Gonzalo and Sofia Garcia Elementary



Gonzalo and Sofia Garcia Elementary

Campus Improvement Plan

20 Barriers - Executive Summary

2009/10

Gonzalo and Sofia Garcia Elementary analyzes four types of information in order to answer the question, “What do we need to do in order to improve student performance?” The four quadrants of information are then used to examine barriers that may be impeding student success. Adaptations and changes are made if necessary to provide a school environment of on-going improvement.

1. Absenteeism- Attendance records show that GES had a 95.2 % attendance rate overall, which was below the target of 97%. There were a high number of absences during October and November due to children becoming ill with flu-like symptoms. Classrooms that spelled “PERFECT ATTENDANCE” received popcorn party rewards. Announcements were made every six weeks to encourage high attendance percentages. Teachers and the attendance clerk called home when absenteeism became a concern for any student. In May the TEAMS system was programmed to automatically send letters out when students accumulated 10 or more absences. The consequences or action that would be taken against a parent if a child failed to meet state and district guidelines on attendance was explained in letters home to parents. Sign out sheets were attached to each student’s emergency form so that the number of times a child was pulled out by a parent could be tracked. Several families whose children were absent over ten times during the semester were referred to the truant officer. Three received letters notifying them they would be referred for adjudication.

2. Academics - Cumulative TAKS scores show the following:

Reading

Grade 3 – English – 88% (92% with TPM); Spanish – 93% (90% with TPM)

Grade 4 – English – 82% (83% with TPM); Spanish – 95% (95% with TPM)

Grade 5 – English – 88%; Spanish – 85% (TPM not yet available)

Math

Grade 3 – English – 84% (93% with TPM); Spanish – 83% (80% with TPM)

Grade 4 – English – 79% (83% with TPM); Spanish – 77% (73% with TPM)

Grade 5 – English – 94%; Spanish – 67% (TPM not yet available)

Writing

Grade 4 – English – 89% (98% with TPM); Spanish – 95% (90% with TPM)

Science

Grade 5 – English – 82% (83% with TPM); Spanish – 42% (23% with TPM)

Gaps still exist as follows:

➢ White students scored higher than Hispanic students in grades 3, 4, and 5 in English math, reading, writing and science;

➢ Females scored slightly lower than males in reading and math in grades 4 and 5, but higher in grade 3.

➢ Females scored lower than males in Spanish reading and math in grades 3,4 and 5;

➢ White students scored 1 point higher than Hispanic in English writing;

➢ White students scored 3 points higher than Hispanic students in science.

The average composite score on the TELPAS at kindergarten was 1.2, at first grade 1.4, at second grade 2.7, at third grade 3.1, 2.7 in fourth grade, and 3.5 in fifth grade. 28% of 1st graders increased at least one proficiency level. 62% of 2nd graders increased at least one proficiency level. 77% of 3rd grade students increased at least one proficiency level; 65% of 4th graders increased at least one proficiency level, and 91% of 5th graders increased at least one proficiency level. 97% of 1st grade students and 95% of 2nd grade students showed gains in the Tejas LEE or TPRI. All students participated in a writing project each six weeks, with samples from each class being posted on a hallway bulletin board.

The dual language program followed the 50/50 model more closely this year. A parent progress report was given to parents in January and June by each dual language teacher to provide information about student progress in acquiring the second language whether it was English or Spanish.

A Science Fair Night was held for parents to encourage parental engagement with the child to work on their projects. The GES website needs to have information for parents to help with homework and other important information. Our Instructional Coordinator will be assigned to this task.

Of the twenty students who won Sweepstakes from the campus who participated in the District Science Fair, nineteen placed in some position.

