The mission of the External Funding Titles I, II & IV Department is to support schools by providing opportunities for all children to acquire the knowledge and skills contained in challenging state content and performance standards. This mission includes supplementing academic areas, especially in reading and mathematics; promoting schoolwide reform; increasing staff development opportunities; distributing resources to areas and campuses where needs are the greatest; affording parents meaningful opportunities to participate in their children's education; and aligning the schools' instructional efforts with those of the state and district.

All department efforts ensure that support is provided for schools and students with the greatest need and that the school district remains in compliance with fiscal and programmatic regulations.

 

Law Elementary School

12401 South Coast, Houston, TX 77047

713-845-7405

Valree Shankle, Principal

SCHOOL PARENTAL INVOLVEMENT POLICY 2025-2026

 

Statement of Purpose

The school will be governed by the following statutory definition of parent and family engagement, and will carry out programs, activities, and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

(A)        that parents play an integral role in assisting their child’s learning;

(B)        that parents are encouraged to be actively involved in their child’s education at school;

(C)        that parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child; and

(D)        the carrying out of other activities, such as those described in Every Student Succeeds Act (ESSA)

PART I. GENERAL EXPECTATIONS

Law Elementary agrees to implement the following statutory requirements:

Law Elementary  is a dynamic, outstanding school. Our goal is to provide a quality education to the future leaders of our children in becoming productive citizens. We envision a bright future for each and every child we teach and help to make that dream a reality through our constant county and world. We wish to instill a successful hard working attitude in our students and desire to instill hard work in the classroom and beyond. We hold high expectations for our pupils and believe that if better is possible, then good is not enough. Consistent with section 118, the school will work to ensure that the required school level parental involvement policies meet the requirements of section 118 of the ESEA, and each includes, as a component, a school-parent compact consistent

The school will notify parents of the policy in an understandable and uniform format and, to the extent practicable, in language (both English and Spanish) the parents can understand. The policy will be made available to the local community and updated periodically to meet the changing needs of parents and the school.

In carrying out the Title |, Part A parental involvement policy requirements, to the extent practicable, the school will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request and, to the extent practicable, in languages parents understand.

If the school-wide program plan for Title |, Part A developed under section 1114(b) of the ESEA, is not satisfactory to the parents of participating children, the school will submit any parent comments with the plan when the school submits the plan to the local educational agency in Houston ISD.

 

The school will involve the parents of children served in Title I, Part A schools | decisions about how the 1 percent of Title |, Part A funds reserves for parental involvement is spent, and will ensure that no less than 95 percent of the 1 percent reserved goes directly to the schools.

The school will build its own and the parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement.

~ The school will provide other reasonable support for parental involvement activities under section 1118 of the ESEA as the parent may request.

The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with the definition:

Parental Involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including:

(A)    Ensuring that parents play an integral role in assisting their child’s learning;

(B)    Ensuring that parents are encouraged to be actively involved in their child’s education at school

(C)     Ensuring that parents are full partners in their child’s education, and are included, as appropriate, in decision- making; and on advisory committees to assist in the education of their child;

(D)    Ensuring the carrying out of other activities, such as those described in section 118 of the ESEA.

 

 

PART II.

DESCRIPTION OF HOW SCHOOLS WILL IMPLEMENT REQUIRED SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS

Note: The School Parental Involvement Policy must include a description of how the district will implement of accomplish each of the following components. [Section 1118, ESEA.] There is no required format for these descriptions. However, regardless of the format the district chooses to use, a description of each of the following components below must be included in order to satisfy statutory requirements.

1.         Law Elementary school will take the following actions to involve parents in the joint development of its school parental plan under section 118 of the ESEA:

Law believes that parental involvement is an important step in reaching the instructional goals of our students. The home/school cooperative system will help each student arrive at his/her academic potential. We will strive to communicate and work with professionally. In addition, Law Elementary will maintain and foster high standards of academic achievement and positive behavior.

2. Law Elementary school will take the following actions to involve parents in the process of school review and improvement under section 116 of the ESEA:

·       Send out monthly “Owl” school newsletter

·       Communicate and work with families to enhance learning of all students.

·       Invite all parents to attend school functions, parent roundtables, and parent/teacher conferences.

·       Assist each student with achieving the essential academic learning requirements according to the district policy.

