grand prairie independent school district world language ...€¦ · 2016-2017 campus improvement...

Grand Prairie Independent School District

World Language Academy at Travis Elementary

2016-2017 Campus Improvement PlanAccountability Rating: Met Standard

Board Approval Date: September 15, 2016Public Presentation Date: August 18, 2016

World Language Academy at Travis ElementaryGenerated by Plan4Learning.com 1 of 66 Campus #137

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Mission StatementAt Travis World Language Academy, students will become confident life-long learners, reaching their full potential through rigorous and intentional

instruction to become future leaders in a global society.

VisionScholars Today. Professionals Tomorrow. Global Leaders Forever.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writingof the English language and in the understanding of mathematics, science and social studies. [TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10)(GPISD 6 Plays: Engaged Instruction via the 5E Model) (SIP Requirements: 1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement andDemographics Sections) (H.B. 5 Requirements) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Goal 2: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculumprovided to all students. [TEC 4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 6Plays: Vertically and Horizontally Aligned Curriculum)(SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction, Student Achievement and Demographics Sections) (H.B. 5 Requirements) . . . . . . . . . . . . 28Goal 3: Travis World Language Academy will exercise financial responsibility and increase fiscal transparency to ensure well planned, reasonableand necessary expenditures to support facilities and programs for teaching and learning. [TEC 44.025-44.026] (FAR Module 2, 2.6) (CNAContext/Organization) The Board and Superintendent will provide strong fiscal oversight to ensure fiscal solvency of the District. . . . . . . . . . . . . . . . 36Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development ofcreative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC4.001(b)(6)(9)] (T1,A SW #3, #4, #5) (GPISD 6 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)(SIP Requirements: 3, 7) (CNA Student Achievement, Staff and Context/Organization Sections) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC 4.001(b)(1)] (T1,A SW #6)(GPISD 6 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNA Family/Community Section) . . . . . . . . . . . . . . . . . . . . . 43Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff developmentand administration. [TEC 4.001(b)(10)] (T1,A SW #2, #10) (GPISD 6 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, DataDriven Management) (SIP Requirements: 2, 3) (CNA Student Achievement, Technology and Staff Sections) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47


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Goal 7: Travis World Language Academy will continue to develop and maintain a safe and disciplined environment conducive to teaching andlearning, promoting physical and mental health in all students, their families and employees. [TEC 4.001(b)(8)] [TEC 11.252 (3)(B)(E) and 11.253(8)] [HB 1041 (reducing sexual abuse of children] [TEC 11.253 Coordinated health services] (GPISD 6 Plays: Relationship Capacity, EngagedInstruction via the 5E Model, Intentional Leadership) (SIP Requirements: 2, 6) (CNA Staff, Culture/Climate and Demographics Sections) . . . . . . . . 49Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC 4.001(b)(3)](T1, A SW #2, #6, #8, #9, #10) (GPISD 6 Plays: Relationship Capacity, Data Driven Management) (SIP Requirements: 1, 2, 5) (CNACurriculum/Instruction, Student Achievement and Demographics Sections) (H.B. 5 Requirements) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622016-2017 Campus Improvement Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66


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Comprehensive Needs Assessment

Needs Assessment Overview

Travis World Language Academy began in 2015-2016 as a completely new entity - a charter campus serving students who chose to attend its biliterate,bilingual and bi-cultural program. Its program development process was accomplished by the Travis WLA administrative team and its Campus ImprovementCommittee (CIC), with guidance from central administrators. With dedicated district support, inspired school leaders, a carefully designed CampusImprovement Plan, a grant providing numerous campus technologies, an expert staff, supportive parents and over 700 students who made the school theirCampus of Choice, Travis WLA successfully launched and quickly proceeded to change its status as an Improvement Required campus.

The 2016-2017 Campus Improvement Committee has experienced a few changes regarding positions vacated by members at the end of 2015-2016.However, the CIC remains very similar to last year's and has scheduled meetings for 2016-2017 and a posted website called the Travis WLA CIC Hub. Ourprocess includes 4 Formative Reviews of the CIP throughout the year to document progress and adjust or edit the plan as necessary.


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https://sites.google.com/site/traviswlacichub20162017/home

Demographics

Demographics Summary

Travis World Language Academy is an elementary and middle school second year charter campus serving Pre-Kindergarten through 7th grade, with plans toextend to 8th grade next year. Current enrollment is 740 students with 87% Economically Disadvantaged, 60% English Language Learners and 9.4% SpecialEducation. Travis WLA has a mobility rate of 13%. The majority of learners served by the campus are English Language Learners (ELL), with Spanish astheir first language. In 2015-2016, the campus was designated by TEA as "Improvement Required." With the start of 2016-2017, Travis WLA is no longerconsidered "Improvement Required," having now earned "Met Standards" designation with increased achievements in several areas. Additionally, TravisWLA plans to implement Title 1 during 2016-2017.

Demographics Strengths

Demographic breakdowns at Travis WLA are, for the most part, unchanged from the previous school year. However, expansion added just over 200 studentslast year. While the program was open for student applications from across GPISD, well over 90% of our students are neighborhood children deciding tostay at Travis.

The Languages Other Than English (LOTE) learning concept that was first implemented at Travis World Language Academy in 2015-2016 will continuethrough 2016-2017, expanding and building upon the language strengths of our ELL student population.

Parents and students elected to attend WLA at TravisELL populations add to the WLA focus of the schoolStudents who are proficient in two languages often master a third with little difficulty.

Demographics Needs

Travis World Language Academy is a qualified Title 1 building. This year will serve as an implementation year for Title 1 status requirements.

Involve community in the implementation of TWLA program of choice.1.Build baseline data on student population.2.Coordinate Title 1 funds to increase TWLA program impact on student achievement.3.Review 2015-2016 strategies' impact on student achievement and their potential for continued impact in 2016-2017.4.Utilize teacher committees to identify and plan activities that engage TWLA learners and their parents.5.


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Student Achievement

Student Achievement Summary

In 2015, Grand Prairie ISD opened a new School of Choice campus charter, Travis World Language Academy. Enrollment is available to students from theneighborhood, across the district and from neighboring districts through an application process. The School of Choice theme and the increased grade levelspan resulted in a student body of over 90% neighborhood students who attended Travis last year or in previous years from feeder pattern schools, makingstudent achievement data easier to access and analyze.

The comprehensive needs assessment and Campus Improvement Plan were used to identify student and campus needs. 1. Improve Academic Achievementof English language learners: The majority of students enrolled in Travis World Language Academy speak Spanish in their home. A review of Travis WLASTAAR data over a three year period from 2012 to 2014 indicates an average of 62% of 4th grade ELLs meet proficiency standards in reading each year.Scores from the math section of the test over the same years, shows an average of 64% of 4th grade ELLs meet proficiency standards annually. Thepercentage of students passing the test is lower than district and state averages. There is a need to implement curriculum that uses the student’s nativelanguage to develop concepts, apply skills, and increase academic achievement. 2. Increase college entrance rates for English language learners. TexasAcademic Performance Reports (TAPR) indicates ELLs in Grand Prairie ISD are less likely to graduate prepared for postsecondary education. In 2014, 15%of ELLs met standards on the ELA Higher Education Readiness Component assessment compared to 56% of the total student population. Additionally, 36%of ELLs met standards on the math section of the test compared to 63% of the total student population. There is a need to provide opportunities for studentsto participate in rigorous college preparatory lessons each day to create a classroom culture that promotes college readiness and entrance. 3. Expand theprogress monitoring system to address needs of English language learners: AEIS data indicates the majority of ELLs who enter Travis WLA take at leastfour years to meet satisfactory standards on STAAR content-area assessments. There is a need to implement an assessment system that enables educators toset a specific performance expectation for each English language learner. The system adopted must be structured to use performance measures that take intoaccount the student’s English language proficiency to determine the time needed to fully demonstrate grade-level academic skills in English.

Student Achievement Strengths

The school is organized around three specialized instructional programs to improve academic achievement for English language learners: Gomez & GomezDual Language Enrichment (DLE) Model, Advancement via Individual Determination (AVID) Elementary curriculum, and the Project Lead the WayLaunch program. The World Language Academy choice program not only addresses varying languages and the needs of ELL, these languages become apositive component in teaching and learning.

Over 50% of our students are proficient in SpanishOver 40% of our students are proficient in English


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Student Achievement Needs

Improve the academic performance of ELL1.Increase college entrance rates for ELL2.Expand the progress monitoring system to address the needs of ELL3.


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School Culture and Climate

School Culture and Climate Summary

Travis World Language Academy promotes a new culture and climate for Grand Prairie ISD learners who choose to attend this bilingual, bi-literate, and bi-cultural campus. Travis WLA values diversity of culture and language and stresses rigorous academics, college readiness and a safe teaching and learningenvironment.

School Culture and Climate Strengths

Travis WLA develops and maintains a safe and disciplined environment by continuing to implement Capturing Kids Hearts, recognizing outstandingstudents, and conducting routine safety drills including lockdown, fire and tornado, to ensure staff and student preparedness.

Anti-bullying programmingCollege readiness programmingDual Language course work and academic supportGuidance on safe and responsible use of staff and student technologies

School Culture and Climate Needs

The campus will continue to investigate new paths for communicating our latest successes to stakeholders.

Continued sharing of information with the community1.Decreased incidences of behavioral problems2.Status of technology equipment and its use on campus3.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Travis World Language Academy Needs Assessment indicated the importance of recruiting and retaining highly qualified staff. Approximately 70-75% ofthe student body at the charter are English language learners. The stages of language acquisition and effective instructional strategies are taught through theBilingual/ESL teacher certification process. Our goal is 100% ESL certification among Travis WLA teachers.

Staff Quality, Recruitment, and Retention Strengths

35% of campus educators hold ESL certification. The charter employs a Chancellor, Dean of Students, Assistant Principal, and Administrative Intern. TheGPISD Board and Superintendent hold administrators accountable for overseeing all aspects of curriculum, leadership, and operations for the charter. Schoolstaff will be employed based on GPISD contracts and the Appraise System will be used to evaluate personnel. Management practices will be reviewedannually by the Campus Improvement Committee. Personnel, policy, and other changes recommended by the team will be submitted by the Superintendentto the Board of Trustees.

Staff Quality, Recruitment, and Retention Needs

Assistance with instructional delivery.1.Involvement in campus decision making.2.High quality and ongoing professional development.3.Appropriate certifications that include ESL, LOTE, and/or Dual Language.4.Travis WLA information via website and other sources to attract high quality and highly qualified teachers.5.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

One of the campus imperatives resulting from our comprehensive needs assessment and Campus Improvement Plan was to assist educators with instructionaldelivery. 695 of the 798 students served by the Travis World Language Academy charter are economically disadvantaged. STAAR results for economicallydisadvantaged learners show steady increase in math and science achievement for all students. However, the achievement gap between poverty and non-poverty remains unchanged. Additionally, in 2014 Math TEKS expectations and STAAR standards became more rigorous than in year past. This meansteachers of economically disadvantaged students must narrow the achievement gap while meeting the higher expectations presented by the new standards.

