La Vega Primary Campus Improvement Plan 2016-2017

Executive Summary

©Education Service Center, Region 20 | 2016-2017
Data Sources Reviewed

Faculty meetings and staff development session agendas & Minutes * DMAC * District Data
PEIMS * Achievement Data * Parent Involvement Policy
PLC meeting notes * Parent, Staff, Student Surveys * Teacher/Admin. Conference Data
TTESS and Walk-Through information * PBMAS/FDA/CIP * AVID/TLI
CIP & DIP documents in accordance with state and federal * School Safety & Security
Discipline data * Strategy Summit with Grade Levels

©Education Service Center, Region 20 | 2016-2017
Area Reviewed / Summary of Strengths
What were the identified strengths? / Summary of Needs
What were the identified needs? / Priorities
What are the priorities for the campus, including how federal and state program funds will be used?
Demographics /

Full-day PK
Intervention positions in PK/K
Majority of staff ESL certified (3 are bilingual)
Added a PPCD teacher

Parent Educator
Additional Kindergarten Aides
More bilingual staff
Additional math intervention
More hands-on opportunities for students who are at-risk

Additional Kindergarten Aides
Parent Educator
Additional Interventionists

Student Achievement /

Disaggregation of data on a continual basis
Student Success Rate
Small group instruction based on TEKS/Guidelines
Differentiated instruction
Special programs including reading and math interventions
Teacher knowledge of student strengths and weaknesses

Longer Math Intervention Spots
Additional Math Interventionist
Continue to implement AVID and TLI strategies to further student achievement
Additional PD in reading comprehension, phonics, and phonemic awareness skills

Longer Math Intervention Slots
Additional Math Interventionist
Additional PD in reading comprehension, phonics, and phonemic awareness skills

School Culture and Climate /

Parents feel welcome and know that their children are safe
Good public image
LVPS meets the academic needs of the students
Solid campus culture
Strong, caring administration
Collaborative, family environment

Continue to ensure all staff feel valued and respected
Additional observation time between teachers
Time for team planning
New faculty training on Conscious Discipline
Continue AVID and Conscious Discipline training

Continue to ensure all staff feel valued and respected
Additional observation time between teachers
Continue AVID and Conscious Discipline training

Staff Quality/ Recruitment/Retention /

Highly-qualified staff
Effective Administrative Team
Low staff turnover rate
Majority of staff feel confident and supported
PD for staff members determined by data
Full-time PK Aides
Math Interventionist
Reading Coach and Interventions

Additional kindergarten aides
Parent Educator
Additional Interventionist for PK
Continue AVID and Conscious Discipline training
Get the remainder of faculty members ESL Certified

Parent Educator
Additional Kindergarten Aides
PK Interventionist
Additional AVID and Conscious Discipline training

Curriculum, Instruction, Assessment /

AVID Strategies
TLI Strategies
Aligned Scope and Sequences
Reading Intervention
PK Tutorials
Ongoing Progress Monitoring
Differentiated Instruction based on data
Annual progress achieved in reading by reaching DIP goals
Rigorous Instruction in PK and K based on TEKS/Guidelines

Handheld technology to increase 21st Century learning
Handheld technology for intervention
Full-time PK Interventionist
Make criteria for K Math intervention more data driven
Ensure there are enough LEP Summer School teachers to support LEP students in vocabulary and comprehension
Additional technology to support differentiated instruction, and Pearson curriculums

Handheld technology to increase 21st Century learning
Full-time PK Interventionist
Make criteria for K Math intervention more data driven
Ensure there are enough LEP Summer School teachers to support LEP students in vocabulary and comprehension
Additional technology to support differentiated instruction, and Pearson

Family and Community Involvement /

Staff recognizes the importance of Parent involvement
High parental involvement rate
Wide variety of special programs
Positive comments by parents and students on surveys
New Watch Dog Program
Partnership with St. Paul’s Lutheran Church and Horace Mann
Strong PTO

