Socorro Independent School District

Desert Wind School

Improvement Plan

2020-2021Accountability Rating: B

Distinction Designations: Top 25 Percent: Comparative Academic GrowthTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Board Approval Date: July 21, 2020 Public Presentation Date: July 21, 2020

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Mission StatementAt Desert Wind School, all students will be provided with a safe, stimulating, student centered learning environment, so that they can reach their fullest

potential and be ready for post-secondary education.

VisionTomorrow's Leaders Learning Today

Board Members and SuperintendentBoard of Trustees

Cynthia Ann Najera, PresidentDavid Oscar Morales, Vice President

Paul Guerra, SecretaryGary Gandara, TrusteePaul E. Garcia, TrusteeEduardo Mena, Trustee

Angelica Rodriguez, Trustee

Superintendent of SchoolsJosé Espinoza, Ed.D.

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Table of Contents

Comprehensive Needs Assessment 4Needs Assessment Overview 4Demographics 5

Student Demographics 5Student Learning 7School Processes & Programs 13Perceptions 15

Priority Problem Statements 16Goals 18

Goal 1 : SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives toaddress safety concerns, keeping safety a top priority. 18Goal 2 : SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the college and careerof their choice. 22Goal 3 : SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and toensure that students graduate college and career ready. 34Goal 4 : SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging incollaborative district and campus-level activities; by connecting regularly via numerous means of communication; and by providing regular access tocurrent educational information. 35Goal 5 : For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a qualityeducation by working collaboratively towards the fulfillment of educational goals at the federal, state, and district level. 37

State Compensatory 40Budget for Desert Wind School 40Personnel for Desert Wind School 41

Title I Personnel 42Campus Funding Summary 43Addendums 45

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Comprehensive Needs Assessment

Needs Assessment Overview

Our Mission:

We believe that college if for everyone!

We are committed to our students success! We believe that all our students can and will be college ready. At DWS, we will focus on preparing ourstudents for college by providing them rigorous, relevant, meaningful instruction. In addition, we believe in educating the whole child. Our instruction alsorevolves around Social Emotional Learning. Our students will graduate from high school and be ready for college. They will be responsible citizens thatvalue education and will know the meaning of a strong work ethic.

Our staff at Desert Wind School is committed to meeting our campus goals but most importantly, we are committed to meeting the needs our our individualstudents. We will provide a quality education for all students and we will focus on preparing them for the 21st century. Desert Wind School is an AVIDcampus as well as a WIN Academy. In addition, we continue to add coursework to our master schedule that will provide our students opportunities toreceive high school credit. Moreover, we offer a Spanish course that allows students to receive college credit hours. Here at Desert Wind School, we knowit is important that our students have opportunities to be involved in extracurricular activities, the arts, and clubs. We know that this is very important inbuilding on their strengths and focusing on the whole child. We offer athletic opportunities as well has fine arts, student council, UIL, and other clubactivities. Our teachers are committed to our students at Desert Wind School and are excited to continue to work side by side with all members of thelearning community. All of our success as a campus would not be possible without the community partnerships. We continue to encourage our communityand our parents to assist us in our efforts because only as a team can we continue to succeed.

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Demographics

Demographics Summary

Desert Wind School is located in far east El Paso with in El Paso County and Horizon City.DWS is one of forty-nine campuses in Socorro IndependentSchool District and it opened its doors in 2003. Desert Wind was originally an Elementary K-5 campus only and a few years later it expanded to a PK-8campus. Desert Wind currently serves 892 students. There are 342 elementary students and 547 Middle School Students. Our current demographics are:

Student Demographics Count PercentGenderFemale 428 49.94%Male 429 50.06%EthnicityHispanic-Latino 846 98.72%RaceAmerican Indian - Alaskan Native 1 0.12%Asian 2 0.23%Black - African American 3 0.35%Native Hawaiian - Pacific Islander 0 0.00%White 4 0.47%Two-or-More 1 0.12%

Desert Wind School has 69 professional staff members and we proudly serve our DWS community. Sixty-one of the sixty-eight staff members are teacherswith an average experience of 8 years. In addition, to our professional staff, DWS has other staff members that assist in providing support our students andparents. Our CIS, Community in School's Liaison, provides services to families and students. The CIS is an extension of our Title One program and sheprovides parent classes and well as individualized student support services. Other support staff members are our Title One, At Risk, and Bilingual teachingassistants that provide accelerated instruction to students in small group. Besides our teaching assistants, DWS has two SCE (State CompensatoryEducation) Instructional Coaches that provide professional development to teachers as well as small group intervention to our at risk students.

Desert Wind School is a Designated WIN Academy. The WIN academy provides innovative accelerated instruction through technology to students that areAt Risk and are struggling academically. Desert Wind WIN Academy serves students in grades 2nd-7th grade. Each student receives a laptop device andDesert Wind SchoolGenerated by Plan4Learning.com 5 of 45

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our district ensures that all our WIN students have internet access at home by providing internet hot spots for their homes. This ensures that all our WINstudents are able to connect and complete homework at home. DWS also provides extended day and extended week instructional services to students thatneeds additional support. We also provide "ACE" after school program for students. They receive homework assistance and many STEM activities. This isat no-cost to parents and runs up until 6pm.

The site-based decision making team completed the end of year needs assessment. They reviewed our current campus improvement plan as well as oursystems and services. They identified areas that we must address and resources that are needed for the 2020-21 school year. In addition,a virtual approachwill be implemented due to current COVID-19 situation.

