walnut creek early college prep...page 1 of 42 campus and district accountability 03/05/2013 walnut...

of 42 Campus and District Accountability 03/05/2013

Walnut Creek Early College Prep

2013-2014 Campus Improvement Plan

Austin Independent School District


CIP CHECKLIST AND CONFIRMATION

Completed

() CIP Items

The current membership of the CAC is reported correctly.

The methods of orientation for new CAC members are reported correctly.

The approximate hours spent on CIP development are reported correctly.

The inclusion of district-required action plan objectives was correctly assessed comparing inclusion criteria to campus level and performance.

The CAC was given an opportunity to provide input on the campus needs assessment.

The CAC was given an opportunity to provide input on the campus objectives and strategies to address identified needs.

The CAC was given an opportunity to provide input on the approach to setting campus performance targets.

The CIP action plan component pertaining to campus professional development was approved by the CAC.

The CAC was given an opportunity to review the complete draft CIP prior to submittal.

The CAC was given an opportunity to provide input on the campus budget.

We Confirm the Above Information …

Position Name Date

Principal Paul Perez 10-07-2013

Co-Chair Barry Barton 10-07-2013

Co-Chair Selma Conally 10-31-2013


Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan. Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society. Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students. Values Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state

standards.


CAMPUS ADVISORY COUNCIL: Current Membership

Non-Voting Members Name Principal Paul Perez

Voting Members Name

CAC Co-Chair

()

CAC Sec. ()

PTA Pres. ()

ClassroomTeacher

()

SpEd Expertise

()

Other Prof. Staff Member

(Give Title) Parent Jennifer Perez Parent Selma Conally X Parent Arturo Rodriguez Parent Magdalena Paredes Parent Luisa Rodriguez Parent Brandice Turner Professional Staff Member Ana Guerrero-Ruiz X Professional Staff Member Barry Barton X X Professional Staff Member Alexandra Wenholz X Professional Staff Member Luz Carson X Professional Staff Member Beth Nolan X Professional Staff Member Zoe Villarreal X X Classified Staff Member Mycah Arellano X Parent Support Spec. Student (If Applicable) Student (If Applicable) Business Representative Aaron Loera Horace Mann Community Representative Cindy Layton St. Mark’s Church


CAMPUS ADVISORY COUNCIL: CAC Database Information

Email Addresses of CAC Co-Chairs Staff Co-Chair Non Staff Co-Chair

Schedule for Regular CAC meetings: Normal Day of the Month (e.g., 2nd Tuesday): Every 2nd Tuesday Normal Time: 5:00 PM

CAMPUS ADVISORY COUNCIL: Orientation of New CAC Members

According to CAC Bylaws, the principal shall ensure that new CAC members receive orientation to service. Indicate the type(s) of orientation provided to new CAC members.

Check Any As Applicable

()

Method of Orientation

X Self-Orientation Using Materials on CAC Website Orientation at CAC Meeting (Provided by Campus) Orientation at CAC Meeting (Provided by Central Office) District-Wide Orientation Session

CAMPUS ADVISORY COUNCIL: Level of Participation in 2013-2014 CIP Development

The CAC must have opportunities for meaningful involvement in CIP development. Indicate the approximate hours spent on 2013-2014 CIP development. At a minimum, this must include: (1) opportunities for the CAC to provide input on the campus needs assessment, the campus objectives and strategies to address identified needs, and the approach to setting campus performance targets; (2) CAC approval of the action plan component pertaining to campus professional development; and (3) CAC review of the complete draft CIP prior to submittal.

Approximate Hours Spent on CIP Development By CAC and/or

CAC Subcommittees By Campus Administration

and/or Leadership Team 25 hrs. 6 hrs.


CAMPUS-IDENTIFIED ACTION PLAN FOR 2013-2014

CAMPUS NEEDS ASSESSMENT

The following data were reviewed: Benchmarks STAAR final results EOY DRA, TRPI/Tejas Lee

Based on review of the above data, the following areas of needed improvement were identified:

Increase percentage of students meeting and exceeding STAAR Math standard. Increase percentage of students meeting and exceeding STAAR Reading standard. Increase percentage of students reading at or above grade level on EOY assessments in primary grades.

ACTION PLAN TO ADDRESS CAMPUS-IDENTIFIED NEEDS Table #CI-1 Objective: Increase the percentage of students meeting or exceeding STAAR Math passing standards and close STAAR Math performance gaps between all student groups. Applicable Strategic Plan Goal(s):1, 2, 3, 4 Status Improvement Strategy Lead Person(s) Key Implementation Implementation Evidence Provide opportunities for students to

engage in guided math groups to strengthen individual needs through differentiated instruction

Classroom Teachers Group students based on skills needed and create environments that are conducive to small group instruction. Opportunity for inclusion of teachers regarding how academic assessments are used. Students will record thinking in their math journals. Using uniformed journals model (lower grades/upper grades) Provide guided math training to all staff members (mandatory for new staff, refresher is optional)

All teachers will create an area for small group guided instruction where manipulatives are available, criteria posters, referent charts and strategy charts will be posted after each group’s work session for students to use as a resource later if needed


Provide opportunities for Tier I and Tier II intervention Tier I happens with teacher after the initial teaching. If students are still struggling the teachers/specialist/coaches can pull scholars. Tier II will be the grade level team.

Classroom teachers (Tier I), Curriculum specialists Instructional Coaches(Tier II) Campus Administrators

Provide lessons based on the individual needs of the students and form flexible grouping based on ongoing data analysis. Provide training on Tier I and Tier II intervention.

Small group lessons plans and membership to ensure offering of daily instruction 90% of the time

Provide instruction in math that will allow students to engage in all categories of math daily. Create Math Centers to address each learning strand

Classroom teachers Teachers will participate in staff development on “How to implement instruction using all the categories of math. New teachers will participate in professional development; the date will be determined later. Create math performance tasks from all categories of math that students can perform with minimal teacher directions

All teachers will engage students in center/group activities where they will participate in math activities from all 5 categories of math daily

Provide opportunities for students to utilize the school wide math tool kit to enhance their skills in solving problem situations

Classroom teachers Instructional Specialists And Coaches

All students will receive a copy of the math tool kits and teachers will model how to use it in problem solving situations. Provide staff development to help teachers understand implementation. Include Professional Development for new teachers.

100% of students will engage in problem solving situations where they will use strategies that are flexible, effective, and those that will ensure accuracy

Use math manipulatives to increase student engagement and improve development of math concepts daily

Classroom teachers Instructional Specialists and Coaches

Utilize manipulatives into core instruction, centers, guided math on a regular basis with optional / but always available, use during independent practice

100% of classroom teachers will have manipulatives available to students to aide when moving from concrete to abstract and design activities to engage students in the use of manipulatives


Implement math lessons daily that will allow teachers to address all parts of the TEKS to the depth of thinking (verbs) and complexity of the concepts, context and academic vocabulary by providing activities for building numerical fluency and engaging in problem solving using Bloom’s higher order thinking skills. Present problem of the day/week and encourage students to solve using UPS method to measure students current knowledge and skills to close gaps or missing mathematical processes and skills.

Classroom teachers Instructional Specialists and Coaches

Provide opportunities for problem solving daily, plan activities that allow students to use academic vocabulary including games and word study, and all teachers K-6 will utilize district Numerical Fluency training and resource materials to build conceptual fluency in math

Perform an analysis of weekly assessments to ensure at least 80% of the students are scoring 70% or better on their tests Make sure students are able to represent the math using academic language and are able to make real world connections while problem solving in math All teachers will plan activities from Numerical Fluency notebooks to build math fluency in their classrooms.

