CARE

Concerns – Review your participation in improvement initiatives or efforts to engage in action research, and list at least three concerns that you have identified from these experiences – a concern may be any matter that engages your attention or interest.

1.  The Bilingual and ESL programs in grades PK-3 were not vertically aligned and teachers were not clear as to what their roles were.

2.  Campuses across the district were all following different attendance procedure and expectations.  The definition of perfect attendance was different on every campus. 

3.  CBA data varied greatly from campus to campus in both Math and Reading.  

Affirmations - Review your participation in improvement initiatives or efforts to engage in action research, and affirm or identify at least 3 actions that must be sustained and supported to achieve the District/Campus improvement initiatives.

1.  After this issue was presented there was an immediate task force implemented. Campus administrators have met several times and a flow chart of expectations for the district was established.  Vertical meetings have been scheduled for every Bilingual and ESL teacher in the district to communicate these expectations.

2.  This issue was discussed in our principals meeting and district established criteria are in the process of being developed along with communication to parents.

3.  Continual investigation of this issue is being discussed at each campus.  There are many contributing factors such as: teacher development of CBAs, administration of CBAs, the rigor of the CBAs, and alignment with the TEKS.

Recommendations - Review your participation in improvement initiatives or efforts to engage in action research and describe at least 3 recommendations you would make regarding the District/Campus Improvement plans or action research plans.

1.  Ensure that all members of the LPAC team is trained on the TEC Chapter 29 and TAC Chapter 89.  All bilingual and ESL teachers receive further training and even invite Region Center specialists to come do walk throughs to make recommendations.

2.  Ensure that all campuses are communicating to parents the attendance procedures and expectations that follow state and local board polices.  Utilize site based decision-making teams to establish this criteria on the campus and district levels. 

3. Ensure that all teachers who are developing CBAs have extensive training on how to develop them and have a deep understanding of the TEKS.  Establish district wide administrative procedures and timeline for these assessments.  Establish district wide utilization of this data and determine how this will look for each grade level. 

Evaluate - Review your participation in improvement initiatives or efforts to engage in action research and identify at least 3 strategies for evaluating the improvement plans or recommendations.

1.  To evaluate the improvements in bilingual and ESL classrooms utilize teacher and parent surveys as well as walk throughs done by administrators who are trained on what to look for. 

2.  Utilize PEIMS attendance to review the attendance data for each campus.  Utilize parent surveys to check for understanding of this information.

3. Using Eduphoria, monitor CBA data district wide and note any fluctuations or trends of data.  Use teacher surveys to check for understanding of CBAs and continue to provide on-going training for curriculum writers and teachers.