Donna Independent School District Capt. D. Salinas Elementary 2020-2021 Campus Improvement Plan

 
Donna Independent School District
                                     Capt. D. Salinas Elementary
                                 2020-2021 Campus Improvement Plan

Capt. D. Salinas Elementary                                                Campus #108-902-112
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Mission Statement
   The administration, staff and community will strive toward excellence in providing the highest quality of education for students through community and unity. The students
                    should endeavor responsibly with the same ideal to attain academic success within a safe environment conducive to student achievement.

                                                                                Vision
   The vision of Salinas Elementary is for ALL students to reach the highest level of academic success through a rigorous and supportive learning environment that provides a
                                                       quality education in accordance with state and national standards.

                                                                                Motto
                                                              "Salinas Sailors Today, World Captains Tomorrow"

Capt. D. Salinas Elementary                                                                                                                                  Campus #108-902-112
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Table of Contents

Comprehensive Needs Assessment                                                                                                                                                       4
   Demographics                                                                                                                                                                      4
   Student Learning                                                                                                                                                                  7
   School Processes & Programs                                                                                                                                                      15
   Perceptions                                                                                                                                                                      21
Priority Problem Statements                                                                                                                                                         29
Comprehensive Needs Assessment Data Documentation                                                                                                                                   30
Goals                                                                                                                                                                               32
   Goal 1: Capt. D. Salinas II Elementary will create an inviting educational climate that enhances learning and academic performance for all students so that they may excel
   in all areas of education and meet state and federal passing standards. The district will implement a balanced literacy program in early childhood education that will result in
   more students reading on or above grade level.                                                                                                                                   32
   Goal 2: Capt. D. Salinas II Elementary will create an inviting educational climate that enhances learning and academic performance for all students so that they may excel
   in all areas of education and meet state and federal passing standards. The percentage of students who achieve meets and/or masters performance level on the STAAR exam
   will increase.                                                                                                                                                                   39
   Goal 3: Capt. D. Salinas II Elementary will create an instructional environment that will enhance the learning and academic performance of all students and increase the
   percentage of graduates demonstrating college/career/military readiness.                                                                                                         46
   Goal 4: Capt. D. Salinas II Elementary will continue to follow sound fiscal and managerial practices to provide a highly qualified staff, appropriate resources, technology,
   and well-maintained facilities to promote increased student achievement.                                                                                                         49
   Goal 5: Capt. D. Salinas II Elementary will provide students and all stakeholders with a safe and nurturing school environment that supports academic success and provides
   meaningful and relevant learning experiences that inspire creativity, character development, and critical thinking inclusive of all student populations.                         54
   Goal 6: Capt. D. Salinas II Elementary will collaborate with parents, community members, and staff to promote continuous success for all students through an effective
   planning and advisory process.                                                                                                                                                   63
Title I Schoolwide Elements                                                                                                                                                         65
   ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)                                                                                                                              65
   1.1: Comprehensive Needs Assessment                                                                                                                                              65
   ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)                                                                                                                                     65
   2.1: Campus Improvement Plan developed with appropriate stakeholders                                                                                                             65
   2.2: Regular monitoring and revision                                                                                                                                             65
   2.3: Available to parents and community in an understandable format and language                                                                                                 65
   2.4: Opportunities for all children to meet State standards                                                                                                                      65
   2.5: Increased learning time and well-rounded education                                                                                                                          65
   2.6: Address needs of all students, particularly at-risk                                                                                                                         66
   ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)                                                                                                                                    66
   3.1: Develop and distribute Parent and Family Engagement Policy                                                                                                                  66
   3.2: Offer flexible number of parent involvement meetings                                                                                                                        66
Campus Funding Summary                                                                                                                                                              67
Addendums                                                                                                                                                                           71

Capt. D. Salinas Elementary                                                                                                                                        Campus #108-902-112
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Comprehensive Needs Assessment
Demographics
Demographics Summary

Q: What do enrollment numbers indicate?

A: The population in our area is growing due to the increase of newly developed subdivisions.

Q: What is the breakdown by ethnicity, gender, or other category?

