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IDEA Elsa College Prep IDEA Public Schools IDEA Carver Academy 2019 – 2020 Student Achievement Improvement Plan DISTRICT MISSION: IDEA Public Schools prepares students from underserved communities for success in college and citizenship. DISTRICT VISION: To ensure students reach their potential, IDEA Public Schools will become the region’s largest creator of college graduates. DISTRICT CORE VALUES: Closing the achievement gap and ensuring college success is the best way to help our students succeed in life, contribute to their communities, and overcome the obstacles they face. Achieving this requires the following beliefs and behaviors: No Excuses: We control our destiny. What we do during the day matters more than poverty, parent education level, or other external factors. When the adults in the system get it right, our students are successful. Conversely, when our students fail, we don’t blame unsupportive parents, parent education level, or other external factors: we look in the mirror and take responsibility. Whatever it Takes: Through continuous improvement we achieve ambitious results. Those most successful at IDEA seek feedback, pore over the data, identify root causes, and implement solutions. 100% Every Day: Our mission and goals apply to 100% of our students, 100% of the time. Creating opportunities that didn’t exist isn’t easy, and it requires that people give their best every day. Sweating the Small Stuff: The difference between excellence and mediocrity lies in paying attention and caring about the countless details that go into effective execution. Team and Family: As the source of strength for our organization, we are committed to attracting and developing high caliber people. CAMPUS MISSION: IDEA Carver prepares students from underserved communities for success in college and citizenship by creating a challenging learning environment, setting high expectations and believing that everyone can learn- College for ALL! DISTRICT GOALS 2019-20: PRIORITY #1: Students Graduate College-Ready 1A. % of graduates who matriculate to a college or university: 100% 1B. % of graduates who are accepted to a 4 year college or university: 100% 1C. % of grads named AP scholars: 35% 1D. 90% Level II | 30% Level III on STAAR/EOC: 90% | 30% 1E. % of Pre-K/Kindergarteners End The Year On/Above Grade Level in Reading|Language|Math (All Campuses): 90% | 90% | 90% 1F. 85% of 1st-2nd Students End The Year On/Above Grade Level in Reading|Language|Math (Year 1 Campuses): 70% | 70% | 70% 1G. 85% of 1st-2nd Students End The Year On/Above Grade Level in Reading|Language|Math (Year 2+ Campuses): 90% | 90% | 90% 1H. Average ACT score (Junior class): 21 1I. % of students graduating college in 4 | 6 years: 45% | 65% PRIORITY #2: Build a Strong & Sustainable Organization 2A. Employee Retention: 85% 2B. Average Daily Attendance: 97.50% 2C. Student Persistence: 90% 2D. Annual Surplus (millions): $8.9M PRIORITY #3: Achieve Mission at Scale 3A. % of students with low socio-economic status: 80% 3B. Enrollment: 28,444 3C. Schools in operation: 50 3D. Total Funds Raised (millions): $12M Professional Campus Staff Administrative Staff Counseling Staff Specialty Teachers Guadalupe Diaz- Principal Jenny Spain- Academic Counselor Nexia Rodriguez- SpEd Jorge Senquiz- APO Rovert Eakin- Sped Martha Hernandez- API 3-5 Johanna Charles- Hotspot Maritza Perez- AR Alyssa Vela- API K-2 Joseph Lowe- PIR Kindergarten First Grade Second Grade Shawnee Jimenez Esperanza Sistos- ELA Armando Vela- Math Eveatte Benson Antoinette King- ELA Donald Servias- Academic Block Delana Rainey Kenisha Dowell- Math Patricia Holguin- ELA Marisa Soza Alma Estrada- DI Reading Third Grade Fourth Grade Fifth Grade Tenesha Price- ELA Diana, Hernandez- Desiree Gil- ELA Lauren Renterria- Writing/ELA Math Jose Jimenz- Science Catrina Santa Cruz- Math Alyssa Oliveira- Clint Rankin- Math Edna Garza- Math Interventionist Writing Gina Rios- Academic Block Jonathan Silva- Reading . Aslin Cantu- Interventionist Physical Education Christopher Morrow *Bilingually Certified Para-Professionals Campus Staff Co-Teachers Facilitators Clerical/Technical Michelle Alex- Kinder Maritza Perez- AR Michelle Gonzales- Administrative Assistant Genevieve Ramos- Kinder Johana Charles- HotSpot Jane Suarez- SIS Jennifer Lopez, Kinder Rosslyne Okpu- ART Gabrielle Johnson- Receptionist Veronica Gonzalez, 1st Donald Servias- 2nd Academic Block Edna Cantu- 3rd Academic Block Gina Rios- 5th Academic Block Operations Staff Temporary Staff Blas Mora Luis Maciel Jorge Senquiz Site Based Decision Making Committee Member (Title, Represent) Meeting Dates: Possible Agenda Items: Guadalupe Diaz Thursday, August 22, 2019 1. See attachment (Principal, Administration) Thursday, September 26, 2019 1. Thursday, October 24, 2019 1. Jenny Spain