·        Shared Decision Making Committee (SDMC meetings)

3.         Law Elementary will hold an annual meeting to inform parents of the school’s participation in Title |, Part A programs, and to explain the Title |, Part A requirements and the right of parents to be involved in Title |, Part A programs. The school will convene the meeting at a time convenient for parents and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite all parents of children participating in Title I, Part A programs to this meeting, and will encourage them to attend by:

·       September 24, 2025

·       October 22, 2025

·       February 11, 2026

·       April 8, 2026

4.         Law Elementary will provide parents of participating children information in a timely manner about Title |, Part A programs that include a description and explanation of the schools’ curriculum, the form of academic assessments used to measure children’s progress, and the proficiency levels students are expected to meet by:

·       PTO Meetings

·       Shared Decision Making Committee Meetings

·       Parent Conferences

·       Grade-Level Parent Meetings

5.         Law Elementary will at the request of parents, provide opportunities for regular meetings for parents to formulate suggestions and to participate, in decisions about the education of their children. The school will respond to any such suggestions as soon as possible by:

Monthly Coffee with the Principal Meetings – 3^rd Tuesday of the Month

6.         Law Elementary will provide each parent an individual student report about the performance of their child on the state assessment in at least math, language arts, and reading by:

The following calendar school year

7.         Law Elementary will take the following actions to provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title | final Regulation (67 Fed. Reg. 71710, December 2, 2002) by:

Notification Letter to Parents

8.         Law Elementary will provide assistance to parents of children served by the school as appropriate in understanding topics by undertaking the actions described in this paragraph- e The state’s academic content standards e The state’s student academic achievement standards e The state and local academic assessments; including alternate assessments, the requirements of Part A How to monitor their child’s progress, and how to work with educators:

Title | Parent Field Trips; Workshops

9.         Law Elementary will provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training and using technology, as foster parental involvement by:

·       Zearn

·        IXL

·       Amira

10.     Law Elementary will, with the assistance of parents, educate its teachers, pupil services personnel, principals and other staff in how to reach out to, communicate with and work with parents as equal partners in the value and utility of contributions of parents, and in how to implement ad coordinate parent programs and build ties between parents and schools, by

·        Title | Parent Advisory Council Members

·       PTO/PTA

·        Grade-Level Parent Meetings

Part III.

Law Elementary will, to extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teacher Program, public preschool, and other programs. The school will also conduct other activities, such as parent resource centers that encourage and support parents in more fully participating in the education of their children, by:

·       Tutorials Instruction

Law Elementary will take the following actions to ensure that information related to the school and parent-programs, meetings, and other activities is sent to parents of participating children in an understandable and uniform format, including alternative formats upon request, and to the extent practicable, in a language the parents can understand:

Such information will be sent home by flyer, or Letter of Notification to Parents in Students’ Designated Monday Folders that go home on a weekly basis.

DISCRETIONARY SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS

NOTE: The School Parental Involvement Policy may include additional paragraphs listing and describing other discretionary activities that the school district, in consultation with its parents, choose to undertake to build parents’ capacity for involvement in the school and school system to support their children’s academic achievement, such as the following discretionary activities listed under section 118(e) of ESEA.

Involving parents in the development of training for teachers, principals, and other educators to improve the effectiveness of that training;

Providing necessary literacy training for parents from Title |, Part A funds, if the school district has exhausted all other reasonably available sources of funding for that training;

Paying reasonable and necessary expenses associated with parental involvement activities, including transportation and child care cost, to enable parents to participate in school-related meeting and training sessions;

Training parents to enhance the involvement of other parents;

Arranging school meetings at variety of times, or conducting in-home conferences between teachers or other educators who work directly with participating children, arrange meetings with parents who are unable to attend conferences at school in order to maximize parental involvement and participation in their children’s education;

Adopting and implementing model approaches to improving parental involvement

Establishing a school parent advisory council to provide advice on all matters related to parental involvement Title |, Part A programs; e Developing appropriate roles for community- based organization and businesses, including faith- based organizations, in parental involvement activities.

PART IV. ADOPTION

This School Parental Involvement Policy has been developed jointly with, and agreed on with parents of children participating in Title I, Part A programs, as evidenced by September 25, 2025.