A: Our students are 99.6% Hispanic.

Q: How has the enrollment changed over the past 3 years?

A: Enrollment numbers have increased within the last 3 years.

Q: What is the number of students in each special program? How do these numbers look broken up by ethnicity, gender, or other category? Are we over-or
underrepresented in certain groups? Why?

A: GT Students-28, LEP-506, and Migrants-26. We are overrepresented in LEP students due to the proximity to the border and Hispanic population.

Q: What is the data for special programs over time?

A: LEP students are increasing, number of GT students increased as well this year even though they tend to flucuate.

Q: What do the data regarding students who exit from special programs? How many? Who are they? What trend or pattern do we see?

A: This year we had 2 LEP/ELL students exit the bilingual program. This has primarily occurred due to the fact that the state did a switch to testing TELPAS speaking to online as
opposed to teacher rating. Students demonstrated they were not accustomed to speaking into a microphone and a high number of students were testing in the same lab. Proactive
steps were taken to help in this area: tutorials were done earlier in the year, and less students testing in the lab. We also had an increase in the students that were identified GT.
This is primarily due to the fact that the district direction was to lower the age percentile ranking in kindergarten to decide who continued to the full battery of assessments after
the pre-screener. Also, the APR was lowered for the other grade levels when deciding who qualified.

Q: Who are our at-risk students? What is their at-risk category?

A: Our at-risk students consist of LEPS, Mckinny Vento, Retained, and Economic Disadvantage students. This year we had 500 students that were considered economically
disadvantaged, which is 95% of the student population. 12 that were section 504 students, and 445 students were identified as at-risk.

Q: Who are our Migrant students?

A: We have 26 migrant students, all hispanic.

Capt. D. Salinas Elementary                                                                                                                                       Campus #108-902-112
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Q: What is the mobility rate for this campus? What is the stability rate? How are these numbers represented for Migrant students?

A: Mobility rate 23%, 77% stability rate. Our migrant students only represent 5% of the total school population, leaving 17% for other reasons for mobility or transfer.

Q: What area of the community do these students come from?

A: Our students come from the rural areas of the community.

Q: What are the staff demographics?

A: According to the TEA Texas Schools profile for Captain D. Salinas Elementary* our campus staff demographics are as follows: There are 36 full time teaching staff. 97% are
Hispanic 3% are White or other. This is in line with our student population which is 99% Hispanic and 1% White or other. This correlation of teachers servicing students of
similar background and ethnicity is sited in various educational research as a factor in increased student achievement.

Q: What are the teacher/student ratios? How do these ratios compare to performance?

A: The official teacher to student ratio is 16:1. Take into consideration of 36 teaching staff there are 28 classroom teachers which puts our typical class size at 18:1. The state
average is 15:1. This coincides with the scores for student achievement. Our campus is in top 50% of schools statewide with a letter grade of C in the state accountability system
for student achievement. The studies on class size and student accountability are a mixed bag and typically look at high school students. It is common practice to have more staff
at younger grades as they need more assistance developmentally than older students.

Q: What are the teacher qualifications, certifications, etc? Paraprofessionals?

A: Our staff is fully certified with all teachers holding a bachelor’s degree or higher and we meet state and district requirements for administration, teachers, librarians, counselors,
nurses and instructional aides. We exceed the state average for teacher certification, and years of previous experience. Average previous teaching experience is 13 years at Capt.
D. Salinas Elementary.

Q: What does the general data reflect regarding teacher quality on the campus?

A: Teacher quality on our campus is above average. Most of our staff are veteran teachers and all hold proper certifications. 11% of our staff also have a master's degree compared
with the state average of 15%. Statewide the rate of teachers with bachelor’s degree at a campus is 73% as compared to our campus at 89%. We could get a few more teachers to
pursue higher education to close that gap. This is frequently encouraged and facilitated by the school district and ESC Region 1. Additionally, our campus, district and ESC
Region 1 provide staff and professional development opportunities to improve teacher quality throughout the year as required by the state certification process.

Demographics Strengths

Increase in enrollment in the past 3 years.

Mobility rate continues to be constant at about 20%.

