus Trails is a state-of-the-art facility built with 2017 Bond funds and will provide elementaryschool students with a 21st Century Learning Environment. The school's open concept and hub-based open areas support Project-Based Learning, 21st Century skills(communicating, collaborating, creating and creatively thinking) and College and Career Readiness.

Cactus Trails ES was named by the school naming committee in 2018. School colors are teal, gray and white. The school's mascot is the Diamondback. Cactus Trails openedto over 1000 students in 2019. The school was a PK hub for SISD which we enrolled approximately 180 PK students from James P. Butler ES and Cactus Trails ES. In 2020 wewill be moving into a full day of PK only, therefore, PK scholars from James P. Butler will be returning. Cactus Trails also has a PPCd unit, a PK collaborative class, a Kindercollabortive class and the ACCESS program. Cactus Trails ES serves ELL students, at-risk, economically disadvantaged, gifted and talend and approximately 25% militarypopulations.

The graphics below identifies the student population which currently consists of the following:

Gender Count PercentFemale 483 46% Male 556 54% Enrollment by Race/Ethnicity Count Percent American Indian- Alaskan Native 14 1.35 Asian 1 .01 Black- African American Hispanic Two -or - more native Hawaiian Pacific Islander White Totals



Additionally we serve:

357/ 34% at-risk608/ 59% economically disadvantaged34/ 3% Gifted and Talented195/18% Limited English Proficient176/17% Bilingual149/14% Special Education

This year we had 96 discipline referrals which resulted in 15 in school suspensions. These ISS were from 9 students. We had 1 out of school suspension. These results are fromthe first three nine week periods.

The purpose of this plan is to outline and build accountability for the highest quality of instruction through research-based strategies and best practices in instruction. Cactus Trailsteachers plan and align their instruction and assessments in an effort to meet the needs of all their students. The academic framework of Cactus Trails is driven by the PLCprocess. Teachers identify targeted TEKS, plan instruction based on best practices, provide reteaching and remediation as needed and extend the curriuclum throughdifferentiation and extra curricular activities.

Demographics Strengths

Considered to be a depmographic strength would the high number of military families we serve at Cactus Trails. Being located near Fort Bliss Army Base and being and "A"rated district, our school district is highly sought out from families new to our area. We are located in a new developing area which makes our area very popular for newfamilies. We have approximatley 25% of our school indentified as military. These families bring a wealth of diversity and world knowledge and experience that helps to shapeour school culture. Our scholars learn about other cultures and races are share experiences of their own. Having so many military families, gives them a sense of community andothers they bond with within our school.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): We have 14% special education population which creates some challenges in terms of staffing. Root Cause: Lack consistent qualified staffto support services.



Student Learning

Student Learning Summary

Below is the data compiled from the 2018-2019 STAAR results. Scholars were at various SISD schools and data was compiled for Cactus Trails for 2019-2020. This data wasleft in to compare the 2018-2019 STAAR data to 2019-2020 Benchmark data due to no STAAR testing this year.

Campus

3rd Grade Reading 3rd Grade Mathematics

TotalStudentsApproaches Meets Masters Total

StudentsApproaches Meets Masters

CactusTrails 127 79.53% 48.03%33.07% 127 83.46% 51.97%22.83%

At Risk 54 61.11% 20.37%9.26% 54 68.52% 22.22%7.41% GiftedTalented 15 100% 93.33%93.33% 15 100% 100% 73.33%

LEP 20 60% 25% 10% 20 80% 35% 15% SecondYear ofMonitoring

2 100% 100% 100% 2 100% 100% 0%

SpecialEdIndicator

18 33.33% 11.11%5.56% 18 33.33% 5.56% 5.56%

Campus

4th Grade Reading 4th Grade Mathematics 4th Grade Writing

TotalStudents Approaches Meets Masters Total

Students Approaches Meets Masters TotalStudentsApproachesMeets Masters

CactusTrails 119 81.51% 50.42%26.89% 119 76.47% 52.94%34.45% 119 78.15% 37.82%8.40%

At Risk 41 63.41% 26.83%9.76% 41 56.10% 26.83%4.88% 41 65.85% 24.39%2.44% GiftedTalented 5 100% 100% 60% 5 100% 100% 100% 5 100% 60% 20%

LEP 20 70% 35% 15% 20 50% 25% 5% 20 75% 35% 5%



Campus

3rd Grade Reading 3rd Grade Mathematics

TotalStudentsApproaches Meets Masters Total

StudentsApproaches Meets Masters

SpecialEdIndicator

14 71.43% 14.29%7.14% 14 57.14% 28.57%7.14% 14 28.57% 7.14% 7.14%

Being our first year open, we did not have any STAR data to compare to and with the closure this year, we still do not have any STAR data to compare to. 2019-2020 benchmarkdata was used as our comparison data. This benchmark test was the most recent STAR release test and was given to all scholars in the spring. Overall, the review seems toindicate that writing and reading will need the most support. Our 4th grade scholars,moving into 5th will need the most support as per results.

