Campus Key Action Plan
Mata will serve students within PK-3 during the 2015-2016 school year. Estimated enrollment within all
grade levels is 410 and 166 of the students will be new to the campus. Therefore, 40% of our students will
be new to our campus and 33% of the students within the lower elementary classes will be new to Mata.
Data related to this needs assessments is collected as of June 2015 and only reflects students that are
currently enrolled on the campus. As the new students are added to our database we will review and adjust
data and goal targets accordingly.
In our inaugural year, the 2014-2015 academic year, baseline data was collected for our student groups
utilizing District ACP reports and iStation reports.
Reading data shows :
Kinder: ISIP: Average of 67 % tier 1 , 18% tier 2 , 14% tier 3 & ACP 90% passing with an Average Score of 91%
1st: ISIP: Average of 57 % tier 1, 16 % tier 2, 27% tier 3 & ACP 77% passing with an Average Score of 80%
2nd: ISIP : Average of 57 % tier 1, 13 % tier 2, 29 % tier 3 & ACP 83% passing with an Average Score of 81%
Math data shows :
Kinder: ACP 93% passing with an Average Score of 86%
1st: ACP 90% passing with an Average Score of 82%
2nd: ACP 82% passing with an Average Score of 81%
Analyzing Achievement Gaps
The Kindergarten Cohort has a sub group of SPED (3) and LEP (9) but there is the chance for an achievement
gap to develop. The data reflects that there are inconsistencies with the fidelity of iSip assessments.
The 1st grade cohort has a sub group of Hispanic (17) that is performing 12% lower than the group as a
whole as evidenced by the ACP Reading Data. Math ACP data doesn’t reflect an achievement gap.
The 2nd grade cohort is 67 % Hispanic and data reflects the Hispanic students are performing at a lower rate
than White (15) and AA (5) students in Reading by 10%, which also effects the ED subgroup, being that 83%
of the Hispanic students are ED. The SPED sub group consists of 7 students and they have an average passing
rate of 50% across reading and math.
Area of Need:
The campus will implement an RTI model to address the achievement gap and an interventionist will provide
additional support to students within these lower performing subgroups.
Campus Key Action Plan
Needs Related to Improving the Quality of Instruction:
SPOT observation data reflects that the quality of instruction is within the proficient range, however there is
still a need to continue to build upon the Montessori/TEKS alignment process as related to Domains 1.1,1.2,
2.1 & 2.2. PLC's will need to plan at the level of rigor that is assessed within the STAAR assessments by
carefully analyzing the TEKS and addressing transferability across all contents. Furthermore, an emphasis will
be placed on small group reading instruction in order to address the potential achievement gap at the
Primary level and the existing achievement gap within the Lower Elementary cohorts. Additionally, the team
will work on clarifying how (2.4) "checks for academic understanding" is consistently assessed within
formative and summative assessments.
Needs Related to System Evaluation (philosophy, processes, implementation, capacity):
Campus climate survey results were strong and in the top Quintile. Mata ranked in the top 20 of all 147
elementary schools. Beliefs & Priorities (93%), Culture of Feedback & Support (88%), Positive Culture and
Environment (87%), and College-Going Culture (98%).
Areas of focus and leverage points are:
Discipline is enforced consistently and effectively at my campus. 75%
Unruly students are not permitted to disrupt the learning environment. 66%
The instructional feedback I get helps me improve the quality of my instruction. 84%
Students Surveys were not administered at the level PK-2, but an analysis of 5th grade student surveys
reflects that teachers should have an awareness with regards to Classroom Environment and Supportive
Relationships.
Parent Surveys reflect that 84% of the parents surveyed would like to participate in parent workshops,
meetings or presentations as related to student achievement.
Goals Developed from Needs Assessment:
Create, train teachers, and implement the RTI model within the Montessori classrooms.
Facilitate and implement daily small group instruction tiered to the students instructional level with the
support of a campus interventionist.
Teachers will work collaboratively to develop instructional pacing calendars, common assessments, and data
analysis in all content areas.
Teachers will implement a social emotional curriculum that addresses character development in order to
build social skills and social concepts.
Develop and present Parent University workshops related to student achievement and the Montessori
philosophy.
Campus Key Action Plan
Empower academic excellence.
School Leadership Actions:
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Facilitate ongoing dialogue that promotes faculty/staff to identify and expound upon how their
actions relate to the District Core Beliefs.
Utilize a weekly Instructional Notes & Agenda document to inform and educate faculty/staff of
weekly focus, current events and highlight team members.
Regularly revisit the Campus Action Plan and conduct campus check points for evaluation of
administrative support (every six weeks).
Familiarize teachers with the student perception surveys in order to build awareness of student
needs.
Implement feedback model that is tiered to needs of faculty and staff members.
PD: Incorporate a proactive campus based social/emotional curriculum that addresses overall
character development for students in order to build social skills and social concepts.
Proactively monitor attendance and develop intervention plans if needed.
Staff Actions:
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Engage in ongoing dialogue and practices that expound upon our District Core Beliefs.