All our administrators, teachers, and teacher assistants are highly qualified.

Low teacher turnover.

Capt. D. Salinas Elementary                                                                                                                                          Campus #108-902-112
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Problem Statements Identifying Demographics Needs

Problem Statement 1: Numbers of At Risk students continue to increase every year . Root Cause: Low socio-economic status and high influx of immigrants in our area

Capt. D. Salinas Elementary                                                                                                                             Campus #108-902-112
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Student Learning
Student Learning Summary

Summary

The data is diaggregated by different demographics such as: LEP, Non LEP, At Risk, Special Ed., Gifted and Talented, gender and Migrant.

When comparing data from last year’s benchmark to this year’s benchmark a very slight decrease can be seen in almost every subject, math, reading and writing, mostly in
approaches. 3rd grade for both reading and math show increases in approaches, meets and masters where as 4th and 5th show some increases mostly in meets and masters with 5
th grade showing an increase of 16% in masters from 2019 to 2020 and 5th grade reading showing an increase of 16% in meets. Math showed increases in meets and masters
from 3rd through 5th. Writing shows a decrease of 14% in approaches but an increase of 8% in masters; however the special ed percent increased from 0 to 75% in
approaches. 5th grade reading had an increase as well with the special ed percent from 63% to 100% in approaches. 4th grade math went from a 0 to a 100% in the special ed
 population in approaches.

When data from the reading benchmark is compared to the different subgroups, there are positive gains in the LEP subgroup for reading 3rd through 5th grade and also in 3rd
 and 4th grade math . The special ed subgroup shows growth only in 4th and 5th grade reading and math. The special ed percent decreased for 3rd grade reading and math both
at 0% in 2020 benchmark from an average of 35% in 2019. The GT subgroup decreased only in 4th grade writing and 3rd grade reading and math. All other subjects stayed at
100% passing for the GT group.

Growth was shown in the amount of Master’s compared to last year's Benchmarks at a rate of 1.57%. 4th grade Math showed a 3% increase in Writing and Math. 5th grade
showed a 5% increase in Reading and 2% in Science.

In Math 3rd grade the GT and LEP improved by 5% and 14% respectively. The LEP population also increased by 10% in Master’s. 4th grade Migrant showed 29% in
Approaches and 33% in Meet’s. GT increased by 37%. LEP population showed a 1% growth in Approaches, 3% Meet’s and 8% Master’s. SPED increased in Approaches by
75% and Meet’s by 25%. 5th Grade showed no growth.

In Reading 3rd Grade Migrants showed 33% increase in Approaches and 20% in Master’s. 4th Grade Migrants improved by 43% in Approaches 19% in Meet’s and 33% in
Master’s. GT grew by 12% in Meet’s and 37% in Master’s. LEP improved by 4% in Approaches and Master’s. SPED showed growth of 50% in Approaches and 25% in Meet’s.

    In Writing 4th grade showed 16% in GT and 4% in LEP Master’s.

    In Science GT Master’s went up by 9% and LEP showed a 3% in Meet’s.

    The School Process of Migrant Tutorials helped this group make progress.

Analyzing the growth for Imagine Math in 3rd through 5th grade, it shows that at least half of the students showed growth. The growth for 3rd grade was 69%, 4th grade was 86%
and 5th grade was 50%. 5th grade only had 50% growth in Imagine Math, and the overall approaches dropped from a 96% to an 87% in the benchmark in comparing the 2019 to
2020. The 5th grade migrants and GT had a great impact with each at 100% from 2019 to 2020. The 5th grade LEP decreased slightly from a 95% to 86%. The 5th grade SPED
decreased dramatically from an 86% to 20%. 4th grade showed an 86% growth in Imagine Math, and the approaches remained almost the same from a 70% in 2019 to 72% in
2020. The 4th grade GT had an impact with a 100% from 2019 to 2020. The 4th grade LEPS remained almost the same from a 69% to a 70%. The migrants and SPEDs had an
increase: migrants 71% to 100% and SPEDs 0% to 75%. 3rd grade showed a 69% growth in Imagine Math, and the approaches remained almost the same from a 61% in 2019 to
60% in 2020. The 3rd grade migrants, GT, and SPED didn’t have an impact; they decreased from 2019 to 2020. The 3rd grade LEPS almost remained the same from 61 to 60%.