Table #CI-2 Objective: Increase students meeting or exceeding STAAR Writing passing standards, and close STAAR Writing performance gaps between all student groups. Applicable Strategic Plan Goal(s): 1, 2, 3, 4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Provide coaching to improve

consistency of collaboratively implementation of best practices in core instruction in all classrooms

Instructional Coaches Grade level teams

Create and provide explicit grade level professional development writing plan, facilitate professional development, engage in conferring cycles for all grade levels

100% of the teachers are observed using best practice at a proficient level during core instruction

Provide opportunities for students to apply and extend Tier II and content specific vocabulary in reading and in their writing compositions

Classroom teachers Literary Specialists Instructional Coaches Campus Administrators

Use the word walls, word banks, anchor charts, journals and extension activities that promote active use of vocabulary

100% of the students are using vocabulary in discussion, journals and extension activities so that students will be able to use the vocabulary with 80% accuracy on assessments

Provide opportunities for Tier I and Tier II writing intervention in all content areas

Classroom teachers Literary Specialists Instructional Coaches Campus Administrators Special Ed Teacher

Provide meaningful passages that are on students’ instructional level. Group students based on skill level (flexible group) Utilize data from assessments to make informed groupings on students individual needs

Small group lesson plans and membership to ensure offering of daily small group instruction 90% of the time

Implement writer’s workshop in all classrooms PK-5. This ensures PK / EC students are prepared for K. Transition assistance for PK / EC to K.


Pre-K – lower case & capital letters, simple high frequency words, introduce punctuation. Able to distinguish mentor narrative and expository text. Kinder – write 2 complete simple sentences

100% of the students are engaged in writers workshop so that at least 80% of the students receive a 70 or better on periodic assessments. Writing implementation in every center.


with punctuation. Able to distinguish mentor narrative and expository text. During first semester, as a class produce one narrative and one expository composition. During 2nd semester produce 2 pieces of each type. 1st – develop 1 paragraph (with correct punctuation). During first semester, as a class produce one narrative and one expository composition. During 2nd semester students will produce these pieces independently. 2nd – develop language use with adjective and dialogue write 3 paragraphs (B,M,E). During the 1st semester, produce one narrative and one expository piece independently. During the 2nd semester, produce two of each type of composition independently. 3rd – complex sentences connecting sentences. Write multi paragraph compositions using rich language. During the 1st semester, produce one narrative and one expository piece independently. During the 2nd semester, produce two of each type of composition independently. 4th write personal connections to feelings, reasons to support ideas, and opinions. Write expository compositions directed at appropriate audience. 5th – personal connections dialogue, text to text, literacy connections, evaluations, research and expository writing. Writing block will include: Grammar, Revising & Editing, Writing Composition

Provide opportunities to respond to concepts in a way that enhances understanding

Classroom teachers Instructional Coaches Campus Administrators

Provide opportunities for students to respond orally, during think aloud, class pair share, cooperative groups, response journals (cross

100% of classroom teachers will incorporate journal writing into all content areas.


curricular) to justify and explain their thinking

Implement school wide vocabulary development/enrichment.

Classroom teachers Instructional Coaches Administrators

Provide common areas for grade level display of simple words (Tier I) to be replaced by higher level vocabulary (penny words – Tier I; dollar words – Tier II)

Display of words in common areas. Increased use of vocabulary and word wall activities.

Objective: Increase students meeting or exceeding STAAR Science passing standards, and close STAAR Science performance gaps between all student groups. Applicable Strategic Plan Goal(s): 1, 2, 3. 4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Provide coaching to improve

consistency of implementation of best practices in core instruction in all classrooms

Instructional Coaches Create professional development plan, Facilitate professional development, Engage in conferring cycles

80% of the teachers are observed using best practice at a proficient level during core instruction

Provide opportunities for Tier I and Tier II intervention in all content areas RtI


Provide passages that are on students’ instructional level. Group students based on skill level (flexible group) Utilize data from grade level assessments to make informed groupings on students individual needs

Small group lesson plans and hands on strategies will be utilized during all core content instruction.

Implement district resources in each classroom with emphasis on mastery of student expectations, including but not limited to problem solving skills, and academic vocabulary. Increase student accountability Science Word Walls Materials in Science Centers Tools and Safety Stem Scope Preteach vocabulary


Provide opportunities for problem solving daily Provide instruction that is connected to prior knowledge and real world scenarios. Give students opportunity to question, infer, synthesize, and internalize Science information Gradually releasing responsibility to learner by using modeling, guided practice, and independent practice. Schedule field trips for student exploration and

Perform an analysis of weekly assessments administered after the objective has been presented and ensure that at least 80% of the scholars receive a 85% or better on the assessment. Use teacher or district generated assessments. Evidence of student created science interactive notebook as a resource for learning Use campus developed rubrics to assess student understanding of vocabulary.


Implement Marzano strategies as appropriate

connection to real life science and real world application.

Provide opportunities to respond to concepts in a way that enhances understanding


Provide opportunities for students to respond orally, during think aloud, class pair share, turn and talk, cooperative groups, Science interactive journals, to justify and explain their thinking

100% of classroom teachers will incorporate Science talks and journal writing into their Science routine 90% of the time Model academic language

Use 30/30/30 model and interactive notebooks to provide rigorous, intensive instruction in science and core anchor charts


Write lessons containing the 30/30/30 model with an emphasis with giving students the opportunity to explore the concept with the student expectation in mind

During classroom observations evidence of using the 30/30/30 model will be present 90% of the time

Provide opportunities for students to apply and extend Tier II and content specific vocabulary in science


Use the word walls, word banks, anchor charts and extension activities that promote active use of vocabulary


Communicate with parents regarding academic achievement of their child(ren) in both English and Spanish. Provides parents information about their students’ academic performance in a language they can understand.

Administration Classroom teachers

Conduct parent conferences on required days and when needed. Send home assessment data in Thursday folder and communicate expectations in monthly teacher newsletters.

100% of the teachers will communicate to parents in either English or Spanish and will attempt to locate an interpreter for other languages spoken by the parent.

Table #CI-4 Objective: Increase students meeting or exceeding STAAR Reading passing standards, and close STAAR Reading performance gaps between all student groups. (Intermediate reading) Applicable Strategic Plan Goal(s): 1,2 3, 4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Provide coaching to improve

consistency of implementation of best practices in core instruction in all classrooms

Instructional Coaches REACH Coaches

Create professional development plan, Facilitate professional development, Engage in conferring cycles

100% of the teachers are observed using best practice at a proficient level during core instruction. Diagrams, charts, planned and shared question box


Model for teachers. Provide feedback within one week.

Provide opportunities for students to apply and extend Tier II and content specific vocabulary in reading and in their writing compositions


Use the word walls, word banks, anchor charts, and extension activities that promote active use of vocabulary


Provide opportunities for Tier I and Tier II intervention in all content areas


Provide reading materials that are on students’ instructional level. Utilize data and create flexible groups based on individual student needs. Inclusion of teachers in decisions regarding use of academic assessments.

Small group lesson plans and membership to ensure offering of daily small group instruction 90% of the time

Implement high level reading strategies as a tool for thinking and learning and to enhance comprehension both in school and in real life, leading up to college readiness.


Provide strategy instruction on connecting to prior knowledge, questioning, inferring across various genres. Gradually releasing responsibility of use of thinking strategies to the learners by using modeling, guided practice, and independent practice

100% of the students are using comprehension strategies during reading so that at least 80% of students receive a 70 or better on Friday weekly assessment Celebrate student’s success.

