El Paso Independent School District Zach White Elementary School Campus Improvement Plan 2020-2021 - EPISD
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El Paso Independent School District
Zach White Elementary School
Campus Improvement Plan
2020-2021
Accountability Rating: Not Rated: Declared State of Disaster
Distinction Designations:
Top 25 Percent: Comparative Closing the Gaps
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 1 of 56 October 27, 2020 2:51 PM
Mission Statement
The mission of the Zach White Community is to create a positive, social learning environment with high expectations for academic excellence and meaningful enrichment where
children can be creative thinkers and productive, responsible citizens with high self-concepts
Vision
Today's Learners, Tomorrow's Leaders
Value Statement
At Zach White Elementary, we believe that all children can succeed by providing a quality education in which individual needs are met, exceeded, and supported by using
appropriate materials, practices, and research-based strategies.
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 2 of 56 October 27, 2020 2:51 PMTable of Contents Comprehensive Needs Assessment 5 Demographics 5 Student Learning 7 School Processes & Programs 9 Perceptions 13 Priority Problem Statements 15 Comprehensive Needs Assessment Data Documentation 16 Goals 18 Goal 1: Active Learning El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and prepares all students for graduation and post-secondary success. Directly Supports: Board Goals 1-3 18 Goal 2: Great Community Schools El Paso ISD will ensure that our students and community are served by effective employees in safe and supportive learning environments. 31 Goal 3: Lead with Character and Ethics El Paso ISD will demonstrate fiscal and ethical responsibility as well as a deep commitment to service and support in all district operations. 36 Goal 4: Community Partnerships El Paso ISD will maintain positive and productive partnerships with parents and state and community organizations to facilitate the success of all students. 37 Comprehensive Support Strategies 43 Targeted Support Strategies 45 Additional Targeted Support Strategies 46 State Compensatory 47 Budget for Zach White Elementary School 47 Personnel for Zach White Elementary School 48 Title I Schoolwide Elements 49 ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 49 1.1: Comprehensive Needs Assessment 49 ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 49 2.1: Campus Improvement Plan developed with appropriate stakeholders 49 2.2: Regular monitoring and revision 49 2.3: Available to parents and community in an understandable format and language 50 2.4: Opportunities for all children to meet State standards 50 2.5: Increased learning time and well-rounded education 50 2.6: Address needs of all students, particularly at-risk 50 ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 50 3.1: Develop and distribute Parent and Family Engagement Policy 50 3.2: Offer flexible number of parent involvement meetings 51 Title I Personnel 52 2020-2021 Campus Improvement Team 53 Campus Funding Summary 54 Zach White Elementary School Campus #147 Generated by Plan4Learning.com 3 of 56 October 27, 2020 2:51 PM
Addendums 56 Zach White Elementary School Campus #147 Generated by Plan4Learning.com 4 of 56 October 27, 2020 2:51 PM
Comprehensive Needs Assessment Demographics Demographics Summary Demographics Strengths Zach White has a high teacher retention rate and a low mobility rate. Students are diverse and accepting of one another. The Dual Language program promotes Bi-Culturalism, Bi-Literacy/BiLingualism, and High Academic Achievement through the integration of cultures. The faculty and staff are diverse bringing a unique and positive perspective to student learning. Students show caring and kindness and understand that working as one is strength. Zach White Elementary School Campus #147 Generated by Plan4Learning.com 5 of 56 October 27, 2020 2:51 PM
Problem Statements Identifying Demographics Needs Problem Statement 1: Declining enrollment continues to impact funding. Root Cause: Closure of many units in the Machuca Housing and increase in the number of private schooling options. Zach White Elementary School Campus #147 Generated by Plan4Learning.com 6 of 56 October 27, 2020 2:51 PM
Student Learning Student Learning Summary Due to the Covid 19 closure student data is based off of data from the previous school year and this years I-Station, DRA/EDL, and Benchmarks.Since the 2018 STARR results students have shown improvement in their Writing on the 4th grade assessment. In the 3rd Grade Reading there was a 5% increase to 85% Appoaches, In Math there was a 6% in crease to 84% Approaches. 4Th Grade Reading had a 8% increase to 85% Approaches, while Math decreased 5% to 73%. In 5th grade the Reading decresed by 2% to 90% but Mastery increased 5%. Math in creased 5% to 98%. Science decreased from 87% to 64%. 80% of students were on track to make a years growth, however the EOY data can not be verified as students were tested in a variety of environments, not proctored to ensure reliability. Student Learning Strengths Academic strengths in are growth seen in the number of students meeting the Approach standard in 3rd grade Reading and Math, 4h grade Reading, 4h grade Writing and 5th grade Math. The increase in the percentage of students attaing the Masters level in 3rd Reading, 4th Math and Writing and all 5th grade tested content areas indicstes that the content is being taught to a rigor which enhances student learning. IN the cohort comparison students in 4th grade grew significsantly from 3rd grade and those in 5th grade grew in both Reading and Math. This information is copied from the previous year as this years data can not be verified. Please see the chart below to note the areas noted as growth. Zach White Elementary School Campus #147 Generated by Plan4Learning.com 7 of 56 October 27, 2020 2:51 PM
Problem Statements Identifying Student Learning Needs Problem Statement 1 (Prioritized): : Decrease in Science STAAR scores Root Cause: Science is not a priority. Problem Statement 2: Math Scores decreased in 4th grade. Root Cause: Lack of Rigor Problem Statement 3: Reading Scores in 3rd and 4th Grades are below 90% Approaches Root Cause: Implementation of curriculum lacks fidelity. Problem Statement 4 (Prioritized): Writing scores are below the district. Root Cause: Lack of consistent alignment Kinder to fourth grades. Zach White Elementary School Campus #147 Generated by Plan4Learning.com 8 of 56 October 27, 2020 2:51 PM