Travis World Language states as one of its objectives that 80% of campus students will improve achievement in ELA and Math as evidenced by meeting orexceeding State standards on STAAR. The PK-8 school is utilizing the Gomez & Gomez Dual Language Enrichment Program. The program teaches ELAand Math in the home language to promote understanding of content; Science and Social Studies in English to support 2nd language acquisition; and othersubject area classes rotate languages to master language and literacy goals using enrichment and heterogeneous grouping. Travis WLA also lists as anobjective this year that 80% of campus students will improve achievement in Writing as evidenced by meeting or exceeding State standards on STAAR. TheCIC recommends utilizing AVID Elementary curriculum that focuses on the development of reading and writing skills as well as study skills and timemanagement. In addition, supplemental Writing software is provided via a grant received by Travis WLA. Charter students are the first in GPISD to attendAVID classes in elementary grades. The class will be part of the student’s daily schedule in grades 3 to 8.

Travis WLA understands the importance of second language learning on student's success in other subject areas and long term readiness to participate in aglobalized community. To increase proficiency in second (and in some cases, third) language, students are taught in a Dual Language model, are providedthe option of learning the language of their choice in an online language learning platform during weekly Rotations, and enjoy the opportunity to learn aboutworld cultures and languages during club events.

Students at Travis WLA also have the opportunity to develop STEM skills they will need in K-12 math and science courses as well as many future careerpaths. A recent grant provided much needed instructional technologies as well as STEM programming including Project Lead the Way and Globaloria.PLTW allows 5th grade students to explore engineering concepts and develop design skills while Globaloria allows 5th and 6th graders to design electronicgames that support learning in core content areas.

Curriculum, Instruction, and Assessment Strengths

Dual Language programAVID elementary school implementation daily scheduleExpert instructors for Rosetta Stone, Project Lead the Way, and Globaloria.


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Curriculum, Instruction, and Assessment Needs

There is a need to implement curriculum to develop understanding of mathematics and science concepts, application of skills, and creation of new ideas forthe targeted charter student population.

Implement dual language strategies to support core curriculum and second language acquisition1.Implement AVID program at the elementary level to work toward college readiness for EEL and all students2.Continued training and support of Project Lead the Way instructors3.Continued training and support of Globaloria instructors.4.Continued training and support of all Language teachers.5.Management, maintenance, and occasional replacement of technologies needed to support STEM and language instruction.6.


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Family and Community Involvement

Family and Community Involvement Summary

The Campus Improvement Committee at Travis World Language Academy documents goals, objectives and strategies to promote expected change, personsresponsible, performance measures, performance targets, and the completion dates for each charter objective. Parents and students were required to submit anapplication to attend Travis WLA, a choice campus in Grand Prairie ISD. The campus Parent Involvement Policy and Parent, Student and School Compacthave both been revised and are now posted on the campus website. However, both documents will be reviewed and revised as needed during the initialCampus Improvement Committee meeting in September 2016.

Family and Community Involvement Strengths

The CIC, comprised of parents, community members, campus teachers, and school administrators, serves as a site based decision making team toimplement the charter plan. The district holds campus and district meetings in the spring of each year to inform families and students about GPISDSchools of Choice. The charter school instructs parents how to access the online application system.Parents and students elected to attend WLA TravisFamilies and community are a rich resource for dual language instructionParents will be involved in the planning year for Title I services

Family and Community Involvement Needs

Our campus will need to identify and secure resources to continue its partnership in 2016-2017 with Concilio and the opportunities the organization providesfor the parents and families of Travis World Language Academy.

Parent sessions based on academics to assist parents with content and course expectations for home learning1.Parent participation in the planning year for Title I programming2.Parent information regarding the transition of preschool students into Travis WLA elementary programs3.


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School Context and Organization

School Context and Organization Summary

Travis World Language Academy charter is a campus in Grand Prairie ISD governed by the Board. Travis WLA does not require federal, state or localwaivers.

School Context and Organization Strengths

Grant funds have been allocated to implement activities and accomplish grant goals. Budget requests have been coordinated with available federal funds tomaximize results. Campus administration works with the Campus Improvement Committee to autonomously manage all aspects of daily operationsincluding the budget. The ability to make decisions independently is above and beyond the autonomy of other GPISD campuses.

School Context and Organization Needs

Due to expected student population increase and the addition of Grade 7 during 2016-2017, Travis World Language Academy will need additionalprofessional and paraprofessional personnel units. These include the following:

Teachers

(2) Secondary ELA/ELS, must be/become Pre AP

(2) Secondary Math, must be/become Pre AP & ESL

(2) Secondary Science, must be/become Pre AP & ESL

(2) Secondary Social Studies, must be/become Pre AP & ESL

(1) Secondary PE

(1) Secondary Health


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(1) Secondary Spanish I, II, III (ask Camarillo about this)

(1) Secondary Vietnamese I, II

(1) Pre Kinder Vietnamese

(1) Elementary Exploratory Language (Rosetta Stone)

(1) Secondary Mandarin I, II in 2017-2018

(1) Secondary World Art

(1) Secondary Mariachi Mundial

(1) Secondary World Theater

(1) Elementary World Music

(1) Secondary Computer Science (Coding Course)

(1) Generalist Robotics (for Elementary and Middle)

Specialists

(1) Full time IMS – current half IMS becomes full

(1) Full time IMA – current half IMS becomes full

(1) Secondary Advanced Academic Specialist


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Administrative

(1) Assistant Principal, Pre-K through Grade 4

(1) Assistant Principal, Grade 5 through Grade 7

(1) Counselor Intern

(1) Dean of Instruction

(2) iCoaches – already at Travis WLA; keep both units

(1) Secondary Strategist

(1) ISS Paraprofessional

Student Aides. This is not an additional staffing unit, of course. However, this will be an additional option available to some of our qualifiedstudents.

Office – Teacher of Record will be Joetta Wesley

Library – Teacher of Record will be Andrew Low

Counselor – Teacher of Record will be Danny Medina


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Technology

Technology Summary

Travis WLA lists as charter objectives that 80% of campus students will improve achievement in Science as evidence by meeting Level II standards onSTAAR. The charger utilizes Project Lead the Way program to engage students in real world projects that build STEM concepts and applications. Grantfunds awarded to Travis WLA provide teacher training, personal student devices, and technology tools with the goal of empowering students to ask andexplore questions, and create new ideas collaboratively.

Technology Strengths

Teachers are additionally becoming trained to implement Globaloria with students. With Globaloria, students access online curriculum to systematicallylearn how to design and share electronic games. To promote language acquisition, students will enjoy the opportunity to learn and practice language skills inRosetta Stone, an effective, web based software program. The charter is also exploring the possibility of using Minecraft EDU, the educational platform thatallows students to apply math, science, language, storytelling, and other classroom learning experiences in the popular gaming environment that has capturedthe interest and creativity of many learners at Travis WLA.

Technology Needs

During 2016-2017, Travis WLA will integrate numerous electronic devices into daily classroom teaching and learning. Although the campus enjoys thesupport of an Instructional Media Specialist and an Instructional Media Aide, the two staff members are only at the campus on alternating days. Teacherswill be better prepared to integrate technologies into instruction with professional collaboration, just-in-time support, and training. Consequently TravisWLA needs a full time Instructional Media Specialist and a full time Instructional Media Aide.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataPBMAS dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)Progress of prior year STAAR failuresSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups


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Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcSection 504 dataGifted and talented dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioProfessional development needs assessment dataPDAS and/or T-TESS

Parent/Community Data

Parent Involvement Rate

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures dataStudy of best practices


January 6, 2017 9:37 pm

Goals

Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in theareas of reading and writing of the English language and in the understanding of mathematics, science and social studies.[TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 6 Plays: Engaged Instruction via the 5E Model) (SIP Requirements:1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 1: Travis World Language Academy student achievement data will reflect continuous academic growth while continuing to makeprogress towards the highest level of student achievement as defined and measured by local and State assessments.

Evaluation Data Source(s) 1: STAAR results, Indices 1-4 and Distinctions.

Summative Evaluation 1:

Strategy Description Title I Staff Responsiblefor Monitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar JuneState System Safeguard Strategy

Federal System Safeguard StrategyCritical Success Factors

CSF 1

1) Dual Language educators will attend Dual Language Enrichment Modeltraining in order to provide individualized and small group learning sessionsin content areas and enrichment centers provided in each language.

SW 9: small group/ specific content

9 AdministrativeIntern

70% of campus students will meet standards onSTAAR ELA and Math.

Funding Sources: 211 - Title 1 - $12,000.00

Critical Success FactorsCSF 1

2) Travis WLA educators will provide individualized and small grouplearning sessions during rotation schedules integrated with PE, Music, Art,STEM, and K-2 World Languages.

SW 9; small group/specific content


70% of campus students will improve achievementon STAAR Science.



January 6, 2017 9:37 pm

State System Safeguard StrategyFederal System Safeguard Strategy


3) Campus college readiness and organization plan, teachers grade levels 3-7 teach college readiness and organizational skills, college readiness andorganizational skills integrated with PE, Art and Music, teachers teach usingwriting, inquiry, collaboration, organization and reading in grades 3-8 anduse of rigorous writing, reading and study skills.

Chancellor, Dean,AdministrativeIntern

70% of campus students meet achievementstandards on STAAR Writing.


4) Travis WLA will analyze individual student data and student work todetermine appropriate instructional activities. The data review process ofstudent assessments for each 3 week, 6 week, and 9 week performanceadjustments reviews are in place for each 9 week instructional period. Thisimprovement will focus on Final Level 2 scores, Advanced scores, andTarget-Growth Scores in Math and ELA.

9 Principal, Dean,AdministrativeIntern, iCoaches,and Counselor

Progress Monitoring Forms - Campus Level andTeacher LevelData Review DocumentationTeacher PLC MeetingsData BinderLesson Frames

Funding Sources: 211 - Title 1 - $100.00

Critical Success FactorsCSF 1 CSF 3

5) Students will monitor their own success.

SW 2: data disaggregation to determine success/effectivenessSW 9: analyze individual student data

2, 9 Chancellor Teacher and student Goal meetings.Student Leadership Binders detailing student goals.Overall increased student performance.




6) In order to extend student learning time, Saturday Learning Camp will bemade available February through May to all tested students.

SW 2: extended learning time

2 Dean Student attendance and documented instructionalplans in Saturday Learning Camps and increasedstudent performance on standardized tests.



7) Students will incorporate computer assisted learning in order to improvereading skills.

SW 9: incorporate computer assisted learning

9 Teachers System usage reportsAcademic progress in reading


= Accomplished = Considerable = Some Progress = No Progress = Discontinue


January 6, 2017 9:37 pm

Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of theEnglish language and in the understanding of mathematics, science and social studies. [TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 6 Plays:Engaged Instruction via the 5E Model) (SIP Requirements: 1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement and Demographics Sections) (H.B.5 Requirements)

Performance Objective 2: Travis World Language Academy will implement effective services and strategies for identified student groups: Migrant, SPED,Gifted and Talented, LEP and specific student groups identified by assessments.