Recycle Closet for clothing
Additional parent Trainings
Sound system improvements in Café/gym for parents to be able to hear programs better
Additional businesses to partner with
Parent Educator

Recycle closet
Parent Educator
Additional Parent trainings

School Context and Organization /

Paraprofessionals in classrooms for core subject areas
Reading and math interventionists
Half-day planning time for teachers per six weeks
Staff can voice concerns in admin/teacher conferences
Positive school image

Teacher input on assessments
Data discussions between community and school partners

Teacher input on assessments
Data discussions between community and school partners

Technology /

Waterford program
Acquisition of newer technology- IPads, Elmos, laptops, projectors, and smart boards
School-wide WiFi

Update/acquire new equipment
1:1 IPads for student usage
More desktop computers in classrooms
More training on technology

More hand held technology
More computers in the classroom
1:1 IPads for classrooms
More Smartboards, projectors, and laptops for staff

©Education Service Center, Region 20 | 2016-2017

District Long-range Goal

The academic performance of La Vega ISD students will meet state and federal standards

Short-term goals for achieving long-range goal, LVPS will:

Meet or exceed the following for all students and all student groups: Reading/ELA 94%, Writing 94%, Math 91%, Science 90%, and Social Studies 96%.
Meet or exceed 95% student attendance rate for all students and all student groups. All students and all student groups will meet or exceed a completion rate of 85%.
Provide staff development for all staff, as appropriate.
Receive an approval rating of 80% or better on student, staff, and parent comprehensive needs surveys.
Continue to maintain a safe and orderly environment promoting student achievement
Achieve an overall rating of three or higher in all four domains measured on the STAR (technology) chart.
Not applicable to LVPS
Continue to improve an active partnership among parents, community members, and educators.
Implement a Coordinated School Health program

CampusImprovement Plan for 2016-2017

Long Range Goal: / The academic performance of La Vega ISD students will meet state and federal standards
Short Term Goal 1 / Meet or exceed the following for all students and all student groups: Reading/ELA 94%
Strategies/Activities & Title 1
School-wide Components / Persons(s)
Responsible / Resources
(Human, Material, Fiscal) / Timeline / Formative Evaluation
(Benchmarks, Assessments) / Summative
Evaluation
1.1a / Improve Literacy instruction by

including the five essential components of an effective reading program: phonemic awareness, phonics, fluency, comprehension, vocabulary development
continuing to provide training in and implementation of the 3 Tier Model, including the McGraw Hill core reading program
continuing a 90 minute block of time for literacy instruction in Pre-K and Kindergarten

Implementing the Frogstreet literacy program in PK with supplemental activities to meet the requirements of the TLI Grant
Evaluate Pre-K curriculum for age-appropriate content and alignment to K TEK standards

Maintain scope and sequence for instruction for PK and K for long range instruction
continue to implement TLI Grant requirements to include effective reading and writing strategies
Vertically align K and 1st grade
develop weekly lesson plans based on scope and sequence.
continuing the implementation of the Waterford Early Literacy program for PK and K
supplying classroom materials to enhance and supplement curriculum
continuing early identification to facilitateclassroom intervention of PK students who are struggling using CPALLS assessment
continuing the administration of Texas Primary Reading Inventory (TPRI) in Kindergarten and CPALLS in PK; use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to monitor Kindergarten students in interventions
disaggregating and using the data from these test administrations to drive instruction
communicating results of these tests with parents
continuing early identification and intervention of Kindergarten students with potential reading difficulties
supporting all STAARreading objectives for PK and Kindergarten students
Investigate the possibility of employing a PK Interventionist and additional Kindergarten Aides
Implement AVID strategies to enhance student achievement: Academic Language, SLANT, Costa’s

