We found that we had areas of strength and areas for improvement in each of the eight areas of focus. Upon a thorough review of the data, however, determined that we had three areas that stood out as immediate needs; staffing, program options, and literacy. Section IV: Strengths/ Weaknesses Area of Focus Data Used Strengths Areas of Weakness Identified Demographics (Characteristics or make-up of the school including members) Skyward Data Head Start Grant Head Start PIR We have been awarded a new five-year Head Start grant beginning July 1, 2018. We have a diversified, experienced staff matching demographics of our students. Currently, the CV students and LMP students are segregated into separate classrooms. All TCISD Pre-K students need to be in mixed classrooms with both La Marque and Texas City students. Student Achievement (Annual reviews from formal and informal data, including full day vs half day Pre-K) CLI Engage Scores Brigance Scores Information from School Readiness Meeting 5-15-18 Attendance Data Report Card Data Math scores show a high percentage of students performing at expected levels. Reading scores are below where they should be particularly in the area of vocabulary. Strategies for increasing student vocabulary is needed. Literacy rich classrooms Word walls must be used and kept up to date throughout the school year Read alouds must take place more than once a day Encourage and monitor use of frequent conversations, open-ended questions, repetition and extensions, self and parallel talk, and use of advanced language. School Culture and Climate (Organization’s beliefs, values, traditions, and customs which shape the personality and climate of the organization) Head Start Grant Climate Survey Staff Handbook Student Discipline from LMP and CV The campus is rich in traditions: celebrating staff birthdays & holidays, snacks at staff meetings, coffee and condiments each morning, chocolates in the lounge on Fridays, & a campus morale committee. There were a total of 99 written discipline referrals between the two campuses this past year. La Marque Primary Pre-K teachers have not been trained in Conscious Discipline. Conscious Discipline training/ review needs to take place before school starts. Campus wide discipline plan needs to be developed by a committee well taught to campus teachers, parents, and staff so that administrators, parents, and staff are all on the same page as far as what constitutes a minor or major incident and what appropriate consequences are for each as well as how to prevent future incidents.
Area of Focus Data Used Strengths of Weakness Identified Needs Staff Quality, Recruitment, and Retention (Finding and keeping quality staff members over time, staffing patterns) Turnovers rate Report of Highly Qualified Staff LMP vs CV staff Research of having an assistant in the classroom in addition to the teacher. There is a very low turnover rate for teachers, assistants, and support staff. Usually people only leave when they retire or move. Every teacher holds a bachelor’s degree and teaching credentials. Assistants are needed in each classroom. Personnel costs are high and assistants are not a requirement in Pre-K classrooms. However, due to instructional, social-emotional, and behavioral needs, assistants play a crucial role in preparing students for kindergarten. All Pre-K classrooms need to have a teacher and an assistant. Funding must be found to cover the expense of having assistants in each classroom. Curriculum, Instruction, and Assessment (Teaching, learning, and assessment materials and resources available) Frogstreet Curriculum KinderMusik, Handwriting without Tears Partnerships Research of full day vs half day Pre-K programs CLI Engage Calvin Vincent and La Marque Primary Pre-K classes use the same curriculum and classrooms are stocked with similar furniture and teaching materials. Classrooms have been kept at 22:1 or below. Currently LMP classes are half day and CV classes are full day. Many benefits can be seen in the full day program vs the half day program. La Marque students need to attend classes on a full day basis in order to be equitable to Texas City students and to reap the benefits of a full day program. Funding must be found to cover the expense of changing the program structure for La Marque Pre-K students to a full day program. The need to keep classroom sizes at or below 22:1 for best instructional benefits. Family and Community Involvement (Ensuring that parents are partners in their child’s education) Calendar of past events Parents meeting goals Sign-in sheets Parent Surveys Family events are well attended as proven by sign-in sheets and attendance counts. The majority of Head parents meet their family goals by the end of each school year. The campus provides ample events each year. Parents show a desire to have training in how to assist child with academics at home. Targeted parent training is needed Incentives to get parent participation is needed. Funding must be found to pay for incentives and training materials. Area of Focus Data Used Strengths Areas of Weakness Identified Needs
Strategies Person(s) Responsible Time Line Evaluation Utilize an experienced, varied interview committee of a minimum of four members to include teachers, paras, support staff, and/or community members when looking at possible candidates to fill empty and new positions so that each candidate can be looked at from a variety of perspectives. Principal, School Coordinator None Needed Each time interviews are necessary to fill vacant and/or new positions on campus List of interview committee members and sign-in sheet for 100% of rounds of interviews conducted each school year that will list each participating member and their role on campus in order to hire the most qualified staff for 100% of vacant positions. Fill all vacant positions within two weeks of vacancy posting on district website in order to get the most qualified candidates that match the needs and requirements of the positions they are hired for. Principal/ Human Resources Director Title I, Local 199, Head Start Grant funds As needed to replace resignees and/or retirees All postings of vacancies no more than five days from date the letter of resignation/retirement is received by the Human Resources Department in 100% of cases in order to hire the most qualified staff for 100% of vacant positions. Check each candidate’s credentials carefully through SBEC and the Human Resources Department to ensure that they are highly qualified for the vacant position before offering them the position. Principal/ School Coordinator/ Human Resources Director None Needed When considering a candidate for hire Candidate documents, successfully completed fingerprinting, positive background check results, and SBEC certificates as posted on TEA website for 100% of all candidates. Carefully check a minimum of three references on each candidate prior to offering them a position within the campus to ensure quality Principal/ School Coordinator None Needed Before new staff members are Reference check notes that follow district questioning procedures
Wave 3 and obtaining goal of at or below 10% of students still needing assistance on Wave 3 Reading in CLI Engage Provide 100% of all bilingual teachers with additional sets of vocabulary pictures; especially black line pictures instead of photographs to increase all bilingual students’ vocabulary. Principal/ School Coordinator Title I, Local 199, Head Start Grant funds September when new budget funds are available for expenditures Use of new picture cards as evidenced by walk through and observation data on 100% of all bilingual teachers, and obtaining goal of being at or below 10% of students still needing assistance on Wave 3 Spanish assessment in Reading in CLI Engage Hold make and take sessions for 100% of parents in the areas of reading, vocabulary, and literacy to allow parents to learn how to help their child at home and have the materials readily available at home to help our at risk population of students. Teachers/ School Coordinator Title I, Local 199, Head Start Grant funds November, February, Written agendas, handouts, make and take items, materials sent home with 100% of attending parents, and sign-in sheets listing student and parent names for a minimum of 10% of our at risk population represented Ensure that 100% of all classrooms are literacy rich by having teachers write labels on furniture and equipment, actively utilize word walls, and match pictures to words when doing class writings to benefit the whole child; most importantly our Special Education and Bilingual students. Teachers/ School Coordinator Title I, Local 199, Head Start Grant funds Daily Increased student performance on CLI Engage assessments and report cards to being at or below 10% still needing support on Wave 3 in Reading