Evaluation Data Source(s) 2: Program records






CSF 1 CSF 2 CSF 3

1) In order to analyze individual student data to determine appropriateactivities, administrators will utilize Student Data Portal reports.

SW 9: analyze individual student data and student work to determineappropriate activities

9 Administrators Administrators trained in Texas English LanguageLearner Progress Measure, Interim performanceexpected for every student, student performanceassessed every nine weeks, English LanguageLearner Progress Measure chart to monitor progressand progress calculated using Student Data Portal.



2) Implement TX Migrant Program Statewide Needs and supplementalservices to extend student learning time: summer accelerated instructionprograms; study skills, interventions and homework assistance; extendingtime for make-up work for students entering late and/or withdrawing early.


2 Counselor, SocialWorker, GPISDMigrantCoordinator

Records of intake, services documentation, andstudent progress

Funding Sources: 212- Title I-C Migrant - $550.00


3) GT Strategy for Identification and Services. Travis WLA will provideintentional opportunities for higher level thinking including criticalreasoning and creative problem solving.

Administrators Lesson plans, classroom observations, student-generated projects and other artifacts indicating useof higher order thinking skills.


January 6, 2017 9:37 pm


4) GT Strategy for Identification and Services. Travis WIL will provideintentional opportunities for acceleration in reading through exposure toincreasingly difficult vocabulary and concepts (novel studies with books thathave rich potential for in-depth discussion and exploration of themes)



5) GT Strategy for Identification and Services. Travis WLA will provideintentional opportunities for acceleration in math, with a focus on problemsolving and developing deeper understandings of concepts and skills



6) GT Strategy for Identification and Services. Travis WLA will create anenvironment in which students are asked to analyze, synthesize, andevaluate.

Administrators Thinking Maps training records, Blooms ThinkingWheels in use for teaching and learning, lessonplans, classroom observations, student-generatedprojects and other artifacts indicating use of higherorder thinking skills.


7) GT Strategy for Identification and Services. Travis WLA will provideexposure to broad based content that is integrated across subject areas,allowing student to make connections within and across systems



8) GT Strategy for Identification and Services. Travis WLA will allowstudents to pursue ideas and areas of interest through independent researchand projects.

Administrators Bilingual research centers, Counselor poster boards,lesson plans, classroom observations, student-generated projects and other artifacts indicating useof higher order thinking skills.


9) SPED Strategy. Travis WLA implements an Inclusion Model that ensuresthat students with special needs are integrated in the general educationsetting for as much of the day as possible, with the supports they need to besuccessful.

Chancellor SPED student progress.


10) To address LEP student learning needs, Travis World LanguageAcademy will implement the Gomez & Gomez Dual Language model withfidelity and ensure that classroom practices are rigorous and research-based.Additionally, the ELPS will be embedded in daily instructional cycles andbe visible within the language objective of the day.

Administrators


January 6, 2017 9:37 pm



January 6, 2017 9:37 pm

Goal 1: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of theEnglish language and in the understanding of mathematics, science and social studies. [TEC 4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 6 Plays:Engaged Instruction via the 5E Model) (SIP Requirements: 1, 2, 4, 5, 6) (CNA Family/Community, Student Achievement and Demographics Sections) (H.B.5 Requirements)

Performance Objective 3: Travis World Language Academy will implement a 6th Play, Visit What You Value, to improve progress monitoring and toensure effective program implementation.

Evaluation Data Source(s) 3: Progress monitoring records






CSF 1

1) Data review of student scores in ELA and Math using evaluation system.

Classroom teachersand iCoaches

Scores used from 3, 6, 9 week common assessmentsin ELA, ELA STAAR benchmark, Mathbenchmark, ELA sections of STAAR 1stadministration and Math sections of STAAR 1stadministration.



2) Data review Writing Section of STAAR using evaluation system.

Classroom teachersand iCoaches

Scores used from 3, 6, 9 week common assessmentin Writing, Writing STAAR benchmark and studentscores of Writing section of STAAR 1stadministration.



3) Review English Language Learner STAAR Interim PerformanceExpectation Chart for each classroom.

Classroomteachers, iCoachesand administration.

English Language Learners STAAR InterimPerformance Expectation Chart documented,training and meetings to discuss disaggregated dataon a routine basis and use of students scores on allsections of the STAAR.

4) Data review Science section of STAAR using evaluation system. Classroom teachersand iCoaches

Scores used from 3, 6, 9 week common assessmentin Science, Science STAAR benchmark and studentscores of Science section of STAAR 1stadministration.


January 6, 2017 9:37 pm

5) Review of State Board for Educator Certification credentials, charterprofessional development attendance and walk-through summaries.

Classroomteachers, iCoachesand administration.

Document teacher with English and a SecondLanguage certification, teacher attendance at granttrainings and walk-through observations of bestpractices.


6) Campus Improvement Committee will review and revise items within theValue tab on the Travis WLA homepage athttp://www.gpisd.org/domain/9204 where collaborative efforts are listed,including links to the CIC, Committees, current Book Study, ProfessionalDevelopment Plan, and other initiatives.

Director of WorldLanguages

Increased participation in collaborative planningefforts as evidenced in online communities listedunder the Value tab.



January 6, 2017 9:37 pm

Goal 2: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced andappropriate curriculum provided to all students. [TEC 4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 6Plays:Vertically and Horizontally Aligned Curriculum) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction, StudentAchievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 1: Travis World Language Academy will refine and expand activities for building college-bound and workforce-ready studentswith strong character, ethics and integrity.

Evaluation Data Source(s) 1: Index 4, District Plan, Campus Plans




Nov Jan Mar June1) Travis WLA will provide time for professional development for AVIDteachers, grades 3-7, who wish to pursue AVID training to improve studentWriting skills.

SW 3: provide time for professional developmentSW 4: select professional development to meet the needs of all principals,teachers, paraprofessionals, and parents"

3, 4 Dean of InstructionAVID curriculum integrated into lessons, asdocumented in lesson plans and classroomobservation by appraisers.




2) Expectations will be determined for each English Language Learner and aplan created that specifies the expected number of years it will take to meetstandards on STAAR Writing in all tested grades. Each Travis student willbe expected to meet standards within four years of entering the campus. TheDean will present the number and percentage by classroom, grade level andcampus students who met Performance Expectations in Writing to the CICin May 2017 using DMAC and Eduphoria reports.

Dean of Instruction70% of campus students meet achievementstandards on STAAR Writing.



January 6, 2017 9:37 pm

Goal 2: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to allstudents. [TEC 4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 6Plays: Vertically and Horizontally Aligned Curriculum) (SIP Requirements: 1,2, 5) (CNA Curriculum/Instruction, Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 2: Travis World Language Academy will design and implement instructional alignment to ensure student growth.

Evaluation Data Source(s) 2: Teaching and learning documentation.






CSF 1

1) Grade PK through 7 teachers will utilize Gomez & Gomez DualLanguage Enrichment model strategies to improve academic achievement.

AdministrativeIntern

70% of charter students will increase academicachievement



2) Common assessments will be administered each 3, 6, and 9 weeks tomonitor student progress.

Chancellor 70% of charter students will show progress



3) A Performance Expectation will be determined for each student and aplan created that specifies the expected number of years (1 to 4 years) itwill take to meet standards on ELA and Math sections of CPALLS (PreK),TPRI (K-2), and STAAR (3-8). The Dean of Students will present thenumber and percentage of Travis students who met PerformanceExpectations in ELA and Math by classroom, grade level, and campus tothe Campus Improvement Committee (CIC in May 2017 using DMACSolutions and Eduphoria reports. Both systems have the capability tosummarize data by student, grade, and campus.

Chancellor 70% of charter students will meet standards onSTAAR ELA and Math.


January 6, 2017 9:37 pm



4) To promote implementation of the Gomez & Gomez Dual Languagemodel and remind students which language to speak daily, all teacherswear Language of the Day aprons.

Administrators Staff and students are speaking the designatedlanguage of the day.


5) Collaboratively develop Year at a Glance guidance documents forelementary language instruction.

Director of WorldLanguages

Language teaching and learning corresponds toinstructional units listed on the Year at a Glance.



6) Student writing occurs in all subjects every day and is documented onLesson Frame.

Dean ofInstruction

Refined student writing skills as evidenced bystudent writing samples and student scores onSTAAR Writing.



7) Students write to a prompt every morning in their journals from BICuntil 8:20 am.


2 Dean ofInstruction

Refined student writing skills as evidenced bystudent writing in journals and improved studentscores on STAAR Writing.




8) Friday writing is included during Social Studies block. Students applywhat they learned from Monday-Thursday by writing about it on Friday.

Dean ofInstruction

Refined student writing skills as evidenced bySocial Studies student writing samples, as well asimproved student scores on STAAR Writing.


9) To promote +3, +5 or +10 increased achievement on QuarterAssessments students will receive added recess, popcorn parties, Karaokeparties or combination.

SW 2: disaggregate data by subgroups to determine program effectiveness

2 Administrators Increased performance on Quarter Assessments.



January 6, 2017 9:37 pm



January 6, 2017 9:37 pm


Performance Objective 3: Travis World Language Academy will implement all School Improvement Program requirements for the District and designatedcampuses as measured by implementation reports to the Texas Education Agency.

Evaluation Data Source(s) 3: Travis World Language Academy school Improvement Program reports and end of the year data.






CSF 1 CSF 2

1) The Dean of Students will work with the Director of ESL/BilingualPrograms to create a system for implementation of the ELL PerformanceMeasures at the charter.

Dean of InstructionDirector ofESL/BilingualPrograms

System for implementation of ELL PerformanceMeasures at charter



2) All students eligible to receive ELL Progress Measure will be placed intoa plan based on TELPAS information by October 2016. The progressmeasure will be used to determine accountability on the Spring 2017administration of STAAR.

The Dean will present the progress monitoring system PROCEDURES andCHART as well as the FORM utilized to document each learner's plan to theCIC during December 2016.

Dean of Instruction100% of ELLS will have a STAAR Interimperformance expectation.



January 6, 2017 9:37 pm


Performance Objective 4: Travis World Language Academy will document state required curriculum regarding citizenship for a free enterprise society, acoordinated school health program, anti-bullying and the prevention of domestic and dating violence.

Evaluation Data Source(s) 4: Social Studies curriculum, Departmental documents, campus session records.




Nov Jan Mar JuneCritical Success Factors

CSF 1

1) Community members will be invited as Guest Speakers to Travis WLA totalk to students about real world applications of what they are learning inschool.

Chancellor Sessions in which our invited guest speakers addressstudents in class.


2) Travis WLA celebrates October Anti-Bullying Month with severalstudent activities including a Brag About Friends Box, Rachel's Challenge,and the start of the KC (Kindness and Caring) Club.


Also in Fall 2016: pledge, photos of ways to prevent bullying, studentconversations with counselor, and themed dress up days

Counselor Brag About Friends Box contains student entries,Rachel's Challenge underway on campus, and KCClub maintains club meeting dates, agendas,minutes and student rosters.



January 6, 2017 9:37 pm


Performance Objective 5: Travis World Language Academy will continue to develop and expand Programs and Schools of Choice opportunities to meetthe needs of each learner and implement a full review process for these programs to address effectiveness and necessary improvements.