Implement district and classroom resources in each classroom with emphasis on mastery of student expectations, problem solving skills, academic vocabulary

Classroom teachers Instructional Coaches Campus Administrators REACH Coaches

Provide opportunities for problem solving daily Provide instruction that is connected to prior knowledge and real world scenarios Gradually releasing responsibility to learner by using modeling, guided practice, and independent practice

Perform an analysis of weekly assessments administered after the student expectation so that at least 90% of the students receive a 80% or better on the assessment


Communicate with parents regarding academic achievement of their child(ren) in English, Spanish or their L1. Provides parents information about their students’ academic performance in a language they can understand.

Administration Classroom teachers Parent Support Specialist

Conduct parent conferences on required days and when needed. Send home data in Thursday folder and communicate expectations in monthly grade level newsletters.

100% of the teachers will communicate to parents in their appropriate L1. . Computer assigned to parents by Mycah Arellano.

Table #CI-5 Objective: Increase PK-2 students reading at or above grade level on end of year assessments including DRA/EDL, TRPI/Tejas Lee. (Primary Reading) Applicable Strategic Plan Goal(s): 1, 2, 3, 4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence

Require daily guided reading groups for all students who are below grade level with weekly running record for each student. Tracking system for students by graphs, road map etc. Language Arts Games, Phonological Awareness and Phonemic Awareness, etc…

Classroom teachers Instructional Coaches

Create lesson plans that differentiate the: who, what, and how. Running Records for each student.

100% of the students reading below grade level are in guided reading groups. Running records for each student. Student track their own progress. Tracking system for students: graphs, road map.

Increase the classroom literacy libraries to include a variety of levels and genre. Increase classroom as well as school literacy library by at least 20% by end of year.

Administration Purchase leveled readers from an approved vendor. Level the readers using the DRA criteria. Title I funds

100% of the primary classrooms will have leveled readers and classroom libraries by at least 20% by the end of the year.

Ensure use of reading log and independent reading log is sent home daily. Encourage parents to use public library as resource- give information in newsletter or letter home.

Classroom teachers Parent Specialist

Use of standard reading log and use of check-in/check-out system. Communicate with parents when reading log is not returned.

100% of the students have opportunities to engage in daily independent reading outside of the school day. Encourage parents to use public library.

Facilitate data analysis meetings with PK-2nd teachers. Require daily independent reading. Vary for grade level. Sustained silent reading to enhance stamina

Administration Instructional Coaches Classroom teacher

Set agenda, secure data, arrange for subs., BTO, Title I Create organizational system so students can choose appropriate levels. Students will read a book at their independent reading level

100% of the K-2nd teachers will participate in MOY data meetings. 100% of students will increase their reading stamina.


Graphs in hallways for students to monitor their reading.

Classroom teachers Administrations Parents

Reading Log Prices Communicate to parents and students about reading log.

Graph in hallways will show the progress of each student.

A to Z reading Classroom teachers Language art centers and computer Lab time.

100% of the students will have access to the system and know how to use it.

Table #CI-6 Objective: Increase tutoring/enrichment for students near the STAAR passing standards in Math and Reading. Applicable Strategic Plan Goal(s): 1, 2, 3, 4

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Provide opportunities for Tier II

and Tier III intervention in math and reading.

Boys and Girls Club staff Utilize UTEACH developed curriculum for math and literacy support, 3-5.

Boys and Girls club staff will provide weekly progress monitoring data to administration.

Implement high level reading strategies as a tool for thinking and learning and to enhance comprehension both in school and in real life, leading up to college readiness.

Boys and Girls Club staff Curriculum Coaches Teachers

Provide strategy instruction on connecting to prior knowledge, questioning, inferring across various genres. Gradually releasing responsibility of use of thinking strategies to the learners by using modeling, guided practice, and independent practice

Small group lesson plans will be utilized during instruction.

Provide opportunities for students to engage in guided math groups to strengthen individual needs through differentiated instruction

Boys and Girls Club Staff Group students based on skills needed and create environments that are conducive to small group instruction

Small group lesson plans and hands on strategies will be utilized during instruction.

Provide enrichment opportunities to academically stretch and challenge student learning

Boys and Girls Club staff Group students based on interest and age appropriateness and create environments that are conducive to enrichment.

Enrichment lesson plans, technology and hands-on activities will be utilized.


DISTRICT-REQUIRED ACTION PLAN FOR 2013-2014 REQUIRED FOR ALL CAMPUSES Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. (CATCH) Applicable Strategic Plan Goal(s): 1,2

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence a. All elementary teachers will

teach five health and/or five CATCH lessons each nine-weeks.

Joyce Kennie CATCH Committee

Utilize the developed Health/CATCH curriculum per grade level, K-5.

Teachers will include in weekly, monthly lesson plans evidence of the health/CATCH lessons taught.

b. The campus will show evidence of an environmental change using Coordinated School Health materials.


Utilize CATCH posters, flyers, marketing materials.

Inclusion of CATCH and health information in campus newsletters, parent correspondence, classrooms, cafeteria, gym, and campus events.

c. Elementary campuses will have two family fitness fun nights annually.


Utilize existing events to integrate a health message through a coordinated school wide event.

Flyers, email, newsletters, marketing the event to include health, physical activity, nutrition, and parent/community involvement.

d. 85% of students in grades K-8 will pass the identified skill movement, physical activity, health concept, and social development assessments.


Students will complete various assessments during a grading period.

Students’ data will be entered in Grade Speed according to grade level and teacher.

e. 100% of students in grades 3-12 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram.


This will occur once in the Fall and once in the Spring.

All students’ data will be entered in Fitnessgram according to teacher and campus.

f. Identify students in the 85th to 99th plus percentile to receive health and wellness information and case management for obesity.


The PE teacher will assess students BMI using Fitnessgram. The PE teacher will collaborate with the nurse to identify students according to their height/weight to determine their BMI percentile. The nurse will provide information to the student and parent

Using Fitnessgram, the campus will be able to identify the groups of students that fall within identified categories. The students in the 99th plus percentile (with parental involvement and consent) will be case managed using AISD case


Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. (CATCH) Applicable Strategic Plan Goal(s): 1,2

in accordance with AISD’s case management plan for obesity.

management plan for obesity.

g. Annually Principals will provide campus staff, teachers, and parents the campuses Fitnessgram report/results.

Paul Perez Joyce Kennie

Include distribution of data on school calendar.

Spot checks to see if data were received.

h. All elementary teachers will participate in providing students with 135 minutes of physical activity weekly.

Teachers Teachers may follow the master schedule of the A, B, and C rotation to identify areas where they can block the time to engage students in physical activity breaks. Teachers may use the WOW Integrated Academic activity games

Teachers and students being physically active during the school day. Identification of WOW lessons used written into teachers’ daily lesson plans.

i. Campuses will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

Paul Perez Joyce Kennie CATCH Committee Teachers Parent Support Specialist

Principals will share the nutrition memo (dated August 2009) with staff, teachers, PTA, and parents. Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and email the information to AISD Health Coordinator. Teachers will use alternative rewards instead of food.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.

Table #DR-2 Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources ImplementationEvidence

Timeframe for Completion

Status


Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence CATCH:

Communicate with parents regarding the improvement of family structure.

Paul Perez Joyce Kennie CATCH Committee Teachers Parent Support Specialist

Principals will share the nutrition with staff, teachers, PTA, and parents. Principals will communicate contents of the policy across stakeholders. Principals will identify the three exempted days and email the information to AISD Health Coordinator. Teachers will use alternative rewards instead of food.

No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.

SPECIAL EDUCATION: Communicate with parents regarding the improvement of family structure.

PSS Parental workshops, conferences, trainings, flyers, marquee and school messenger. Eagle Talk Show…a bilingual program focuses on academics, developed to inform and educate parents on parental involvement in the community and educational tools. The program will strengthen parent engagement and foster more community partners with Austin Independent School District to enable our scholars (students) to improve their academic achievement.