School Processes & Programs School Processes & Programs Summary Curriculum, Instruction and Assessment At Zach White the rigor, relevance and delivery of instruction is aligned. The TEKs R US and TEX Guide are used to plan instruction which is aligned to the TEKS,ELPS, and CCRS. Teachers use the ALF through "Engage 2 Learn" to make sure students are challenged in lessons and follow lesson guides provided by the district. Campus Coaches attend math and reading district PLC's that are turned around during weekly PLC's. Teachers are provided resources to use in their classrooms. Teachers participate in data digs to ensure that low student SE's are focused on and engaging activities and interventions are provided to help reteach concepts. To ensure fidelity teachers must turn in lesson plans once a week which shows what they are teaching,and how they are teaching.The lesson plans adhere to the district's curriculum. Administration does weekly walk-throughs to monitor that the lesson plans match the instruction set forth in the lesson plans as well as the district curriculm calendar. Campus Coaches model lessons, provide resources, and trainings for balanced literacy, guided math, and active learning framework, which are all instructional initiatives for the campus and district. which align to the CIP to have our first teach done in small group settings, and station-based learning. Coaching converstations are held with grade levels once a month focusing on best practices such as differentiation, small group instruction, use of technology, as well as providing immediate and informative feedback with students. Centers and lessons that include the use of technology, HOTs (High Order Thinking) Questioning Strategies and manipulatives are provided for all teachers on a monthly basis. New Math manipulatives were donated through Donors Choose for the math lab, and coaches organized the lab to have math manipulatives, books, and other instructional materials more accessible to teachers. Campus Coaches work together, along with the principal, assistant principal,elementary facilitators, instructional technology personnel, and the active learning director to turn around professional development that is relevant to the district and campus instuctional initiatives. Administrators and campus coaches model lessons and strategies to ensure that teacher can turn them around with fidelity. During coaching sessions teachers discuss their stuggles, successes, and ask for ideas about strategies they wish to use. Content and language objectives are communicated using the TEKS, which are posted on the board and planned for during the lesson planning process. To enhance the communication teacher utilize visuals, websites, dictionaries and check student understanding. At Zach White the TEKS and ELPS are used to plan lessons and guide instruction. The TEKS Resource system and state aligned assessments are utilized to keep instruction demanding with a rigor which meets state expectations. In addition Walk-through observations Zach White Elementary School Campus #147 Generated by Plan4Learning.com 9 of 56 October 27, 2020 2:51 PM
T-TESS, student products, Active Learning Framework coaching and implementation, and data are used to inform best practices. SIOP strategies are utilized to ensure understanding of vocabulary. Zach White has a Connections Program, Tutoring, Enrichment Block, Art program, Technology utilized in classrooms and labs, PBIS, SEL, Dual Language, Read with the Dogs through the Library, regular counseling classes, 4th Grade Kids Excel, 5th grade Orchestra and SPED/Resource for those students identified. Student objectives are posted daily in child friendly language as well as discussed at circle time and throughout the day, Zach White is staffed with a full time LPAC clerk, school nurse, office clerk, secretary, full time counselor, ALL, LSP. part time Diagnostician, 50% Parent Liaison Clerk, Assistant Principal, and Principal. For school year 2018-19 Zach White will fund a full time Campus Coach, Campus PARA and 50% campus clerk Teacher retention is not an issue at Zach White. Teachers leave for retirement, district leveling, or for family reasons. Zach White adheres to district guidelines and policies. ELL sheltered instruction is ensured through an individualized instruction plan decided throug the LPAC in conjunction with the teacher. Throughout the school year the instructional supports are revisited to ensure that they meet individual needs. School Context and Organization Goals, Performance objectives and strategies are communicated thrrough staff development days, weekly PLC's, Beginning of the Year and End of the Year formative and summative conferences are held with administrators, teachers and staff. Needs are analyzed and monitored through data reviews. CIT members, RTI members, teachers and staff prioritize needs in learning conversations, PLC's and grade level meetings. The campus is focused on improvement through the goal setting process and data analysis. PlC's are scheduled weekly during a Prep period . Weekly PLC's are led by grade level leaders, Campus Coaches and Administrators. Instuctioal Planning utilizes appropriate curricula, instructional strategies, resources and data during the planning process to address the diverse needs of students. Instruction time is protected from unneccessary interuptions and is maximized to meet the needs of students. Technology Teachers at Zach White encourage students to participate in making movies, presenting projects, and utilizing technology to enhance Zach White Elementary School Campus #147 Generated by Plan4Learning.com 10 of 56 October 27, 2020 2:51 PM
learning. During the Covid 19 closure all students at all grade levels were engaged in technology. They learned to use Schoology to upload
assignments, accessed virtual classrooms through WebEx. Teachers grew in their creativity in the delivery of lessons to ensure student
engagement.
Administration utilized Zoom to meet with teachers during the Covid 19 closure to inform and support teachers. Virtual meetings were
held with the administrative team to organize and prepare for meetings. PLC's were held weekly in the Virtual setting where the ALL and
CTC informed teachers of lessons and the Focus standards.
Technology supports instruction and learning through the use of Web Based programs. I Station (used as an intervention program for Math
and reading), Education Galaxy which focuses on all content areas. In addition QR codes are used in centers for math and reading. Apps
like EPIC are utilized to read leveled book, Shadow Puppet, Flip Grid, Chatterpix, and I Movie are used to creare videos whci demonstrate
their learning in a more engaging and challenging. Web based data bases are used for research for all content areas.