Quick writes, Journals, 2 and 3 column notes, FISH folders
SW 2 / L. Seawright
C. Kubacak
A. Hughes
J. Chaudoin
L. Harris
Teachers
Reading Interventionists / Lesson Plans
Rosters of training sessions
Teachers daily schedules
TLI
Local Funds
TLI
Title I Funds-
$1250.00
Local Funds
TLI Grant
2 FTE’s
$100,149.14
State Comp Ed
3 FTE’s
$163,464.00
TPRI
CPALLS
DIBELS
Title 1 AVID Membership
2610.00
District Funds / Sept. 2016
Jan. 2017
May 2017
August 2016-June 2017 / Professional Development Evaluations
Benchmark Assessments
District Wide Assessment
Training sessions, lesson plans, schedules, agendas
DIBELS
Waterford reports of time engaged in literacy program
BOY, MOY K TPRI test data
BOY, MOY PK CPALLS
data
TPRI
Assessment Timeline
AVID Training Logs / Lesson Plans
TPRI
Training Logs and Sign in sheets
TLI DIP
EOY K TPRI test data
EOY PK CIRCLE data
Completed DIBELS Benchmark tests; completed DIBELS monitoring materials
Assessment Timeline and samples for sending parent report and letters
TTESS
1.2a / Encourage students to enjoy books and other forms of literature during and beyond the school day by

providing books from a variety of genre in the classroom and in the library for PK-Kindergarten
Continuing storybook Christmas
Waterford books
Continuing to provide opportunities for exposure to Book Fair
Providing opportunities through Dad/Son Dino Dig and Mother/Daughter Tea
Continue to provide Book Mobile during summer
Continue Six Flags Reading Program
Investigate continuing Kids Need to Read Program

SW 2 / L. Seawright
V. Kruse
Teachers, Reading Interventionists Facilitator / Local Funds / August 2016
June 2017 / Purchase Orders
Library check out logs
Classroom book bag logs / Library and Classroom Inventories
Surveys
Book Mobile Logs
Parent Involvement Sign ins
1.3a / Utilizing LiteracyCoach on the LVPS Staff

providing mentoring of teachers

SW 3 / J. Chaudoin / TLI Grant
2 FTE’s
$100,149.14 / August 2016
May 2017 / Literacy Coach Schedule / Literacy Coach documentation
1.4a / ContinueReading Interventionist positions with Kindergarten reading intervention from the beginning of the yearand expanding to PK as needed
SW 3 / Edwards, S.
Griffin, M.
Wilke, V. / State Comp Ed
3 FTE’s
$163,464.00 / August 2016
May 2017 / Intervention Daily Schedules
Tier Intervention Schedules / TPRI, DIBELS data
DMAC/TTESS
1.5a / Implement appropriate pre-
DyslexiaProgram interventions for students identified with dyslexic tendencies while on LVPS campus by

referring by teacher involved through Student Intervention Team process
placing in reading interventions

monitoring student progress with informal screening

/ L. Seawright
J. Avery
A. Hughes
Reading Interventionists / State Comp Ed
3 FTE’s
$163,464.00 / Aug 2016
May 2017 / SIT minutes, interventions schedules
RTI documentation / Reading grades
TPRI
DIBELS
1.6a / Establish Optimum Assessment Schedule

Refining the current assessment schedule to eliminate all unnecessary testing
Consider teacher input on assessments
Standardizing test administration practices per grade level
Collaborate to discuss expectations on Pre-K and K Assessments between grade levels and align appropriately
Align PK report cards with CPALLS and PK guidelines

/ L. Seawright
A. Hughes
C. Kubacak
J. Chaudoin
Teachers / Standardized Instruction Plans
Rubric for testing / Aug. 2016
Jan. 2017
May 2017 / Assessment Timeline / Test data
Report cards
1.7a / Continue Bilingual/ESL (English as a Second Language) services to address the needs of identified students by

assuring home language survey on file
screening and testing appropriate students
meeting with LPAC (Language Proficiency Assessment Committee)
Continuing to provide full time ESL teacher for pull-out and documentation
Providing stipends for bilingual teachers
Monitoring numbers and providing additional help to ESL teacher as appropriate, including testing and clerical assistance

providing staff training in ELSP and strategies for teaching LEP students
providing technology and hands on materials for LEP students
providing Extended Year Program for LEP PK-K students and ensuring that enough teachers are hired for ALL LEP students to attend

recruiting ESL/Bilingual certified staff
providing training opportunities for teachers to gain ESL certification

