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School Processes & ProgramsSchool Processes & Programs SummaryThe students at Seguin ES have an opportunity to participate in the following after school clubs: 21Century Robotics, Coding, Cheer, Soccer, Track, Name thatBook,and Eco-Club. Seguin Elementary School offers the following special education classes :Structured Learning Class (SLC) and Preschoolers AchievingLife Skills (PALS).In addition to these programs, we provide support to all our scholars. Students at-risk, considered in urgent intervention receive additional interventionopportunities in the form of pull-outs, after school tutorials, dyslexia pull-outs, Academic Boot Camps, and summer school.Our students receive instruction in technology and have access to Imagine Math, Imagine Literacy, and lessons in the HUB. The classrooms have beenoutfitted with Cleverboards and have the most up-to-date technology. Additionally, students interact with lessons on HMH, Nearpod, Renaissance 360,Reading A to Z and other Clever Apps.Teachers and staff members receive continuous professional development through PLCs. During these trainings, teachers have the opportunity to analyze andtrack student data, plan for instruction, have opportunities for AT-Bats, and plan vertically and horizontally.Just as well as we train our teachers, our instructional leaders receive continuous training. They attend district PD and there are weekly leadership teammeetings that focus on building their capacity and preparing them for roles as future principals.School Processes & Programs StrengthsThere are multiple programs from various student interest for students to choose from.We have now been selected to be a part of the Century 21 Program. We are looking forward to bringing after school programs to our school.Our Wraparound Specialist provides our families with basic needs, support, and community resources. We have formed partnerships with the FaulkFoundation and Fair Deal Auto Sales.We have added a Theater Arts position this school year and are going to be participating in several One Act plays and other productions.Problems of Practice Identifying School Processes & Programs NeedsProblem of Practice 1 (Prioritized): Seguin Elementary will focus heavily on the needed progress in reading across the grade levels. Classroom teachers will continue to receivecontinuous feedback and training centered around first instruction and intervention to ensure an optimal learning environment for all students. Root Cause: Seguin ES has a need forcontinuous improvement and development through weekly grade and subject level planning using multiple sources of data and carefully planned interventions.Problem of Practice 2 (Prioritized): The programs only serve a small percentage of the community. Root Cause: More funding is needed, ESSER funds should help alleviateserving only a small percentage of our community.373 Seguin Elementary SchoolGenerated by Plan4Learning.com10 of 61Campus #373December 3, 2021 2:53 PM

PerceptionsPerceptions SummaryJuan Seguin Elementary is an improvement required (IR) campus. In the 2018-2019 school year, the school was rated an F in Domain I, Domain 2 Parts A andB and a D in Domain 3. The data from the 5 years prior to the 2018-2019 kept declining from year to year.Leadership was changed in the year 2019-2020. New systems and procedures were introduced. The emphasis was shifted to ensure that data was beingcollected, tracked, and analyzed in addition to ensuring that PLCs focused on teacher development.Teachers receive support in the form of resources and tools provided by the leadership team, Teacher Development Specialists, and Data Driven InstructionalSpecialists. Because we are a part of Achieve 180, our teachers also received extended opportunities for professional development on selected Wednesdayswhile participating in weekly PLCs. A new reading interventionist has also been added to our professional staff members.Students receive intervention in the form of pull-outs, after school tutorials, Summer School, and Academic Boots. They also receive classroom guidancelessons.We communicate with parents frequently via Class Dojo, notes sent home, progress reports, report cards, the school website, and call outs. We also host Title IMeetings, Pan Dulce with the Principal, Meet the Teacher, Open House, Family Math Nights, Family Literacy Nights, and musical/theater performances.Seguin Elementary has achieved a Platinum rating as a Family Friendly school for two years in a row. There is a positive campus culture that is built oncommunity and customer service.Perceptions StrengthsSeguin is a proud Platinum awarded school for the campus for being Family Friendly. Students and families that are actively involved in the school feelvalued. We continuously seek to involve the parents and community.We are active on social media, mainly Twitter and Facebook.Problems of Practice Identifying Perceptions NeedsProblem of Practice 1 (Prioritized): Seguin Elementary will focus on improving the knowledge base for parenting life-long learners. Root Cause: The lack of parental awarenessof the importance of attendance, understanding real world math, and foundational reading skills that are necessary to build life-long learners.373 Seguin Elementary SchoolGenerated by Plan4Learning.com11 of 61Campus #373December 3, 2021 2:53 PM