This policy was adopted by Law Elementary of Houston ISD on September 25, 2025 and will be in effect for the period of 2024-2025 school year. The school will distribute this policy to all parents of participating Title |, Part A children on or before September 25, 2025.

 

 

_____V. Shankle  ___________

Valree Shankle, Principal

_______________________08/14/2025________________

Date

 

 

12401 South Coast, Houston TX 77047
713-845-7405
Valree Shankle, Director

POLÍTICA DE PARTICIPACIÓN DE PADRES Y FAMILIAS 2025–2026

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Declaración de Propósito

La escuela se regirá por la siguiente definición legal de participación de los padres y las familias, y llevará a cabo programas, actividades y procedimientos de acuerdo con esta definición:

La participación de los padres significa la participación de los padres en una comunicación regular, bidireccional y significativa que involucre el aprendizaje académico de los estudiantes y otras actividades escolares, incluyendo garantizar que:

• A) Los padres desempeñen un papel integral en ayudar al aprendizaje de sus hijos.
• B) Los padres sean alentados a participar activamente en la educación de sus hijos en la escuela.
• C) Los padres sean socios plenos en la educación de sus hijos y estén incluidos, según corresponda, en la toma de decisiones y en los comités asesores para ayudar en la educación de sus hijos.
• D) Se lleven a cabo otras actividades, tales como las descritas en la Ley Cada Estudiante Triunfa (ESSA).

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PARTE I. EXPECTATIVAS GENERALES

Law Elementary está de acuerdo en implementar los siguientes requisitos legales:

Law Elementary es una escuela dinámica y sobresaliente. Nuestra meta es brindar una educación de calidad a los futuros líderes, nuestros niños, para que se conviertan en ciudadanos productivos. Visualizamos un futuro brillante para cada niño y trabajamos para hacer realidad ese sueño mediante nuestro esfuerzo constante. Deseamos inculcar una actitud de trabajo arduo y exitoso en nuestros estudiantes y fomentar ese esfuerzo en el aula y más allá. Mantenemos altas expectativas para nuestros alumnos y creemos que si es posible lograr algo mejor, entonces lo bueno no es suficiente.

La escuela notificará a los padres sobre la política en un formato comprensible y uniforme y, en la medida de lo posible, en un idioma (inglés y español) que los padres puedan entender. La política estará disponible para la comunidad local y se actualizará periódicamente para satisfacer las necesidades cambiantes de los padres y de la escuela.

Al llevar a cabo los requisitos de la política de participación de padres bajo el Título I, Parte A, en la medida de lo posible, la escuela brindará oportunidades completas para la participación de padres con dominio limitado del inglés, padres con discapacidades y padres de niños migratorios, incluyendo proporcionar información e informes escolares requeridos por la sección 1111 de la ESEA en un formato comprensible y uniforme e incluyendo formatos alternativos cuando se soliciten y, en la medida de lo posible, en los idiomas que los padres comprendan.

La escuela involucrará a los padres de los niños atendidos en las escuelas Título I, Parte A en decisiones sobre cómo se gastará el 1 por ciento de los fondos reservados para participación de los padres, y garantizará que no menos del 95 por ciento de ese 1 por ciento reservado vaya directamente a las escuelas.

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PARTE II. DESCRIPCIÓN DE IMPLEMENTACIÓN

Acciones de Law Elementary para la participación de los padres:

• Involucrar a los padres en el desarrollo conjunto del plan escolar bajo la sección 118 de la ESEA.
• Mantener altos estándares académicos y de comportamiento positivo mediante un sistema cooperativo hogar/escuela.
• Enviar un boletín mensual “Owl”.
• Comunicarse y trabajar con las familias para mejorar el aprendizaje de todos los estudiantes.
• Invitar a los padres a asistir a eventos escolares, mesas redondas y conferencias de padres/maestros.
• Incluir a los padres en el Comité de Toma de Decisiones Compartidas (SDMC).

Reuniones anuales y adicionales:
Law Elementary llevará a cabo una reunión anual para informar a los padres sobre los programas del Título I, Parte A, y explicará sus requisitos. La escuela ofrecerá reuniones adicionales en horarios flexibles para maximizar la asistencia.