School Processes & Programs Strengths
Zach white uses transparency with its community, faculty, and staff through PLCs, Faculty Meetings, letters, Class Dojo, call outs, Coffee
With the Principal, and CIT to keep everyone informed with respect to programs, initiatives, and activities. The faculty utilizes I-station,
DRA/EDL, STAAR, informative and local formative assessments, Bench Mark tests, and Mock tests to identify students in need of
intervention and to inform instruction. Referral to the RTI Committee to discuss and implement supports and benefits student learning.,
Sharing student academic information ensures teachers have the necessary data to regroup students for enrichment purposes. Teachers
work as teams to support one another with daily demands and to plan grade level activities, benefiting all students. Weekly PLCs have
multiple purposes, led by the ALL/CTC who turn around new information to provide support for teachers, others are teacher led to discuss
student's needs, and on occasion scheduled meetings led by district support personnel to train on current, identified needs.
Needs:
1. To limit the number of interruptions to instruction with well thought out schedules and teacher communication.
2. To limit initiatives to ensure that they are doable, and teachers have input through the CIT
3. To have a plan for the use of technology use which is appropriate and doable
4. To provide the necessary training by scheduling district personnel to support teacher learning.
Zach White Elementary School Campus #147
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4.
5. Continue to grow in areas of SEL/PBIS
6. Continue to support the Art and Music programs
7. Continue to support the GT presentations
8. Continue to support Active Learning through trainings and ongoing professional development
9. Hire subs for school provided professional development
10. Provide kids excel program for 4 th graders
11. Provide funding for the counselor to purchase materials
12. Provide funding for the counselor to attend training
13. Provide funding for nursing supplies
14. Provide funding to support technology
15. Provide funding for the Pebble Go program.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1 (Prioritized): Science is not a priority during PLC's Root Cause: Focus at the district level on Reading and Math
Problem Statement 2 (Prioritized): Vertical alignment is not occurring in Writing Root Cause: Lack of a focus on Writing across the grades.
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 12 of 56 October 27, 2020 2:51 PMPerceptions Perceptions Summary Zach White is fostering a community of informed problem solvers by providing the opportunity for the Connections/GT program to qualifying students in Kinder through 5 th grade. Students have the opportunity to use databases such as Pebble Go, Education Britannica, Nearpod when visiting the library and in the classroom. The use of technology is integral in instruction. The utilization of I-Pads provides augmented instruction for students in Kinder to 2 nd grades. Classroom technology is available in all classrooms, both interactive and individual to incorporate technology into problem-solving and active learning. Zach White offers a daily enrichment period where K-3 students attend a character-building enrichment period with the CORE curriculum. The remaining students receive intensive interventions in data driven identified areas of weakness. Zach White students participate in Social Emotional Learning activities as part of the second cohort of schools. Zach White implements Positive Behavior Intervention and Support (PBIS) through the teaching of core values: Responsibility, Respectful, Kindness, Caring and Safety. We offer the opportunity for all students to have exposure to various career opportunities through an annual Career/College Day. All students receive monthly guidance lessons from our counselor with the Core Essential curriculum. Zach White will continue to implement and provide an engaging and challenging learning environment through our active learning framework model. We will have planning days dedicated to creating active learning lessons (units) through e-Studio. Zach White will also continue to support creativity through our fine arts program such as orchestra, full time art teacher, Kids Excel, Merry Melodies, Young Rembrandts and grade level performances. All grade levels will continue to have weekly art lessons. 4th grade students will continue to participate in Kids Excel. 2 nd grade students will continue participating in Merry Melodies, and all students are given the opportunity to participate in Young Rembrandts after school. Students have access to a current and updated library collection through bi-monthly lessons in the library. Students participated in the Blue Bonnet Program, and Tail-Wagging Tutors/Therapy Dog visits in the Library. Zach White is preparing students to be socially and emotionally intelligent individuals through Active Learning presentations, community service projects to include Kids Excel, Veterans Day program, art exhibitions, monthly character-building classes with school counselor, Dual Language SEL nights, daily SEL circles, orchestra recitals, STAAR and reading Buddy’s. Zach White Elementary School Campus #147 Generated by Plan4Learning.com 13 of 56 October 27, 2020 2:51 PM
Perceptions Strengths The overall perception of Zach White is positive in the community. Data collected by the Parent Liaison Surveys, comments from parents during 504, ARDS, Coffee with the Principal, PTA meetings, Board Meetings, andaccess to meeting with the principal for conferences have indicated that 90% of respondents are supportive of the programs and management at the school. Parents are welcomed and feel a part of the school community. They contribute in the classrooms through the “VIPS” program, decorating for school performances, assisting teachers with classroom activities, working with individual students on “letters and sounds” (primary grades), laminating, and are encouraged to provide input on school programs. A number of factors contribute to this perception such as, Parent engagement classes, Class Dojo, telephone messages, newsletters, fliers, invitations to the monthly “Terrific Kid” recognition program, English and Spanish Spelling Bees, Awards ceremonies’ grade-level has performances, Dual-language Nights,” Meet the Teacher”, and Parent Engagement events. Parents take part in “Coffee with the Principal”, Parent Breakfasts, and Individual Grade level events. Zach White regularly wins the PTA award for VIP hours a strong indicator of parental involvement. Parent and community involvement has contributed to the of PTA members, with 100% participation by teachers and staff. Information to Parents and community members is timely and recurrent. Information on programming/district guidelines for guidance lessons, bullying, technology safety, student behavior expectations, “Student Code of Conduct and upcoming, unexpected occurrences are immediately conveyed to the parents through multiple modalities. Students like their school, feel respected, and safe. They see that teachers get along, have a positive regard for the principal, feel challenged to learn and have an overall positive “Learning Climate” perception. Students overall value education and feel it is important to go to school. One hundred percent of Community members completing the survey reported that they feel that their student is safe at Zach White and the school climate results have improved. They reported that the Staff Climate is positive and the Learning Climate results ranged from 88.3% to 97.9%. Problem Statements Identifying Perceptions Needs Problem Statement 1 (Prioritized): Increase in perception of bullying Root Cause: Lack of structured activities during free time/recess, lack of effective monitoring on the playground Zach White Elementary School Campus #147 Generated by Plan4Learning.com 14 of 56 October 27, 2020 2:51 PM