2019-2020Benchmark

Approaches Meets Masters StudentAchievement

3rd reading 84.3 50 25 53.14th reading 71.9 37.0 13 40.65th reading 82 52.3 23.4 52.63rd math 85 50.7 19.3 51.74th math 67.1 29.5 8.9 35.15th math 93.6 61.5 32.1 62.44th writing 53 30 4 295th science 83 39 7 43

3rd-5th grade overall data:

STAAR Approaches Meets Masters ECD-Meets EL-Meets SPED-MeetsReading 79 46 20 42 33 10Math 81 46 19 42 40 19Writing 53 30 4 24 13 0Science 83 39 7 41 26 17



In regards to the new HB3For the Early Childhood Literacy Board Outcome from 2019-2024 will use the District Summary percentages as a baseline:

Kinder reading

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 56% N/A 56% 60% 65% 70%African-American 64% N/A 64% 70% 75% 80%Hispanic 56% N/A 56% 60% 65% 70%White 52% N/A 52% 55% 60% 65%Special Education 29% N/A 29% 35% 40% 45%Econ. Disadvantaged 54% N/A 54% 60% 65% 70%English Learners 44% N/A 44% 50% 55% 60%

Grade 1 Reading


Grade 2 Reading


Grade 3 Reading




Grade 3 Math


Istation MOY K-3

Grade Level Tier 1 Tier 2 Tier 3Kinder 72% 21% 7%First 69% 20% 11%Second 84% 12% 4%Third 83% 13% 4%

SISD Math MOY K-3

Grade Level Tier 1 Tier 2 Tier 3Kinder 84% 10% 5%First 77% 12% 11%Second 91% 3% 5%Third 67% 24% 9%



Student Learning Strengths

Based on the above benchmark data, our strengths seem to be in 3rd grade reading and math. 3rd grade Benchmark scores were were inthe top tier in the district and remained very consistent with STAAR data. Although we did not have STAAR for 5th grade, benchmarkdistrict comparison also shows us in the top tier for all reading, math, and science.

In comparison with our district data for the literacy outcome board, our meets grade level in third grade is at 46%, making 55% attainablefor the upcoming school year. In terms of math, we at a 46% for meets and will try to move to 50%.

Due to the Covid-19, we are unsure as to what extended school day, week and year will look like. Typically we would begin afterschoolinterventions in September to target low TEKS based on the first six weeks assessments. We also have an after school phonics programfor grade 2 scholars and a Homeowrk Lab where students can gofor extra support. Most teachers in grades 2-5 would provide after schooltutoring for a group of 5-8 students. During intersession, we would provide a week long, half day support to all scholars during the firstintersession. In the spring, we would also provide "camps' for scholars to maintain their masters accountabilty score.

During the school day we provide Tier 3 targeted interventions Tuesday -Friday to ALL scholars. This time is called Rise and Shine. Scholars meet in small groups with their teacher to work on specific skills for 45 minutes. Dyslexia and GT classes are also held duringthis time. All support staff works with a targeted group of scholars. RTI meetings are held in late August and groups are developed. These groups are fluid and change throughout the year based on scholar need.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 4th Grade writing scores indicate a need to create strong Tier I instruction opportunities day 1. Root Cause: Lack of cohesive planning andexpectations set forth.



Problem Statement 2 (Prioritized): 4th grade math scores dropped 21% from STAAR benchmark to spring 2019-2020 benchmark. Root Cause: Targeted interventions specificto scholars needs to be implemented on a consistent basis.

Problem Statement 3 (Prioritized): Special education scores are considerably lower than all students. Root Cause: High transition of special education staff and services.

Problem Statement 4 (Prioritized): We have 14% special education population which creates some challenges in terms of staffing. Root Cause: Lack consistent qualified staffto support services.

Problem Statement 5 (Prioritized): Staff needs to work collaboratively to build a true Professional Learning Community. Root Cause: Still a new staff learning where we fitbest and how to work as a new team.