/ L. Seawright
R. Conner
Y. Blackwood
V. Olvera
M. Wilson / R. Conner
Home Lang. Survey
Class Rosters
Master Schedule
1 FTE 46,088.00
Title II, Part A-
$9700.00
Bilingual/ESL
3 FTE’s
$140,664.00
Title III, Part A-
4907.42 / Aug 2016
May 2017 / Woodcock Munoz
LPAC Records
Benchmarks / TELPAS
CPALLS
TPRI
Woodcock-Munoz
1.8a / Continue and refine Gifted and Talented services to address the needs of identified students by

distributing policies and procedures to parents
screening and testing referred students
Increasing the number of trained personnel.

/ L. Seawright
J. Avery
V. Kruse / G/T / Aug. 2016
May 2017 / SIT Paperwork
Test Portfolio
Nomination Forms / List of identified students
G/T Test
Schedule of Services
1.9a / ContinueCollege and Career Awareness activities including

scheduling Careers on Wheels field trips
engaging guest speakers
Include career awareness in curriculum
Continue to promote a college-going culture

/ L. Seawright
J. Avery
Teachers / ESC Region 12 / Aug 2016
May 2017 / Counselor lesson plans, list of field trips and guest speakers.
Teacher lesson plans / Program Evaluation:
Staff evaluation of Career Awareness activities
Staff EOY Surveys
1.10a / Provide necessary data to identify migrant students and monitor academic progress / ESC 12
M. Wilson / Title 1, Part C / Aug. 2016
June 2017 / ESC12 Reports / ESC 12 Reports

Campus Improvement Plan for 2016-2017

Long Range Goal: / The academic performance of La Vega ISD students will meet state and federal standards
Short Term Goal 1 / Meet or exceed the following for all students and all student groups: Writing 94%
Strategies/Activities & Title 1
School-wide Components / Persons(s)
Responsible / Resources
(Human, Material, Fiscal) / Timeline / Formative Evaluation
(Benchmarks, Assessments) / Summative
Evaluation
1.1b / Support the STAAR writing objectives for PK and K
SW2 / L. Seawright
A. Hughes
J. Chaudoin / TLI
Region 12 / Aug. 2016
June 2017 / DIP, Lesson Plans, Sign in sheets for training / Student examples
1.2b / Assure that every student is given ample opportunity to learn and use Tucker Signing by providing full training for new staff members and reviewing with all staff as appropriate using videos and staff members.
SW2, SW 3, SW 4 / L. Seawright
A. Hughes
Teachers / Tucker Signing Materials / September 2016
Or as needed / Training for appropriate staff members. / Sign-in sheets from training.
1.3b / Focus on writing composition as appropriate for PK (modeled/shared) and K by

Providing opportunity for informal writing such as journaling, list making, experience stories, etc.
teaching composition by modeling and allowing students ample opportunity to practice this skill
bringing some work to publishing stage
Provide opportunities for students in Kindergarten to respond to literature in writing.
Implement writing across core content areas incorporating AVID strategies

SW2 / L. Seawright
A. Hughes
J. Chaudoin
Teachers
D. Grisham
J. Gravitt / Lesson Plans
Local funds / Aug. 2016
June 2017 / Lesson Plans
AVID Site Data / Lesson Plans and writing samples.
Published books
AVID EOY Data
1.4b / Continue theHandwriting Without Tearsprogram with training for new staff through

providing basic handwriting skills for all PK and Kindergarten students
developing letter recognition, letter formation, and writing fluency for at-risk students.
developing letter recognition, letter formation, and writing fluency for ESL students.