Demographics Strengths

One area of strength at Desert Wind is that most of our students are bilingual. This strength has allowed us to offer an Advanced Placement SpanishLanguage Course to our 8th grade students. A total of 19 students tested on the AP Spanish Language Assessment and 17 passed. By doing this, DesertWind increased the number of students taking college ready courses. Desert Wind School creates a Master Schedule that provides support for all students. Within the master schedule, there are classes to assist all learners. The WIN academy provides innovative instruction to at risk, struggling learners throughblended learning. Students in the WIN academy are provided an extended day and extended year schedule so that they can receive additional acceleratedinstruction. Desert Wind School also offers advanced academics through Project Lead the Way, Algebra I (for 8th graders) and Spanish courses. Thesecourses offer high school credit.

Desert Wind School provides focused lessons on Social Emotional Learning. We focus on Self Awareness, Self Management, Social Awareness,Relationship Skills, and Responsible Decision Making.

Problem Statements Identifying Demographics Needs

Problem Statement 5: Desert Wind School has a high number of students that are limited English proficient and are struggling with overall reading andacademic vocabulary comprehension. Root Cause: Desert Wind School needs to focus on vocabulary development and reading comprehension of allstudents so that the overall reading levels of students will increase.

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Student Learning

Student Learning Summary

Based on multiple sources of data, our students at Desert Wind are making gains in most areas. Through consistent professional learning communitymeetings, data analysis, and TEKS studies, our teachers are planning for the best Tier I instruction. In addition, we are consistently providing individualizedintervention to students in need of accelerated instruction and intervention services. Our RtI teams are meeting consistently to discuss student academic andbehavioral needs. DWS counselors are also involved in the academic tracking progress and meet with students regularly to provide support and monitoring.

At DWS, teachers implement the Fundamental 5 and SIOP (Sheltered Instruction Observation Protocol). Through the fundamental 5 and SIOP, we focus onhigh yield strategies to promote critical thinking and writing. Some of the best practices/strategies that we implement are: AVID strategies, SMART,Balanced Literacy and Kagan structures for cooperative learning. This School year, will strengthen our PLC meetings, RtI process, and continue to focus onbecoming content specialist. Our Teachers at DWS will receive on going training to help them strengthen their craft. Our primary focus will be inimplementing Balanced Literacy to include guided reading and vocabulary development with fidelity. We will purchase Lexia for grades K-8 to help ussupport all our struggling readers. In addition, we will purchase Leveled Literacy Intervention to support our focused intervention of struggling readers.Desert Wind also will continue to use TCM resources: building vocabulary and language to power to help our vocabulary development initiative.

We will continue to strive using LEXIA and inmplement the SMART program for certain grade levels. Another area of focus will be student progress at themeets and masters level. It is our goal to have students functioning at or above grade level. Therefore, we will implement a data analysis/goal setting systemfor teacher and students. Teachers have been completing student data cards to help track and monitor student progress. Teachers will also be creatingassessments for 3 and 6 weeks checkpoints along with a corresponding rubric.

This school year, we will focus on rigor, goal setting and remote learning. Teacher goal setting and student goal setting. Each teacher will reflect on theirdata and write their annual goals. Students will also complete a goal setting sheet and they will monitor their progress every 3, 6 and 9 weeks. These goalsetting sheets will also focus on attendance, tardies, and behavior.

Classroom data walls will be displayed to show student growth. As a campus, another area of need that was identified on our needs assessment was studentbehavior. This year, we will strengthen PBIS and focus on restorative practices to help change student behavior. Our discipline committee will meetmonthly to address data and discuss circle interventions.

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2020-2021 CIP DATA REFERENCE: PK-8 SCHOOL

COMPREHENSIVE NEEDS ASSESSMENT/GOAL 2 PERFORMANCE OBJECTIVES

2019 STAAR Assessment Results

STAAR Approaches Meets Masters ECD-Meets EL-Meets SPED-MeetsReading 79 48 23 46 38 8Math 89 57 19 57 51 17Writing 71 34 8 36 23 8Science 78 47 17 47 39 9Social Studies 66 43 26 43 33 9Algebra I 100 95 58 94 86 N/A

Spring 2020 STAAR Spring Benchmark Results

STAAR Approaches Meets Masters ECD-Meets EL-Meets SPED-MeetsReading 58 27 11 25 15 1Math 66 26 8 25 22 1Writing 52 30 9 28 17 3Science 67 33 12 33 16 0Social Studies 27 1 0 0 0 0Algebra I 94 49 18 48 27 N/A

Early Childhood Literacy Board Outcome Goal

The percent of Grade 3 students that score meets grade level or above on STAAR Reading

will increase from 63% to 80% by June 2024.

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Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 63% N/A 63% 68% 74% 80%African-American N/A N/A N/A N/A N/A N/AHispanic 63% N/A 63% 68% 73% 80%White N/A N/A N/A N/A N/A N/ASpecial Education 0% N/A 3% 8% 14% 20%Econ. Disadvantaged 59% N/A 59% 66% 73% 80%English Learners 61% N/A 61% 67% 73% 80%

Early Childhood Literacy Board Outcome Goal: Progress Monitoring Measure 1

The percent of kindergarten students that score on grade level or above in Reading will

increase from 53% to 70% by June 2024.

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 53% N/A 53% 58% 64% 70%African-American N/A N/A N/A N/A N/A N/AHispanic 57% N/A 57% 60% 65% 70%White N/A N/A N/A N/A N/A N/ASpecial Education N/A N/A N/A N/A N/A N/AEcon. Disadvantaged 53% N/A 53% 58% 64% 70%English Learners 57% N/A 57% 60% 65% 70%

Part 5. Early Childhood Literacy Board Outcome Goal: Progress Monitoring Measure 2

The percent of Grade 1 students that score on grade level or above in Reading will

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increase from 83% to 85% by June 2024.