3. ATOD/Violence- The district employs a Prevention Specialist who assists campuses on disseminating information to parents, students and teachers. Thecampus participates in ATOD/Violence. Extra-curricular activities provide students with alternatives to the use of drugs, tobacco and alcohol, such as, Mother/Daughter, Father/Son, the Drug Awareness Program, Student Council and Safety Patrols. Students participate in Red Ribbon week activities, which allow them to learn about the harmful effects of drug use. Students participate in essay writing and poster contests where they are able to express and denote their positive attitudes for developing a healthy mind and body. The staff was provided information through training on bullying on how to recognize and deal with bullying behaviors. Students were referred for instruction during lunch recess through the Positive Behavior Support Academy when bullying behaviors were exhibited.

4. Class Loads- Class loads were maintained at an average of 18.8 students per teacher in all grade levels. The Two-Way Dual Language program would be more effective if the number of students in the class were at 20 or below.

5. Climate - Students- the Positive Behavior Support Initiative, School Health Coordinated Program, Inclusion Initiative, and Student Council, are initiatives that are being implemented at Garcia Elem to help promote a positive and supportive climate for students. Teachers are encouraged to use positive forms of discipline in the classroom and through Student Study Team meetings. Ravens tokens are awarded for good behavior to all students by staff, teachers, custodians and cafeteria staff. The class with the most Ravens tokens at each grade level each month was awarded with a popcorn party. Behavioral intervention plans for positive behavior are designed, as necessary. Resources such as, the counselor, administrative staff, instructional coordinator meet with the teacher and parent to assist in formulating the intervention plan for improvement and follow-ups are planned every four weeks, until the child shows improvement.

Both teachers and counselor provide lessons on character education that represent the seven pillars of positive behavior. The school counselor provides individual and group counseling for students in need. Parents that need assistance to reinforce their parenting skills are encouraged to enroll in parenting classes through the parent liaison to improve the quality of life at home and at school for both parents and students.

Parent Advisory Council Meetings are held on a monthly basis to receive parental feedback on any concerns based on the safety and educational needs of their students. Parents felt that the meetings this year were focused too much on watching videos and programs. With the change to the Principal’s Advisory Council, the change will be more of an advisory focus on safety and instruction.

A monthly calendar and lunch menu are provided for faculty, staff and parents detailing the activities that will be taking place at the school through hard copies sent home and the GES website. A monthly newsletter is also sent home to parents and is posted on the GES website.

6. Completion/Transitions- The implementation of several initiatives and programs and best teaching practices assist in providing our students with effective and timely assistance and with problems with transitions from K to 1st and 5 to 6. Mother/Daughter and Father Son, Advanced Academics, Extended Day Instruction, Summer School Program all assist students most in need in providing the support and guidance to become successful in transitioning from one grade to another, to graduate from high school and be ready to go to college. Retention is used only under extreme circumstances, such as, the student failed to complete the grade due to a large number of absences, or the student failed TAKS in every subject area. A total of ten students were recommended for retention due to still developing skills at the grade level in K-2, or failure to pass reading and math TAKS in grades 3-5.

The Counselor worked with CMS Counselors to assist 5th graders transitioning to 6th grade at CMS make an easier move. She arranged for the CMS Counselors to visit 5th grade classrooms to talk with the students about registration for classes and a fieldtrip to CMS to prepare fifth grade students for an easier transition.

7. Diversity- Special population students, such as, the English Learners, Economically Disadvantaged, and students “at risk” are given equal educational opportunities through programs such as, The Two-Way Dual Language Program, Extended Day and Extended Year Instruction. Instructional materials and equipment that support and address the learning of students with diverse backgrounds are purchased through ARI, AMI, Title I and Compensatory funds, such as, math manipulatives, math and reading supplementary materials and supporting instructional software.

GES continues to provide the following assistance to students:

• Instructional paraprofessionals, to assist in the classroom and monitor progress

• Academic tutor for Migrant students

• Academic tutor for bilingual students

• After school Instruction and tutoring during PE two times each week

• Extended Year Instruction during June

• Assistance from Instructional Coordinator and Administrative Staff

8. Gang-related Activities- There is no evidence of student gang-related activities at GES. Academic and extra-curricular programs are incorporated as preventive measures. The following are programs that aide parents and students in reaching an awareness of the dangers of gangs and gang related activities: Parenting Classes coordinated by the Parent Liaison and Prevention Specialist, counseling sessions, Drug Awareness Program, Tobacco and Violence Prevention, Coordinated School Health Program with parental representation, and the CATCH Program.