School Processes & Programs

School Processes & Programs Summary

Cactus Trails ES will open its doors with the belief system that as educators we will build the collaborative culture of a Professional Learning Community. Through theselearning communities, we will give our students the opportunity to master the necessary knowledge and skills, build positive character and scholarly habits, and encourage criticalthinking and collaboration. Parents are informed every three weeks with progress reports and report cards every nine weeks. Teachers use a combination of daily agendas, classdojo, or Remind apps to keep communication open with parents. We are very fortunate to have a supportive community. Our parents attend our quarterly family nights, ourFather/Daughter Dance was an extreme success and our Wellness Days are a huge hit! We will utilize the following in our daily practice:

Project Based LearningBalanced LiteracyGuided MathWriter’s WorkshopAVID (Advancement Via Individual Determination)Differentiated InstructionGifted and TalentedTransitional Early Exit BilingualFundamental FiveRise and ShineIntegrated Technology with the goal of becoming NerPod certified schoolResponse to InterventionJohnny Can Spell

Safe and Supportive Learning Environment

PBIS Framework (Positive Behavior Interventions and Supports)Diamondback DadsTop 20: Live Above the LineCHAMPS Mentoring ProgramCampus SROSecurity CamerasHall Pass Security Check-In SystemWHO ProgramSchool -Wide Guidance and Counseling ProgramCommunities In SchoolsCampus cross guards and monitorsEmergency Operation PlanSEL (Social and Emotional Learning) #MindfulMondays

Currently we have 70 professional staff members at Cactus Trails Elementary. This includes two counselors and a CIS teacher. We also have two State Compensatory Educationteachers. One works with grades 1-3 and the other works withgrades 4-5. We have one PK interventionist who works withour PK-K population. Having a large specialeducation population gives us 8 certified staff working within our units, co-teach, specialized support and support facilitation. We have 7 special education para professionals and7 PK support specialist. We also have 4 college tutors, 2 PE aides, one LPAC aide and one library/ state comp ed. aide. Cactus Trails ElementaryGenerated by Plan4Learning.com 12 of 42


Due to Covid-19, we now know our school processes will look very different next year. Safety of scholars has always beenour number one priority, however, this year it takes onnew meaning. We already making plans as to what the school day and typical classroom will look like. Teachers will be receiving training not only on remote learning but safetyprotocols as well. Safety protocols will definitely change our intervention processes and extended day and year programs.

School Processes & Programs Strengths

Our developing culture of unity and collaboration is beginning to take shape. We have focused on weekly PLC meetings and setting expectations in place of teamwork and thepower of "WE". Our staff attendance is good with a slow turnover rate.

This year we lost three teacher to district jobs and one teacher transfered to another campus. Through the school year we have had to hire 8 teachers to open new sections orreplace teachers. Only two of those teachers were new to the teaching profession. Our new teachers enrolled in the BFF Academy sponsored by SISD. Our 8 new teachers are inthe process of attending after school sessions with our instructional coaches for new teachers to SISD and/or Cactus Trails Elementary. All teachers were evaluated this, howeverthere was a handful (new teachers) that we were not able to finalize TTESS due to closures.

I believe our staff strengths include a wide variety of experience from different campuses. Many are from within SISD so they share the same fundamental belief systems andpractices. Before the closure, we spent time working on team building and promoting the unity and cohesiveness of a PLC. This year we are retaining all but one staff member inspecial education and we are opening a new 5th grade section. Most of our teachers have been AVID trained and have some basic understanding of PBIS, Balanced Literacy andthe Fundamental Five. Our professional development will be to continue to build on the programs we have and train new teachers coming in.

Problem Statements Identifying School Processes & Programs Needs




Perceptions

Perceptions Summary

As a new campus it is imperative that we start building a culture of high expectations and respect from day one. The tagline, "Every student, every day!" is part of our core valuesand beliefs that all students should be treated as our own. We are making the committment to give our best every day to every student.

For the 2020-2021 school year, we will make every effort to communicate with all stakeholders using a variety of means, to include but not limited to: student plannercommunication logs, notices/flyers sent home, campus newsletters/calendars, phone messaging system, campus website, social media, parent/community nights, and/orparent/community meetings. Our goal is consistently promote our campus through social media and our school webpage.

Our theme for the 2029-2021 school year is #One school, one heart. With the Covid-19 pandemic we want to express our love for our school community and taking care of oneanother. Our leadership team will do a boo study on "The Heart-Led Leader" by Tommy Apaulding and our campus book study will continue with one of Jon Gordon's book,"The Power of a Positive Team".

Every morning on our morning annoucements we review a PBIS expectation, read a quote for the day and remind our scholars that we work better together as in we before me. Staff regularly communicates high expectations to all scholars and every Monday every teacher conducts a social emotional lesson provided by our counselors.

We began a student ambassador's program last year where students are given the responsibility of welcoming new students and giving them a tour of the school. They also are tobefriend the new student and help them get acquainted with the campus. This was a very successful program. We also began our first chapter of the National Elementary HonorSociety with about 25 members.

Every two years we have a campus climate survey for staff, students and parents so we will be conducting that in 2021 and looking forward to results from our community.

Our campus also has the Communities in Schools Program which is managed and run by a program coordinator to enhance the partnerships with the community.