Priority Problem Statements Problem Statement 1: : Decrease in Science STAAR scores Root Cause 1: Science is not a priority. Problem Statement 1 Areas: Student Learning Problem Statement 2: Writing scores are below the district. Root Cause 2: Lack of consistent alignment Kinder to fourth grades. Problem Statement 2 Areas: Student Learning Problem Statement 3: Science is not a priority during PLC's Root Cause 3: Focus at the district level on Reading and Math Problem Statement 3 Areas: School Processes & Programs Problem Statement 4: Vertical alignment is not occurring in Writing Root Cause 4: Lack of a focus on Writing across the grades. Problem Statement 4 Areas: School Processes & Programs Problem Statement 5: Increase in perception of bullying Root Cause 5: Lack of structured activities during free time/recess, lack of effective monitoring on the playground Problem Statement 5 Areas: Perceptions Zach White Elementary School Campus #147 Generated by Plan4Learning.com 15 of 56 October 27, 2020 2:51 PM
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Quantifiable goals for student performance in reading and math PreK-3(HB 3)
Campus goals
Quantifiable goals for measures of CCMR(HB 3)
Campus Performance Objectives Summative Review from previous year
Current and/or prior year(s) campus and/or district improvement plans
Campus and/or district planning and decision making committee(s) meeting data
State and federal planning requirements
Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.
Accountability Data
Texas Academic Performance Report (TAPR) data
Student Achievement Domain
Domain 3 - Closing the Gaps
Federal Report Card Data
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
Student Success Initiative (SSI) data for Grades 5 and 8
SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)
Student failure and/or retention rates
Local diagnostic reading assessment data
Local diagnostic math assessment data
Local benchmark or common assessments data
Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2
Texas approved Prekindergarten and Kindergarten assessment data
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group
Economically disadvantaged / Non-economically disadvantaged performance and participation data
Male / Female performance, progress, and participation data
Special education/non-special education population including discipline, progress and participation data
At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
Zach White Elementary School Campus #147
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Section 504 data
Homeless data
Gifted and talented data
Dyslexia Data
Response to Intervention (RtI) student achievement data
Student Data: Behavior and Other Indicators
Attendance data
Mobility rate, including longitudinal data
Discipline records
Student surveys and/or other feedback
School safety data
Employee Data
Professional learning communities (PLC) data
Staff surveys and/or other feedback
Teacher/Student Ratio
State certified and high quality staff data
Campus leadership data
Campus department and/or faculty meeting discussions and data
Professional development needs assessment data
Evaluation(s) of professional development implementation and impact
Parent/Community Data
Parent surveys and/or other feedback
Parent engagement rate
Community surveys and/or other feedback
Support Systems and Other Data
Processes and procedures for teaching and learning, including program implementation
Communications data
Budgets/entitlements and expenditures data
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 17 of 56 October 27, 2020 2:51 PMGoals
Goal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 1: Curriculum and Instruction -
Utilizing STAAR Data from 2019 improve Math, Reading, Science and Writing STAAR scores a minimum of 2% from approaches to meets and meets to
masters for all students,while employing the "Active Learning" process. 80% of Kinder through second grade students will show one year of growth from
BOY to EOY.
Targeted or ESF High Priority
Evaluation Data Sources: STAAR Data for 2019
Summative Evaluation: None
Strategy 1: Purchase reading materials to enhance the reading of math, science, and writing to meet the needs of at risk, Reviews
economically disadvantaged, and other students.
Formative Summative
Strategy's Expected Result/Impact: To provide students in first through fifth grades with TEKS based materials of high
rigor to support their acquisition of the necessary skills to become life long learners. To improve 2% over last years scores Nov Feb Apr June
in Reading, Math, Science, and writing as based on summative assessments.
Staff Responsible for Monitoring: ALL, Campus Coach,
Secretary
Title I Schoolwide Elements: 2.4, 2.4, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality
Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy
Problem Statements: Student Learning 1 - School Processes & Programs 1
Funding Sources: Po's Reading Materials - 211 ESEA Title I (Campus) - 211.11.6329.147.24.801.147 - $1,000
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 18 of 56 October 27, 2020 2:51 PMStrategy 2: To purchase library materials which support the state curriculum and TEKS and to enhance the academic Reviews
achievement for at-risk , economically disadvantaged students other students in all content areas.
Formative Summative
Strategy's Expected Result/Impact: Students will be engaged in the new material as evidenced by usage as well as
improved achievement on state mandated testing/I-Station Reading scores. Nov Feb Apr June
Staff Responsible for Monitoring: Librarian
Title I Schoolwide Elements: 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math
Funding Sources: PURCHASE ORDER FOR LIBRARY BOOK - 185 SCE (Campus) - 185.12.6329.147.24.801.147 -
$1,000, Purchase order, Library Books - 211 ESEA Title I (Campus) - 211.12.6329.147.24.801.147 - $2,700
Strategy 3: Purchase general supplies to maintain the library collection for its continued use by at-risk, economically Reviews
disadvantaged, and other students.