Priority Problems of PracticeProblem of Practice 3: Seguin Elementary will track and monitor the subpopulations consistently at the campus level.Root Cause 3: We currently have unidentified Special Education students, G/T students, Dyslexia Students, At-Risk Students, and Economically Disadvantaged Students. Thesestudents don't receive the services they need . We need need to do a better job of tracking our students.Problem of Practice 3 Areas: DemographicsProblem of Practice 2: Seguin Elementary will focus heavily on the delivery of effective first instruction. Classroom teachers will continue to receive professional developmentcentered around the implementation of high-quality first instruction.Root Cause 2: Seguin Elementary has a need for continuous improvement through weekly grade and subject level planning.Problem of Practice 2 Areas: Student LearningProblem of Practice 4: Seguin Elementary will focus heavily on the needed progress in reading across the grade levels. Classroom teachers will continue to receive continuousfeedback and training centered around first instruction and intervention to ensure an optimal learning environment for all students.Root Cause 4: Seguin ES has a need for continuous improvement and development through weekly grade and subject level planning using multiple sources of data and carefullyplanned interventions.Problem of Practice 4 Areas: School Processes & ProgramsProblem of Practice 5: Seguin Elementary will focus on improving the knowledge base for parenting life-long learners.Root Cause 5: The lack of parental awareness of the importance of attendance, understanding real world math, and foundational reading skills that are necessary to build life-longlearners.Problem of Practice 5 Areas: PerceptionsProblem of Practice 1: Seguin Elementary will continue to focus heavily on the needed growth in 3rd, 4th and 5th Grade reading and math. Classroom teachers will be coached onhow to provide effective first instruction, building strong intervention and enrichment practices to ensure an optimal learning environment for students among all grade levels.Root Cause 1: There is a need for growth in the areas of grade and subject level planning at Seguin Elementary. Strategies are needed for test taking , planning interventions, andenrichment based on dataProblem of Practice 1 Areas: Student LearningProblem of Practice 6: The programs only serve a small percentage of the community.Root Cause 6: More funding is needed, ESSER funds should help alleviate serving only a small percentage of our community.Problem of Practice 6 Areas: School Processes & Programs373 Seguin Elementary SchoolGenerated by Plan4Learning.com12 of 61Campus #373December 3, 2021 2:53 PM

Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:Improvement Planning DataDistrict goalsCampus goalsHB3 Reading and math goals for PreK-3HB3 CCMR goalsPerformance Objectives with summative review (prior year)Campus/District improvement plans (current and prior years)Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.Planning and decision making committee(s) meeting dataState and federal planning requirementsCovid-19 Factors and/or waiversAccountability DataTexas Academic Performance Report (TAPR) dataStudent Achievement DomainDomain 1 - Student AchievementStudent Progress DomainDomain 2 - Student ProgressClosing the Gaps DomainDomain 3 - Closing the GapsEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataTargeted support Identification dataAccountability Distinction DesignationsFederal Report Card DataRDA dataAlternative Education Accountability (AEA) dataLocal Accountability Systems (LAS) dataCommunity Based Accountability System (CBAS)Student Data: AssessmentsState and federally required assessment informationState and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)(STAAR) current and longitudinal results, including all versionsState of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR released test questionsSTAAR EL progress measure dataTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8373 Seguin Elementary SchoolGenerated by Plan4Learning.com13 of 61Campus #373December 3, 2021 2:53 PM