Evaluation Data Source(s) 5: Choice programs, enrollment data. Review process documentation.





CSF 1

1) Travis WLA will select STEM professional development, curriculum,materials, and equipment to meet the needs of 5th grade STEM teachers andimprove student Science knowledge and skills.

SW 3: provide time for professional developmentSW 4: select professional development to meet the needs of all principals,teachers, paraprofessionals, and parents"

3, 4 STEM iCoachPrincipal

Designated 5th grade teacher completes Readinessand Core Training for Project Lead the Way.



2) A Performance Expectation will be determined for each ELL and a plancreated that specifies the expected number of years for the student to meetperformance standards on STAAR Science. Each student will be expected tomeet standards within 4 years of entering the campus. The STEMCoordinator will present number and percentage of students who metSTAAR Progress Measures to the CIC in May 2016 using DMAC andEduphoria reports.

Campus STEMiCoach,Chancellor,Assistant Principaland AdministrativeIntern

Performance Expectation in place


January 6, 2017 9:37 pm



3) Students in grades K-2 will learn Vietnamese during Rotations byattending a direct-teach session with a native Vietnamese instructor.


2 Vietnameseteacher andsupervisingadministrator

K-2 students become novice speakers ofVietnamese.




4) To incorporate computer assisted learning, extend student learning time,and promote student interest and ownership of learning, students in grades3-7 will be provided the opportunity to select their preferred secondlanguage study option from 21 available languages in Rosetta Stone.

SW 2: extended learning timeSW 9: incorporate computer assisted learning

2, 9 Director of WorldLanguages

Chart of languages selected by students is displayedonline at the Travis WLA website.




January 6, 2017 9:37 pm

Goal 3: Travis World Language Academy will exercise financial responsibility and increase fiscal transparency to ensurewell planned, reasonable and necessary expenditures to support facilities and programs for teaching and learning. [TEC44.025-44.026] (FAR Module 2, 2.6) (CNA Context/Organization) The Board and Superintendent will provide strong fiscaloversight to ensure fiscal solvency of the District.

Performance Objective 1: Travis World Language Academy will follow all GPISD Finance Department guidelines, as well as new EDGAR regulations forspecial revenue, for timely procurement of goods and services.

Evaluation Data Source(s) 1: Purchase orders





CSF 3

1) Include a Campus Improvement Plan Goal Area and Strategy to allPurchase Orders to show a justification for the purchase.

CampusAdministratorsSchool Secretary

Purchase Orders properly noted



January 6, 2017 9:37 pm

Goal 3: Travis World Language Academy will exercise financial responsibility and increase fiscal transparency to ensure well planned, reasonable andnecessary expenditures to support facilities and programs for teaching and learning. [TEC 44.025-44.026] (FAR Module 2, 2.6) (CNA Context/Organization)The Board and Superintendent will provide strong fiscal oversight to ensure fiscal solvency of the District.

Performance Objective 2: Travis World Language Academy will include teachers, parents and community members in the planning process for programdevelopment and related spending.

Evaluation Data Source(s) 2: CIC and PTA records






1) In order to include parents in the development of the parental involvementpolicy and school-parent compact, parents will be encouraged to participatein the Campus Improvement Committee to have input into programdevelopment and related spending.

SW 6: include parents in the development of the parental involvement policyand school-parent compact

6 CampusAdministrators andCIC members

CIC Meeting DatesCIC RosterCIC AgendasCIC MinutesCIC Sign-in sheets




January 6, 2017 9:37 pm

Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast ofthe development of creative and innovative techniques in instruction and administration, using those techniques asappropriate to improve student learning. [TEC 4.001(b)(6)(9)] (T1,A SW #3, #4, #5) (GPISD 6 Plays: IntentionalLeadership, Data Driven Management, Engaged Instruction via the 5E Model) (SIP Requirements: 3, 7) (CNA StudentAchievement, Staff and Context/Organization Sections)

Performance Objective 1: Travis World Language Academy will annually document the Highly Qualified (HQ) Continuous Improvement Plan equityanalysis for 100% compliance with proper certifications and equitable assignments for experienced teachers.

Evaluation Data Source(s) 1: HQ evaluation data: 100%.




Nov Jan Mar June1) 100% of educators will be English as a Second Language certified asevidenced by campus reports.

Administration Educator excellence award for Travis WorldLanguage Academy, participation levels inprofessional learning identified, awards for eachlevel of participation, attendance and professionaldevelopment evaluation forms developed, andteacher awards on Education Excellence schedule toimplement.



January 6, 2017 9:37 pm

Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creativeand innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC 4.001(b)(6)(9)] (T1,ASW #3, #4, #5) (GPISD 6 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model) (SIP Requirements: 3, 7) (CNAStudent Achievement, Staff and Context/Organization Sections)

Performance Objective 2: Travis World Language Academy will design and implement a Human Capital Development Initiative and training planapproved by the Education Improvement Committee, to align instruction with evidence based practices.

Evaluation Data Source(s) 2: Eduphoria records. Plan documentation






CSF 1

1) Campus college readiness and organizational skills plan developed,teachers grade 3-7 teach College Readiness and organizational skills,college readiness and organizational skills integrated in PE, Music and Art,teachers trained in implementing college readiness and organizational skillsin Writing, Inquiry, Collaboration, Organization and Reading grades 3-7,teachers implementing rigorous college readiness and organizational skillsin Writing, Reading and study skills.

Dean of Instruction70% of campus students will meet achievementstandard on STAAR Writing.


2) Travis WLA teachers will be provided necessary equipment and suppliesto effectively lead and participate in campus professional developmentactivities.

SW 4: allow teachers to attend professional developments through the yearon content areas specific to teacher's assignments

4 Chancellor Participant evaluations of pd events



January 6, 2017 9:37 pm


3) Travis WLA will implement a campus-based mentor program, matchingnew teachers with experienced educators.

SW 5: implement a campus-based mentor program

5 Dean of Instruction



4) Travis WLA will implement an Executive Leadership Walkthroughobservation plan on campus throughout the school year.

Assistant Principal


5) Travis WLA will provide professional development on using data tomake instructional decisions by training teachers on Kilgo methodologies.

SW 5: provide professional development on using data to make instructionaldecisions

5 Principal



6) Travis WLA will provide time for teachers to observe master teachers inthe classroom.

SW 3: provide time for teachers to observe master teachers

3 Dean of InstructionClassroom visit logs




January 6, 2017 9:37 pm

Goal 4: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creativeand innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC 4.001(b)(6)(9)] (T1,ASW #3, #4, #5) (GPISD 6 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model) (SIP Requirements: 3, 7) (CNAStudent Achievement, Staff and Context/Organization Sections)

Performance Objective 3: Travis World Language Academy will develop a culture that promotes the exercise of leadership skills among staff and students.

Evaluation Data Source(s) 3: Leadership training records





CSF 3

1) Travis WLA teachers will be provided time to pursue professionaldevelopment throughout the year, principal-approved reading materials,and an online Google Community to share assignments, observations, andideas related to the current staff book study.

SW 4: teachers will be provided time to pursue professional developmentthroughout the yearSW 5: provide professional development on using data to makeinstructional decisions

4, 5 Chancellor,Director

Evidence submitted to the Google Communityincludes opinions, ideas, feedback, and videosreflecting on learning from the currently studiedbook that translated to improved instruction in theclassroom.



2) Students at Travis WLA enjoy numerous afterschool clubs that developleadership potential in our young learners.

Chancellor,AssistantPrincipals

Increased leadership behaviors among students.


3) Students at Travis WLA have the opportunity to participate in StudentCouncil.

Student Councilsponsor.

Meetings, agendas, minutes, roster, StudentCouncil events and actions


4) Leaders Making Peace, a peer mediation group at Travis WLA,develops and encourages young learners.

Counselor Leaders Making Peace meeting agenda, minutes,roster and action steps.


January 6, 2017 9:37 pm


5) Leaders of Learning, a free 8-week course provided by Harvard Schoolof Education via edx.org, will be offered to teachers.

Chancellor andDirector

Certification of Completion for Leaders ofLearning coursework resulting in localprofessional development credit.


6) Implement the Student of Character for the day recognition on dailyannouncements.

SW 7: Teachers frequently check children's progress

7 Administrators Decreased behaviors resulting in disciplinaryreferrals.



7) Acknowledge each student as they come in the building with a GoodMorning, Buenos Dias or Chao Buoi Sang.

Administrators Decreased disciplinary referrals citing lack ofrespect for authority.


8) Acknowledge good student behavior in the hallways using WorldBucks.


Decreased disciplinary referrals citing studentdisrespect for each other or their learningenvironment.



9) Create a group of student ambassadors to promote good characterthroughout the Travis WLA student body.

AdministrativeIntern

Decreased disciplinary referrals citing disrespectfor each other, their teachers, or their learningenvironment.


10) Travis WLA will provide opportunities for teachers to work togetherduring conference periods and Professional Learning Communities (PLCs)to develop student assessments.

SW 5: provide opportunities for teachers to work together duringconference periodsSW 8: provide teachers withprofessional development that increases their understanding ofthe appropriate uses of multiple assessment measures and howto use assessment results to improve instruction.

5, 8 Chancellor




January 6, 2017 9:37 pm

Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC4.001(b)(1)] (T1,A SW #6) (GPISD 6 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNAFamily/Community Section)

Performance Objective 1: Travis World Language Academy will build a positive school connection with families and parents by increasing the number ofcontacts between families/parents and teachers by 10% annually.

Evaluation Data Source(s) 1: Parent/School Compacts signed an on file. Schedule and attendance for parent sessions and visits.





CSF 5

1) Travis WLA Chancellor posts Parent Involvement Policy on schoolwebsite.

Chancellor Website link to Parent Involvement Policy


2) 2) Travis WLA Chancellor posts Parent, Student and School Contract onschool website.

Chancellor Website link to Parent, Student and School Contract.



January 6, 2017 9:37 pm

Goal 5: Parents and community members will be full partners with educators in the education of GPISD students. [TEC 4.001(b)(1)] (T1,A SW #6) (GPISD6 Plays: Relationship Capacity, Intentional Leadership) (SIP Requirement: 8) (CNA Family/Community Section)

Performance Objective 2: Travis World Language Academy will build capacity of parents to support student learners by offering a minimum of fiveacademic workshops per year. (Include USDE Parent and Community Guidelines, Title I Parent Liaisons, Customer Service focus.)

Evaluation Data Source(s) 2: Customer Service training records, Title I Liaisons schedules





CSF 5

1) Parents of preschoolers age 0-4 will be offered the opportunity todownload and install the Daily Vroom app, designed to build the brains ofvery young learners and to strengthen parent child interactions.

Chancellor andDirector

Sign in list of parents that learn to install and usethe mobile app Daily Vroom.


2) The partnership between Concillio of Dallas and Travis WLA willprovide the school and parents the opportunity for greater involvement tobuild stronger communities by empowering parents to improve theeducation and health of their families.