Formative Summative
Strategy's Expected Result/Impact: Maintenance of library materials by their continued use monitored through the
check out process. To enhance the Active Learning resources as evidenced in documentation of teacher walk throughs on Nov Feb Apr June
Eduphoria
Staff Responsible for Monitoring: Librarian
Title I Schoolwide Elements: 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math
Funding Sources: Order forms and Po's Library Material - 211 ESEA Title I (Campus) - 211.12.6399.147.24.801.147 -
$300
Strategy 4: Hire a campus coach to work with at-risk, economically disadvantaged and other students 40% of the time to Reviews
improve learning in Math and Science
Formative Summative
Strategy's Expected Result/Impact: 80% of all students will make a years growth as measured by STAAR and I-Station
Staff Responsible for Monitoring: CTC, Principal, Secretary Nov Feb Apr June
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-
Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy
Problem Statements: Student Learning 1 - School Processes & Programs 1
Funding Sources: Highly Qualified Teacher Campus Coach - 211 ESEA Title I (Campus) - 211.11.6119.147.24.801.147
- $27,718
Strategy 5: Provide funding for buses to allow at-risk, economically disadvantaged and other students to attend field trips to Reviews
enhance the TEKS and ALF.
Formative Summative
Strategy's Expected Result/Impact: 100% of students will be able to link learning from the field trips to TEKS and ALF
projects. Nov Feb Apr June
Staff Responsible for Monitoring: Classroom teachers, Principal, Secretary
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - Comprehensive Support Strategy
Funding Sources: Buses for Field Trops - 199 General Fund - 199.11.6494.147.11.100.147 - $1,500
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 19 of 56 October 27, 2020 2:51 PMStrategy 6: Purchase technology needed by teachers and students to enhance learning in a Virtual and or " Face to Face" Reviews
classroom environment to support AT-Risk, Econ. Dis, and all students. Purchases to include Teacher I-Pads, Epson
Formative Summative
Projectors, , Lady Bugs, Blue tooth Headphones and Owls.
Strategy's Expected Result/Impact: 100% of students will have access to technology to improve learning in the ALF, Nov Feb Apr June
Core content areas to support TEKs as measured through Ren 360, STAAR, EDL/DRA and formal/Informal assessments.
Students in F2F and the Virtual Environment based on the Covid 19 parent Survey will all have access to learning through
technology.
Staff Responsible for Monitoring: Technology Committee, CIT, Principal, Secretary
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-
Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy
Problem Statements: Student Learning 1, 4 - School Processes & Programs 2
Funding Sources: Purchase Orders, Technology - 185 SCE (Campus) - 185.11.6395.147.30.000.147 - $28,312.28,
Purchase Orders, Technology - 211 ESEA Title I (Campus) - 211.11.6395.147.24.801.147 - $7,342, Purchase Orders for
Headphones - 199 General Fund - 199.11.6395.147.100.147 - $2,800
Strategy 7: Provide funding for Pebble Goal and Brain Pop for the use ol At-risk, Economically Disadvantage and other Reviews
students to support the goal for all students to be involved in the Active Learning process and to attain a goal of 5%
Formative Summative
improvement on STAAR State Assessments.
Strategy's Expected Result/Impact: 80% of students utilizing the program will demonstrate a years growth as measured Nov Feb Apr June
by STAAR, Istation, Benchmarks, and EDL/DRA Students.
Staff Responsible for Monitoring: Principal, School Secretary, ALL, CTC
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Problem Statements: Student Learning 1, 4
Funding Sources: Order form and PO WEB Based Program - 211 ESEA Title I (Campus) - 211.11.6299.147.24.801.147
- $4,750
Strategy 8: Utilize the provided Education Galaxy Web Based Program to enhance the learning for at-risk, economically Reviews
disadvantaged and others. To be used to address Science and Writing STAAR and to meet District Goals
Formative Summative
Strategy's Expected Result/Impact: Students will demonstrate a 3% improvement from Approaches to Meets and Meets
to Masters. Nov Feb Apr June
Staff Responsible for Monitoring: ALL, Secretary, Principal
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - ESF Levers: Lever 2: Effective, Well-Supported Teachers,
Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy
Problem Statements: Student Learning 1, 4 - School Processes & Programs 1, 2
Strategy 9: Provide funding for Substitutes for STAAR Testing to ensure compliance with TEA regulations Reviews
Strategy's Expected Result/Impact: 100% Compliance with TEA testing regulations. Formative Summative
Staff Responsible for Monitoring: Secretary, Administration
Nov Feb Apr June
Funding Sources: STAAR Testing - 199 General Fund - 199.11.6112.147.11.362.147 - $320
Zach White Elementary School Campus #147
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learning.
Formative Summative
Strategy's Expected Result/Impact: Students will show a 5% growth once interventions are put in place as result of the
RTI process Nov Feb Apr June
Staff Responsible for Monitoring: Principal, Secretary, Counselor
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction
Problem Statements: Student Learning 4
Funding Sources: Hire Subs-Fringes - 211 ESEA Title I (Campus) - 211.11.6141.147.24.362.147 - $6, To hire
substitutes for RTI - 211 ESEA Title I (Campus) - 211.11.6112.147.24.362.147 - $400
Strategy 11: To purchase Storyworks, Scholastic News, Dictionaries and notebooks to support the Reading goal for at-risk Reviews
economically disadvantaged and other students.
Formative Summative
Due to Covid 19, the purchase and turn around time for the purchase and use of these materials is not feasible in the remaining
school year. The funds will be re-allocated Nov Feb Apr June
Strategy's Expected Result/Impact: 80% of students will show a 2% improvement on EOY assessments to include
STAAR, EDL/DRD and I-Station.