Title I parental invovlement PSS Administration

Informing parents of the expectations of their involvement to improve their child’s academics through the Title I parental involvement annual meetings.


Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Academics:

Literacy Night Science Night Math Night Adult Literacy

Curriculum Coaches PSS Administration

Curriculum nights to involve and increase parental involvement in the improvement of their child’s academic performance by educating them on the expectations and strategies implemented in the classroom.

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Increase the knowledge base for

professional staff in instructional planning and delivery. Increase knowledge base for professional staff in implementation of resources of first-time instruction, reteach, and intervention.

Administrative Team Content Coaches Professional Staff members

1. Provide district mandated professional development on assigned PD Days.

2. Provide ‘Just in Time’ PD weekly specific to each team for each content area, during content planning.

3. Provide campus-wide PD bi-monthly

during staff meetings.

Lesson plan development will be more complete and will indicate an increased level of rigor in instruction, as well as, differentiation to meet student needs are included. Reduced level of instructional variability across the grade level. Maximization of instructional time either whole group or during intervention.


REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow) Special Education Objectives – All Levels Table #DR-5 Objective: Reduce special education identification rate by 1%. Condition: If rate > 8.5% Source: SPED C-IEP (A) Does Campus Performance Require Inclusion of This Objective (Yes or No): yes Applicable Strategic Plan Goal(s): 1,2,4 Status Improvement Strategy Lead

Person(s)Key Implementation Steps Implementation Evidence

a. Review campus level data on SPED representation provided by SPED department.

Child Study Team

Ensure core curriculum (Tier I) is solid and being taught with fidelity. 4. Provide on-going, coherent professional

development on topics such as to how to differentiate instruction, provide multi-level instruction, individualized instruction, and how to make instructional accommodations.

5. Identify students needing Tier II interventions based on universal screening measures. (TPRI, DRA, DIBELS, BOY, MOY etc.)

6. Analyze data to determine specific areas of need for each individual student.

7. Design and implement specific interventions based on areas of need. Require intervention plans to address the diverse learning needs and individual learning

styles of the student. 8. Give parents clear information and

feedback as to their role and the purposes of the

interventions of their child

100% of the classroom teachers will attend the training and will understand the process for Pre Child Study. 100% of the classroom teachers’ lesson plans will indicate differentiation using Tier I and Tier II guided groups.(small group pullout) and Tier III (Sped/after school ). 100 % of classroom teachers will attend additional training in SAMA, TBSI, Differentiation and Scaffolding, provided by campus or district. 100% of classroom teachers will be attend training and will understand use of Child Study System to identify and record students in need of Tiered interventions based on universal screening measures.

b. Review students currently in eCST system for academic and behavior interventions to ensure that students are receiving appropriate goals and

Child Study Team

1. Analyze data to determine specific area of need for each individual student.

2. Collaborate with Child Study Vertical team facilitator to train staff on Tier I, II, and III interventions

100% of the classroom teachers will attend the training and will understand the process for Pre Child Study. 100% of the classroom teachers’ lesson plans will indicate differentiation using Tier I and Tier II guided


Table #DR-5 Objective: Reduce special education identification rate by 1%. Condition: If rate > 8.5% Source: SPED C-IEP (A) Does Campus Performance Require Inclusion of This Objective (Yes or No): yes Applicable Strategic Plan Goal(s): 1,2,4

interventions. 3. Differentiate instruction to address individual student needs and learning styles.

4. Design and implement specific interventions based on areas of need.

5. Ensure all staff members participate in professional development on Tier I, II, and III interventions.

6. Monitor use of interventions to better meet the need of individual students.

7. For students who do not respond to Tier II interventions, consider diagnostic assessments to inform planning for Tier III interventions

8. Design and implement Tier III interventions based on diagnostic assessment of individual student needs.

9. Give parents clear information and feedback as to their role and the purposes of the interventions of their child

groups.(small group pullout) and Tier III (Sped/after school )

Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4




Status

Table #DR-7 Objective: Reduce the rate of Hispanic students identified for special education. Condition: If rate > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4




Status


Table #DR-7 Objective: Reduce the rate of Hispanic students identified for special education. Condition: If rate > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4




Status

Table #DR-8 Objective: Reduce the rate of special education students in discretionary DAEP settings. Condition: If rate > 1 percentage point above rate for all students Source: SPED C-IEP (E) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4




Status

Table #DR-9 Objective: Reduce the rate of special education students in discretionary ISS settings. Condition: If rate > 10 percentage points above rate for all students Source: SPED C-IEP (F) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4




Status

Table #DR-10 Objective: Reduce the rate of special education students in discretionary OSS settings by 3% Condition: If rate > 6 percentage points above rate for all students Source: SPED C-IEP (G) Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4

Status Improvement Strategy Lead Person(s) Key Implementation Steps a. Continue to train and implement strategic Tier II

interventions, including effective progress monitoring tools using research based AISD model.

SPED AdministratorSPED TEAM

100% of teachers will attend training on learning and implementing strategic Tier II interventions and effective use of progress monitoring tools using research based AISD model.

b. Campus administrators and teachers attend PD that develops personal awareness of their own culture, values, beliefs, and the impact on the classroom environment.

Paul Perez Charlsie Johnson Juan Zea Mycah Arellano

Provide professional development activities that enable participants to confront and overcome biases and attitudes that may hinder students’ learning. Support school staff in accepting the responsibility for supporting


Table #DR-10 Objective: Reduce the rate of special education students in discretionary OSS settings by 3% Condition: If rate > 6 percentage points above rate for all students Source: SPED C-IEP (G) Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4

achievement for all students. c. Provide PD for general and special education staff

in the following areas to promote integration of executive functioning and social skills into instruction: Conflict management Reflection journals Self-regulation (setting reasonable goals, reflect

on prior experience, derive a plan, initiate behavior, inhibit behavior that interferes, monitor and evaluate behavior outcomes)

How to maintain academic rigor while reducing behaviors

Juan Zea Yolanda Easley Human Capital Platform

Provide professional development for general and special education staff on the following areas to promote integration of executive functioning and social skills into instruction:

1. Conflict management 2. Reflection journals 3. Self-regulation (setting reasonable goals, reflect on prior

experience, derive a plan, initiate behavior, inhibit behavior that interferes, monitor and evaluate behavior outcomes)

4. How to maintain academic rigor while reducing behaviors Teach staff how to identify a skill deficit from a performance deficit Skill Deficit- Provide opportunities to demonstrate knowledge through

application Provide differentiated instruction Scaffold instruction Provide intensive instructional support to increase academic

outcomes Connect concepts to real life experiences Performance Deficit- Identify and provide motivating materials to increase the level of

involvement in the curriculum Provide positive reinforcement systems to replace lack of interest Include them in instruction

d. Implement Campus Learning Support Center to support students who would otherwise be removed for discretionary reasons.

Principal submits completed survey (s) within deadlines.

After receipt and review of District audit results, revise FBAs and BIPs based on comprehensive consideration of behavior specialists to provide effective behavior support of students.


Table #DR-11 Objective: Increase the rate of special education students served in the general education population setting 80% of the day or more to 83%. Condition: If rate < 66% Source: SPED C-IEP (H) Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence a. Review student and campus data

provided by SPED department on LRE for targeting reviews of individual placement decisions and staffing decisions.

Special Education Teachers Classroom teachers Administrators Sped. Coordinator

Participate in grade level team meetings with regular and special education teachers to support IEP. Include sped. students in Tier I and Tier II interventions.

100% of classroom teachers and resource team will attend team meetings, LST and ARD to remain below 125% level LRE.

b. Increased use of differentiated instruction in general education classrooms.