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 83% N/A 83% 84% 84% 85%African-American N/A N/A N/A N/A N/A N/AHispanic 84% N/A 84% 84% 85% 85%White 75% N/A 75% 78% 81% 85%Special Education N/A N/A N/A N/A N/A N/AEcon. Disadvantaged 84% N/A 84% 84% 85% 85%English Learners 82% N/A 82% 83% 84% 85%

Early Childhood Literacy Board Outcome Goal: Progress Monitoring Measure 2

The percent of Grade 2 students that score on grade level or above in Reading will

increase from 53% to 65% by June 2024.

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 53% N/A 53% 57% 61% 65%African-American N/A N/A N/A N/A N/A N/AHispanic 53% N/A 53% 57% 61% 65%White 50% N/A 50% 54% 58% 62%Special Education 40% N/A 40% 42% 44% 46%Econ. Disadvantaged 50% N/A 50% 54% 58% 62%English Learners 41% N/A 41% 43% 48% 53%

Early Childhood Math Board Outcome Goal

The percent of Grade 3 students that score meets grade level or above on STAAR Math

will increase from 79% to 85% by June 2024.

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Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 79% N/A 79% 81% 83% 85%African-American N/A N/A N/A N/A N/A N/AHispanic 78% N/A 78% 80% 82% 85%White N/A N/A N/A N/A N/A N/ASpecial Education 17% N/A 17% 19% 21% 23%Econ. Disadvantaged 76% N/A 76% 79% 81% 83%English Learners 83% N/A 83% 84% 85% 86%

Student Learning Strengths

Desert Wind School creates a Master Schedule that provides support for all students. The WIN academy provides innovative instruction to at risk,struggling learners through blended learning. Students in the WIN academy are provides an extended day and extended year schedule so that they canreceive additional accelerated instruction. Desert Wind School offers advanced academics through Project Lead the Way, Algebra I (for 8th graders) andSpanish II/III courses. These courses offer high school credit. DWS offers Pre-AP courses as well as AP Spanish III to a cohort of 8th grade students. Sinceall teachers have completed their 30 hours in Gifted and Talented training they are able to differentiate to the needs the students. Desert Wind is an AVIDcampus. We completed our 2nd year of implementation in middle school and have expanded to the elementary. We are awaiting our certification fromAVID. AVID prepares students for College by teaching life long skills through the belief of: Advancement via Individual Determination. Desert Wind has astudent council, National Junior Honor Society, and other clubs for students such as: Robotics and a Bluebonnet team. Desert Wind was very successful atthe Middle School Science Fair and received 17 medals and one student advancing to state. We have the ACE Program, Destination Imagination, and wecompete in all UIL categories. Our campus also offers additional intervention classes for students that need additional accelerated instruction during theschool day. In addition, Desert Wind extends student learning time through after school tutorials and Saturday Learning Camps. Despite our strengths,Desert Wind must continue to focus on the needs of the students in the sub groups of Limited English Proficient, At Risk and Special Education.

Problem Statements Identifying Student Learning NeedsDesert Wind SchoolGenerated by Plan4Learning.com 11 of 45

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Problem Statement 2: The overall writing scores among 4th and 7th grade students increased by 6% on the Spring BM 2020 test writing test. Root Cause:Students are struggling with the conventions of writing, editing and revising and their needs to be vertical alignment in grades K-8 ELA.

Problem Statement 4: Performance of Student with Special Needs in a variety of grade levels exhibited a decrease. Root Cause: Inclusion practices needto improve as well as the instruction of specialized support students. Familiarity with the functional levels of performance of each student is imperative forstudent success.

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School Processes & Programs

School Processes & Programs Summary

Desert Wind School strives to create a safe and support learning environment by focusing on College and Career Readiness, maintaining and sustaining ahighly qualified faculty and staff, and creating partnerships with parents and the community. Desert Wind has 65 teachers and with an average experience of8 years. All teachers at Desert Wind are highly qualified. New teachers are provided a mentor, are part of the district new teacher mentoring program andthe campus has new teacher learning sessions through the year after-school and on Saturdays. Teacher are sent to training throughout the school year and alltraining focuses on the needs of the campus as well as the individual needs of the teachers. In addition to all professional development that is offered,teachers meet weekly in their PLC's to discuss curriculum, instruction and interventions. Desert Wind implements checkpoints every 3 weeks. Teachersanalyze data on the 4th, 7th, and 10th week so that they can make data driven decisions that are in the best interest of the students.

Desert Wind School also employs two full time State Compensatory Instructional Coaches that provide targeted instruction for at risk students and assistteachers with instruction. We also have a 3 Bilingual Teaching Assistants that assist teachers with instruction of student that are limited English proficient.Desert Wind implements all district initiatives such as: SIOP (Sheltered Instruction Observation Protocol), Fundamental 5, and Co-Teaching that works. Inaddition to these larger district initiatives, Desert Wind implements campus instructional initiatives such as: Thinking Maps, Kagan Cooperative learning,SMART, AVID, and Project Lead the Way. These instructional best practices allows teachers to meet the needs of all students to include: Students withdisabilities, at risk students, and Limited English Proficient students.

Desert Wind is a Designated WIN academy. This academy focuses on students that are at risk and struggling academically. These students receive blendedlearning with a focus on technology and project based learning.