Fechas de reuniones programadas:

• 24 de septiembre de 2025
• 22 de octubre de 2025
• 11 de febrero de 2026
• 8 de abril de 2026

Otras acciones:

• Proporcionar informes de progreso académico a los padres.
• Notificar a los padres si un maestro no altamente calificado enseña a su hijo durante 4 semanas consecutivas.
• Brindar talleres y excursiones para padres.
• Proporcionar materiales y capacitación para ayudar a los padres (ejemplos: Zearn, IXL, Amira).
• Capacitar a maestros y personal en cómo trabajar con los padres como socios.

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PARTE III. COORDINACIÓN DE PROGRAMAS

Law Elementary coordinará programas de participación de los padres con:

• Head Start
• Early Reading First
• Even Start
• Programas de Instrucción en el Hogar para Niños en Edad Preescolar
• Programa Padres como Maestros
• Preescolar público y otros programas

La escuela también garantizará que la información sobre programas, reuniones y actividades llegue a los padres en un formato comprensible y en el idioma que entiendan, utilizando volantes o cartas enviadas en las carpetas de los lunes.

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PARTE IV. ADOPCIÓN

Esta Política de Participación de Padres y Familias ha sido desarrollada conjuntamente y acordada con los padres de los niños que participan en programas del Título I, Parte A, como se evidencia el 25 de septiembre de 2025.

Esta política fue adoptada por Law Elementary de Houston ISD el 25 de septiembre de 2025 y estará en vigor para el año escolar 2025–2026. La escuela distribuirá esta política a todos los padres de niños participantes a más tardar el 25 de septiembre de 2025.

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_____V. Shankle ___________
Valree Shankle, Director
Fecha: 14/08/2025

 

 

 

 

 

 

 

 

 

2025-2026 Law Elementary Action Plan

Principal Shankle

 

 

 

 

 

 

Law Elementary School Action Plan Template

KEY ACTION ONE	Key Action Teachers will implement the 2nd Teach (Intervention) framework daily to strengthen Tier I High-Quality Instruction and improve student performance in Reading and Writing (3rd-5th Grade).
	Indicators of success (Measurable results that describe success.)
	·        By December 2025, 75% of teachers will effectively implement the RACE strategy to support instruction for Short Constructed Responses (SCRs) and Extended Constructed Responses (ECRs). ·        By December 2025, 5% of scholars will score at the Meets or Masters level on Reading Unit Assessments, as tracked in the OnTrack data system, with an increase to 10% Meets by Spring 2026. ·        By December 2025, 20% of teachers will demonstrate at least 20% of students performing at Proficient or higher on Daily Exit Tickets (DOLs), with a targeted increase to 25% by May 2026, as measured by the campus DOL data tracker. ·        By December 2025, 50% of teachers will achieve an average score of at least 7 on SPOT observations, as measured by the SPOT rubric administered by the Instructional Leadership Team (ILT), with an increase to 9 by April 2026.
	Specific actions – Campus Administration Team ·  Campus leaders will model and provide weekly feedback on lesson plans—including DOLs and slide decks—using the Sweet 16 Instructional Practices framework. ·  Campus leaders will facilitate weekly Professional Learning Communities (PLCs) to support lesson internalization, guided by the Lesson Internalization Protocol and the Weekly DOL Data Tracker. ·  Campus leaders will conduct weekly on-the-spot coaching for teachers, apprentices, and learning coaches using the SPOT observation form. ·  Campus leaders will engage in daily morning calibration walks to identify instructional trends and misalignments, utilizing the SPOT form for consistency. ·  Campus leaders will coach the effective implementation of ECRs and SCRs by supporting teachers in developing strong exemplars and analyzing student work artifacts for alignment and rigor.
	Specific actions – staff (What specific action steps will the staff take to accomplish the objective?) ·        Instructional Staff will internalize the district’s curriculum and annotate the LSAE instructional materials to ensure alignment and accuracy with delivering high-quality instruction. ·        Instructional Staff will actively engage in ongoing professional development opportunities that support lesson internalization, classroom culture, and data-driven instructional decisions. ·        Instructional Staff will actively engage in weekly data-driven PLCS that adhere to the Campus Based PLC protocol. ·        Instructional Staff will practice the following week’s lesson during weekly DEMO days every Thursday from 4:15-5:15 p.m. ·       Instructional Staff will implement writing MRS throughout the direct instruction and incorporate three SCRs per lesson with supports using sentence stems, cognates, and visual aids.