This school year will bring many challenges for our climate and culture due to COVID-19. We anticipate a fraction of scholars returning to us and returning with caution, anxietyand fear. Our counsleing department will need to train teachers on how to work with our scholar's and families new fears. This will be a process for us all as we slowly return toschool and learn our new normal.

Perceptions Strengths

The campus culture and climate will be created using the following support systems:

One heart team award

All star student award

Social and Emotional Learning Strategies to be provided by our school counseling team



Diamond Gallery- Scholars are highlighted monthly for their citizenship or kind deeds

Scholars Honor Roll (A, B, AB) to be showcased prominently each 9 weeks

Mascot Naming Contest

Extracurricular Activities offered:

Volunteer Sports ProgramSWAT team (Broadcast / media)CheerleadingRoboticsUILBluebonnet Reading ProgramSafety PatrolsDestination ImaginationLatino Family LiteracyStudent CouncilNational Elementary Honor SocietyStudent Ambassador ProgramPrincipal's Advisory Committee

With Covid-19 we are unsure how our volunteer program and award like programs will be conducted this year. We will continue our best efforts to include parents andvolunteers as instructed. Our community is very supportive of all our school events and often compliment our teaching staff and praise our school. Our school newsletterregulary hits 2000-3000 views each week and our campus website is visited often. Our community is very active on social media and takes the opportunity to praise our schooland staff.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Faculty and staff constitute a new group and will need to establish effective systems that are specific to the campus. Root Cause: Establishment ofentirely new systems for a new school.




Priority Problem StatementsProblem Statement 1: 4th Grade writing scores indicate a need to create strong Tier I instruction opportunities day 1.Root Cause 1: Lack of cohesive planning and expectations set forth.Problem Statement 1 Areas: Student Learning

Problem Statement 2: 4th grade math scores dropped 21% from STAAR benchmark to spring 2019-2020 benchmark.Root Cause 2: Targeted interventions specific to scholars needs to be implemented on a consistent basis.Problem Statement 2 Areas: Student Learning

Problem Statement 3: Special education scores are considerably lower than all students.Root Cause 3: High transition of special education staff and services.Problem Statement 3 Areas: Student Learning

Problem Statement 4: We have 14% special education population which creates some challenges in terms of staffing.Root Cause 4: Lack consistent qualified staff to support services.Problem Statement 4 Areas: Demographics - Student Learning

Problem Statement 5: Staff needs to work collaboratively to build a true Professional Learning Community.Root Cause 5: Still a new staff learning where we fit best and how to work as a new team.Problem Statement 5 Areas: Student Learning - School Processes & Programs - Perceptions



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goals



GoalsGoal 1:SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives toaddress safety concerns, keeping safety a top priority.

Performance Objective 1: For the 2020-21 school year, Cactus Trails Elementary will fulfill 100% of the requirements for safety audits and safety drills tobe prepared for multiple emergency scenarios.

Evaluation Data Sources: Monthly drill logs will be submitted to the district.

Strategy 1: Develop and implement the Emergency Operation Plan (EOP) under the guidance of the campus safety committee. Committeemeetings will be held monthly and meetings minutes will be shared at SIT. Drill schedule will be implemented as part of the EOP.

Strategy's Expected Result/Impact: Improved response times for safety procedures.Staff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.6

Formative ReviewsOct Jan May

Strategy 2: Teachers will be provided with lesson plans regarding safety drills to be presented to students within a time frame and with agiven deadline.

Strategy's Expected Result/Impact: Time drills will be used and the goal is to meet 2 minutes, all students safe.Staff Responsible for Monitoring: Administrators, teachers, security officerTitle I Schoolwide Elements: 2.4, 2.6


No Progress Accomplished Continue/Modify Discontinue



Goal 1:SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives toaddress safety concerns, keeping safety a top priority.

Performance Objective 2: For the 2020-21 school year, Cactus Trails will continue to implement a PBIS framework and hold at least five campusmeetings.

Evaluation Data Sources: Sign ins and PBIS framework.

Strategy 1: Implement the use of the "Positive Behavioral Interventions and Supports" framework to positively influence student behaviorfor academic improvement.

Strategy's Expected Result/Impact: Diminished number of disciplinary incidents by 5% by third quarter to compare data from2019-2020.Staff Responsible for Monitoring: Campus administrators, counselorTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: Funding for PBIS and Prevent Bullying expenditures. - 211 - Title I, Part A - $200


Strategy 2: Implement Social and Emotional Learning lessons, weekly and SEL activities throughout the school year to support.Strategy's Expected Result/Impact: Discipline referrals will diminish over time, to compare to next school year after 1st school year.Staff Responsible for Monitoring: Counselors, administrators, teachersTitle I Schoolwide Elements: 2.5, 2.6, 3.1, 3.2





Goal 1:SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives toaddress safety concerns, keeping safety a top priority.