SW 2 / Teachers
L. Seawright
A. Hughes
C. Kubacak / Handwriting Without Tears Materials / Aug. 2016
May 2017 / Training for appropriate staff members
Agendas and Rosters for training / Lesson Plans
Class Schedules
1.5b / Use Boardmaker in PK, Kindergarten, ESL, and Special Education Classes

Board maker is used for each ESL student in PK, and K, classrooms to create educational materials such as reading, writing, games and song boards. It also provides visual support for vocabulary development.
Board maker is used for at-risk students in PK and K classrooms to create materials for classroom use. Special Education classrooms use Board Maker for students who are non-verbal to help communicate with others. It is also used for our autistic students due to its visual nature.

SW 2 / Teachers
L. Seawright
A. Hughes
C. Kubacak / Board Maker materials / Aug. 2016
May 2017 / Training for appropriate staff members
Agendas and Rosters for training / Survey of effectiveness of program
1.6b / Use Alphabet Arcsin PK and Kindergarten to support at-risk students in learning to recognize and order letters with automaticity and speed.
SW 2 / L. Seawright
J. Chaudoin
Teachers / Alphabet Arcs
Letters / Aug 2016
May 2017 / Lesson Plans / Inventory of Alphabet Arcs
1.7b / Provide necessary data to identify migrant students and monitor academic progress / ESC 12
M. Wilson / Title 1, Part C / Aug. 2016
June 2017 / ESC12 Reports / ESC 12 Reports

Campus Improvement Plan for 2016-2017

Implementing math instruction using Pearson Math, Math Their Way, TouchMath and other resources
implementing Touch Math strategies for K, providing training in Touch Math strategies for new staff
continuing integration of Math Their Way into the scope and sequence
focusing instruction in Math on hands-on instruction and individual assessments
Implement new Math TEKS and any required training needed for them by using Pearson Math
Providing appropriate hands-on materials for use with the math program
Implement AVID strategies appropriate to Math Instruction

SW2 / L. Seawright
C. Kubacak
A. Hughes
Teachers / Lesson Plans
Campus Training
Math Materials / Sept. 2016
Jan. 2017 / Lesson Plans
Agendas and rosters of training sessions. / LVISD Documents and Lesson Plans
Agendas and sign-in sheets for training session
Benchmark Assessments
1.2c / Provide for a full 60 minutes of uninterrupted math instructionin Kindergarten

Including a support person for 45 minutes in the math block

SW2 / L. Seawright
A. Hughes
C. Kubacak
Teachers / Instructional Aides
Master Schedule / Aug 2016
June 2017 / Master Schedule Individual teacher schedules
Aide Schedules / EOY Teacher and Aide Conferences to discern effectiveness of schedules
1.3c / Monitor student progress in mathematics skills by

Continuing individual assessments of mathematics TEKS per six weeks
Administering mathematics benchmarks in Kindergarten starting the first six weeks of the school year

/ L. Seawright
A. Hughes
K Teachers /
Math Assessment Materials / Aug 2016
May 2017 / Assessment Timeline
Documentation of student data
Benchmark Data / Report Cards
1.4c / Continue math interventions for Kindergarten Students with identified need.

Develop criteria and implement a 3-Tiered math intervention schedule
Increase the number of minutes in math intervention slots
Investigate adding another math interventionist

/ L. Seawright
B. LupPlace / Teachers / Aug 2016
May 2017 / Benchmark Data / Report Cards
1.5c / Continue the implementation of the Waterford math program for Kindergarten
SW 2 / L. Seawright
A. Hughes / Local Funds / Aug 2016
Jan 2017
May 2017 / Waterford reports of time engaged in math program / Waterford Sign-in sheets
1.6c / Provide necessary data to identify migrant students and monitor academic progress / ESC 12
M. Wilson / Title 1, Part C / Aug. 2016
June 2017 / ESC12 Reports / ESC 12 Reports

Campus Improvement Plan for 2016-2017