 

	Key Action One: Improve Instructional Quality & Capacity
Staff Devel.	Who: Campus Teachers
	What: Improve the instructional quality and capacity of the teaching staff at Law Elementary to meet the diverse learning needs of our students by delivering high-leveraged Tier I instruction which will result in higher student achievement and growth.
	When: Ongoing
	Where: Law Elementary
Budget	Proposed item	Description	Amount
	Staff development	District Provided PD, Leadership Development Trainings	$0
	Materials/resources	Blueprints for Instructional Brillance , Data Binder, Pacing calendars (in binders)
	Purchased services
	Other
	Other
	TOTAL
	Funding sources: Campus Budget

 

KEY ACTION TWO	Key Action (Briefly state the specific goal or objective.) All ARD meetings for scholars with IEPs will be scheduled and conducted in compliance with required timelines. The Principal and/or Assistant Principal will actively participate in each ARD meeting to ensure appropriate support, services, and instructional decisions are made for every student.
	Indicators of success (Measurable results that describe success.)
	·       By the end of the first semester, 100% of campus ARDs are held on or before the deadline. ·        Ensure that 100% of newly enrolled scholars with IEPs will have information verified and accurately reflected in the ARD tracker within one week of their enrollment, with bi-weekly checks to monitor accuracy. ·       The principal/assistant principal will ensure timely and full attendance at 100% of ARD meetings, actively participating in discussions to enhance student support as evidenced by the ARD minutes and ARD participation.
	Specific actions – school leaders (What specific action steps will the building leaders take to accomplish the objective?)
	·        Campus Leaders will monitor the Campus Compliance Dashboard in EasyIEP. ·        Campus Leaders will review records of newly enrolled students and begin services if the student has an IEP. ·        Campus Leaders will maintain campus ARD tracker to ensure all ARDs are held on time and with required members. ·        Campus Leaders will develop a tracking tool for teachers and students to track student data and progress regularly as measured by the daily DOL and LSAE exemplars. ·        Campus Leaders will collaborate with teachers during PLC to discuss data and interventions for individual students as measured by weekly data collections of monthly unit assessments. ·        Campus Leaders will utilize resources to support teacher content-knowledge, rigor, and depth of TEKS, and student engagement as measured by the T-TESS rubric and TES expectations. ·        Campus Leaders will be well-informed of district curriculum, assessment schedules, school data, district pivots, current trends, and research as measured by the South Division Weekly Insider.
	Specific actions – staff (What specific action steps will the staff take to accomplish the objective?) ·       Instructional Staff will conduct data conferences with leaders and colleagues: Share student work samples, assessment data folders (organization, usage, maintenance) and assessment data projections as measured by Campus Based PLC Protocol. ·       Instructional Staff will engage in reflective practices that connect student growth and achievement to the impact on professional teaching goals, department goals, and school goals, collectively as measured by NWEA and monthly unit assessments. ·       Instructional Staff will Maintain data binders and all tracking tools regularly as measured by the Ontrack reporting system. ·       Instructional Staff will utilize data to drive targeted intervention and monitor regularly as measured by the exemplar created by the teacher. ·       Instructional Staff will create a culture of differentiated instruction: implement differentiated instruction techniques to address the diverse learning styles and abilities within special populations as measured by the SPOT observation rubric. ·       Instructional Staff will provide small group instruction and one-on-one support to students in each of the subgroups who require additional assistance in math and/or reading as measured by the DOL and LSAE exemplars.

 

	Key Action Two:
Staff Devel.	Who: Instructional Staff
	What: Implement targeted intervention aimed at closing the Math and Reading academic gaps of all subgroups (SPED, EB, and HB 1416) to decrease the achievement gap between all students.
	When: Ongoing
	Where: Law Elementary
Budget	Proposed item	Description	Amount
	Staff development	Pre-service and monthly PD sessions that support high-quality instructional practices for Special Populations.	$0
	Materials/resources	Manuals, exemplars, slide decks, SPOT observation forms, T-TESS Rubric, IEPs	$0
	Purchased services
	Other
	Other
	TOTAL
	Funding sources:

 

 

 

 

 