Desert Wind also offers enrichment classes such as: Robotics, ACE, Algebra I, courses through Project Lead the Way, and Spanish II. In addition to thesecourses, Desert Wind offers Music classes for students in grades Kinder through 5th. Our fine arts department offers a variety of classes from beginning toadvanced in Band, Mariachi, Orchestra, Choir and Piano. Moreover, our Art teacher offers beginning and advanced classes of art. Desert Wind implementsPositive Behavior Intervention and Support (PBIS) and implement the OLWEUS anti bullying program. For the 2020-2021 school year, Desert Wind willcombine PBIS and SELs to increase positive behavior with our students.

School Processes & Programs Strengths

Desert Wind School creates a Master Schedule that provides support for all students. The WIN academy provides innovative instruction to at risk,struggling learners through blended learning. Students in the WIN academy are provides an extended day and extended year schedule so that they canreceive additional accelerated instruction. Desert Wind School offers advanced academics through Project Lead the Way, Algebra I (for 8th graders) andSpanish II/III courses. These courses offer high school credit. DWS offers Pre-AP courses as well as AP Spanish to a cohort of 8th grade students. Since allteachers have completed their 30 hours in Gifted and Talented training they are able to differentiate to the needs the students. Desert Wind is an AVIDcampus. We completed our 3rd year of implementation in middle school and have expanded to the elementary. We are awaiting our certification fromDesert Wind SchoolGenerated by Plan4Learning.com 13 of 45

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AVID. AVID prepares students for College by teaching life long skills through the belief of: Advancement via Individual Determination. Desert Wind has astudent council, National Junior Honor Society, and other clubs for students such as: Robotics and a Bluebonnet team.

Desert Wind was very successful at the Middle School Science Fair and received 27 medals. We have the ACE Program, Destination Imagination, and wecompete in all UIL categories. Our campus also offers additional intervention classes for students that need additional accelerated instruction during theschool day. In addition, Desert Wind extends student learning time through after school tutorials and Saturday Learning Camps.

Despite our strengths, Desert Wind must continue to focus on the needs of the students in the sub groups of Limited English Proficient, At Risk and SpecialEducation.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 3: The students in the sub populations Limited English Proficient, At Risk, and Special Education are under performing students thatare not in these sub groups. Root Cause: Desert Wind School needs to create more prescriptive interventions based on individualized student data.

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Perceptions

Perceptions Summary

Desert Wind School strives to create a safe and supportive learning environment and to create and maintain effective relationship with allmembers of the learning environment. Students at Desert Wind like their school and their teachers. A recent climate survey revealed thatstudents feel safe and like coming to school. Overall Discipline data a decease in incidents and overall everyone feels supported when itcomes to how discipline is handled. The climate survey for parents indicates that administration handles problems in an effective way andthat parents have seen great imporvements in customer service and the overall culture of the organization. In addition, the community inschools liaison and counselors work closely together on guidance lessons to include SEL lessons and MOWW. The parent liaison willcontinue with her parenting classes and will give parents the opportunity to learn English and obtain a GED.

Perceptions Strengths

Desert Wind School has made gains academically and in the extracurricular programs of Athletics and Fine Arts. We will conitnue to useour website and social media to promote and inform parents about the campus. In addition, monthly and weekly SMORE newsletter andcalendar will be sent home. Parents sessions will be held monthly during the day and after school. This 2020-2021 academic school year,we will make adjustments to meet the criteria for COVID-19 guidelines.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: DWS needs to build more relationships with partners in education as well as build up the parent volunteer program. Root Cause:Relationships among all members of the learning community need to be strengthened by building trust.

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Priority Problem StatementsProblem Statement 1: DWS needs to build more relationships with partners in education as well as build up the parent volunteer program.Root Cause 1: Relationships among all members of the learning community need to be strengthened by building trust.Problem Statement 1 Areas: Perceptions

Problem Statement 2: The overall writing scores among 4th and 7th grade students increased by 6% on the Spring BM 2020 test writing test.Root Cause 2: Students are struggling with the conventions of writing, editing and revising and their needs to be vertical alignment in grades K-8 ELA.Problem Statement 2 Areas: Student Learning

Problem Statement 3: The students in the sub populations Limited English Proficient, At Risk, and Special Education are under performing students thatare not in these sub groups.Root Cause 3: Desert Wind School needs to create more prescriptive interventions based on individualized student data.Problem Statement 3 Areas: School Processes & Programs

Problem Statement 4: Performance of Student with Special Needs in a variety of grade levels exhibited a decrease.Root Cause 4: Inclusion practices need to improve as well as the instruction of specialized support students. Familiarity with the functional levels ofperformance of each student is imperative for student success.Problem Statement 4 Areas: Student Learning

Problem Statement 5: Desert Wind School has a high number of students that are limited English proficient and are struggling with overall reading andacademic vocabulary comprehension.Root Cause 5: Desert Wind School needs to focus on vocabulary development and reading comprehension of all students so that the overall reading levelsof students will increase.Problem Statement 5 Areas: DemographicsDesert Wind SchoolGenerated by Plan4Learning.com 16 of 45

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Goals

Goal 1: SISD will ensure a safe school environment for students, staff, and community members by implementing both current and newinitiatives to address safety concerns, keeping safety a top priority.

Performance Objective 1: For the 2020-2021 school year, Desert Wind will follow all of SISD's expectations for campus safety and willimplement a plan of action to ensure compliance of the campus emergency operation plan.

Evaluation Data Sources: SISD Safety Checklist, Monthly Safety Audits, Monthly Safety Drills and the Climate Survey Data will demonstratecompliance for the 2020-2021 school year.A COVID-19 plan of action will be implemented as well as COVID-19 Protocol will be adhered to.