Daily implementation based on individual student need.

Table #DR-12 Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects to 65%. Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence a. Campus administrator annually

reports length of instructional day to SPED Coordinator – Data and Compliance.

SPED Administrator SPED Chair Administrators

Set campus, grade level, content and teacher goals for increasing the number of students taking the general STAAR test.

Administrators review SPED 6-weeks campus benchmark reports, campus “IEP” reports, and SEEDS reports to monitor and evaluate

Anecdotal record/log of goals setting to increase number of students taking the general STAAR test.

Testing decisions made based on review of benchmark reports, campus IEP’s reports, and SEEDS reports to monitor and evaluate curriculum implementation.


Table #DR-12 Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects to 65%. Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4

curriculum implementation to consider validity of previous assessment decisions

b. Continue to have campus

counselors and SPED department chairs use forms developed in SY 12-13 verifying that student schedules are based on the IEP schedules of services.

SPED Administrator SPED Chair SPED Teachers

Review the new 6 weeks data on your Campus IEP/Report Card

If your data indicates your campus is making progress toward your target…CELEBRATE and continue the high yield activities attributed to your progress.

If your data indicates your campus is not making progress toward your target…

Conduct an in depth data review in that area by grade, class, ethnicity, disability or other appropriate areas

Review your CIP goal and strategies. Consider modifying/adding strategies.

Contact your special education coordinator and/or Associate Superintendent office for assistance.

Review with campus staff the campus targets and strategies for making progress in critical indicators. Use existing campus systems to highlight and monitor progress toward critical indicators.

c. SPED case managers will distribute relevant portions of the IEPs electronically to instructional and support providers by the first day of each semester, or within one day after the finalization of annual ARD meeting or other ARD meetings where changes were made.

SPED Teachers SPED Chair SPED Administrators Coaches

Distribute via email student’s IEP’s.

Create SPED Folder in campus shared drive and include IEP’s by grade level

SPED Administrator cc in all IEP emails sent to staff

SPED staff follow-up with email receipt

d. SPED case managers will obtain electronic receipts of recipients of this distribution within one week of

SPED Teachers SPED Teachers will send emails to recipients with return receipt


SPED staff follow-up with email receipt


Table #DR-12 Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects to 65%. Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4

distribution. format.

within one week

e. The email provided to each instructional and support provider will contain offers from that case manager to review those relevant portions.

SPED Teachers SPED Chair

Case manager will ensure body of email will contain offer from case manager to review relevant portions.

Provide assistant to new teachers of relevant information


SPED staff follow-up with email receipt within one-week

f. Campus administrator responds to survey identifying the documentation system specific to that campus to ensure IEP distribution.

SPED Administrator Administrators

SPED Administrator will create a campus wide documentation system specific to Walnut Creek to ensure IEP distribution.

Campus Survey with comments or recommendations

g. Provide interventions for students currently taking STAAR M

Pull a report of projected testing and begin providing strategic interventions to anyone who is projected to take STAAR M in order to move them to STAAR

h. Continue to trainee to train staff on strategic Tier II interventions

Train and implement strategic Tier II interventions, including effective progress monitoring tools using research based AISD model

Table #DR-13 Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects. Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4


Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence Campus administrator annually

reports length of instructional day to SPED Coordinator – Data and Compliance.

SPED Administrator SPED Chair Administrators

Set campus, grade level, content and teacher goals for increasing the number of students taking the general STAAR test.

Administrators review SPED 6-weeks campus benchmark reports, campus “IEP” reports, and SEEDS reports to monitor and evaluate curriculum implementation to consider validity of previous assessment decisions

Anecdotal record/log of goals setting to increase number of students taking the general STAAR test.

Testing decisions made based on review of benchmark reports, campus IEP’s reports, and SEEDS reports to monitor and evaluate curriculum implementation.

Continue to have campus counselors and SPED department chairs use forms developed in SY 12-13 verifying that student schedules are based on the IEP schedules of services.

SPED Administrator SPED Chair SPED Teachers

Review the new 6 weeks data on your Campus IEP/Report Card

If your data indicates your campus is making progress toward your target…CELEBRATE and continue the high yield activities attributed to your progress.

If your data indicates your campus is not making progress toward your target…

Conduct an in depth data review in that area by grade, class, ethnicity, disability or other appropriate areas

Review your CIP goal and strategies. Consider modifying/adding strategies.

Contact your special education coordinator and/or Associate Superintendent office for assistance.

Review with campus staff the campus targets and strategies for making progress in critical indicators. Use existing campus systems to highlight and monitor progress toward critical indicators.

SPED case managers will distribute SPED Teachers Distribute via email student’s SPED Administrator cc in all


Table #DR-13 Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects. Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4

Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence relevant portions of the IEPs electronically to instructional and support providers by the first day of each semester, or within one day after the finalization of annual ARD meeting or other ARD meetings where changes were made.

SPED Chair SPED Administrators Coaches

IEP’s. Create SPED Folder in campus

shared drive and include IEP’s by grade level

IEP emails sent to staff SPED staff follow-up with

email receipt

SPED case managers will obtain electronic receipts of recipients of this distribution within one week of distribution.

SPED Teachers SPED Teachers will send emails to recipients with return receipt format.


SPED staff follow-up with email receipt within one week

The email provided to each instructional and support provider will contain offers from that case manager to review those relevant portions.

SPED Teachers SPED Chair

Case manager will ensure body of email will contain offer from case manager to review relevant portions.

Provide assistant to new teachers of relevant information


SPED staff follow-up with email receipt within one-week

Campus administrator responds to survey identifying the documentation system specific to that campus to ensure IEP distribution.

SPED Administrator Administrators

SPED Administrator will create survey identifying a campus wide documentation system specific to Walnut Creek to ensure IEP distribution.

Campus Survey with comments or recommendations

Use ongoing progress monitoring to gauge student’s knowledge

Ongoing progress monitoring will gauge student’s knowledge, provide meaningful access to grade level curricula, and to drive intervention efforts.

Collaborate with Child Study Vertical team facilitator regarding interventions

Collaborate with facilitator to train staff on Tier II and III interventions.

Ensure all staff members participate in professional development on Tier Ii and III interventions.

Monitor the use of interventions to better meet the need of individual students.


Special Education Objectives – MS and HS Levels Only Table #DR-14 Objective: Reduce the special education annual dropout rate. Condition: If SPED annual dropout rate > 2% (MS-grades 7-8; HS-grades 9-12) Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status

Special Education Objectives – HS Level Only Table #DR-15 Objective: Increase the rate of special education students who graduate within four years. Condition: If special education student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status

Table #DR-16 Objective: Increase the rate of special education students who graduate on RHSP or DAP high school plans. Condition: If special education student rate < 20% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status

Table #DR-17 Objective: Increase the percentage of ARDs with measurable postsecondary transition goals. Condition: If ARD rate < 100% Source: SPED C-IEP (N) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status


ELL Objectives – All Levels Table #DR-18 Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Increase by 10%. Condition: If percentage of LEP student at beginning proficiency level over two-year period > 5% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4 Status Improvement Strategy Lead Person(s) Key Implementation Steps Implementation Evidence a. (ES) Continue to implement the

DL program with fidelity to the Gomez and Gomez DL Enrichment Model. Increase current ESL STAAR Reading Indicator Standard by 10% from 57%

Juan Zea Dual Language Cadre

Administrative walkthroughs. Provide additional in school support in reading for our ELLs.