SW 6: strategies to involve parents, especially in helping their children dowell in schoolSW 7: provide assistance to young children, their parents, and preschoolprogram staff

6, 7 Administratorsand Counselor

Parental involvement and excitement about whatthey learn from Concillio.



3) Parents will be provided a Parent Binder and instructions for use, toeffectively organize notifications, forms, and other important itemsreceived from the campus.

SW 6: strategies to involve parents, especially in helping their children dowell in school

6 Chancellor Increased number of forms returned to campus ontimeIncreased number of parents in attendance atevents




January 6, 2017 9:37 pm


Performance Objective 3: Travis World Language Academy will measure and increase parent/community satisfaction through planned informationgathering strategies including but not limited to surveys.

Evaluation Data Source(s) 3: Satisfaction surveys, session feedback





CSF 5

1) Parents who participate in the Campus Improvement Committee will havethe opportunity to provide input and feedback on campus improvementmeasures via electronic surveys.

Administrators Data from submitted parent surveys.



January 6, 2017 9:37 pm


Performance Objective 4: Travis World Language Academy will build capacity of parents to support student learners by offering parent access to learningresources that are also utilized by students.

Evaluation Data Source(s) 4: System usage data





CSF 5

1) In order to build the capacity of parents to support their students, TravisWLA will provide a limited number of Rosetta Stone licenses to parents,allowing them to study another language while their child also learnsanother language in school.

SW 6: strategies to involve parents, especially in helping their children dowell in school

6 Director of WorldLanguages andTravis WLAChancellor

Software usage reports




January 6, 2017 9:37 pm

Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructionalmanagement, staff development and administration. [TEC 4.001(b)(10)] (T1,A SW #2, #10) (GPISD 6 Plays: EngagedInstruction via the 5E Model, Instructional Leadership, Data Driven Management) (SIP Requirements: 2, 3) (CNA StudentAchievement, Technology and Staff Sections)

Performance Objective 1: Travis World Language Academy will increase STaR ratings in all areas to the Advanced or Target levels.

Evaluation Data Source(s) 1: STaR ratings longitudinal data.





CSF 1

1) Teachers will integrate instructional technologies into daily learningexperiences for students.

Chancellor, Deanof Instruction,AdministrativeIntern

Lesson plan, classroom observations


2) Chancellor will model innovative use of technology and promote staff useof technologies for their own learning, organization, and productivity duringmeetings, pd, and other staff events.

Chancellor Technologies in use by Chancellor and staffmembers during staff events.


3) Campus leadership will continually investigate and pursue opportunitiesto acquire innovative, emerging technologies.

Chancellor Submitted grants, purchase requests, acquisitions,vendor meetings, pilots.



January 6, 2017 9:37 pm

Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development andadministration. [TEC 4.001(b)(10)] (T1,A SW #2, #10) (GPISD 6 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data DrivenManagement) (SIP Requirements: 2, 3) (CNA Student Achievement, Technology and Staff Sections)

Performance Objective 2: Travis World Language Academy will design and implement a comprehensive digital integration plan to incorporate technologyand effective applications into the teaching and learning process.

Evaluation Data Source(s) 2: Training completion records. Feedback from campus personnel. Inventory records. Purchasing records.Applications





CSF 1

1) Travis WLA will create a 2016-2017 timeline for the implementation ofProject Lead the Way, Globaloria, Rosetta Stone, and Minecraft EDU.

Campusadministrators,Director, andSTEM iCoach

Completion of timeline events



January 6, 2017 9:37 pm

Goal 7: Travis World Language Academy will continue to develop and maintain a safe and disciplined environmentconducive to teaching and learning, promoting physical and mental health in all students, their families and employees.[TEC 4.001(b)(8)] [TEC 11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children] [TEC 11.253Coordinated health services] (GPISD 6 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, IntentionalLeadership) (SIP Requirements: 2, 6) (CNA Staff, Culture/Climate and Demographics Sections)

Performance Objective 1: Travis World Language Academy will use the 2013-2014 Safety Audit as a benchmark to ensure the safety and well-being ofstudents, staff, parents and community members and will report annually to the Board of Education.

Evaluation Data Source(s) 1: Safety Plan document. Training data.





CSF 6

1) Campus will regularly conduct safety drills.

Chancellor Reports


2) Campus will survey students and teachers regarding school conflict.

Counselor School Conflict -Teacher Surveyhttps://www.surveymonkey.com/r/FTLVKDT



January 6, 2017 9:37 pm

Goal 7: Travis World Language Academy will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning,promoting physical and mental health in all students, their families and employees. [TEC 4.001(b)(8)] [TEC 11.252 (3)(B)(E) and 11.253 (8)] [HB 1041(reducing sexual abuse of children] [TEC 11.253 Coordinated health services] (GPISD 6 Plays: Relationship Capacity, Engaged Instruction via the 5EModel, Intentional Leadership) (SIP Requirements: 2, 6) (CNA Staff, Culture/Climate and Demographics Sections)

Performance Objective 2: Travis World Language Academy will utilize research based curriculum to create a culture where students are safe and secureemotionally while at school to learn.

Evaluation Data Source(s) 2: Program documentation (CKH, Rachel's Challenge, campus based)





CSF 1

1) In order to strengthen the relational capacity of Travis WLA educators, allteachers will be trained in Capturing Kids' Hearts.

SW 3: Monitor, evaluate, and provide documentation of teachereffectiveness in correlation with professional development and its impact onstudent learning, leadership, and school community.


Eduphoria Workshop records




January 6, 2017 9:37 pm

Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high schooldiploma. [TEC 4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 6 Plays: Relationship Capacity, Data DrivenManagement) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction, Student Achievement and Demographics Sections)(H.B. 5 Requirements)

Performance Objective 1: Travis World Language Academy will support process improvements for at-risk student identification and services.

Evaluation Data Source(s) 1: Identification process document. Campus records. CIP references.






CSF 1 CSF 2

1) Travis WLA uses Response to Intervention (RTI) to identify and provideprocess improvements for at-risk student identification and services in bothacademics and behavior.

Teacher,Administrators

RTI documentation in Tier 1, 2 and 3 help targetspecific areas of need.



January 6, 2017 9:37 pm

Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC 4.001(b)(3)] (T1, ASW #2, #6, #8, #9, #10) (GPISD 6 Plays: Relationship Capacity, Data Driven Management) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction,Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 2: Travis World Language Academy will reduce dropout rates and increase graduation rates for all students at or above the rate setby the Texas Education Agency.

Evaluation Data Source(s) 2: AEIS data.





CSF 4

1) Travis WLA adjusted the charter master schedule to monitor and supportstudent learning needs during the school day.

Administrators Master Schedule


2) Travis WLA will promote increased student attendance by distributingstudents attendance awards, handing out We Miss You postcards, andcontinually updating the Attendance Graph in the hallway of the campus.


2 Teachers andadministrators

Increased attendance




January 6, 2017 9:37 pm

Goal 8: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC 4.001(b)(3)] (T1, ASW #2, #6, #8, #9, #10) (GPISD 6 Plays: Relationship Capacity, Data Driven Management) (SIP Requirements: 1, 2, 5) (CNA Curriculum/Instruction,Student Achievement and Demographics Sections) (H.B. 5 Requirements)

Performance Objective 3: Travis World Language Academy will implement H. B. 5 requirements regarding Accelerated Instruction for at risk students.

Evaluation Data Source(s) 3: AI records, 2 AI Strategists added (schedules and services)






CSF 1 CSF 2

1) Travis WLA will integrate Renaissance software to diagnose andprescribe action to address gaps for at-risk students.

SW 1: noted in CNASW 9: provide individualized instruction and interventions, small grouplessonsSW 10: Title I, SCE, GO

1, 9, 10 Teachers andAdministrators

Renaissance documentation and reports, evidence ofincreased student learning

Funding Sources: 211 - Title 1 - $7,500.00, 199 - General Fund - $7,500.00, 199 - SCE - $200.00



2) Travis WLA will integrate Fast ForWord software to strengthen brainactivity of students.

Administrators Fast ForWord documentation and reports, evidenceof increased student learning



January 6, 2017 9:37 pm

State System Safeguard Strategies

Goal Objective Strategy Description

1 1 1 Dual Language educators will attend Dual Language Enrichment Model training in order to provide individualized and smallgroup learning sessions in content areas and enrichment centers provided in each language. SW 9: small group/ specific content

1 1 3Campus college readiness and organization plan, teachers grade levels 3-7 teach college readiness and organizational skills,college readiness and organizational skills integrated with PE, Art and Music, teachers teach using writing, inquiry,collaboration, organization and reading in grades 3-8 and use of rigorous writing, reading and study skills.

1 1 6 In order to extend student learning time, Saturday Learning Camp will be made available February through May to all testedstudents. SW 2: extended learning time

1 2 1 In order to analyze individual student data to determine appropriate activities, administrators will utilize Student Data Portalreports. SW 9: analyze individual student data and student work to determine appropriate activities

1 3 1 Data review of student scores in ELA and Math using evaluation system.1 3 2 Data review Writing Section of STAAR using evaluation system.1 3 3 Review English Language Learner STAAR Interim Performance Expectation Chart for each classroom.

2 1 2

Expectations will be determined for each English Language Learner and a plan created that specifies the expected number ofyears it will take to meet standards on STAAR Writing in all tested grades. Each Travis student will be expected to meetstandards within four years of entering the campus. The Dean will present the number and percentage by classroom, grade leveland campus students who met Performance Expectations in Writing to the CIC in May 2017 using DMAC and Eduphoriareports.

2 2 1 Grade PK through 7 teachers will utilize Gomez & Gomez Dual Language Enrichment model strategies to improve academicachievement.

2 2 2 Common assessments will be administered each 3, 6, and 9 weeks to monitor student progress.

2 2 3

A Performance Expectation will be determined for each student and a plan created that specifies the expected number of years(1 to 4 years) it will take to meet standards on ELA and Math sections of CPALLS (PreK), TPRI (K-2), and STAAR (3-8). TheDean of Students will present the number and percentage of Travis students who met Performance Expectations in ELA andMath by classroom, grade level, and campus to the Campus Improvement Committee (CIC in May 2017 using DMACSolutions and Eduphoria reports. Both systems have the capability to summarize data by student, grade, and campus.

2 2 4 To promote implementation of the Gomez & Gomez Dual Language model and remind students which language to speak daily,all teachers wear Language of the Day aprons.

2 2 6 Student writing occurs in all subjects every day and is documented on Lesson Frame.2 2 7 Students write to a prompt every morning in their journals from BIC until 8:20 am. SW 2: extended learning time


January 6, 2017 9:37 pm


2 2 8 Friday writing is included during Social Studies block. Students apply what they learned from Monday-Thursday by writingabout it on Friday.

2 3 1 The Dean of Students will work with the Director of ESL/Bilingual Programs to create a system for implementation of the ELLPerformance Measures at the charter.

2 3 2

All students eligible to receive ELL Progress Measure will be placed into a plan based on TELPAS information by October2016. The progress measure will be used to determine accountability on the Spring 2017 administration of STAAR. The Deanwill present the progress monitoring system PROCEDURES and CHART as well as the FORM utilized to document eachlearner's plan to the CIC during December 2016.