9. Gender-specific Bias- TAKS indicates we have gaps between females and male students in math, reading and science, with males scoring higher. CIC will develop objectives and strategies to close these gaps. More research and training on strategies to close these gaps needs to be incorporated into our CIP and transferred to the classroom. Female speakers in math and science professions were brought into the classrooms as role models for our female students during Career Week. Career Awareness needs to address the issue of gender biases between male and females in the work force.

10. Learning Disabilities- The implementation of special programs support the academic improvement of students with disabilities, such as 504, and Special Education. Paraprofessionals and Special Education teachers support students in the regular program by incorporating Inclusion strategies in the regular classroom.

TAKS results indicate that there is a gap between students of special needs and the regular population of students. We need to continue finding ways of improving our inclusion program through training at Region 19 and the Focused Success Team. The Focused Success team will provide training for staff during the 2010/11 school year on the Inclusion Model.

11. Mobility- Garcia experienced a 14.3% growth rate from June 2008 to June 2009, according to the AEIS report. Even though there will be open classrooms, Pre-Kindergarten will remain at Jose Damian Elementary for the 2010-11 school year due to the uncertainty of enrollment in the future.

12. Parents/Community- GES holds monthly PAC meetings to solicit input from parents in the area of school safety, management and facilities and academic improvement. Parents are asked to assist in forming the agenda based on their interests and concerns. PAC parents are involved in seeking funds for our school through donations and the Spring Carnival. The nurse, 504 interventionist, CEI facilitator, and Advanced Academics staff were invited to present program information to parents and to ask for feedback for program improvement. Presentations were provided on the School Health Coordinated Program, Drug Awareness, the Tobacco and Violence Prevention. The AR Reading Program, and 504, Asthma, and ARI/AMI.

Migrant, Advanced Academics, and the Two-Way Dual language programs also provide a forum and/or meetings to gain parental knowledge and feedback for program improvement.

A monthly newsletter is printed and sent to parents in English and Spanish to keep parents informed about events and special academic and community projects that are taking place at the school.

Parents also received a monthly calendar of events that would be taking place at the school along with a copy of the lunch menus to keep them informed.

Parents of “at risk” students seem to be less involved with their children at school. We need to reach out to these parents by conducting more SSTs during the coming year and showing these parents how they can assist their children at home. A meeting for parents of struggling students would be beneficial during PAC, during school and in the evening for working parents. A special national presenter was invited to present information to the parents about how they could help their children to learn. Only one parent came to the presentation.

Many parents participated with their children in the Spring Carnival, which was held from 4:30 to 7:00 PM on May 14.

13. Post-secondary- GES Administrative staff and teachers hold high standards by identifying essential components of the curriculum in all the core academic areas. Award assemblies were held in June to encourage high academic performance. Progress reports are disseminated every third week before report cards to keep parents informed of students in danger of failing. Teachers also contact parents when students needed additional assistance. Teachers strive for 100% attendance at parent/teacher conferences at least twice a year to inform parents of their child’s progress. The Parent Portal will be available to parents beginning in the 2010-11 school year. Parents will be given access when they register their child.

High academic standards and expectations are emphasized by administrators to teachers. Teachers are required to meet on a weekly basis to devise a weekly lesson plan where they have an opportunity to share their expertise and strategies to address the TEKS/TAKS objectives. CSCOPE will be implemented in mathematics and science in 2009-10 to align curriculum. Teachers will examine together the common CSCOPE assessments and student work. Administrative staff review weekly and daily lesson plans on a regular basis on-line as teachers submit them and make recommendations for improvement.

Destination College focusing on going to college and how to be academically prepared was implemented at every grade level as follows:

Kindergarten – EPCC

1st grade - UT-Austin

2nd grade – UTEP

3rd grade – UT-San Antonio

4th grade – NMSU

5th grade – Texas State University at San Marcos

Special Programs – University of Michigan

Office Staff – Sul Ross State University

An assembly was held in August to kick off the focus followed by other activities and assemblies during the year.