Summative Evaluation: None

Strategy 1: DWS TEACHERS GRADES KG-8TH GRADE WILL IMPLEMENT SOCIAL EMOTIONAL LEARNING and will use literature to promote SEL to include book of the month, Colts in Command, PBIS and a 8th grade Student Advisory Committee

Strategy's Expected Result/Impact: Student Climate will increase.Staff Responsible for Monitoring: ADMIN, COUNSELORS, SCEI, AND CLASSROOM TEACHERS

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: NoneComprehensive Support Strategy

Problem Statements: NoneFunding Sources:211 - Title I, Part A $5,000

Formative

Oct

Jan

May

Summative

June

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Strategy 2: All faculty and staff will wear an ID to ensure safety.

Strategy's Expected Result/Impact: The climate will increase.Staff Responsible for Monitoring: Administration

Title I Schoolwide Elements: 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,500

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 2: For the 2020-2021 school year, the number of disciplinary referrals will decrease by 10%.

Evaluation Data Sources: The number of referrals and bullying incidents will decrease by 10% as compared to the 2020 referral and bullying data.

Summative Evaluation: None

Strategy 1: Desert Wind school will implement Social Emotional Learning to address the needs of the whole child. Desert Wind willpurchase books of the month that will center around the whole child and their SEL state.

Strategy's Expected Result/Impact: Grades and test scores will increase. Student referrals will decrease.Staff Responsible for Monitoring: Counselors and administrators

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,231.90

Formative

Oct

Jan

May

Summative

June

Strategy 2: Desert Wind Counselors and teachers will be trained on Social Emotional learning and will attend trainings that pertain tomental health, SEL, and overall wellness.

Strategy's Expected Result/Impact: Students scores will improve because their emotional wellness will improve. Referrals willdecrease.Staff Responsible for Monitoring: Administration

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:SEL/ Mental wellness training 211 - Title I, Part A $500

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 3: For the 2020-2021 school year, the number of social and emotional concerns will drop by 10% as compared to2019-2020 data.

Evaluation Data Sources: Daily morning broadcast will be used to incorporate social and emotional support with the use of morning broadcasting dailyproviding positive message delivery and positive behavior support.

Summative Evaluation: None

Strategy 1: - with the use of morning broadcasting daily providing positive message delivery and positive behavior support.

Strategy's Expected Result/Impact: positive messages and positive culture experience for all the students, staff and faculty.We are pending the delivery and installation of our Broadcast Computer system.Staff Responsible for Monitoring: Campus Administration

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: NoneComprehensive Support StrategyAdditional Targeted Support Strategy

Problem Statements: NoneFunding Sources:None

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 4: Fo rthe 2020-2021 school year, Desert Wind will follow new COVID-19 guidelines and social distancing inorder to keep our students safe. We will monitor hand washing and provide sanitation stations. All water fountains will be blocked off. Alimited number of students will return to each class to ensure social distancing and fewer number of infections.

Evaluation Data Sources: Number of infected individuals

Summative Evaluation: None

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Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the collegeand career of their choice.

Performance Objective 1: For the 2020-2021 school year, Desert Wind School will increase the number of students enrolled in advancedacademic courses.

Evaluation Data Sources: Pre-Ap rosters, Algebra I Rosters, AP Spanish Roster

Summative Evaluation: None

Strategy 1: Desert Wind school will implement AVID in grades 3-8. Students will require binders, notebooks, agendas and the AVIDsubscription.

Strategy's Expected Result/Impact: Student grades, tests scoresStaff Responsible for Monitoring: Administration, AVID coordinator, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,500

Formative

Oct

Jan

May

Summative

June

Strategy 2: Desert Wind will continue to offer AP Spanish and will acquire the necessary materials for the course.

Strategy's Expected Result/Impact: Student AP scoresStaff Responsible for Monitoring: Administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,700

Formative

Oct

Jan

May

Summative

June

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Strategy 3: Acquire voice recorders to be used by students in the AP Spanish course.

Strategy's Expected Result/Impact: Students will master the AP examStaff Responsible for Monitoring: Administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,200

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 2: For the 2020-2021 school year, Desert Wind School overall percentages on Grades 3-8 STAAR Readingassessments will increase from 58.2% Approaches/26.6% Meets/10.5% Masters on the Spring 2020 Benchmark assessment to 68.2%Approaches/36.6% Meets/20.5% Masters or higher on the Spring 2021 STAAR assessment.For the 2020-2021 school year, Desert Wind School percentage on Grade 3 STAAR Reading will be at 63% Meets or higher (HB3 Goal).For the 2020-2021 school year, Desert Wind School percentages on level in early childhood reading will be 53% or higher inKindergarten, 83% or higher in Grade 1, and 53% or higher in Grade 2 (HB3 Goal).

Evaluation Data Sources: Reading assessment data will increase from .45% to 9.55% among all students and subgroups will demonstrate a 10% increasefor the 2020-2021 school year.

Summative Evaluation: None

Strategy 1: Teachers will implement the CATS and Links folders so that students can improve their fluency and comprehension.

Strategy's Expected Result/Impact: STAAR reading scores will improve.Staff Responsible for Monitoring: Administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Students will be enrolled in the READ 180 program and they need the work books from read 180.

Strategy's Expected Result/Impact: Students Reading STAAR scores will improve.Staff Responsible for Monitoring: Administration, SCEI

Title I Schoolwide Elements: 2.5, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,700

Formative

Oct

Jan

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June

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Strategy 3: DWS will use online resources such as Renaissance learning, IXL, Tumble-books, Lexia, Education Galaxy to assiststruggling readers.; purchase needed technology upgrades.