2 5 3 Students in grades K-2 will learn Vietnamese during Rotations by attending a direct-teach session with a native Vietnameseinstructor. SW 2: extended learning time

2 5 4To incorporate computer assisted learning, extend student learning time, and promote student interest and ownership oflearning, students in grades 3-7 will be provided the opportunity to select their preferred second language study option from 21available languages in Rosetta Stone. SW 2: extended learning time SW 9: incorporate computer assisted learning

3 2 1In order to include parents in the development of the parental involvement policy and school-parent compact, parents will beencouraged to participate in the Campus Improvement Committee to have input into program development and relatedspending. SW 6: include parents in the development of the parental involvement policy and school-parent compact

4 2 1

Campus college readiness and organizational skills plan developed, teachers grade 3-7 teach College Readiness andorganizational skills, college readiness and organizational skills integrated in PE, Music and Art, teachers trained inimplementing college readiness and organizational skills in Writing, Inquiry, Collaboration, Organization and Reading grades3-7, teachers implementing rigorous college readiness and organizational skills in Writing, Reading and study skills.

8 1 1 Travis WLA uses Response to Intervention (RTI) to identify and provide process improvements for at-risk student identificationand services in both academics and behavior.

8 3 1 Travis WLA will integrate Renaissance software to diagnose and prescribe action to address gaps for at-risk students. SW 1:noted in CNA SW 9: provide individualized instruction and interventions, small group lessons SW 10: Title I, SCE, GO

8 3 2 Travis WLA will integrate Fast ForWord software to strengthen brain activity of students.


January 6, 2017 9:37 pm

Federal System Safeguard Strategies


1 1 1 Dual Language educators will attend Dual Language Enrichment Model training in order to provide individualized and smallgroup learning sessions in content areas and enrichment centers provided in each language. SW 9: small group/ specific content

1 1 3Campus college readiness and organization plan, teachers grade levels 3-7 teach college readiness and organizational skills,college readiness and organizational skills integrated with PE, Art and Music, teachers teach using writing, inquiry,collaboration, organization and reading in grades 3-8 and use of rigorous writing, reading and study skills.

1 1 6 In order to extend student learning time, Saturday Learning Camp will be made available February through May to all testedstudents. SW 2: extended learning time

1 2 1 In order to analyze individual student data to determine appropriate activities, administrators will utilize Student Data Portalreports. SW 9: analyze individual student data and student work to determine appropriate activities

1 3 1 Data review of student scores in ELA and Math using evaluation system.1 3 2 Data review Writing Section of STAAR using evaluation system.1 3 3 Review English Language Learner STAAR Interim Performance Expectation Chart for each classroom.

2 1 2

Expectations will be determined for each English Language Learner and a plan created that specifies the expected number ofyears it will take to meet standards on STAAR Writing in all tested grades. Each Travis student will be expected to meetstandards within four years of entering the campus. The Dean will present the number and percentage by classroom, grade leveland campus students who met Performance Expectations in Writing to the CIC in May 2017 using DMAC and Eduphoriareports.

2 2 1 Grade PK through 7 teachers will utilize Gomez & Gomez Dual Language Enrichment model strategies to improve academicachievement.

2 2 2 Common assessments will be administered each 3, 6, and 9 weeks to monitor student progress.

2 2 3

A Performance Expectation will be determined for each student and a plan created that specifies the expected number of years(1 to 4 years) it will take to meet standards on ELA and Math sections of CPALLS (PreK), TPRI (K-2), and STAAR (3-8). TheDean of Students will present the number and percentage of Travis students who met Performance Expectations in ELA andMath by classroom, grade level, and campus to the Campus Improvement Committee (CIC in May 2017 using DMACSolutions and Eduphoria reports. Both systems have the capability to summarize data by student, grade, and campus.

2 2 4 To promote implementation of the Gomez & Gomez Dual Language model and remind students which language to speak daily,all teachers wear Language of the Day aprons.

2 2 6 Student writing occurs in all subjects every day and is documented on Lesson Frame.2 2 7 Students write to a prompt every morning in their journals from BIC until 8:20 am. SW 2: extended learning time


January 6, 2017 9:37 pm


2 2 8 Friday writing is included during Social Studies block. Students apply what they learned from Monday-Thursday by writingabout it on Friday.

2 3 1 The Dean of Students will work with the Director of ESL/Bilingual Programs to create a system for implementation of the ELLPerformance Measures at the charter.

2 3 2

All students eligible to receive ELL Progress Measure will be placed into a plan based on TELPAS information by October2016. The progress measure will be used to determine accountability on the Spring 2017 administration of STAAR. The Deanwill present the progress monitoring system PROCEDURES and CHART as well as the FORM utilized to document eachlearner's plan to the CIC during December 2016.

2 5 3 Students in grades K-2 will learn Vietnamese during Rotations by attending a direct-teach session with a native Vietnameseinstructor. SW 2: extended learning time

2 5 4To incorporate computer assisted learning, extend student learning time, and promote student interest and ownership oflearning, students in grades 3-7 will be provided the opportunity to select their preferred second language study option from 21available languages in Rosetta Stone. SW 2: extended learning time SW 9: incorporate computer assisted learning

4 2 1

Campus college readiness and organizational skills plan developed, teachers grade 3-7 teach College Readiness andorganizational skills, college readiness and organizational skills integrated in PE, Music and Art, teachers trained inimplementing college readiness and organizational skills in Writing, Inquiry, Collaboration, Organization and Reading grades3-7, teachers implementing rigorous college readiness and organizational skills in Writing, Reading and study skills.

8 1 1 Travis WLA uses Response to Intervention (RTI) to identify and provide process improvements for at-risk student identificationand services in both academics and behavior.

8 3 1 Travis WLA will integrate Renaissance software to diagnose and prescribe action to address gaps for at-risk students. SW 1:noted in CNA SW 9: provide individualized instruction and interventions, small group lessons SW 10: Title I, SCE, GO

8 3 2 Travis WLA will integrate Fast ForWord software to strengthen brain activity of students.


January 6, 2017 9:37 pm

Title I

Schoolwide Program Plan

Travis World Language Academy operates a Title I Schoolwide Program due to the percentage of low income students. Annually we review the schoolwideconcept and the targeted assistance concept with parents and faculty via the Campus Improvement Committee (CIC) to elect to continue the SchoolwideProgram or Targeted Assistance Program Plan.

The Schoolwide Program Plan is reviewed and updated annually during the Comprehensive Needs Assessment process, This process includes a review of the10 Components of a Title I Schoolwide Program with connections to the eight Goal Areas within our Campus Improvement Plan.

Student Achievement1.Curriculum and Instruction2.Fiscal Responsibility3.Highly Qualified and Effective Teachers4.Parent and Community Involvement5.Instructional Technology6.Safe and Disciplined Environments7.Dropout Prevention8.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

The Campus Improvement Committee (CIC) at Travis WLA utilized guidance from TEA Region 20ESC to develop the Comprehensive Needs Assessmentprocess. The Comprehensive Needs Assessment (CNA) begins with the Summative Evaluation of the prior year's Campus Improvement Plan. GPISDprovides student achievement data and progress monitoring reports. We include our Report Card and relevant PEIMS data with the System Safeguardsreport. Our CIP includes a checklist of additional data reviewed. The CIC coordinates this review with campus administrators and teachers.

The Campus Improvement Plan includes a new Performance Objective regarding shared decision-making improvements, focusing on improvedimplementation of the CIC structure. Each strategy in the CIP format provides a pick list choice option for the Component(s) addressed by that Strategy

2: Schoolwide Reform Strategies

Schoolwide Reform Strategies are reviewed, updated and incorporated into the CIP annually. For the 2016-2017 school year these reform strategies areaddressed:


January 6, 2017 9:37 pm

Develop improved interventions for students struggling with academics and/or designated as at risk of dropping out of school.Improve and support Programs and Travis World Language Academy, as a School of Choice.Improve program coordination particularly between Title I and SCE funds.Focus Parent and Community Involvement sessions on student academic achievement as requested by parents.Implement GPISD 6 Plays with a new focus on Visit What You Value, an effort to monitor our efforts and produce specific outcomes to measuresuccess.

3: Instruction by highly qualified professional teachers

Goal Area 4 in the Travis WLA CIP addresses professional development strategies to ensure 100% compliance with HQ regulations and to further ensurethat our teachers are being highly effective in the classroom, particularly with students who are struggling academically or are at risk of dropping out ofschool. A major component of this effort is supported centrally with the services of Title II Curriculum Facilitators supported by Content Strategists, fundedfrom Title I and State Compensatory Education. An Instructional Coach (iCoach) serves our campus to bring these services directly to the classroomteacher.

Professional Development activities are also expanding through the use of online training opportunities as well as training sessions. In addition to GPISDservices and online training opportunities, our campus designs a Campus Training Plan approved by the CIC and the Principal to address teachers’ needsspecifically identified at our campus.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

A major component of this effort is supported centrally with the services of Title II Curriculum Facilitators supported by Content Strategists. TwoInstructional Coaches (iCoaches) serve our campus to bring these services directly to the classroom teacher. Professional Development activities are alsoexpanding through the use of online training opportunities as well as training sessions.

In addition to GPISD services and online training opportunities, Travis WLA designs a Campus Training Plan approved by the CIC and the Principal toaddress teachers’ needs specifically identified at our campus. The Travis WLA Professional Development Plan is posted to the Travis campus website underthe Value tab and is updated periodically, starting with the September CIC meeting.


January 6, 2017 9:37 pm

5: Strategies to attract highly qualified teachers

GPISD monitors applicants for HQ standards and requirements during the hiring process and transfer process if teachers change campuses and/orassignments. Other recruitment efforts include a competitive salary and benefits package and the continuously improving reputation of our school and theentire district. Our current expansion of Programs and Schools of Choice is proving to be an excellent recruitment effort for the all of GPISD.

6: Strategies to increase parental involvement

GPISD allocates the required amount of Title I funds to our campus specifically noted for Parent and Community Involvement, function 61. We plan themajority of our efforts around academic based sessions for parents to address feedback and surveys requesting more help with home based learning. Ourcampus efforts are supported by GPISD Parent Involvement Centers.

GPISD funds a Parent/Community Liaison for Travis WLA. This individual works at our school and at one of the GPISD Parent Involvement Centers. Viathe annual Health and Services Fair GPISD Parent/Community Liaisons establish a much improved line of communication with our parents. The Liaisonassigned to Travis World Language Academy additionally maintains a webpage at the Travis campus website that provides contact details and otherimportant information. An annual survey, as well as feedback sheets from meetings or sessions, is recorded to gain input from our customers. From thisfeedback our campus is increasing the number of parent sessions offered to include more information on home learning and increasing student achievement.Our Parent/Community Liaison also assists with distributing and documenting parent receipt of our Parent Involvement Policy and Parent/School Compacts.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

Travis World Language Academy is proud to offer Pre-Kindergarten and Kindergarten to its youngest learners. We provide information to parents regardingboth programs. GPISD students are screened for reading readiness at the transition into the elementary school programs to focus individualized strategies asneeded.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Travis World Language Academy participates in the Progress Monitoring process each 3, 6 and 9 weeks periods, designed and led by Research andEvaluation staff. Professional Learning Groups of campus administrators and classroom teachers are trained on how to interpret achievement data and relatedinformation and how to focus teaching and learning plans to improve the achievement of individual students. Our CNA process includes teachers in the CICdata review sessions to better address the overall instructional plan.