Performance Objective 3: For the 2020-2021 school year, 100% of all new safety protocols will be put in place for all staff and scholars due to Covid-19.

Evaluation Data Sources: Sign in for teacher trainings and communications to staff and parents.

Strategy 1: Scholars and staff will be trained on proper hand washing, mask wearing and social distancing.Strategy's Expected Result/Impact: Minimal exposure to Covid-19.Staff Responsible for Monitoring: All staff.ESF Levers: Lever 1: Strong School Leadership and Planning





Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the college and career of theirchoice.

Performance Objective 1: For the 2020-2021 school year, the percentages on grades 3-5 STAAR Reading will increase from 79% Approaches/46%Meets/20% Masters on the Spring 2020 District Benchmark assessment to 85% Approaches/50% Meets/30% Masters on the 2021 STAAR assessment.

Evaluation Data Sources: State assessment scores in Reading, nine weeks data, benchmarks

Strategy 1: Provide 1 State Compensatory Education - Intervention (SCEI) Coach to support instruction, data review, and academicintervention to scholars identified as At-Risk.

Strategy's Expected Result/Impact: Increased scholar achievement from one school year, first year to the next school year.Staff Responsible for Monitoring: AdministrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6Funding Sources: SCE-I Coach position (district funded) - 199 - General Fund: SCE - $60,000


Strategy 2: Employ the use of additional State Compensatory Education funded personnel that includes a Library Aide (.5) to provide directintervention to At-Risk students in need of academic support.

Strategy's Expected Result/Impact: Improved classroom grades and improved state assessment scores for identified At-Riskstudents.Staff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6Funding Sources: Half salary for Library Aide (district funded) - 199 - General Fund: SCE - $8,000


Strategy 3: Employ a Language Proficiency Assessment Committee (LPAC) Instructional Aide to provide support to students identified asEnglish Language Learners (ELL) in need of academic support and to maintain documentation pertaining to the program on campus.

Strategy's Expected Result/Impact: Increased academic achievement of students identified as English Language Learners.Staff Responsible for Monitoring: School AdministratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - Additional Targeted SupportStrategyFunding Sources: Funding for LPAC Aide - 263 - Title III, Part A - $17,000


Strategy 4: Provide Book of the Month to teacher for scholars.Strategy's Expected Result/Impact: Increased achievement in reading regarding state, district and campus assessments.Staff Responsible for Monitoring: Librarian, teachersTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: Books for the month reading - 211 - Title I, Part A - $6,000




Strategy 5: Provide resources for teachers such as kits and supplies to enhance the learning of concepts in all content areas. Items includepurchases such as Lexia, Lonestar Reading, Alice 9, Scholastic Story Works, Book of The Month Books, Mentoring Minds, AVIDstrategies, Measuring Up, fluency folders, Scholastic Social Studies weekly, and Lakeshore resources.

Strategy's Expected Result/Impact: Increased achievement on reading and writing formal and informal assessments, both ongoingand summative.Staff Responsible for Monitoring: Librarian, SCEI CoachTitle I Schoolwide Elements: 2.4, 2.5, 2.6Funding Sources: - 211 - Title I, Part A - $30,000






Performance Objective 2: For the 2020-2021 school year, the percentages on grade 4 STAAR Writing will increase from 53% Approaches/30% Meets/4%Masters on the Spring 2020 District Benchmark assessment to 78% Approaches/38% Meets/10% Masters on the 2021 STAAR assessment.

Evaluation Data Sources: State assessment scores in Writing, 9 weeks assessments, benchmarks

Strategy 1: Provide extra duty pay for teachers to carry out tutoring sessions for students in need of academic support in all content areas.Tutoring sessions will be implemented after school, during intersessions, on Saturdays, and during the Summer. Light snacks will beprovided to students.

Strategy's Expected Result/Impact: Improved classroom grades and improved state assessment scores.Staff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6Funding Sources: Extra duty pay for teachers to tutor students in need of academic support. - 211 - Title I, Part A - $6,000, Extra dutypay for teachers to tutor students in need of academic support. - 199 - General Fund: SCE - $14,553


Strategy 2: Purchase new technology to include laptops, IPads, and WiFi hot spots as needed to meet the demands of online learning due toCovid-19.

Strategy's Expected Result/Impact: Increase in student achievement scores.Staff Responsible for Monitoring: Administration, Library Media specialistTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers:Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support StrategyFunding Sources: Technology - 211 - Title I, Part A - $30,000






Performance Objective 3: For the 2020-2021 school year, the percentages on grades 3-5 STAAR Math will increase from 81% Approaches/46%Meets/19% Masters on the Spring 2020 District Benchmark assessment to 85% Approaches/52% Meets/28% Masters on the 2021 STAAR assessment.