100% teachers implement ELPS as evidenced in lesson plans and walkthroughs. Additional RTI time support for ELLs.

b. (ES) Ensure administrative staff and teachers attend all DL trainings


Require all staff members to attend DL training

Training Certificate/Transcript

c. (ES) Provide schedules that ensure 50% of instruction is in Spanish and 50% is in English


Ensure master schedule provides time for intended LOI

Master Schedule

d. (ES) For second grade provide 2 reading periods—one in English and one in Spanish.

Juan Zea Master Scheduler

Ensure master schedule provides time for intended LOI

Grade Level Schedule

ELL Objectives – MS and HS Levels Only Table #DR-19 Objective: Reduce the ELL annual dropout rate. Condition: If LEP annual dropout rate > 2% (MS-grades 7-8; HS-grades 9-12) Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status

ELL Objectives – HS Level Only


Table #DR-20 Objective: Increase the rate of ELLs who graduate on RHSP or DAP high school plans. Condition: If LEP student rate < 70% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status

Table #DR-21 Objective: Increase the rate of ELLs who graduate within four years. Condition: If LEP student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4




Status


APPENDIX A Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Use

After-School Tutorials Tier II interventions for students at risk of not meeting STAAR academic performance goals.

General Supplies for at-risk students Supplies for tutoring and other intervention programs for students at risk of not meeting state academic achievement goals on

STAAR in core content areas.

Reading specialists Salary and associated benefits for one Reading Specialist. Service provided to students at risk of not meeting state

academic achievement goals on STAR.

Elementary Counselors Salary and associated benefits for one school counselor who prioritizes services to students identified as at risk and in need

of additional social, emotional, behavioral and learning interventions to support and maximize academic achievement.

Parent Support Specialist PSS salary and associated benefits. PSS collaborates with administration and school counselor to support youth and

families in need of additional social, emotional, behavioral and academic supports and their families to create effective school

and home learning environments.

TOTAL $587,165.00 The figures above include the salaries (in part or whole) of the equivalent of [number] full-time staff members (FTEs), added to the faculty in order to support the supplemental programs and services funded through State Compensatory Education.


APPENDIX B Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

X Work with staffing coordinator, identify staff not meeting HQ standards X Notify staff of deficit area(s) X Agree with staff on appropriate ways to meet the standard X Provide adequate time for staff to attend trainings and/or take needed exams Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies

(check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses X Provide bilingual and special education stipends X Collaborate with HR to identify staffing needs so that qualified candidates are available Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

X Participate in district-sponsored job fairs Participate in recruiting trips

X Provide mentors to first and second year teachers X Offer high-quality professional development X Provide leadership opportunities for teachers Encourage participation in National Board program

X Meet on a regular basis with new teachers to review needs/issues Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

X Assign teachers to areas in which already meet HQ X Provide high-quality professional development in area(s) needed Pay for study courses for required exams Pay for passed exams

X Provide substitutes or stipends for professional development Other:


APPENDIX C Components for Title I Schools

(All Title I Schools) For all Title I schools, indicate the pages of the plan where the following components can be found:

Components Pages

Comprehensive needs assessment 6

School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement, and that use effective methods/strategies based on scientifically based research 6 — 14

Instruction by highly qualified staff 6 – 13, 32

High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards 7 – 12, 18, 20

Strategies to attract highly qualified teachers to high-need schools 6 – 13, 32

Strategies to increase parental involvement 17 – 18

For Elementary: Transition to K assistance to Pre-K/EC students 8

Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.) 6,11

Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards 19-27, 29

Coordination and integration of federal, state, and local services and programs 6-14, 35-38

Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results 11,12


APPENDIX D Components for Title I Schools

(For Title I Schools in Stages 1-5 Needs Improvement) For Title I schools in Stages 1-5 Needs Improvement, indicate the sections and pages of the plan where the following components can be found:

Components Pages CIP must be for two years Strategies are based on scientifically based research that will strengthen the core academic subjects at the campus

Plan addresses the specific academic issues that caused the campus to not meet AYP Plan reflects policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring all groups will meet the state’s proficient level of achievement by 2013-2014 (included in SIP addendum)

Details of how the campus will spend not less than 10% of Title I, Part A campus allocation for providing teachers and the principal high-qualify professional development that: directly addresses the academic achievement problem that caused the campus to not meet AYP; meets the requirements for of high-quality professional development under Section 1119; and is provided in a manner that affords increased opportunity for participating in that professional development

Establishes specific annual, measurable objectives for continuous and substantial progress by each NCLB group of students to meet state’s standards by 2013-2014

Describes how the school will provide written notice about Needs Improvement status to parents in a format, and to the extent practicable, in a language that parents understand (included in SIP addendum)

Specifies the responsibilities of the school and district, including the technical assistance that the district provides under Section 1120A (included in SIP addendum)

Includes strategies to promote effective parental involvement in the school Incorporates, as appropriate, activities before school, after school, during the summer, and during any extension of the school year

Incorporates a teacher mentoring program


APPENDIX E Explanation of Title I, Part A Expenditures for Improving Student Performance

(All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

This table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessment and corresponding strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (i.e., rather than simply listing "Field Trip," list "Field Trip to Art Museum"). Please insert additional rows in the table as needed.

Type of Expenditure How will Expenditure Improve Student Performance? Amount of Summative Needs Assessment Action Plan Strategy Expenditure Assessment of Impact

Personnel Curriculum Specialist / Coach Reading and Math Staar

scores are barely acceptable.TELPAS Reading Comprehension levels for ELLs are stagnate at 2.9 after 2nd grade.

Specialist will provide Tier II interventions along side teacher. Specialist will also plan Tier III interventions

$85,234.00

Increase student achievement in Reading to Exemplary Level. Increase ELL Reading comprehension to College Readiness level.

Parent Support Specialist 98% Low SES campus with 87% ELL population.

To teach parents how to access the educational systems for benefit of the scholars.

$20,764.00

Increase Parent involvement in educational systems and increase parental engagement in scholars' education.

0.5 Assistant Principal Walnut Creek serves 600+ ELL students and 900+ students

The AP will support the Principal in all aspects of administration.

$35,466.00

Increase student achievement and increase student individualization of instruction.

Consulting - External Tutoring Provider - ACE AmeriCorps

Primary DRA scores fell to 68% on grade level. Need to increase to 75% or better.

Tutors will collaborate to test students' levels and provide one-on-one intervention with primary grade children to bring them up to on grade level reading. $20,000.00

Increase student Reading achievement.


Hourly Temps. High intensity Tutors. Small group instruction for intervention

Coaches will provide detailed intervention plans individualized for the different content areas $11,321.00

Increase student achievement

Instructional Supplies, Materials, and Equipment Extra Duty Pay ELLs in all content areas

are scoring below Non-ELL Counterparts.

To provide students with Tier III intervention

$500.00

Eliminate gap in achievement in all sub populations.

Substitutes For academic tutoring and for providing small group testing environments for students that need accommodations due to SpEd and Sec. 504

Provide detailed plan for interventions, and plan for students that need small group testing accommodations'

$500.00


Equipment Rental Copy instructional material to meet the need of individual students.

Provide individualized instructional material

$12,000.00


Counseling General supplies and reading material Provide reading material and supplies to work with small groups of students in counseling groups

Plan for delivering small group counseling


Reproduction and Printing Copy instructional material to meet the need of individual students.



Library Books To aid in tier 1 Teir II and Tier III instruction.



Instructional Resources To aid in tier 1 Teir II and Tier III instruction.



General Supplies such as paper, Writing supplies, Math manipulatives, Science equipment, Instructional supplies, Instructional material to assist with interventions

Supplies to aid in Tier I, Tier II, and Tier III instruction


$5,500.00


Software / Misc contracted services - Accelerated Reader /Achieve 3000

Need to increase Reading level and fluency of students.