Thursday, November 14, 2019 1. (Academic Counselor, Administration) Thursday, December 12, 2019 1. Thursday, January 23, 2020 1. Martha Hernandez Thursday, February 20, 2020 1. (Assistant Principal of Instruction, Thursday, March 27, 2020 1. Administration) Thursday, April 24, 2020 Thursday, May 22, 2020 Alyssa Vela (Assistant Principal of Instruction, Administration) Jorge Senquiz (Assistant Principal of Operations, Administration) Joseph Lowe (Principal in Residence) Delana Rainey (GTL, Kinder) Antoinette King (GTL, 1st Grade) Armando Vela (2nd Grade, Math Teacher) Tenesha Price (3rd Grade, ELA Teacher) Alyssa Oliveira (4th Grade, Writing Teacher) Desiree Gil (5th Grade, Math Teacher) Christopher Morrow (PE) Michelle Gonzalez-AA Carver Academy Campus Demographics* Student Populations Number of Students Percentage of Students Enrollment 649 100% At Risk 196 31% SPED 44 7% F.A.R.M. 538 83% ELL 78 12% Male 310 48% Female 339 52% Amer. Indian 10 1% Asian 4 1% Black 129 20% White 67 10% Hispanic 439 68% *As of April 2019 Campus Committees English Language Arts Math Committee Chair(s): Martha Hernández, API Committee Chair(s): Joseph Lowe, PIR Committee Members: Committee Members: 1. Armando Vela - 2 1. Tenesha Price - 3 2. Clint Rankin - 5 2. Desiree Gil - 5 3. Diana Hernandez - 4 4. Alyssa Oliveira - 4 4. Hannah French - 3 5. Delana Rainey - K Science (As Applicable) School Culture and Climate Committee Chair(s): Martha, API Committee Chair(s): Jennifer Spain Guadalupe Diaz Committee Members: 1. Alyssa Vela- API Committee Members: 2. Jose Jimenez-5 1. Rainey Delena - K 3. Diana Hernandez-4 2. Alyssa Vela - API 4. Christopher Morrow- PE 3. Jorge Senquiz- APO 5, Martha Hernandez- API 4. Alyssa Oliveira-4 5. Missy Perez-AR Staff Quality, Recruitment and Retention Family and Community Involvement Committee Chair(s): Guadalupe Diaz Committee Chair(s): Alyssa Vela Alyssa Vela Jenny Spain Committee Members: Committee Members: 1. Joseph Lowe 1. Tenesha Price 2. Jorge Senquiz 2. Michelle Gonzalez 3. Antoinette King 3. Jolynne Muniz 4. Michelle Gonazles 4. Desiree Gil 5. Catrina Santa Cruz 5. Clint Rankin New Initiatives K-2 STAAR Grades • Implement Eureka Math and Wit & Wisdom program. • Emphasize student personal data trackers 3-5, • Ensure AR LAB teacher is training in Reading with holding students accountable for updating Meaning and turns in Lesson Plans • Implement Eureka Math and Wit & Wisdom • Content Committees will do vertical alignment program. • Quarterly LEAD Teacher and LEAD Team Stepbacks • Planning time by content to ensure alignment off site if necessary between grade levels. o • Hispanic Heritage, African American Heritage, and Desiree Gil will lead ELA teachers o Science Fair for the School Clint Rankin will lead Math teachers • IXL and Study Island • Utilize COW for weekly instruction (IXL and Study Island). Math • Use stem scopes in HotSpot Weekly rd th th • 2nd Grade: Designated academic block to add to 2nd • Utilize COW in 3 , 4 , and 5 math by having grade rotations. Block should be aligned to 2nd grade scholars access IXL for daily intervention. TEKS. • Collaboration between AR/Hotspot and content • Independent work should include STAAR formatted teachers to: questions and centers should also include visuals and o Math/HotSpot- specify which TEKS students manipulative aligned to STAAR. need further practice with in Hotspot on RM City. o Reading/AR- Ensure students are reading novels at the appropriate reading level. Continuing Initiatives ELA • Use STAAR data to provide intervention for students in • IW and centers are aligned to DI need. • Home work is prescriptive and aligned to DI • Provide intervention opportunities through the use of • Horizontal collaboration occurs weekly (grade level). tutoring after school and on Saturdays. • Ambitious goals are set for students and follow NIFDI/IDEA • Align instruction to TEKS and STAAR objectives. curriculum guidelines • Use backward planning throughout the year to insure all • Backwards planning is tracked throughout the year to insure that goals are met objectives and skills are taught. • DI Data is used to identify students in need and provide intervention. • Continued use of higher order thinking skills through • Students are held accountable for their goals by using lesson trackers question stems. and thermometer charts • Continued use of exit tickets to ensure students are at • Ensure BOY placement is accurate mastering and to provide further data • Provide intervention opportunities during recess, conference or after • Students will practice stem questions missed on exit school, or intervention block (kinder) tickets/weekly assessments and get a parent signature on • Offer after school tutoring for struggling readers any failing exit ticket/weekly assessment
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