KEY ACTION THREE	Key Action (Briefly state the specific goal or objective.) Teachers will implement the LSAE framework daily to increase Tier I HQI and student performance in Mathematics.
	Indicators of success (Measurable results that describe success.)
	·        By December 2025, 5% of scholars will achieve Meets on Unit assessments on open-ended questions utilizing the OnTrack data system and increase to 8% in Meets by Spring 2026. ·        Students will demonstrate mastery of the learning objective and demonstrate growth by 20% by October 2025, and that percentage will increase by 50% by February 2026, and the percentage will increase to 70% by May 2026 as measured by daily D.O.L in the OnTrack platform. ·        By December 2025, 30% of teachers will have a rate of 10% of scholars reporting to the Team Center after leveling up from Tier 1 instruction, while increasing to at least 15% in May 2026 as measured by the DOL and assessment data tracker. ·        By January 2026, 70% of teachers will have an average score of at least 7 on their SPOT observations as measured by the spot observation rubric administered by the ILT and increase to 9 in April 2026.
	Specific actions – school leaders (What specific action steps will the building leaders take to accomplish the objective?)
	·        Campus Leaders will model and conduct weekly feedback on lesson plans (DOLs, slide decks, LSAE) utilizing the “Sweet 16” expectations. ·        Campus Leaders will lead weekly PLCs to provide explicit support for lesson internalization utilizing the Lesson Internalization Protocol and weekly DOL data tracker. ·        Campus Leaders will conduct weekly on the spot coaching to teachers, apprentices, and learning coaches utilizing the SPOT form. ·        Campus leaders will calibrate every morning to identify trends of misalignment utilizing the SPOT form. ·       Campus leaders will coach ECR and SCR effective implementation by developing teacher’s exemplar and comparing student’s artifacts.
	Specific actions – staff (What specific action steps will the staff take to accomplish the objective?) ·        Instructional Staff will implement a data tracking system within their classroom to guide their instructional decisions as measured by the DOL and LSAE exemplar. ·        Instructional Staff will participate in various trainings, professional development, and PLCs (Professional Learning Communities) to augment their expertise and proficiency in implementing effective literacy instructional strategies as measured by the Campus Based PLC Protocol. ·       Instructional Staff will implement identified structures to ensure that the leveled push out process happens with fidelity as measured by the framework of the NES model.

 

	Key Action Three:
Staff Devel.	Who: Instructional Staff
	What:  Teachers will faithfully implement the LSAE framework daily, except for Flex Fridays.
	When: Ongoing
	Where:  Law Elementary
Budget	Proposed item	Description	Amount
	Staff development	LSAE Professional Development	$0
	Materials/resources	Exemplars, annotated slide decks, Criteria of Success	$0
	Purchased services
	Other
	Other
	TOTAL
	Funding sources:

 

KEY ACTION FOUR	Key Action (Briefly state the specific goal or objective.) Teachers will implement the LSAE framework daily to increase Tier I HQI and student performance in science.
	Indicators of success (Measurable results that describe success.)
	·        By December 2025, 70% of the science teachers will score at least 3 in Monitor and Adjust Domain and 80% will score 4 by April 2026. ·        By December 2025, 75% of teachers will effectively implement the success criteria for scoring and teaching the RACE strategy for all SCRs and ECRs 85% by EOY. ·        By December 2025, 5% of scholars will achieve Meets on Unit assessments utilizing the OnTrack data system and increase to 10% in Meets by Spring 2026. ·        By December 2025, 30% of teachers will have a rate of 10% of scholars receiving a 4 out of 5 of higher on the DOL, afterleveling up from Tier 1 instruction, while increasing to at least 15% in May 2026 as measured by the DOL and  data tracker.
	Specific actions – school leaders (What specific action steps will the building leaders take to accomplish the objective?
	·        Campus Leaders will model and conduct weekly feedback on lesson plans (DOLs, slide decks, and campus assessments) utilizing the campus tracker ·        Campus Leaders will lead weekly PLCs to provide explicit support for lesson internalization utilizing the Lesson Internalization Protocol and weekly DOL data tracker. ·        Campus Leaders will conduct weekly on the spot coaching to teachers, apprentices, and learning coaches utilizing the SPOT form and Great 8 instructional expectations. ·        Campus leaders will calibrate every morning to identify trends of misalignment utilizing the SPOT form. ·        Campus leaders will coach ECR and SCR effective implementation by developing teacher’s exemplar and comparing student’s artifacts.
	Specific actions – staff (What specific action steps will the staff take to accomplish the objective?) ·        Instructional Staff will internalize the district’s curriculum and annotate the LSAE instructional materials to ensure alignment and accuracy with delivering high-quality instruction. ·        Instructional Staff will actively engage in ongoing professional development opportunities that support lesson internalization, classroom culture, and data-driven instructional decisions. ·        Instructional Staff will actively engage in weekly data-driven PLCS that adhere to the Campus Based PLC protocol. ·        Instructional Staff will practice the following week’s lesson during weekly DEMO days every Thursday during PLC. ·       Instructional Staff will implement writing MRS throughout the direct instruction and incorporate three ECR or SCR per lesson with supports using sentence stems, cognates, and visual aids.