Provide Accelerated Reader / Achieve 3000 program for students to keep track of comprehension and number of books read.



Snacks / Refreshments ( Testing) Need to provide for students basic needs.

Provide healthy snack and water to keep students from being hungry or thirsty during testing $500.00

Increase sudents ability to focus and will increase achievement

Technology to include printers, projectors, elmos, Online leveled readers / assessments, i.e. accelerated reader, ipads and computers

Technology to aid in Tier I, Tier II, and Tier III instruction



Staff Training Extra Duty Pay Team leaders, Grade level

content leads, and all teachers need professional development to increase knowledge and skills of the team

Provide training in pedagogy, and in content.

$11,000.00


Professional Services Team leaders, Grade level content leads, and all teachers need professional development to increase knowledge and skills of the team

Provide training in pedagogy, and in content.

$5,000.00


Reproduction and Printing Need materials for staff training

Provide materials for training content $500.00


Reading Material Need researched based reading material for staff development in content areas

Provide Research based reading materials for training content

$1,000.00


General Supplies Need general supplies to conduct staff training

Provide general supplies for staff training $639.00


Counselor Travel and Registration Need for continued development in counseling pedogogy to meet needs of urban school scholars

Provide counselor continued development in counseling pedogogy to meet needs of urban school scholars $250.00

Increase student achievement.

Travel and Registration Professional staff members needs development in knowledge and skills to run urban school, and increase student achievement

Receive training in pedagogy as well as Knowledge and skills in increasing achievement in large urban school $3,000.00

Increase in distributed leadership of teachers and staff, and Increase student achievement


Community Services (Function 61) General Supplies, reproduction, travel / registration, field trips, other reading material, child care, and extra duty pay to support role of parent specialist

Parents need strategies for how to be engaged in their child's education

Provide training in accessing educational systems and engaging parents in how to increase their child's academics $1,750.00

Increase student achievement by increasing parent involvement and engagement.

Parent Specialist Conference Travel and Registration fee.

Increase knowledge and skills in role of Parent Specialist

Learn most effective strategies for increasing parent involvement and engagement. $500.00


Refreshments Hospitality for Parents and community members

Provide training in accessing educational systems and engaging parents in how to increase their child's academics $1,000.00


Professional Campus Website Parental involvement/ communication with community

Lack of parental involvement based on surveys

$2,700.00

3% increase in parent participation in campus and district surveys and communication with the community.

Parental Engagement workshop / Consultant Increase Parent knowledge on guiding their children to success

Provide parent training in strategies to create a mindset for college and career readiness $215.00

Increase student achievement by increasing parent involvement and engagement

Other Requests Field Trips To educational settings Provide increased firsthand

background knowledge in content areas $7,810.00


Student Travel (Rental) To educational settings Provide increased firsthand background knowledge in content areas


Salary Cushion $7,073.00 Total (Must Match BTO Total) $234,222.00

Principal Approval Paul Perez Date: 11/15/2013


APPENDIX F Explanation of Title I, Part A Expenditures for Improving Student Performance

(Stages 1-5 Needs Improvement)

For Title I schools in Stages 1-5 Needs Improvement, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Type of Expenditure How Will Expenditure Improve Student Performance? Amount of Expenditure

How Will Impact Be Assessed? Improvement Strategy Needs Assessment

Personnel $ $ $ Instructional Supplies, Materials, and Equipment $ $ $ Professional Development/Staff Training $ $ $ Community Services (Function 61) $ $ $ Other Requests $ $ $ TOTAL (Must Match BTO Total) $


APPENDIX G Additional NCLB Requirements

Parent Notice By the date required by the Texas Education Agency, all parents will be informed of individual student academic assessment results and AYP status via letters sent home in both English and Spanish. Assistance to families seeking choice and/or SES options will be provided. Student assessment results will be shared with parents in both English and Spanish whenever possible. Support This Campus Improvement Plan was developed collaboratively with Campus Advisory Council members and central office support. The district is committed to providing the campus support in school improvement efforts. Support includes but is not limited to: Guidance, Leadership, and Monitoring Associate Superintendent Compliance and Fiscal Monitoring as per Section 1120A Departments of State and Federal Accountability and Finance Data Analysis Campus and District Accountability Curriculum and Benchmark Data, Professional Development Department of Curriculum Professional Development and Support in Determining Student Needs Department of Special Education and Bilingual Education Dropout Recovery School Community Liaisons Parental Involvement Planning and Training Opportunities Family Resource Center TEA, through the School Improvement Resource Center, provides technical assistance in the areas of needs assessment, scientifically based research, and best practices. The technical assistance provider (TAP), approved by SIRC, will support the principal in improvement efforts. As evidenced throughout this plan, the campus, in working with central office support, is implementing policies and practices that have the greatest likelihood of ensuring that all groups of students will meet proficiency levels of achievement as set by the state by no later than 2013-2014. Programs and practices are based on current scientifically based research. Enhancing rigor and relevance in [specify subject(s) missed in AYP] especially for [specify the student group(s) that missed the standards] is critical since performance was not within NCLB standards. Also, the participation rates and/or attendance rate, or graduation rate was/were below standard so it will be essential to focus on this/these area/areas as well. Evaluation and Outcomes The ultimate goal for this plan is to significantly improve student achievement for all students, including those served in special programs. The principal, CAC, and campus staff will monitor action plans and strategies on a regular basis to determine the level of implementation and the effectiveness in bringing about desired student outcomes. These outcomes target closing any disparity in achievement levels among student groups. Strategies, if successful, will create a positive learning environment in which all students are actively engaged in a challenging meaningful curriculum, based on TEKS and Principles of Learning. Specific evaluation measures and performance targets are included in the Long-Range Matrix for Student Achievement and in the Action Plan.


APPENDIX H Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or

licensed physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

2) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

3) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

4) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant

remains hospitalized after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.


APPENDIX I Strategic Performance Measures and Improvement Targets

Campus Scorecard 2013-14

For ALL levels, the following performance indicators are included:

- STAAR/EOC (including retesters) - Attendance - Discipline - TELPAS - Student Fitness

For the ELEMENTARY SCHOOL level, the following performance indicators are included:

- Primary Reading Assessment

For the MIDDLE SCHOOL and HIGH SCHOOL level, the following performance indicators are included:

- Annual Dropout Rate (9-12) (with exclusions)

For the HIGH SCHOOL level, the following performance indicators are included:

- Recommended or Distinguished Program Participation - Graduation Rate (with exclusions) - SAT/ACT Participation and Performance - Advanced Placement/IB Exam Participation and Performance - Advanced Course/Dual Enrollment

Improvement goals and end goal targets for STAAR/EOC are pre-populated at district growth rates, but may be set at higher rates.Improvement goals and end goal targets for other indicators must be set by the campus. All improvement goals and end goal targetsmust be approved by the Associate Superintendent for the campus.

STAAR/EOC tables based on estimated accountability subset. Students in U.S. schools Year 1 through Year 3 are excluded.