Strategy's Expected Result/Impact: NoneStaff Responsible for Monitoring: Administration, SCEI, Teachers leaders,

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:Renaissance learning, IXL, Tumble-books, Lexia 211 - Title I, PartA $30,000

Formative

Oct

Jan

May

Summative

June

Strategy 4: Teachers will implement the use of Scholastic magazine (Story Works, Scope) and classroom libraries to improve readingcomprehension. Teachers will also implement balanced literacy skills and will use leveled readers. Lexia will also be used school-wide

Strategy's Expected Result/Impact: Reading scores will improve.Staff Responsible for Monitoring: Teachers, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $6,000

Formative

Oct

Jan

May

Summative

June

Strategy 5: DWS teachers will utilize different resources such as material from Scholastic, Resources for Reading, Follett, STAARMaster Reading, Sirius Education, Curriculum Associates, Lakeshore, Wilson Language Training, Alice Nine Johnny Can Spell andMentoring Minds.

Strategy's Expected Result/Impact: Reading scores will improve.Staff Responsible for Monitoring: Leadership

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:Various Text books and resources for reading 211 - Title I, Part A$35,000

Formative

Oct

Jan

May

Summative

June

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Strategy 6: Students will use dictionaries for their daily instruction and on assessments.

Strategy's Expected Result/Impact: reading scoresStaff Responsible for Monitoring: teachers

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:dictionaries 211 - Title I, Part A $1,950

Formative

Oct

Jan

May

Summative

June

Strategy 7: Teachers will use various materials to implement best practice strategies. Materials needed are: sentence strips, markers, dryerase markers, post its, pencils, colored pencils, glue sticks, large 12X15 paper, construction paper, colored paper, highlighters (AVIDstrategies). As well as technology, ie projectors, laptops etc.

Strategy's Expected Result/Impact: All scores in the Core Content will increase.Staff Responsible for Monitoring: Administration, SCEI coaches

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:Basic Instructional supplies for best practices 211 - Title I, Part A$18,000

Formative

Oct

Jan

May

Summative

June

Strategy 8: Teachers will attend a variety of training sessions for professional development focused on the core content areas.

Strategy's Expected Result/Impact: Teacher instruction will improveStaff Responsible for Monitoring: administration

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:professional development 211 - Title I, Part A $15,000

Formative

Oct

Jan

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Strategy 9: DWS will provide new, updated reading materials, supplies, technology and makerspace supplies for the Library to engagestudents at different grade levels to develop life-long reading habits.

Strategy's Expected Result/Impact: All scores in the Core Content will increase.Staff Responsible for Monitoring: Administration

Librarian

Title I Schoolwide Elements: NoneTEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A 211.12.120.24.00.000.6329.2119A $5,000

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Campus #071909120July 22, 2020 1:04 PM

Performance Objective 3: For the 2020-2021 school year, Desert Wind School overall percentages on Grades 3-8 STAAR Mathematicsassessments will increase from 66.3% Approaches/26.1% Meets/7.8% Masters on the Spring 2020 Benchmark assessment to 75.3%Approaches/35.1% Meets/16.8% Masters or higher on the Spring 2021 STAAR assessment.For the 2020-2021 school year, Desert Wind School overall percentages on the EOC Algebra I assessment will increase from 94.4%Approaches/49.3% Meets/18.3% Masters on the Spring 2020 Benchmark assessment to 95% Approaches/58.3% Meets/27.3% Masters orhigher on the Spring 2021 EOC assessment.For the 2020-2021 school year, Desert Wind School percentage on Grade 3 STAAR Mathematics will be at 79% Meets or higher (HB3Goal).

Evaluation Data Sources: Math STAAR assessment data will demonstrate an increase from 1.14% to 10% among all students and subgroups compared toSpring 2020 BM data

Summative Evaluation: None

Strategy 1: DWS will implement accelerated instruction through the use of paper/pencil and Lone Star and IXL online math program.

Strategy's Expected Result/Impact: Student scores will increaseStaff Responsible for Monitoring: Administration, Teachers, SCEI

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $10,500

Formative

Oct

Jan

May

Summative

June

Strategy 2: Desert Wind Students will use TI-Inspire calculators during class instruction and assessments.

Strategy's Expected Result/Impact: Increase scores in math.Staff Responsible for Monitoring: Math Teachers, SCEI coaches, Administrators

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:Calculators 211 - Title I, Part A $5,500

Formative

Oct

Jan

May

Summative

June

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No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 4: For the 2020-2021 school year, Desert Wind School overall percentages on Grades 4 and 7 STAAR Writingassessments will increase from 51.6% Approaches/29.9% Meets/8.6% Masters on the Spring 2020 Benchmark assessment to 56.6%Approaches/34.9% Meets/13.6% Masters or higher on the Spring 2021 STAAR assessment.

Evaluation Data Sources: STAAR assessment data will demonstrate an increase from 2% on Spring 2020 BM to 10% for the 2020-21 school year.

Summative Evaluation: None

Strategy 1: Teachers will use the empowering writers to assist students through the writing process and grammar for the 2019-2020academic school year.

Strategy's Expected Result/Impact: Student Writing scores will improve.Staff Responsible for Monitoring: Teachers, Administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $750

Formative

Oct

Jan

May

Summative

June

Strategy 2: Desert Wind school will continue with the implementation of writing across the content and will provide training by districtIOs and campus personnel.

Strategy's Expected Result/Impact: Writing Scores will improveStaff Responsible for Monitoring: Administration, SCEI, Teachers,

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,500

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 5: For the 2020-2021 school year, Desert Wind School overall percentages on Grades 5 and 8 STAAR Scienceassessments will increase from 66.5% Approaches/33% Meets/11.5% Masters on the Spring 2020 Benchmark assessment to 71.5%Approaches/38% Meets/16.5% Masters or higher on the Spring 2021 STAAR assessment.