Staff Responsible for Monitoring: ALL, Principal , Teachers
Title I Schoolwide Elements: 2.4, 2.6
Funding Sources: Funds to purchase materials to enhance Reading - 211 ESEA Title I (Campus) -
211.11.6329.147.11.100.147 - $0
Strategy 12: Provide funding for teachers to attend 3 half day planning days to enhance teaching with a focus on Writing and Reviews
Science to positively impact At-risk, Economically Disadvantaged and others in making gains of one year or more.
Formative Summative
Strategy's Expected Result/Impact: Support the goal for 80% of students making a 2% gain in EOY STAAR testing in
all content areas. To support the goal that 80% of all students in grades Kinder through 3rd be on or above grade level as Nov Feb Apr June
measured by EDL/DRA and I-Station
Staff Responsible for Monitoring: ALL, Administration, Secretary
Title 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 Instruction
Problem Statements: Student Learning 1, 4 - School Processes & Programs 2
Funding Sources: Funds to pay substitutes - 211 ESEA Title I (Campus) - 211.11. 6112.147.24.362.147 - $3,030, Funds
for fringes - 211 ESEA Title I (Campus) - 211.11.6141.147.24.362.147 - $44
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 21 of 56 October 27, 2020 2:51 PMStrategy 13: Provide funding to maintain the licenses for the Epson Cameras and Apple I-Pads to improve learning for At- Reviews
Risk, Econ Dis. and other students.
Formative Summative
Strategy's Expected Result/Impact: Utilization of the technology will assist in meeting a goal of 2% overall
improvement in STAAR in all categories with 80% of students making a year or more progress as measured by I- Nov Feb Apr June
Station/EDL/DRA
Staff Responsible for Monitoring: ALL, CTC, Administration
Title 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 Instruction - Comprehensive
Support Strategy
Problem Statements: Student Learning 1
Funding Sources: Funding to purchase Licenses for Apple I-Pads and Epson Cameras - 199 General Fund -
199.11.6299.147.11.100.147 - $1,204
Strategy 14: Utilize carry over funds from the 2020 school year to purchase technology to improve instruction for Reviews
economically disadvantaged, at-risk and other students.
Formative Summative
Strategy's Expected Result/Impact: 80% of all students will show a minimum of one years growth as measured by
STAAR, EDL/DRA, Benchmarks and other assessments. Nov Feb Apr June
Staff Responsible for Monitoring: Administration, CIT, and ALL
Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math
Problem Statements: Student Learning 1, 4 - School Processes & Programs 1, 2
Funding Sources: Utilize the funds from SCE left over due to Covid 19 closures - 185 SCE (Campus) -
185.11.6395.147.24.019.147 - $2,980, Utilize Covid 19 Carry over funds from Title 1 - 211 ESEA Title I (Campus) -
211.11.6395.147.24.019.147 - $4,425
Strategy 15: Hire an Early Childhood Paraprofessional to to enhance learning for At-Risk, economically disadvantaged and Reviews
all students. (Position was moved to Acct. 199 and the salary allocated was returned to campus funds. The indicated
Formative Summative
expenditures occurred prior to the change over from 185 to 199.)
Strategy's Expected Result/Impact: 90% of all students will demonstrate a years growth on Circle Progrss Nov Feb Apr June
Monitoring/DRA/EDL
Staff Responsible for Monitoring: Early Childhood Education teacher, Administration, Secretary
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers:
Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Funding Sources: Salaries - No more as the PARA has been moved to 199 - 185 SCE (Campus) -
185.61XX.147.30.000.147 - $72, Fringes - None at this time as Para now paid out of Act.199 - 185 SCE (Campus) -
185.11.61XX.147.30.000.147 - $17.04
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 22 of 56 October 27, 2020 2:51 PMStrategy 16: Hire and monitor push-in/pull-out tutor to provide enrichment for math, science and reacding to support the Reviews
TEKS. Hire a pull-out tutor to provide project based learning in support of the state curriculum for students in 1st through 3rd
Formative Summative
grades during the enrichment block to impact at-risk, economically disadvantaged, and other student. (This strategy was not
utilized due to the Covid 19 Virtual Environment and ability to have the desired result.) Nov Feb Apr June
Strategy's Expected Result/Impact: 80% of students in grades 1st through 3rd will show a years growth as measured by
EDL/DRA and 80% of 4th and 5th graders will show a 2% improvement as measured by STAAR
Staff Responsible for Monitoring: Active Learning Leaders, Administration, and Secretary
Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers:
Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction
Funding Sources: Budget to pay the hourly rate for Tutors - 185 SCE (Campus) - 185.11.6129.147.30.000.147 - $0
Strategy 17: To provide funding for the purchase of I-Pad covers, Charging Carts, and powerstrips to support the technology Reviews
needed for the F2F and Virtual environments due to the Covid 19 safety requirements.
Formative Summative
Strategy's Expected Result/Impact: Utilization of the technology will assist in meeting a goal of 2% overall
improvement in STAAR in all categories with 80% of students making a year or more progress as measured by Ren Nov Feb Apr June
360/EDL/DRA.
Staff Responsible for Monitoring: Principal, secretary and members of the CIT
Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math
Funding Sources: CIT approval and Funding for I-Pad covers and power strips. - 185 SCE (Campus) -
185.11.6399.147.30.000.147 - $8,398.68
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 1 Problem Statements:
Student Learning
Problem Statement 1: : Decrease in Science STAAR scores Root Cause: Science is not a priority.
Problem Statement 4: Writing scores are below the district. Root Cause: Lack of consistent alignment Kinder to fourth grades.
School Processes & Programs
Problem Statement 1: Science is not a priority during PLC's Root Cause: Focus at the district level on Reading and Math
Problem Statement 2: Vertical alignment is not occurring in Writing Root Cause: Lack of a focus on Writing across the grades.