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9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Student academic services are designed and implemented based on student achievement data and Public Education Information Management System(PEIMS) data regarding students identified as at risk of dropping out of school. The thirteen categories of at risk designations show five categories based onpure academic measures, such as STAAR failures or Limited English Proficiency, and eight categories of psycho-social measures, such as homelessness orpregnancy/parenting. PEIMS information regarding at risk designations is included as a primary source of data during the Comprehensive Needs Assessment(CNA) process. Strategies are developed from this work in Goal Area 8 of our CIP.

Tutoring efforts are well documented. Our teachers also implement strategies specific to students who experience difficulty mastering any of the state’sstandards to provide effective, timely additional assistance. These efforts are supported by State Compensatory Education funds as well as Title I funds.

10: Coordination and integration of federal, state and local services and programs

The CNA process and the CIP development process include a review of the Travis World Language Academy Title I budget, as well as general operatingfunds and State Compensatory funds. Our CIP structure captures proposed expenditures for each Strategy and allows us to adjust out budget as necessary toaccomplish our planned efforts.

Federal programs such as Title I, Title II, Title III and IDEA are budgeted during the same process with General Operating funds and State CompensatoryEducation (SCE) funds. This coordinated process avoids supplanting and provides the most effective financial support of campus strategies across all GoalAreas of the Campus Improvement Plan. Perhaps the most notable example of this coordination is the implementation of the Title II effort to improve theoverall professional development and instructional delivery by our teachers. The basic program of Facilitators is funded by Title II. Title I funds and SCEfunds complement the program by funding additional Strategists to expand the program. General Operating funds, SCE funds and Title I funds extendservices directly to the classroom.


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Title I Personnel

Name Position Program FTE

Corey Atkins STEM iCoach Title 1 1


January 6, 2017 9:37 pm

2016-2017 Campus Improvement Committee

Committee Role Name PositionAdministrator Elisa Alvarez Assistant PrincipalAdministrator Corey Atkins iCoachAdministrator Mary King Administrative InternAdministrator Veronica Kunschik ChancellorAdministrator Danny Medina CounselorAdministrator Gilda Pioquinto iCoachAdministrator Joetta Wesley Dean of InstructionBusiness Representative Mary Dominguez Santini Business RepresentativeClassroom Teacher Arleen Alvelo TeacherClassroom Teacher Rosemary Blackwell TeacherClassroom Teacher Isabel Camarillo TeacherClassroom Teacher Antonio Cardenas TeacherClassroom Teacher Ivonne Chaluisan TeacherClassroom Teacher Barbara Chavez TeacherClassroom Teacher Matthew Dudley Teacher, Special EducationClassroom Teacher Dana Parkhurst TeacherCommunity Representative Carl Allen Community MemberCommunity Representative Monica Smith Community MemberDistrict-level Professional Demetrius Liggins Chief of SchoolsDistrict-level Professional Sharon Manterola Director of World LanguagesNon-classroom Professional Andrew Low Instructional Media SpecialistParent Norma Castillo ParentParent Maria Ceron ParentParent Manuel Flores Parent


January 6, 2017 9:37 pm

Campus Funding Summary

199 - General FundGoal Objective Strategy Resources Needed Account Code Amount

8 3 1 Licensing $7,500.00Sub-Total $7,500.00

199 - SCEGoal Objective Strategy Resources Needed Account Code Amount

8 3 1 supplemental materials $200.00Sub-Total $200.00

211 - Title 1Goal Objective Strategy Resources Needed Account Code Amount

1 1 1 Instructional materials $12,000.001 1 2 Classroom materials $2,000.001 1 4 Print materials $100.001 1 5 Print materials, folders, markers $200.001 1 6 Teacher compensation, materials and supplies $19,000.001 1 7 Licensing for student access to RAZ Kids and Reading A to Z $5,000.00

1 1 7 Mentoring Minds (student reading materials for STAARpreparation) $1,700.00

1 1 7 Materials to promote campus spelling bee $200.001 1 7 Licensing for Read Naturally student access $2,800.001 1 7 Thinking Maps training for all teachers $3,500.001 1 7 ETA Reading Publisher for student STAAR preparation $3,000.001 2 1 Print materials $100.002 1 1 AVID Training for teachers $6,600.002 2 7 Student journals $5,000.002 2 9 Rewards $3,000.00


January 6, 2017 9:37 pm

2 5 1 PLTW curriculum, materials, equipment, and training $2,800.002 5 3 Materials $1,000.002 5 4 Rosetta Stone Licenses $56,000.003 2 1 Meeting materials $100.00

4 2 2 Materials and supplies for teacher professional development (doccameras, dry erase boards, etc) $6,500.00

4 2 3 Materials $100.004 2 5 Kilgo Training Materials and Supplies $5,000.004 2 6 Substitutes $3,000.004 3 1 Books $1,600.004 3 6 Print materials, awards $2,000.004 3 8 Print materials $100.004 3 10 Materials and supplies $1,000.005 2 2 Licensing $20,000.005 2 3 Binders, dividers, plastic sleeves, paper and other materials $3,000.005 4 1 Rosetta Stone Community Licenses $5,000.007 2 1 Training $2,500.008 2 2 Awards $4,000.008 3 1 Licensing $7,500.00

Sub-Total $185,400.00212- Title I-C Migrant

Goal Objective Strategy Resources Needed Account Code Amount1 2 2 Instructional Materials $550.00

Sub-Total $550.00Grand Total $193,650.00


January 6, 2017 9:37 pm

Addendums


January 6, 2017 9:37 pm

Travis World Language Academy

Campus Improvement Committee

CIC Meeting of TWLA Executive Leadership

Thursday, September 22, 2016

Agenda

I. Welcome

II. Overview of new status as Title 1

III. Plan first CIC meeting:

IV. Review of 2016-2017 Campus Improvement Plan Goals and Objectives

V. Division of responsibilities

VI. How best to solicit feedback and ideas from CIC

VII. Coming Soon!

VIII. Expenditures by Winter Break

IX. Status of Parent Involvement

X. Reflections

XI. Our Next Meeting

Monday, September 28, 4:30-5:30 pm, Travis WLA Library for all CIC members


Sign In List

September 22, 2016

Veronica Kunschik, Chancellor ______________________________________

Joetta Wesley, Dean of Instruction ______________________________________

Elisa Alvarez, Assistant Principal ______________________________________

Danny Medina, Counselor ______________________________________

Mary King, Administrative Intern ______________________________________

Sharon Manterola, Director of World Languages ______________________________________

Andrew Low, Instructional Media Specialist ______________________________________

Gilda Pioquinto, Instructional Coach ______________________________________

Corey Atkins, Instructional Coach ____ __________________________________



CIC Meeting of TWLA Executive Leadership

Thursday, September 22, 2016

Agenda

I. Welcome

II. Overview of new status as Title 1

Discussed the impact on our programs and on CIC decision making. We’ll need to get CIC approval for

professional development plan and some other items. Can reference Region 10 ESC website for details.

III. Plan first CIC meeting:

Membership requirements – we’ll need to replace two teacher names (Jan Whitenight and one other

teacher left over the summer) and we’ll need to add a member from the business community. Elisa

Alvarez has that name and contact information. We’ll need to make sure that first CIC meeting covers

program review, goals and objectives, and our training plan.

IV. Review of 2016-2017 Campus Improvement Plan Goals and Objectives

V. Division of responsibilities

VI. How best to solicit feedback and ideas from CIC

Probably best to deliberately schedule this into the agenda of each CIC meeting so that we have

discussion points and time to hear member ideas and opinions.

VII. Coming Soon!

Discussed ways to increase parent involvement including Parent Information Night, Rosetta Stone

Community License, efforts by PTA to increase enrollment, parent information binders already in use this

school year, and how best to communicate ways that parents can get involved – from brief, one-shot

participation to longer periods of commitment (lunch monitoring, etc.)

VIII. Expenditures by Winter Break

Will discuss this in more detail during Executive Leadership meeting on Thursday, September 29.

IX. Status of Parent Involvement

Need to quickly update the Parent Involvement Policy and Parent School Contract currently posted

online. The contract only has signatures for parent and administrator. Needs also the signatures for the

student and teacher. Have already schedule a Travis WLA Parent/Community Meeting (to cover Title 1

status, documents, etc.)

X. Reflections

XI. Our Next Meeting

Monday, September 28, 4:30-5:30 pm, Travis WLA Library for all CIC members



CIC Meeting – All CIC Monday,

September 26, 2016

Agenda

I. Welcome

II. Introductions of New CIC Members

III. Good News!

IV. GPISD Board Policy BQB Local CIC Membership Requirements for 2016-2017

V. Title I Schoolwide Program Review

VI. 2016-2017 Campus Improvement Plan Goals and Objectives Review

VII. Campus Based Training Plan

VIII. Ideas and Reflections

IX. Our Next Meeting

October 24, 4:30-5:30 pm, Travis WLA Library

Cam pus Im provem ent Com m ittee

Sign In List

Septem b er 26 , 2017 zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

Veronica Kunschik, Chancellor

Joetta Wesley, Dean of Instruction

Elisa Alvarez, Assistant Principal

Danny Medina, Counselor

Demetrus Liggins, Chief of Schools, GPISD

Sharon Mante rola, Director of World Languages

Andrew Low, Instructional Media Specialist

Gilda Pioquinto, Instructional Coach

Corey Atkins, Instructional Coach

Isabel Camarillo, Teacher

Arleen Alvelo, Teacher

Dana Parkhurst, Teacher

Ivonne Chaluisan, Teacher

Rosemary Blackwell, Teacher

Antonio Cardenas, Teacher

Barbara Chavez, Teacher

Monica Smith, Community Member

Manuel Flores, Parent

Maria Ceron, Parent

Carl Allen, Community Member, Pastor, Fairview Baptist Church, GP

Norma Castillo, Parent

Mary Dominguez Santini, Business Owner, GP



CIC Meeting – All CIC Monday,

September 26, 2016

Agenda

I. Welcome

II. Introductions of New CIC Members

Mrs. Kunschik welcomed Joetta Wesley (Dean), Mary King (AP Intern), Danny Medina (Counselor), Ivonne

Chaluisan (teacher), Arleen Alvelo (teacher), and Mary Dominguez Santini, Business Owner in Grand Prairie.

III. Good News!

Mrs. Kunschik announced that our campus Met Standards last year and are no longer considered by TEA to

be an Improvement Required school! We are also now Title 1, which brings important funding to support our

campus programs. The Principal followed with a Performance Index Report.

IV. GPISD Board Policy BQB Local CIC Membership Requirements for 2016-2017

4:50pm. Texas Education Agency Reports.