Evaluation Data Sources: State assessment scores in Math, nine weeks assessment, benchmarks

Strategy 1: Acquire hardware and software technology resources for teachers and for scholars to support student learning. This includestechnology resources such as EON pro sound system, flash drives, iPads, laptops, support equipment (mouse, keyboards), webcams, clickers,projectors, IWB boards and other equipment.

Strategy's Expected Result/Impact: Scholars will have increased achievement on daily assignments, formative assessments,summative assessments.Staff Responsible for Monitoring: School AdministratorsTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: Desktops, laptops, and support supplies - 211 - Title I, Part A - $20,000, Funding for iPads - 211 - Title I, Part A - $10,000, Funds for Lone Star, Mentoring Minds, and United Streaming - 211 - Title I, Part A - $15,000






Performance Objective 4: For the 2020-2021 school year, the percentages on grade 5 STAAR Science will increase from 83% Approaches/39% Meets/7%Masters on the Spring 2020 District Benchmark assessment to 85% Approaches/55% Meets/35% Masters on the 2021 STAAR assessment.approaches grade level at 85%meets grade level at 55%masters grade level at 35%

Evaluation Data Sources: State assessment scores in Science, nine weeks assessment, benchmarks

Strategy 1: Science lab equipment/instructional resources will be purchased for teachers to conduct hands on labs.Strategy's Expected Result/Impact: Increase in Science STAAR scoresStaff Responsible for Monitoring: SCE coachesTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 5: EffectiveInstruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support StrategyFunding Sources: - 211 - Title I, Part A - $5,000






Performance Objective 5: As per HB3, the percent of grade 3 students that score meets grade level or above on STAAR Reading will increase from 49%to 60% by June 2024.

Evaluation Data Sources: End of nine weeks assessments, Istation results, STAAR results

Strategy 1: SCE coaches will work with all 3rd grade RTI scholars in targeted interventions as needed and allowable.Strategy's Expected Result/Impact: Increase in grade 3 Reading STAAR scoresStaff Responsible for Monitoring: SCE coaches and administrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: StrongSchool Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support StrategyFunding Sources: - 199 - General Fund: SCE - $60,000






Performance Objective 6: As per HB3, the percent of grade 3 students that score meets grade level or above on STAAR Math will increase from 55% to60% by June 2024

Evaluation Data Sources: End of nine weeks assessments, BOY & MOY results, STAAR results

Strategy 1: SCE coaches will provide interventions for all RTI and at-risk scholars as identified and allowable.Strategy's Expected Result/Impact: Increase in grade 3 Math STAAR scores.Staff Responsible for Monitoring: SCE coaches, teachers and administration.Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: StrongSchool Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support StrategyFunding Sources: - 199 - General Fund: SCE - $60,000






Performance Objective 7: As per HB3, the percent of grade K-2 students that score meets grade level or above on STAAR Reading will increase fromgrade Kinder-56% to 60%, grade 1-64%-70%, grade 2-73% to 77% by June 2024.

Evaluation Data Sources: End of nine weeks assessments, Istation results

Strategy 1: Lexia will be provided to all K-2 at-risk scholars either remotely or in class as identified.Strategy's Expected Result/Impact: Increase in grades K-2 reading achievement on Istation.Staff Responsible for Monitoring: SCE coaches, teachers and administrationTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: StrongSchool Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstruction - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support StrategyFunding Sources: - 199 - General Fund: SCE - $60,000





Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and to ensurethat students graduate college and career ready.

Performance Objective 1: For the 2020-2021 school year, Cactus Trails Elementary will carry out a minimum of 10 professional development sessions foradministrators and teachers across all subject areas to enhance student achievement.

Evaluation Data Sources: List of professional development sessions.

Strategy 1: Provide funding for professional development opportunities for teachers in multiple content areas, which may be provided viaRegion 19 ESC, district and/or campus instructional specialists. PD sessions include the effective use of technology, best practices,differentiated instructions, AVID conference, professional learning communities and Guided Reading and Math.

Strategy's Expected Result/Impact: Improved classroom grades and improved state assessment scores.Staff Responsible for Monitoring: Campus administrators, SCE coachesTitle I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 4: High-QualityCurriculum, Lever 5: Effective InstructionFunding Sources: Provide funding for teacher professional development sessions. - 211 - Title I, Part A - $15,000






Performance Objective 2: For the 2020-2021 school year, Cactus Trails Elementary will carry out no fewer than five purchases for evidence-basedprograms, materials, and/or resources for professional development training in order to ensure that campuses meet System Safeguard standards.

Evaluation Data Sources: Number of purchases for professional development.