Local diagnostic reading assessment dataLocal benchmark or common assessments dataRunning Records resultsObservation Survey resultsTexas approved Prekindergarten and Kindergarten assessment dataGrades that measure student performance based on the TEKSStudent Data: Student GroupsRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and progressRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and progressSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation dataEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement dataStudent Data: Behavior and Other IndicatorsAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety dataEnrollment trendsEmployee DataProfessional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactEquity data373 Seguin Elementary SchoolGenerated by Plan4Learning.com14 of 61Campus #373December 3, 2021 2:53 PM

Parent/Community DataParent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedbackSupport Systems and Other DataOrganizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data373 Seguin Elementary SchoolGenerated by Plan4Learning.com15 of 61Campus #373December 3, 2021 2:53 PM

Board GoalsBoard Goal 1: ELAR The percentage of 3rd grade students performing at students reading and writing at or above grade level in reading as measured by theMeets Grade Level Standard on STAAR will increase 8 percentage points from 42% in spring 2019 to 50% in spring 2024.Goal 1: ELAR - The percentage of 3rd grade students performing at or above grade level in reading as measured the Meets Grade Level Standard on STAARwill increase from 25% to 27% in Spring of 2022.Strategic Priorities: Expanding Educational OpportunitiesMeasurable Objective 1: By the end of the 2021-2022 school year the percentage of students meeting the "Approaches Level" on the STAAR Reading2018-2019 test will increase from the 53% to 70%, "Meets Level" will increase from 23% to 33%, and Masters from 9% to 19% as measured by STAAR.Evaluation Data Sources: Mock STAAR, TELPAS, BRR Running Records, District Pre-Approved AssessmentsHB3 Board Goal373 Seguin Elementary SchoolGenerated by Plan4Learning.com16 of 61Campus #373December 3, 2021 2:53 PM

Strategy 1 DetailsReviewsStrategy 1: By the end of 2021-2022 school year, we will raise reading performance on STAAR reading assessment so thepercentage of students performing at the approaches level on STAAR will increase from 53% to 70%, the percentage ofstudents performing at the meets level will increase from 22% to 32% and the percent of students performing at the masterslevel will increase from 8% to 18% based on the 2018-2019 scores.Strategy's Expected Result/Impact: By the end of the 2021-2022 school year, grades 3-5 will see increases inthe percent of students that achieve the approaches level from 53% to 70% They will rise form from 22% to 32%at the meets level, and from 8% to 18% at the masters level based on the 2018-2019 scores. .Staff Responsible for Monitoring: Administration, Teachers, Reading InterventionistAction Steps: 1. Targeted professional development on A4E, OnTrack, and HUB2. Data reports/conferences with teachers, PLCs3. Provide Snapshot blueprints to teachers in advance to ensure teachers review and keep pace with theblueprints4. Train teachers on how to populate, manipulate, and filter their data to ensure they can review and analyze it.5. Provide teachers with standardized data trackers/binders and ensure teachers are correctly and consistentlyupdating the trackers.6. Teachers will identify students who are not showing growth or are digressing and target them for interventions7. Targeted professional development8. Accelerated learning plans and accelerated learning opportunities for students that are struggling9. Individual data conferences with teachers10. Provide teachers with a snapshot data analysis template11. Provide Accelerated Learning Instruction as necessary12. Provide tutorial services from approved vendorFormativeNovJanSummativeMarJuneTitle I Schoolwide Elements: 2.4, 2.5, 2.6No urable Objective 1 Problems of Practice:Student LearningProblem of Practice 1: Seguin Elementary will focus heavily on the delivery of effective first instruction. Classroom teachers will continue to receive professional developmentcentered around the implementation of high-quality first instruction. Root Cause: Seguin Elementary has a need for continuous improvement through weekly grade and subjectlevel planning.Measurable Objective 2: By the end of the 2021-2022 school year, 90% of students in grades 1 and 2 will pass the High Frequency Word Assessment.Evaluation Data Sources: HFW AssessmentsHB3 Board Goal373 Seguin Elementary SchoolGenerated by Plan4Learning.com17 of 61Campus #373December 3, 2021 2:53 PM

