3. Values (How must we behave to reach our vision?) Mission ( Why do we exist?) Vision (What must our school become ?)

4. Change Elementary School shall be a community of learners residing in a safe, secure, and nurturing academic environment that enriches the educational experience of all students by promoting their interests, meeting their needs, and providing all students the opportunity to a rigorous educational experience that results in shared opportunities for success.

5. Rooted in love, justice, trust, and respect for the dignity of life and the right to learn, Change Elementary School focuses on students’ developmental needs to ensure they reach their full potential.

6. When we respect the “dignity” of life and the right to learn: These things happen! We respect ourselves, fellow human beings, and our earth. We have the knowledge and skills necessary to participate in and contribute to our community, country, and the family of nations. We believe in and have hope for the future.

7. Core = The basic or most important part; the essence. Values = A principles, standards, or qualities considered worthwhile or desirable.

8. What do our Core Values “look” like? We are trustworthy. We do what is in the best interest of all children. We do what is right by our stakeholders. We keep raising the bar. We take initiative and focus on results as they relate to student achievement. We consistently deliver. We set high standards. We question the status quo to get better. We generate innovative solutions. We learn from our experiences and search for better ways to meet the needs of all learners. We succeed together. We respect and value each other. We work as a collaborative team focused on student learning. We recognize and celebrate our success

9. AllHispanicAAWhiteLEP Change82.982.392.9*71.0 Change

10. AllHispanicAAWhiteLEP Change76.576.476.9*65.9

11. AllHispanicAAWhiteLEP Grades 1-270.57163.2*62.2

12. AllHispanicAAWhiteLEP Grades 1-259.357.462.5*44.1

13. Strengths Pockets of Excellence Reading achievement data Academically Acceptable to Recognized Teacher Experts/Teacher Leaders on campus Weaknesses Intervention needed in math for grades K-6 Low commended rates Ineffective collaboration methods High Leadership Turnovers Opportunities Moving student groups towards Exemplary Increase percentage of commended performance Develop teacher leaders Incentive Programs for students and staff Team Building Threats Zingers (resistors) African American & LEP Student Groups Mathematics Performance Lack of budget alignment to instructional interventions Effectiveness of Programs

14. GoalsTimelinePersons ResponsibleEvidence Increase the number of students in all student groups meeting the standard to 90% passing in all core content areas Ongoing September - May Administrators, CILT, All teachers and staff TAKS Release and common assessment data Increase the number of students in all student groups performing at the commended level by 10% in each content area Biweekly Common Assessments (December, February, TAKS, ITBS practice) Administrators, CILT, All teachers and staff Assessment Data Increase number of students in all student groups scoring at or above 40% on ITBS/Logramos to 80% in all content areas Ongoing September - May Administrators, CILT, All teachers and staff ITBS/ Logramos and Common Assessments Increase participation in PLCs and PDOngoing September - May Administrators, CILT, All teachers and staff Surveys, sign in sheets, and agendas

15. The Why? Rationale for Plan Thinking behind plan Where do I intervene Leverage Points Decisions and Changes Made Implications for PD Plan PD Topics Additional Resources for PD Direct Impact on Student Performance Realigning Resources Time and People Money and Space Monitor and Assess Common Formative Assessments Informal Observations SMART goals

16. The How? Leadership Instructional Leadership & Building Capacity Data Driven Focus Cohesive Interdependent Teams Commitment to Achieving the Vision Professional Development Needs Based Embedded Daily Focus on Student Achievement Environment Protected & Orderly Learning Environment Consistency & Fairness Campus Wide Management System Community Enhance Parent & Community Relationships Increase Community Involvement Build Partnerships

19. Planning intervention and use of instructional resources Continuity across grade levels (delivery of instruction, assessments, profiling, and projects) Teacher collaboration and sharing of best practices (Planning Vertically and Horizontally) Campus-Wide strategies with focus on low mastery areas All stakeholders having a voice in decision-making and being held accountable for improving student achievement

20.  Utilize the district curriculum products as a guide to teach the TEKS/SE’s  Assess students and profile Common Assessments on a continuing basis to track student progress in order to direct and modify instruction  School-wide TAKS Practice Test will be given to monitor and evaluate mastery of TAKS Objectives  Utilize a campus-wide instructional calendar (daily) to address targeted TEKS/SE’s for each tested area  Provide After-School and Saturday School tutoring for students in grades K- 6 using supplemental resources, hands-on activities, games, power point presentations, computer assessments, and instructional videos