Strategy 1: Acquire professional development sessions for teachers that include items such as Alice 9, Nearpod, and AVID.Strategy's Expected Result/Impact: Improved classroom grades and improved state assessment scores.Staff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective InstructionFunding Sources: Alice Nine Enterprises training for teachers - 211 - Title I, Part A - $1,000, AVID - 211 - Title I, Part A - $5,000






Performance Objective 3:For the 2020-2021 school year, the percentage of observed teachers at Cactus Trails Elementary that achieve "Proficient" on T-TESS will be at least 90%.

Evaluation Data Sources: Observed teachers that achieve "Proficient" on T-TESS will be at least 90%.TTESS PortfolioProfessional development completion certificatesWalk-throughsObservationsincrease in student achievement through tracking of Tier 1 and 2 students

Strategy 1: Employ a State Compensatory Education Intervention Coach (SCE-I) to provide professional development to teachers in allcontent areas.

Strategy's Expected Result/Impact: Improved classroom grades, improved district and state assessment scores.Staff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6Funding Sources: Salary for SCEI Coach (Stated in Strategy 2.2.1) - 199 - General Fund: SCE


Strategy 2: Provide teachers with follow up training, one on one support and PD as needed. Professional Development would be presentedby trainer of trainers on campus, district IOs, outside support like Alice Nine and more.

Strategy's Expected Result/Impact: Teachers will progressively show improvement on TTESS goals, with the overall goal ofmeeting rock solid proficiency or higher.Staff Responsible for Monitoring: SCE I coach and administrationTitle I Schoolwide Elements: 2.4, 2.6Funding Sources: snacks, paper, funding for outside presentations - 211 - Title I, Part A - $10,000






Performance Objective 4: By the end of the 2020-2021 school year, 100% of Cactus Trails Elementary teachers will be familiar with the requirements ofHouse Bill 5- Attendance. Cactus Trails will obtain a 97% attendance rate.

Evaluation Data Sources: Agenda Sign in, daily attendance, parent contact logs

Strategy 1: Cactus Trails staff will monitor student attendance and provide incentives for students meeting targets.Strategy's Expected Result/Impact: 97% attendance rate achievedStaff Responsible for Monitoring: PEIMS staff, counselors, teachers, administration, nurseTitle I Schoolwide Elements: 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5:Effective Instruction





Goal 4: SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging in collaborativedistrict and campus-level activities; by connecting regularly via numerous means of communication; and by providing regular access to current educationalinformation.

Performance Objective 1: During the 2020-2021 school year, Cactus Trails Elementary will carry out 5 or more collaborative educational involvementactivities and events (may be done virtually) that include parents and community members to promote teamwork and unity in the education of students.

Evaluation Data Sources: Documentation of collaborative events held that include parents and community members.

Strategy 1: Provide a Communities In Schools Social Worker to carry out informational workshops to bolster parent and communityengagement.

Strategy's Expected Result/Impact: Improved classroom grades, improved state assessment scores, gradual elevation in number ofparents attending meetings.Staff Responsible for Monitoring: Campus administrators, CIS social workerTitle I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2Funding Sources: Salary for Communities In Schools worker (district funded) - 211 - Title I, Part A - $35,000


Strategy 2: Implement informational sessions such as "Family Night" for parents and community members, held to enhance studentacademic performance. Provide refreshments and snacks to promote attendance.

Strategy's Expected Result/Impact: Measurable elevated parent attendance numbers.Staff Responsible for Monitoring: Communities In Schools Social WorkerTitle I Schoolwide Elements: 3.1, 3.2Funding Sources: Parent session materials, refreshments, and snacks. - 211 - Title I, Part A - $3,000





Goal 4: SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging in collaborativedistrict and campus-level activities; by connecting regularly via numerous means of communication; and by providing regular access to current educationalinformation.

Performance Objective 2: During the 2020-2021 school year, Cactus Trails Elementary will provide a minimum of 15 official notifications to parents,business, and community members via newsletters, email, and other forms of communication to ensure adequate dissemination of pertinent schoolinformation.

Evaluation Data Sources: Documentation of listing of executed official notifications.

Strategy 1: Create and share monthly newsletters to inform parents about attendance initiatives and data, assessment results, and othergeneral school information.

Strategy's Expected Result/Impact: Improved classroom grades and improved state assessment scores.Staff Responsible for Monitoring: Campus administrators, Communities In Schools Social WorkerTitle I Schoolwide Elements: 3.1, 3.2Funding Sources: Funding for monthly newsletter for parents - 211 - Title I, Part A - $200





Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a quality educationby working collaboratively towards the fulfillment of educational goals at the federal, state, and district level.