 

	Key Action Four:
Staff Devel.	Who: Instructional Staff
	What: All students will show sizeable achievement growth in math, reading, and science standards.
	When: Ongoing
	Where:  Law Elementary
Budget	Proposed item	Description	Amount
	Staff development	Data-Driven Instruction with an emphasis on high-quality instruction	$0
	Materials/resources	Powerpoint presentation, NWEA student profiles,	$0
	Purchased services
	Other
	Other
	TOTAL
	Funding sources:

 

 

 

 

 

 

KEY ACTION FIVE	Key Action (Briefly state the specific goal or objective.) Improve English proficiency for Emergent Bilingual scholars.
	Indicators of success (Measurable results that describe success.)
	·       The percentage of students in grades K-5 performing at advanced and advanced high level on TELPAS Reading will increase from 31% on TELPAS 2025 to 33% on TELPAS 2026. ·       By 2025 PEIMS snapshot, 100% of students identified as potential EB students defined by Home Language Survey indicators are tested and appropriately coded. ·       Progress monitoring will be conducted through Summit K-12 program usage and assessments.
	Specific actions – school leaders (What specific action steps will the building leaders take to accomplish the objective?)
	·        Campus Leaders will pull current scholar’s composite ratings on TELPAS for 2024-2025 school year, percent of scholars who met reclassification criteria, and have the interim targe for English Language Proficiency standard internalized. ·        Campus Leaders will facilitate meetings to share the student-level data and goals with campus administrators, staff, and teachers. ·        Campus Leaders will review the EB spot form guidance document and the lesson internalization protocol with all administrators and teachers to clarify all instructional expectations, set norms, and calibrate. ·        Campus Leaders will identify which teachers are serving EBs during which class periods to ensure they are observing teachers during instruction for EBs by reviewing class rosters. ·        Campus Leaders will establish strong and clearly defined systems on respective campus for identification, enrollment, scheduling, and monitoring coding for all EB scholars. ·        Campus Leaders will ensure documentation, timelines, and coding align with federal and state guidelines. ·        Campus Leaders will review potential EB list provided by multilingual department for identifying students who need to test EB identification assessment before district snapshot date.
	Specific actions – staff (What specific action steps will the staff take to accomplish the objective?) ·       Instructional Staff will conduct data conferences with leaders and colleagues: Share student work samples, assessment data folders (organization, usage, maintenance) and assessment data projections as measured by Campus Based PLC Protocol. ·       Instructional Staff will engage in reflective practices that connect student growth and achievement to the impact on professional teaching goals, department goals, and school goals, collectively as measured by NWEA and monthly unit assessments. ·       Instructional Staff will Maintain data binders and all tracking tools regularly as measured by the Ontrack reporting system. ·       Instructional Staff will utilize data to drive targeted intervention and monitor regularly as measured by the exemplar created by the teacher. ·       Instructional Staff will create a culture of differentiated instruction: implement differentiated instruction techniques to address the diverse learning styles and abilities within special populations as measured by the SPOT observation rubric. ·       Instructional Staff will provide small group instruction and one-on-one support to EB scholars who require additional assistance in math and/or reading as measured by the DOL and assessments.

 

	Key Action Two:
Staff Devel.	Who: Instructional Staff
	What: Implement targeted intervention aimed at closing the Math and Reading academic gaps of EB scholars.
	When: Ongoing
	Where: Law Elementary
Budget	Proposed item	Description	Amount
	Staff development	Pre-service and monthly PD sessions that support high-quality instructional practices for Special Populations.	$0
	Materials/resources	Manuals, exemplars, powerpoint presentation, SPOT observation forms, T-TESS Rubric, IEPs	$0