Teachers will keep current on school happenings and weekly focus by utilizing the Instructional
Notes & Agenda.
Participate in campus checkpoints related to the Campus Action Plan and assist in developing and
implementing action steps.
Participate in the evaluation of student survey questions in order to raise teacher awareness of
students' needs and perceptions, while creating and maintaining a classroom culture that promotes
a trustworthy community with engaging, exciting and empowering learning opportunities.
Proactively participate in tiered feedback and coaching model and implement strategies accordingly.
Consistently implement campus based social/emotional curriculum with fidelity and proactively
collaborate with parents.
Model good attendance for students by striving for perfect attendance and/or maintaining five or
fewer absences as measure by TEI (4.1)
Campus Key Action Plan
Improve quality of instruction and student achievement.
School Leadership Actions:
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Administration will facilitate and monitor the creation of instructional calendars and common assessments for
each content area by utilizing campus pacing calendars to align Montessori with content TEKS, ACP blueprints
every semester.
Administration will conduct spot observations to monitor the effective implementation of instructional pacing
calendars and Montessori fidelity. Common assessments will be aligned to Instructional Pacing Calendars,
which will be followed by data analysis meetings.
Instructional leadership team will facilitate PLCs to ensure that best practices are followed in the
implementation of instructional calendars on a weekly basis and students’ progress is closely monitored.
Provide resources, long term, sustained professional development, and supportive coaching to effectively
implement the Montessori pedagogy and analyze data during PLCs, using a uniform data analysis protocol;
and necessary supplies to improve student achievement
Administrators will create spot calendars with written feedback for every teacher utilizing research based,
thoughtful and practical quality feedback that aims to improve the quality of instruction, focusing on the
learning objective, demonstration of learning, purposeful instruction, engagement and Montessori pedagogy.
Calibration walks will be scheduled twice a month. Participants will include administrators, instructional
coaches and teachers, in order to monitor the quality of instruction in the areas of the learning objective,
demonstration of learning, purposeful instruction and engagement, and fidelity to Montessori curriculum.
Develop and implement an intervention model that utilizes a trained interventionist in reading strategies and
social / emotional needs of students. Provide necessary PD for campus designated interventionist.
Plan and facilitate sustained professional development, training opportunities and resources for teaching team
in the scientifically based differentiated instructional model, Montessori.
Staff Actions:
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Teachers will actively participate in the creation and implementation of instructional pacing calendars that
aligns Montessori pedagogy to the TEKS for all taught content areas for each semester.
Teachers will utilize instructional pacing calendars to create common assessments then develop lesson plans.
Teachers will collaborate in PLCs on a weekly basis to monitor the instructional progress as related to the
Instructional Pacing Calendars and adjust and update plans as necessary.
Teachers will use all resources and implement support to analyze assessment data, using a uniform data
analysis and small group instruction, in order to tailor instruction to students’ academic needs. (Student
progress will be tracked in Montessori RX profiles)
Teachers will collaborate with administrators, instructional coaches and peers to improve the quality of
instruction and implement coaching feedback.
Teachers will participate in peer walk through observations, on and off campus, and develop action steps for
self-improvement as related to their PDP (TEI)
Utilize common assessments, ISIP and Montessori RX observations to track student progress and identify
struggling students. Plan classroom interventions accordingly and collaborate with campus designated
interventionist for additional support. Teachers will utilize Montessori training to differentiate instruction
utilizing small group and individualized lessons. Teachers will meet the needs of all learners utilizing IEPs
and/or teacher developed student learning goals.
Teaching team will actively participate in the campus' sustained professional development, including training
opportunities, attendance at professional conferences, and utilizing resources for the instructional model to
make evidenced -based instructional decisions to determine individualized learning opportunities designed to
improve performance for tiered groups. Teacher assistants will engage in Montessori pedagogy training in
order to support teaching and learning in the classroom.
Campus Key Action Plan
Actively engage parents in education
School Leadership Actions:
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Maintain a robust family induction process, including open houses, orientation evenings, Show Me Nights, and networking
with families and school community.
Facilitate ongoing Parent Portal enrollment and orientation process
Facilitate the use of Montessori RX as an alignment and progress monitoring tool.
Distribute biweekly newsletters communicating campus activities and parent ed. opportunities and maintain an active
website with current information and links to parent education resources.
Facilitate ongoing Parent Portal enrollment and orientation process
Facilitate the use of Montessori RX as an alignment and progress monitoring tool.
Distribute biweekly newsletters communicating campus activities and parent ed. opportunities and maintain an active
website with current information and links to parent education resources.
Staff Actions:
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Teachers will promote parent involvement by participating in the parent induction process, including open houses,
orientation evenings, parent conferences, Show Me Night, and networking with families and school community events.
Teachers will provide ongoing progress monitoring data to parents throughout the school year, including 3-week progress
reports, well maintained gradebooks, and six-week MontessoriRX Reports.
Teachers will provide bi-weekly classroom level communications with their parents via classroom websites, newsletters,
and email or room mom correspondences.
Additional and timely communication with parents is consistent throughout the year when special circumstances apply.