Evaluation Data Sources: Science STAAR state assessment will demonstrate a from 4.71% to 9.71% for the 2020-2021 school year.

Summative Evaluation: None

Strategy 1: Desert Wind School will implement STEM Scopes to assist teachers with science instruction implementation and provideequipment and resources (Lone Star) necessary for labs and experiments.

Strategy's Expected Result/Impact: Increase in Science Scores.Staff Responsible for Monitoring: Administration, SCEI, Teacher Leaders

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $5,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: All students will participate with science experiments and and science fair.

Strategy's Expected Result/Impact: Science scores will increase and Science fair participants will increase as well.Staff Responsible for Monitoring: Administration, teachers, and Science Dept. Chair.

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $600

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 6: For the 2020-2021 school year, Desert Wind School overall percentages on Grade 8 STAAR Social Studiesassessments will increase from 26.9% Approaches/1.3% Meets/0% Masters on the Spring 2020 Benchmark assessment to 36.9%Approaches/11.3% Meets/10.0% Masters or higher on the Spring 2021 STAAR assessment.

Evaluation Data Sources: STAAR state assessment will demonstrate an increase from 6.4% in 2019 to 16.4% for the 2020-21 school year.

Summative Evaluation: None

Strategy 1: Students in 7th and 8th grade will utilize the Jarrett Book and materials from Lowman Consulting as additional resources forthe 8th grade STAAR Test in Social Studies.

Strategy's Expected Result/Impact: STAAR SCORES, BENCHMARK AND CHECK POINT DATAStaff Responsible for Monitoring: administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,900

Formative

Oct

Jan

May

Summative

June

Strategy 2: DWS students will utilize the USA social Studies weekly to gain reading skills and social studies knowledge.

Strategy's Expected Result/Impact: Reading and social studies scores will increase.Staff Responsible for Monitoring: Administration, SCEI, Teachers.

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: NoneComprehensive Support Strategy

Problem Statements: NoneFunding Sources:211 - Title I, Part A $4,200

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Campus #071909120July 22, 2020 1:04 PM

Performance Objective 7: For the 2020-2021 school year, Desert Wind will have a 5% increase in the TELPAS composite scores of allLimited English Proficient students in grades K-8 as compared to the overall TELPAS scores of 2019-20

Evaluation Data Sources: TELPAS assessment data will demonstrate a year's growth on the overall compositie scores for each student that is LimitedEnglish Proficient.

Summative Evaluation: None

Strategy 1: DWS will provide accelerated instruction in English to students that have not made a years growth on the TELPASassessment.

DWS will also implement a campus wide vocabulary initiative to improve students academic language.

Strategy's Expected Result/Impact: TELPAS scores will increase.Staff Responsible for Monitoring: Administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: DWS teachers will receive training on the ELPS and will receive resources to assist them with their implementation of theELPS.

Strategy's Expected Result/Impact: Improve quality of instruction and increased student scores.Staff Responsible for Monitoring: Administration, SECI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Campus #071909120July 22, 2020 1:04 PM

Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academicperformance and to ensure that students graduate college and career ready.

Performance Objective 1: For the 2020-2021 school year, all teachers at Desert Wind School will be highly qualified.

Evaluation Data Sources: SBEC certification, HR documentation and teacher professional development portfolio will demonstrate that 100% of allteachers are highly qualified.

Summative Evaluation: None

Strategy 1: Teachers will receive specific professional development offerings in their content areas so that they may remain Highlyqualified.

Strategy's Expected Result/Impact: Quality of instruction will improve.Staff Responsible for Monitoring: Administration, SCEI

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $5,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: PLC training will increase data driven meetings that adhere to the overall vision of the school and the success.

Strategy's Expected Result/Impact: Collaboration and data analysis will improve.Staff Responsible for Monitoring: Administration

Title I Schoolwide Elements: 2.4TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,300

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Goal 4: SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging incollaborative district and campus-level activities; by connecting regularly via numerous means of communication; and by providingregular access to current educational information.

Performance Objective 1: For the 2020-2021 school year, Desert Wind School will offer parent sessions in a variety of learning areas sothat parents can become more engaged and involved in their child's learning process.

Evaluation Data Sources: Sign In sheets and agendas will demonstrate the number of parent sessions offered throughout the 2020-2021 school year.

Summative Evaluation: None

Strategy 1: Desert Wind School will host a variety of parent session and Title I meetings, to include parent ESL classes throughout theyear and will provide light snacks. In addition, DWS will implement drive through breakfast to provide parents with information. Materials will be purchased for specific sessions.

Strategy's Expected Result/Impact: Student scores will increase because there will be more parent education and involvement.Staff Responsible for Monitoring: Admin, CIS, SCEI

Title I Schoolwide Elements: 3.1, 3.2TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: DWS will host a variety of events to promote community involvement such as: Grandparent celebration, Noche Mexicana,Fall Festival, Mother/Son Dance, Father/Daughter Dance etc... Light snacks will be provided.

Strategy's Expected Result/Impact: increased parental involvement.Staff Responsible for Monitoring: Administration, SCEI, CIS, Counselors

Title I Schoolwide Elements: 3.1, 3.2TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June

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No Progress Accomplished Continue/Modify Discontinue

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Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive aquality education by working collaboratively towards the fulfillment of educational goals at the federal, state, and district level.

Performance Objective 1: For the 2020-2021 school year, Desert Wind School will improve its overall student attendance by 5% ascompared to the overall student attendance results of 2019-2020.