STAAR/EOC Reading/ELA at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 25 24 39.00 39

Asian <1 * 60.00 *

AA * * 45.00 *

Hispanic 26 23 39.00 39

White <1 * 40.00 *

2 or More * <1 20.00 20

EcD 24 22 38.00 38

ELL 16 13 31.00 30

Spec Ed 20 39 52.00 51

3rd English 32 26 42.00 41

4th English 26 25 40.00 40

4th Spanish * <1 20.00 20

5th English 20 26 41.00 40

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

Office of Campus and District Accountability

Walnut Creek Page 2 June 2013

STAAR/EOC Math at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



Asian >99 * 60.00 *

AA 32 * 40.00 *

Hispanic 33 30 44.00 44

White * * 60.00 *

2 or More * * 36.00 *

EcD 32 30 44.00 44

ELL 25 31 45.00 45

Spec Ed 27 57 66.00 66

3rd English 27 * 30.00 *

4th English 37 29 43.00 43

4th Spanish <1 <1 20.00 20

5th English 25 39 52.00 51

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test



STAAR/EOC Writing at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



Asian <1 >99 100.00 >99

AA * <1 20.00 20

Hispanic 13 18 34.00 34

White <1 <1 20.00 20

2 or More <1 <1 20.00 20

EcD 13 18 35.00 34

ELL * 15 32.00 32

Spec Ed * * 29.00 *

4th English 15 18 35.00 34

4th Spanish <1 * 33.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests



STAAR/EOC Science at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



Asian n/a <1 20.00 20

AA * * 43.00 *

Hispanic 21 21 38.00 37

White <1 * 74.00 *

2 or More * <1 20.00 20

EcD 19 22 38.00 37

ELL * 15 32.00 32

Spec Ed * * 25.00 *

5th English 21 22 38.00 38

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test



STAAR/EOC Reading/ELA at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target


Asian <1 * 55.00 *

AA <1 * 16.00 *

Hispanic 10 7 17.00 16

White <1 <1 10.00 10

2 or More * <1 10.00 10

EcD 9 6 16.00 16

ELL * * 11.00 *

Spec Ed <1 * 17.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

STAAR/EOC Math at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target


Asian <1 <1 10.00 10

AA * <1 10.00 10

Hispanic 13 11 20.00 20

White <1 * 33.00 *

2 or More * * 28.00 *

EcD 13 10 19.00 19

ELL * 9 18.00 18

Spec Ed * * 23.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test



STAAR/EOC Writing at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students * * 12.00 *

Asian <1 <1 10.00 10

AA <1 <1 10.00 10

Hispanic * * 12.00 *

White <1 <1 10.00 10

2 or More <1 <1 10.00 10

EcD * * 12.00 *

ELL * <1 10.00 10

Spec Ed <1 <1 10.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests

STAAR/EOC Science at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students 7 * 14.00 *

Asian n/a <1 10.00 10

AA <1 <1 10.00 10

Hispanic * * 15.00 *

White <1 <1 10.00 10

2 or More * <1 10.00 10

EcD * * 13.00 *

ELL * * 12.00 *

Spec Ed * <1 10.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test



Primary Reading AssessmentEOY On or Above Grade Level

2010-11

Actual

2011-12

Actual

2012-13

Actual

2013-14

Improvement Goal

End Goal

Target

Kinder DRA English 79% 62% 77% 80.00 >=90%

Kinder DRA Spanish 68% 59% 71% 80.00 >=90%

1st DRA English 65% 56% 62% 80.00 >=90%

1st DRA Spanish 67% 65% 68% 80.00 >=90%

2nd DRA English 40% 67% 49% 80.00 >=90%

2nd DRA Spanish 58% 70% 73% 80.00 >=90%

Data Source: AIMS, EOY AssessmentOn grade level for KG is at least 3, for grade 1 is at least 16, and for grade 2, at least 28.

Estimated Attendance

Estimated Improvement Goal

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

All Students 96.3% 96.6% 95.8% 96.3% 96.4% 96.5% 97.00

African American 95% 95.1% 94.8% 95.3% 95.9% 96% 97.00

Asian 96.8% 96.8% 93.7% 96.1% 95.5% 98.2% 98.30

Hispanic 96.4% 96.8% 96.1% 96.6% 96.6% 96.7% 97.00

Native American 92.2% 89.3% 91.9% 95.00

White 95.3% 97% 92.2% 93.2% 95% 93.3% 96.00

2 or More 93.2% 92.8% 94.2% 97.00

EcD 96.5% 96.7% 95.8% 96.2% 96.5% 96.5% 97.00

Data Source: AISD Student Information System



All A-A Asian Hisp N-A White

2% 6%

2% 3%0

20

40

60

80

100


HS 2% 6% - 2% - 3%

Campus Suspension to HomeStudent Discipline Aggregate CountsStudent Group Enrollment 2012-13

All Students 1045

African American 84

Asian 19

Hispanic 862

Native American 2

White 62

Counts as of discipline report date, June 2013.Includes both active and inactive students.


0

20

40

60

80

100


Removals - - - - - -

Campus Discretionary Removals


1% 4% 1% 2%0

20

40

60

80

100


ISS 1% 4% - 1% - 2%

Campus ALC/EDAP or ISS



Discipline Targets

Campus Discretionary Removals


2010-11 2011-12 2012-13 2013-14

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students 1 .09% 0.00

African American 1 1.02% 0.00

Asian 0.00

Hispanic 0.00

Native American 0.00

White 0.00

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2012-2013 data are draft. Final data reports will be disseminated in August 2013.

Campus Suspensions to Home


2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 6 .57% 11 1.01% 21 2.01% 1.00

African American 1 1.28% 4 4.08% 5 5.95% 1.50

Asian 0.00

Hispanic 5 .56% 6 .66% 13 1.51% 1.50


White 2 3.23% 1.50




Campus ALC/EDAP or In School Suspensions


2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students 4 .38% 7 .64% 12 1.15% 1.00

African American 3 3.06% 3 3.57% 0.50

Asian 0.00

Hispanic 4 .45% 2 .22% 7 .81% 0.50


White 1 2.38% 1 1.61% 0.50


Fall Enrollment (PEIMS Snapshot)

2008-09 2009-10 2010-11 2011-12 2012-13

All Students 767 905 929 922 910

African American 105 74 57 71 65

Asian 22 27 16 19 17

Hispanic 623 772 781 760 753

Native American 1

White 17 31 44 35 44

2 or More 31 37 31

Data Source: PEIMS Submission 1.



TELPAS - Students Testing Over Two Years Test at Beginner Level in Second Year

Group

2011-12 2012-13 2013-14 End Goal

# Tested

2 Yrs

# Beginning

2012%

# Tested

2 Yrs

# Beginning

2013% Improvement Goal Target

All Students 273 24 9% 284 34 12% 8.00Decrease % ELL

students scoring

at beginning

level on

TELPAS Reading

African American * * * * * * 0.00

Hispanic 256 24 9% 272 32 12% 8.00

White 8 0 <1% 6 0 <1% 0.00

EcD 266 23 9% 276 34 12% 8.00

Special Ed 12 5 42% 18 6 33% 10.00

Data Source: Contractor's Electronic Files

Student Fitness

Sex Ethnicity

2010-11 2011-12 2012-13

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Asian - - - - - - - - - - - - - - - - - -

F African American 18 11 61% 10 8 80% 21 12 57% 9 5 56% 11 4 36% 5 2 40%

F Hispanic 165 86 52% 107 63 59% 148 77 52% 80 48 60% 134 84 63% 59 33 56%

F White 14 8 57% 8 6 75% 5 3 60% * * * * * * * * *

F 197 105 53% 125 77 62% 174 92 53% 92 55 60% 149 90 60% 66 36 55%

M Asian - - - - - - - - - - - - - - - - - -

M African American 7 3 43% 5 3 60% 12 9 75% 10 8 80% 7 5 71% 5 4 80%

M Hispanic 184 76 41% 104 71 68% 189 88 47% 98 71 72% 136 62 46% 71 49 69%

M White 5 4 80% * * * 5 3 60% * * * 8 4 50% 6 5 83%

M 196 83 42% 111 76 68% 206 100 49% 112 83 74% 151 71 47% 82 58 71%

total 393 188 48% 236 153 65% 380 192 51% 204 138 68% 300 161 54% 148 94 64%

Data Source: AISD Fitnessgram

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