Strategy 1 DetailsReviewsStrategy 1: By the end of the 2021-2022 school year, 90% of students in grades 1 and 2 will pass the High FrequencyWord Assessment.Strategy's Expected Result/Impact: We will see 90% of the students passing their HFW assessments.Staff Responsible for Monitoring: Teachers, staff, administrationAction Steps: 1. Targeted professional development on A4E, OnTrack, and HUB, HFW Teaching Strategies2. Data reports/conferences with teachers, PLCs3. Provide Teachers with HFW word lists4 Provide teachers with standardized data trackers/binders and ensure teachers are correctly and consistentlyupdating the trackers.5. Provide teachers with training for creating centers for HFW word instruction6. Teachers will identify students who are not showing growth or are digressing and target them for interventions7. Targeted professional development8. Individual data conferences with teachersNo SummativeMarJuneDiscontinueMeasurable Objective 3: Data on Snapshots will reflect approaches to 70%, meets to 40%, and masters to 30%.Evaluation Data Sources: Mock STAAR, Running Records, District Pre-Approved Assessments. TELPASHB3 Board GoalStrategy 1 DetailsReviewsStrategy 1: Implementation of effective first instruction strategies.Staff Responsible for Monitoring: AdministratorsTeachersAction Steps: 1. Implement HMH curriculum with fidelity.2. Participate in PLCs to learn more about effective strategies.3. Integrate Really Great Reading component in language arts classroom.4. Use lead4ward and planning guides to plan effective lessons,5. Use Exit Tickets to track student data.6. Provide targeted, small group interventions.7. Provide Accelerated Instruction as necessary.No Progress373 Seguin Elementary SchoolGenerated by Modify18 of 61JanSummativeMarJuneDiscontinueCampus #373December 3, 2021 2:53 PM

Board Goal 2: MATH The percentage of 3rd grade students performing at or above grade level in math as measured by the Meets Grade Level Standard onSTAAR will increase 8 percentage points from 46% in spring 2019 to 54% in spring 2024.Goal 1: By the end of the 2021-2022 school year, the percent of 3-5th grade students performing at the approaches level on STAAR will increase from 60% to70% , the percent of students performing at the meets level standard on the STAAR math test will increase from 33% to 40%and the percent of studentsperforming at the masters level with increase from 17% to 25%.Strategic Priorities: Expanding Educational Opportunities, Transforming Academic Outreach, Increasing Organizational Efficiency, Cultivating Team HISD TalentMeasurable Objective 1: By the end of the 2021-2022 school year, the percent of 3-5th grade students performing at the approaches level on STAAR willincrease from 60% to 70%, the percent of students performing at the meets level standard on the STAAR math test will increase from 33% to 40%and thepercent of students performing at the masters level with increase from 17% to 25%.Evaluation Data Sources: Mock STAAR, District Pre-Approved Assessments, Imagine Math, District Benchmark AssessmentsHB3 Board Goal373 Seguin Elementary SchoolGenerated by Plan4Learning.com19 of 61Campus #373December 3, 2021 2:53 PM

Strategy 1 DetailsReviewsStrategy 1: Teachers will provide rigorous and highly effective Tier I instruction.Strategy's Expected

Houston Independent School District 373 Seguin Elementary School 2021-2022 Campus Improvement Plan 373 Seguin Elementary School Generated by Plan4Learning.com 1 of 61 Campus #373 December 3, 2021 2:53 PM. Table of Contents Comprehensive Needs Assessment 4 Needs Assessment Overview 4 Demographics 4