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 23 of 56 October 27, 2020 2:51 PMGoal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 2: Attendance - To maintain an average attendance of 96%
Targeted or ESF High Priority
Evaluation Data Sources: PEIMS attendance reports.
Summative Evaluation: None
Strategy 1: Utilize the SEL/PBIS team to monitor attendance. Contact parents after three absences and advise them on the Reviews
attendance requirements
Formative Summative
Strategy's Expected Result/Impact: Decrease the number of absences and increase attendance to 96%
Staff Responsible for Monitoring: Assistant Principal, PBIS/SEL Team Nov Feb Apr June
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5 - TEA Priorities: Build a foundation of reading and math - ESF Levers:
Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: Effective Instruction -
Comprehensive Support Strategy
Strategy 2: Create an attendance Committee to address attendance and provide incentives to increase attendance Reviews
Strategy's Expected Result/Impact: Increase attendance to 96%. Formative Summative
Staff Responsible for Monitoring: Assistant Principal
Nov Feb Apr June
Title I Schoolwide Elements: 2.5, 2.5, 2.6, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:
Effective, Well-Supported Teachers, Lever 5: Effective Instruction
No Progress Accomplished Continue/Modify Discontinue
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 24 of 56 October 27, 2020 2:51 PMGoal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 3: Special Education - All students will achieve a minimum of a years growth.
Evaluation Data Sources: I-Station Data and STAAR results for 3rd through 5th grades.
Summative Evaluation: None
Strategy 1: All identified SPED students will receive appropriate accommodations and services based on IEP's to ensure that Reviews
they are meeting IEP goals
Formative Summative
Strategy's Expected Result/Impact: Teachers will comply with 100% of the IEP Goals.
Staff Responsible for Monitoring: Resource teacher, Principal, Regular Education teacher Nov Feb Apr June
Title I Schoolwide Elements: 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1:
Strong School Leadership and Planning, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Targeted
Support Strategy - Additional Targeted Support Strategy
Strategy 2: Monitor SPED database to ensure 100% compliance for assessment's and ARD time-lines. Reviews
Strategy's Expected Result/Impact: Students will receive necessary accommodations for STAAR testing as noted in the Formative Summative
IEP. ARD database will be up to date and monitored.
Staff Responsible for Monitoring: Diagnostician, Speech Therapist, Resource teacher, BIC teacher Nov Feb Apr June
Title 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 Instruction - Targeted
Support Strategy - Additional Targeted Support Strategy
No Progress Accomplished Continue/Modify Discontinue
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 25 of 56 October 27, 2020 2:51 PMGoal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 4: Dual Language/Bilingual Education/ESL -90% of students in Dual Language will show a years growth in Spanish and English
Targeted or ESF High Priority
Evaluation Data Sources: EOY I-Station and EDL/DRA results will indicate a years growth.
Summative Evaluation: None
Strategy 1: The ALL along with the Dual Language Mentor will provide training for Dual Language teachers to improve the Reviews
implementation of the District Dual Language Initiative.
Formative Summative
Strategy's Expected Result/Impact: 90% of all students in the Dual Language Program will grow one year as measured
by EDL/DRA, Istation, and STAAR Nov Feb Apr June
Staff Responsible for Monitoring: ALL, Dual Language Mentor and Principal
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive
School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy
Problem Statements: Student Learning 1, 4
Strategy 2: Zach White will host a minimum of two Dual Language Nights to inform parents and community members about Reviews
the benefits of Dual Language.
Formative Summative
Strategy's Expected Result/Impact: 100% of parents in attendance at Dual Language Parent Nights will complete
surveys to inform further parent meetings. Nov Feb Apr June
Staff Responsible for Monitoring: Dual Language Teachers, ALL, Campus Teaching Coach
Title I Schoolwide Elements: 3.2, 3.2 - ESF Levers: Lever 3: Positive School Culture
Strategy 3: Utilize district LPAC clerk to coordinate and support the activities of the School's Language Proficiency Reviews
Committee LPAC
Formative Summative
Strategy's Expected Result/Impact: ELL students will improve by one year as measured by TELPAS
Staff Responsible for Monitoring: Principal, LPAC committee Nov Feb Apr June
Title I Schoolwide Elements: 2.4, 2.4, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - Targeted
Support Strategy - Additional Targeted Support Strategy
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 26 of 56 October 27, 2020 2:51 PMStrategy 4: LPAC committee will meet monthly to address new ELL's to the school, monitor ELL's, monitor first and second Reviews
year exits and to provide instructional strategies for all ELL's. To comply with all deadlines set by the state and federal
Formative Summative
guidelines.
Strategy's Expected Result/Impact: ELL students will improve one year as measured by TELPAS and all ELL's will Nov Feb Apr June
improve 5% on STAAR.
Staff Responsible for Monitoring: LPAC chair
Title I Schoolwide Elements: 2.4, 2.4, 2.6, 2.6 - ESF Levers: Lever 5: Effective Instruction - Targeted Support
Strategy - Additional Targeted Support Strategy
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 4 Problem Statements:
Student Learning
Problem Statement 1: : Decrease in Science STAAR scores Root Cause: Science is not a priority.
Problem Statement 4: Writing scores are below the district. Root Cause: Lack of consistent alignment Kinder to fourth grades.
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 27 of 56 October 27, 2020 2:51 PMGoal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 5: Migrant Student - All students identified migrant will receive supports from the counselor and teacher.