4:55pm. Mrs. Kunschik discussed that she would like to take Lead Teachers, Administrators and Instructional

Coaches to the top comparable 40 schools to visit and see what they are doing.

Discussion topic: What might be most important to look for, during these visits? Contributions from CIC

members included: programs they use and parent involvement (Ms. Chaluisan)

Positive remarks contributed by a CIC member mom:

Mom said that she also notices the differences from campus to campus. Mom said that parents are

saying that cell phones are no longer allowed in café and now moms say they are able to talk to their

students. Mom said she is telling moms that if they want to help to careful what they are saying.

Mom said that they are ready to help and already thinking about food for teachers and Christmas

events. Mom said that she tells parents that we can help a lot with PTA. We could send a parent

survey per Mrs. Kunschik. Ms. King will demonstrate how the PTA money breakdown is displayed.

Mom said that she has received Parent Information Binder and understands that green paper

indicates that letter come back home. Mom will talk with Mrs. Wesley about missing letters the

parent reported during this discussion.

Parent Orientation was also briefly discussed. Ms. Alvarez agreed to make a phone messenger call to

remind parents about parent orientation.

5:06pm. Mrs. Kunschik showed us ho to go to last year’s CIP. Mrs. Kunschik said that anyone interested can

go in and look at CIP. Mom said that an idea would be that we have Mrs. Foo meet with parents to explain

CIP with them.

5:08pm. Mrs. Kunschik explained Title 1 procedures. Mrs. Kunschik asked if there were any questions about

Title 1 money. There were none at that time.

5:13pm. Mrs. Kunschik explained the difference in the two Title 1 approaches in schools: School Wide and

Targeted Assistance. After a brief discussion, the CIC voted: all in favor in going School Wide; all in favor of

becoming Targeted Assistance. All 14 voted to go School Wide.

5:14pm. Atkins read our new TWLA School Mission

5:15pm. Wesley read our new TWLA Vision

V. Title I Schoolwide Program Review

VI. 2016-2017 Campus Improvement Plan Goals and Objectives Review

Mrs. Kunschik opened the 2016-2017 Travis WLA Campus Improvement Plan and explained that it consists of

8 goals, numerous objectives, and the strategies to accomplish those objectives.

Mrs. Alvarez read Goal 2; Ms. Chaluisan, Goal 3; Mr. Low, Goal 4; Ms. Blackwell, Goal 5; Coach Cardenas,

Goal 6; Ms. Parkhurst, Goal 7; and Mr. Atkins, Goal 8. Mom said that asking Mrs. Foo and someone to

translate this information will help promote parent involvement.

VII. Campus Based Training Plan

Mrs. Manterola says that, as we consider training needs, our CIC can provide input with the type of trainings

to offer. Mrs. Kunschik said that Mrs. Alvarez is putting forward a Staff Development plan that shows what

we have taken so far. The Global Classroom would be a great training per Monica Smith. Mrs. Chaluisan says

she is curious about an Academy in Fort Worth where students can learn and finds different populations.

Mrs. Chaluisan is interested in seeing what it is that they do at this Academy. We don’t ha e Concilio this

year, but Mrs. Foo and Mrs. Moreno is helping build parental involvement. Mom is interested in doing a

multicultural night. Mrs. Kunschik said that we plan to do a Multicultural Night where parents can bring food.

VIII. Ideas and Reflections

A mother on our CIC said that there are a lot of complaints about students using eyeliner and different

clothes. Mom said that they have a daughter that is little and wants to look like the older girls. Mrs. Kunschik

mentioned that we expect our students to follow the Code of Conduct.

Mrs. Parkhurst asked if there is any way to boost PTA membership. Mrs. Kunschik said that if parents would

join PTA then they would volunteer during picture day and get $45 off. Mom said that if my daughter had me

sit and explain that it is important to join PTA that she would join PTA. Mrs. Parkhurst said if we can tie in a

friendly competition. Mrs. Kunschik said that we should send a flier home stating all the great things we did

this school year.

IX. Our Next Meeting

October 24, 4:30-5:30 pm, Travis WLA Library



CIC Meeting Agenda

December 5, 2016

I. Welcome

II. Recent Events

a. District Visit

b. GPISD Experience

c. Title 1 CIP Formative

III. Data Update

a. Q1

b. Teacher Growth

IV. Instructional Update

a. Interventions

b. Sister Schools

c. 3D Printing

d. Globaloria

e. Project Lead the Way

V. Parental Involvement

a. Rosetta Stone Community

b. Parent Workshop, Citizenship and Immigration, Dec 13, 2:00‐3:00 pm

c. Pre‐Kinder Parent Session, Transitioning Your Child to Kinder

VI. Opportunities for Growth

a. GPISD Education Foundation Grants

b. Teacher Tutoring

VII. Coming Soon!

a. Parents: Dec 13 2‐3 pm Parent Workshop, Dec 13 PTA, and Pre‐K Parent Session

b. Teachers: Grant Writing, 3D Design, Teacher Tutoring

c. Students: District Spelling Bee, Dental Screenings, Limo Rides, Santa Pictures, Mock STAAR

VIII. Contributions and Conclusion

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Veronica Kunschik, Chancellor

Joetta Wesley, Dean of Instruction

Elisa Alvarez, Assistant Principal

Mary King, Administrative Intern

Danny Medina, Counselor

Demetrus Liggins, Chief of Schools, GPISD

Sharon Mante rola, Director of World Languages

Andrew Low, Instructional Media Specialist

Gilda Pioquinto, Instructional Coach

Corey Atkins, Instructional Coach

Isabel Camarillo, Teacher

Arleen Alvelo, Teacher

Dana Parkhurst, Teacher

Ivonne Chaluisan, Teacher

Rosemary Blackwell, Teacher

Antonio Cardenas, Teacher

Barbara Chavez, Teacher

Monica Smith, Community Member

Manuel Flores, Parent

Maria Ceron, Parent

Carl Allen, Community Member, Pastor, Fairview Baptist Church, GP

Norma Castillo, Parent

Mary Dominguez Santini, Business Owner, GP zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

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CIC Meeting Agenda

December 5, 2016

I. Welcome

a. Everyone welcomed and invited to sign in. b. CIC reminded that the meeting will be translated for anyone needing the translation.

II. Recent Events

a. District Visit

We appreciated everyone’s contributions to making this visit a success. As always, there were accolades and also opportunities for improvement. We were applauded on how we Capture Kids’ Hearts throughout the campus. The visiting team was very impressed with student use of Thinking Maps. We will want to more carefully align instruction with TRS and will discuss this in upcoming meetings and professional development sessions.

b. GPISD Experience

Significant increase in number of visitors to our table. Has resulted in calls to our school and campus tours. This could definitely increase our student population, attracting families who are drawn to our program and dedicated, caring, expert staff!

c. Title 1 CIP Formative

Every 3 months campus administrators consider each strategy listed in our Campus Improvement Plan and mark it as either Not Started, Underway or Completed. We have several dozen strategies but only 5 remain Not Started – and only because the start date is set for Spring 2017. Impressive!

III. Data Update

a. Q1

b. Teacher Growth

IV. Instructional Update

a. Interventions

Shared interventions that are planned as a result of Q1 data.

b. Sister Schools

Teachers attended a session that introduced each of our 5 Sister Schools in Chile, Nigeria, Sri Lanka, India and Pakistan. Each grade level then developed an exchange opportunity and the timeline for its completion. By this time next month, students will share books about Texas, Culture Boxes, and Skyped conversations!

c. 3D Printing

Teachers will discover this month how easy it is to locate an item in a huge online library called Thingiverse and print the item to our new 3D printer in the computer lab. Manterola, Atkins and Low will present this teacher session this Friday, December 9.

d. Globaloria

Globaloria is successfully underway with middle school students, who are using code to design original electronic games.

e. Project Lead the Way

Corey Atkins, our STEM iCoach, will attend training on Project Lead the Way in east Texas during January. He will return to train Karen Rodriguez, who will then lead students to learn more about engineering and robotics using this proven program.

V. Parental Involvement

a. Rosetta Stone Community

Parents and staff can now create their own Rosetta Stone license and will have until the end of May to study the language of their choice. To create your own access, go to the Travis website, scroll down to the Rosetta Stone Community announcement, and click on the flags. When you’re prompted to enter a password, use TravisRS2016. Capitalize the T, R and S in the password.

b. Parent Workshop, Citizenship and Immigration, Dec 13, 2:00‐3:00 pm

c. Pre‐Kinder Parent Session, Transitioning Your Child to Kinder

This session will be led by Travis World Language Academy iCoach, Gilda Pioquinto.

VI. Opportunities for Growth

a. GPISD Education Foundation Grants

We want to increase the number of grant applications by Travis teachers this year to the GPISD Education Foundation. This will bring new resources and opportunities for student learning to our school. So we’ll begin by presenting teachers a professional development session on how to effectively write grants – and locate great ones too – when we return from Christmas Break.

b. Teacher Tutoring

Sometimes teachers have questions for administrators about school programming or other matters. But administrators are often committed to classroom visits or meetings. So starting Friday, teachers are invited to drop by the front office to pose their questions to administrators. This new idea is presented by our Administrative Intern, Mary King.

VII. Coming Soon!

a. Parents: Dec 13 2‐3 pm Parent Workshop, Dec 13 PTA, and Pre‐K Parent Session

b. Teachers: Grant Writing, 3D Design, Teacher Tutoring

c. Students: District Spelling Bee, Dental Screenings, Limo Rides, Santa Pictures, Mock STAAR

VIII. Contributions and Conclusion

a. CIC members were invited to contribute an idea or suggestion.

b. Everyone reminded of our next meeting scheduled for January 23, 2017, TWLA Library, 4:30 pm



Veronica Kunschik, Chancellor, Travis World Language Academy Joetta Wesley, Dean of Instruction, Travis World Language Academy Elisa Alvarez, Assistant Principal, Travis World Language Academy Mary King, Administrative Intern, Travis World Language Academy Danny Medina, Counselor, Travis World Language Academy Demetrus Liggins, Chief of Schools, Grand Prairie ISD Sharon Manterola, Director of World Languages, Grand Prairie ISD Andrew Low, Instructional Media Specialist, Travis World Language Academy Gilda Pioquinto, Instructional Coach, Travis World Language Academy Corey Atkins, Instructional Coach, Travis World Language Academy Matthew Dudley, Teacher, Special Education, Travis World Language Academy Isabel Camarillo, Teacher, Travis World Language Academy Ivonne Chaluisan, Teacher, Travis World Language Academy Dana Parkhurst, Teacher, Travis World Language Academy Arleen Alvelo, Teacher, Travis World Language Academy Rosemary Blackwell, Teacher, Travis World Language Academy Antonio Cardenas, Teacher, Travis World Language Academy Barbara Chavez, Teacher, Travis World Language Academy Monica Smith, Community Member, Travis World Language Academy Manuel Flores, Parent, Travis World Language Academy Maria Ceron, Parent, Travis World Language Academy Carl Allen, Community Member, Pastor, Fairview Baptist Church, Grand Prairie Norma Castillo, Parent, Travis World Language Academy Mary Dominguez Santini, Business Owner, Grand Prairie, Texas

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