Performance Objective 1: For the 2020-2021 school year, Cactus Trails Elementary will fund and execute at least five assistance strategies to enhance theacademic achievement of subgroups including English Language Learners, Special Education, and At-Risk students.

Evaluation Data Sources: Documentation of executed strategies to support student subgroups.

Strategy 1: Provide funding for training for inclusion and autistic strategies.Strategy's Expected Result/Impact: Improved classroom grades and state assessment scores for students identified as specialeducationStaff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers:Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum,Lever 5: Effective InstructionFunding Sources: Funding for inclusion training. - 211 - Title I, Part A - $200





Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a quality educationby working collaboratively towards the fulfillment of educational goals at the federal, state, and district level.

Performance Objective 2: For the 2020-2021 school year, the average daily attendance for students at Cactus Trails Elementary will be equal to or above97%.

Evaluation Data Sources: Attendance data.

Strategy 1: Provide incentives for students in order to bolster student attendance.Strategy's Expected Result/Impact: Increased student attendance.Staff Responsible for Monitoring: Campus administratorsTitle I Schoolwide Elements: 2.4, 2.6





State CompensatoryBudget for Cactus Trails Elementary

Account Code Account Title Budget

6100 Payroll Costs

199.11.133.30.39.000.6118 6118 Extra Duty Stipend - Locally Defined $14,553.00

199.11.133.30.00.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $121,793.40

199.11.133.30.18.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $152,129.77

199.11.133.30.00.000.6129 6129 Salaries or Wages for Support Personnel $9,785.32

6141 Total 6141 Social Security/Medicare $4,113.78

6142 Total 6142 Group Health and Life Insurance $35,281.80

6143 Total 6143 Workers' Compensation $1,255.12

6146 Total 6146 Teacher Retirement/TRS Care $2,127.81

6149 Total 6149 Employee Benefits $4,539.33

6100 Subtotal: $345,579.33

6200 Professional and Contracted Services

199.32.133.30.00.999.6299 6299 Miscellaneous Contracted Services $17,500.00

6200 Subtotal: $17,500.00



Personnel for Cactus Trails Elementary

Name Position Program FTE

Araceli Madrid CSR Teacher SCE 1

Claudia Telles CSR Teacher SCE 1

Diana Hurtado Library Aide SCE .50

Jennifer Vega SCEI Coach SCE 1

Lorena Yerena SCEI Coach SCE 1

Martha Kaudaissy Interventionist SCE .60

Rona Raven CIS Coordinator SCE .50



Title I PersonnelName Position Program FTE

Antonio Aguero College Tutor Title I 19 Hours

Genesis Emiliano TIA Title I 19 Hours

Rona Raven CIS Coordinator Title I .50

Wendy Montano College Tutor Title I 19 Hours



Campus Funding Summary199 - General Fund: SCE

Goal Objective Strategy Resources Needed Account Code Amount2 1 1 SCE-I Coach position (district funded) $60,000.00

2 1 2 Half salary for Library Aide (district funded) $8,000.00

2 2 1 Extra duty pay for teachers to tutor students in need of academic support. $14,553.00

2 5 1 $60,000.00

2 6 1 $60,000.00

2 7 1 $60,000.00

3 3 1 Salary for SCEI Coach (Stated in Strategy 2.2.1) $0.00

Sub-Total $262,553.00

211 - Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 2 1 Funding for PBIS and Prevent Bullying expenditures. $200.00

2 1 4 Books for the month reading $6,000.00

2 1 5 $30,000.00

2 2 1 Extra duty pay for teachers to tutor students in need of academic support. $6,000.00

2 2 2 Technology $30,000.00

2 3 1 Desktops, laptops, and support supplies $20,000.00

2 3 1 Funding for iPads $10,000.00

2 3 1 Funds for Lone Star, Mentoring Minds, and United Streaming $15,000.00

2 4 1 $5,000.00

3 1 1 Provide funding for teacher professional development sessions. $15,000.00

3 2 1 Alice Nine Enterprises training for teachers $1,000.00

3 2 1 AVID $5,000.00

3 3 2 snacks, paper, funding for outside presentations $10,000.00

4 1 1 Salary for Communities In Schools worker (district funded) $35,000.00

4 1 2 Parent session materials, refreshments, and snacks. $3,000.00

4 2 1 Funding for monthly newsletter for parents $200.00Cactus Trails ElementaryGenerated by Plan4Learning.com 40 of 42


211 - Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

5 1 1 Funding for inclusion training. $200.00

Sub-Total $191,600.00

263 - Title III, Part AGoal Objective Strategy Resources Needed Account Code Amount

2 1 3 Funding for LPAC Aide $17,000.00

Sub-Total $17,000.00

Grand Total $471,153.00



Addendums



2020-2021 improvement plan cactus trails elementary ... · josé espinoza, ed.d. cactus trails...

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