14. Physical Disabilities- ARD’s and IEP’s address the needs of Special Education Students. GES continued to address the needs of Special Education students by participating in the Inclusion initiative in collaboration with Region 19. Special Education populations participate in regular PE, Music, Art, and Extra-curricular activities, such as Mother/Daughter, Father/Son.

The Special Education teacher attended several training sessions that assisted her in addressing specific learning disabilities. She serves as a Resource specialist for teachers and administrative staff in developing IEP’s that address instructional strategies needed to assist special education students in the regular classroom setting.

15. Policies and Procedures- The campus follows district policies and procedures that have been established. A Campus Faculty Handbook has been produced to address campus policies and procedures.

16. Protective Assets- GES incorporates the Mother/Daughter and Father/Son, ATOD/Violence Prevention, Fitness Gram, Student Council, the Coordinated School Health program, and the CATCH Program to promote healthy minds and bodies.

17. Qualified Personnel- All GES teachers and paraprofessionals meet the highly qualified criteria as specified by TEA.

18. Adequate Resources- Additional fitness equipment was purchased and maintenance is currently deciding how to install the equipment for use next year. A different material needs to be filled in under the playground that was installed last year, since the sand has blown away twice. The campus will continue to ask for and seek funding for additional shades to cover the playground equipment. In addition, the field adjacent to the black top needs to be developed so it can be used for football, soccer, and field hockey.

Over $22,000 worth of books were purchased for the library and for classroom use (sets of leveled books). Additional AV carts for overheads, LCD projectors, cameras, and video cameras were purchased with ARRA Funds. Additional funds are needed to supplement the AR program with books that will help develop literacy and critical thinking skills for our students. The campus needs to continue purchasing leveled books for each grade level to be used in Balanced Literacy.

The math program JiJi from the Mind Research Institute was used to supplement math instruction for students in 1st and 2nd grades. Additional funding of $12,750 would allow the usage to continue with 3rd graders.

19. Adequate Facilities- All classrooms were in use during the school year.

GES lacks sufficient playground equipment, shades and adequate soccer/football fields for students to exercise and play. One parent who visited the campus commented that the playgrounds were “disappointing.”

CIC and Student Council suggested that a water fountain be installed close to the black-top, as it is difficult for students going out to PE be supervised if they are going from PE class into the building for water. Information was provided with regard to cost, but maintenance has not yet decided if there is a sewage return for the water, a requirement for installation.

20. Climate – Staff- GES Administrative Staff strives to promote a positive working environment for all staff. The Fish Philosophy, Wellness, Social School Luncheons during staff development added to creating a positive working environment. Positive messages were sent to teachers via e-mails or verbally, at meetings and staff development days. Building a professional learning community is a goal for GES. PLC training was provided to the CIC and campus staff in December and January by a representative from Region 19. Getting Started has been purchased for a PLC books study during the 2010-11 school year. The Principal, Assistance Principal and Instructional Coordinator have all had similar training in Developing Professional Learning Communities and Cognitive Coaching. Administrators consistently delivered similar messages to teachers. Suggested changes were addressed that needed to improve or enhance classroom management or instruction. Mentoring for new teachers was supported and encouraged. Weekly grade level meetings were implemented to assist all teachers in working more effectively with CSCOPE.

Teachers request materials, manipulatives, equipment and supplies they need in their classrooms on an ongoing basis.

Teachers requested staff development tailored to their professional growth needs, especially in the area of integration of technology into the instruction.

At the end of the year we had a special assembly and luncheon for teachers where they were recognized with certificates for any program they participated in or student program they sponsored. Years of service and three retiring teachers were recognized.

A new 5th grade teacher left during the year for a position in Ysleta ISD that was closer to her home and also offered a higher salary. A 2nd grade teacher was transferred from DDE to take her place. Three teachers retired, two teachers resigned.

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