Evaluation Data Sources: PEIMS coding
Summative Evaluation: None
Strategy 1: Identify all students coded migrant and provide supports through the counselor Reviews
Strategy's Expected Result/Impact: 100% of all students meeting the criteria for migrant status will be identified. Formative Summative
Staff Responsible for Monitoring: Counselor
Nov Feb Apr June
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning,
Lever 3: Positive School Culture - Additional Targeted Support Strategy
No Progress Accomplished Continue/Modify Discontinue
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 28 of 56 October 27, 2020 2:51 PMGoal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 6: Gifted and Talented - Identify and serve all students identified as GT.
Targeted or ESF High Priority
Evaluation Data Sources: GT screening results documentation and parent approval letters.
Summative Evaluation: None
Strategy 1: Identify all Gifted students at the beginning of the school year to enhance their educational experience Reviews
Strategy's Expected Result/Impact: 100% of students identified as GT will be serviced in the GT enrichment and Formative Summative
connections programs.
Staff Responsible for Monitoring: Counselor, GT teachers committee Nov Feb Apr June
Title I Schoolwide Elements: 2.5, 2.5 - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction -
Targeted Support Strategy
Problem Statements: Student Learning 4
Strategy 2: Students in the Connections program will work on a year long project to demonstrate evidence of completion of Reviews
GT goals.
Formative Summative
Strategy's Expected Result/Impact: 100% of GT students will demonstrate through their project that they have met the
expectations for their grade level. Nov Feb Apr June
Staff Responsible for Monitoring: GT Teachers
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5
No Progress Accomplished Continue/Modify Discontinue
Performance Objective 6 Problem Statements:
Student Learning
Problem Statement 4: Writing scores are below the district. Root Cause: Lack of consistent alignment Kinder to fourth grades.
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 29 of 56 October 27, 2020 2:51 PMGoal 1: Active Learning
El Paso ISD will ensure that our community has a successful, vibrant, culturally responsive school in every neighborhood that successfully engages and
prepares all students for graduation and post-secondary success.
Directly Supports:
Board Goals 1-3
Performance Objective 7: At-Risk Student Support - All students coded At-Risk will receive targeted interventions to address areas of academic and
social need.
Targeted or ESF High Priority
Evaluation Data Sources: EDL/DRA results, STAAR results, I-Station results and ongoing informal evaluations.
Summative Evaluation: None
Strategy 1: All students identified at-risk will receive targeted interventions during enrichment blocks Reviews
Strategy's Expected Result/Impact: 80% of At-Risk students will demonstrate a years growth as measured by Formative Summative
DRA/EDL testing, I-Station and STAAR
Staff Responsible for Monitoring: Classroom teachers, ALL, Principal Nov Feb Apr June
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Targeted Support Strategy
Problem Statements: Student Learning 1, 4
Strategy 2: Students not already coded At-Risk will be identified BOY, MOY, and EOY to ensure instructional supports are Reviews
enacted.
Formative Summative
Strategy's Expected Result/Impact: 80% of At-Risk students will demonstrate a years growth as measured by
DRA/EDL testing, I-Station and STAAR Nov Feb Apr June
Staff Responsible for Monitoring: Counselor, PEIMS, Clerk, and Principal
Title I Schoolwide Elements: 2.4, 2.4, 2.5, 2.5, 2.6, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF
Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Targeted Support Strategy
Strategy 3: Provide funding for the counselor to purchase supplies which will enhance services for at risk students and Reviews
families.
Formative Summative
Strategy's Expected Result/Impact: 100% of students will have access to the counselor and will benefit from her
services. Nov Feb Apr June
Staff Responsible for Monitoring: Counselor and Secretary
Title I Schoolwide Elements: 2.4, 2.4, 2.6, 2.6 - ESF Levers: Lever 3: Positive School Culture - Comprehensive
Support Strategy
Funding Sources: Po's Counselor - 199 General Fund - 199.31.6399.147.99.100.147 - $200
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 30 of 56 October 27, 2020 2:51 PMNo Progress Accomplished Continue/Modify Discontinue
Performance Objective 7 Problem Statements:
Student Learning
Problem Statement 1: : Decrease in Science STAAR scores Root Cause: Science is not a priority.
Problem Statement 4: Writing scores are below the district. Root Cause: Lack of consistent alignment Kinder to fourth grades.
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 31 of 56 October 27, 2020 2:51 PMGoal 2: Great Community Schools
El Paso ISD will ensure that our students and community are served by effective employees in safe and supportive learning environments.
Performance Objective 1: Employee Retention and Recruitment - To retain 90% of teachers year to year and hire highly qualified teachers to replace those
which leave.
Evaluation Data Sources: Yearly retention numbers.
Summative Evaluation: None
Strategy 1: All teachers are required to meet the " highly qualified" status to ensure that all at risk, economically Reviews
disadvantaged and other students receive quality instruction
Formative Summative
Strategy's Expected Result/Impact: Retain 100% of all teachers based on school needs
Staff Responsible for Monitoring: Principal and Assistant Principal Nov Feb Apr June
Title I Schoolwide Elements: 2.4, 2.4, 2.6, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals - ESF
Levers: Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Strategy 2: Hire an office clerk to work 50% to better serve the Zach White community through responsive customer service. Reviews
Strategy's Expected Result/Impact: Provide excellent customer service as evidenced in Parent Survey. Formative Summative
Staff Responsible for Monitoring: Secretary, Principal
Nov Feb Apr June
Title I Schoolwide Elements: 3.1 - ESF Levers: Lever 3: Positive School Culture
Funding Sources: Office clerk, funding source - 199 General Fund - 199.23.6126.147.99.362.147 - $10,696
No Progress Accomplished Continue/Modify Discontinue
Zach White Elementary School Campus #147
Generated by Plan4Learning.com 32 of 56 October 27, 2020 2:51 PMYou can also read