Evaluation Data Sources: Attendance reports will demonstrate a 5% increase from the 2019-2020 school year to the 2020-2021 school year.

Summative Evaluation: None

Strategy 1: Desert wind will provide attendance incentives to students that attend school everyday and meet the campus goal of 98%.

Strategy's Expected Result/Impact: Student scores will improve.Staff Responsible for Monitoring: Administration, SCEI, Teachers,

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 - Title I, Part A $2,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Desert Wind students will earn free dress on Mondays when they have 100% attendance the prior week. Students will alsoearn daily letters towards the phrase SADDLE UP earning their grade level a day of free dress.

Strategy's Expected Result/Impact: Attendance will improve.Staff Responsible for Monitoring: Administrators, Teachers

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:211 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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Performance Objective 2: For the 2020-2021 School Year, all teachers will complete the goal setting process and will demonstrategrowth.

Evaluation Data Sources: STAAR scores will be used to measure student growth in each level of mastery in each grade level, each content area andsubgroup compared to Spring 2020 BM.

Summative Evaluation: None

Strategy 1: Administration and faculty will meet at regular intervals to formulate, discuss, and evaluate set individual instructional goalsthat have the intent of fostering student academic progress.

Strategy's Expected Result/Impact: Increased T-TESS evaluation ratingsIncreased student achievementStaff Responsible for Monitoring: Campus PrincipalFaculty

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:None

Formative

Oct

Jan

May

Summative

June

Strategy 2: Students in need and/or at risk will participate in tutoring sessions after school, on Saturdays, during intersession, and in thesummer.

Strategy's Expected Result/Impact: Increase in STAAR performance assessment results.Staff Responsible for Monitoring: Campus PrincipalFaculty

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: NoneAdditional Targeted Support Strategy

Problem Statements: NoneFunding Sources:211 - Title I, Part A $31,580199 - General Fund: SCE $57,039

Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue

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State Compensatory

Budget for Desert Wind School

Account Code Account Title Budget

6100 Payroll Costs199.11.120.30.39.000.6118 6118 Extra Duty Stipend - Locally Defined $32,695.00199.11.120.30.80.998.6118 6118 Extra Duty Stipend - Locally Defined $51,270.06199.11.120.30.00.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $124,122.65199.11.120.30.18.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $176,185.99199.11.120.30.80.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $474,613.80199.11.120.30.80.000.6125 6125 Salary Support - Locally Defined $30,406.00199.12.120.30.00.000.6129 6129 Salaries or Wages for Support Personnel $10,284.586141 Total 6141 Social Security/Medicare $12,569.806142 Total 6142 Group Health and Life Insurance $93,393.006143 Total 6143 Workers' Compensation $3,835.096146 Total 6146 Teacher Retirement/TRS Care $6,501.626149 Total 6149 Employee Benefits $13,003.25

6100 Subtotal: $1,028,880.84 6200 Professional and Contracted Services199.32.120.30.00.999.6299 6299 Miscellaneous Contracted Services $17,500.00

6200 Subtotal: $17,500.00

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Personnel for Desert Wind School

Name Position Program FTE

Ana Villareal WIN Teacher SCE 1Anais Vasquez WIN TIA SCE 19 HoursCynthia Martinez WIN Teacher SCE 1Edna Cardona WIN Teacher SCE 1Elisa Herrera WIN Teacher SCE 1Eva Anderson WIN Teacher SCE 1Fernando Sianez WIN Teacher SCE 1Jacob Albisurez WIN TIA SCE 19 HoursJose Salinas WIN Teacher SCE 1Juan Aguirre Espino CSR Teacher SCE 1Lily Pacheco WIN Teacher SCE 1Loriann Alt SCEI Coach SCE 1Melanie Orozco Library Aide SCE .50Norma Oaxaca CSR Teacher SCE 1Paula Lerma Teacher SCE 1Priscilla Ruan CIS Coordinator SCE .50Sergio Cardenas SCEI Coach SCE 1

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Title I Personnel

Name Position Program FTE

Bryana Morales Parent Liaison Title I 1Gracia Real y Vasquez College Tutor Title I 19 HoursJaneth Guzman Instructional Aide Title I 1Priscilla Ruan CIS Coordinator Title I .50Veronica Rodriguez TIA Title I 19 Hours

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Campus Funding Summary

199 - General Fund: SCEGoal Objective Strategy Resources Needed Account Code Amount

5 2 2 $57,039.00Sub-Total $57,039.00

211 - Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 $5,000.001 1 2 $2,500.001 2 1 $2,231.901 2 2 SEL/ Mental wellness training $500.002 1 1 $2,500.002 1 2 $2,700.002 1 3 $2,200.002 2 1 $1,000.002 2 2 $2,700.002 2 3 Renaissance learning, IXL, Tumble-books, Lexia $30,000.002 2 4 $6,000.002 2 5 Various Text books and resources for reading $35,000.002 2 6 dictionaries $1,950.002 2 7 Basic Instructional supplies for best practices $18,000.002 2 8 professional development $15,000.002 2 9 211.12.120.24.00.000.6329.2119A $5,000.002 3 1 $10,500.002 3 2 Calculators $5,500.002 4 1 $750.00

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211 - Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

2 4 2 $2,500.002 5 1 $5,000.002 5 2 $600.002 6 1 $2,900.002 6 2 $4,200.002 7 1 $1,000.002 7 2 $1,000.003 1 1 $5,000.003 1 2 $2,300.004 1 1 $2,000.004 1 2 $1,000.005 1 1 $2,000.005 1 2 211 $1,000.005 2 2 $31,580.00

Sub-Total $211,111.90Grand Total $268,150.90

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Addendums

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