The students that are reading on grade level from 3rd through 5th grade are as follows: 5th grade 54%, 4th grade 60% and 3rd grade in English 47% and Spanish 62%. In
Capt. D. Salinas Elementary                                                                                                                                Campus #108-902-112
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analyzing the approaches in the 2019 and 2020 benchmarks, the following was revealed. In 5th grade, the migrants decreased 10% and the SPEDs decreased 17%. In 4th grade,
the migrants, LEPs and SPEDs showed an increase: migrants 43%, LEPs 4% and SPEDs 50%. In 3rd grade, the migrants showed an increase of 33% while GT decreased 10%
and SPED decreased 75%.

The longitudinal student achievement data indicates growth from 3rd through 5th grade when comparing the math data. In comparing 3rd through 5th grade math, the approaches
for 3rd grade was 60%, 4th grade was 72% and 5th grade was 87%. The math data indicates an increment on approaches from grade level to grade level. The reading data for
approaches shows that 3rd grade was a 63%, 4th grade was a 69% and 5th grade was a 65%. The data indicates that there was an increment from 3rd to 4th grade but a slight
decrease from 4th to 5th grade. In comparing 3rd through 5th grade math, the meets for 3rd grade was 25%, 4th grade was 31% and 5th grade was 51%. The masters in 3rd
 grade math was 4%, 4th grade math was 13% and 5th grade math was 33%. The math data indicates an increase on meets and masters, just like the approaches, from grade level
to grade level as well. There was growth in the reading for meets and masters as well but a very slight increase from 3rd to 4th grade in the meets. In the meets for reading, 3rd
 was 18%, 4th grade was 19% and 5th grade was 30%. In the masters for reading, 3rd grade was 5%, 4th grade was 9% and 5th grade was 16%.

The data reflects the following. There was a greater increase in math compared to reading in the approaches, meets and masters. In math, there was higher increments, at least
20% higher, between 4th grade to 5th grade in the approaches, meets and masters than 3rd to 4th grade. In reading, the approaches decreased 4% from 4th to 5th grade. Also, in
reading, there was a slightly higher increment from 4th grade to 5th grade in the meets than 3rd to 4th grade.

When comparing data from last year’s reading benchmark to this year’s benchmark, what can be observe is that when analyzing data horizontally from year to year, the
approaches had an increase of 7% in 4th grade and a decrease in 3rd and 5th. The meets level had an increase of 5% in 5th grade yet a decrease in 4th & 3rd. The masters level
had an increase by 5% in 5th grade and a decrease in 4th and 3rd. When comparing math horizontally, in the approaches level math only had an increase of 2% in 4th grade and a
decrease in 3rd and in 5th. The Meets level had a decrease in 4th and 5th but a 10% increase in 3rd. The masters level had a 3% increase in 4th but a decrease in 5th and 3rd.

When comparing date from this year’s benchmark what can be observed is that the population has improved in math when compared vertically. Under the approach category 5th
 grade math had an 87%, 4th grade math had a 72% and 3rd grade math had a 60%. In the meets category 5th grade had a 51%, 4th a 31% and 3rd a 25%. Also, there was an
increase in the masters level with 5th at a 33%, 4th with a 13% and 3rd with a 4%. In the reading benchmark date shows that the approaches level was as follows: 5th grade had
a 65% , 4th grade 69% and 3rd 63%. In the meets level: 5th grade had a 30%, 4th grade had a 19% and 3rd grade had an 18% . The masters level 5th grade had a 16%, 4th
 grade a 9%, and 3rd grade a 5%.

Math has shown a consistency of growth vertically more than reading. Reading in the approaches level had a 5% decrease. In the meets level and masters level vertical growth is
evident in 3rd , 4th and 5th.

Overall, comparing data vertically growth is seen in all grade levels.

The evidence that the curriculum is clearly linked to the TEKS is shown on the Year at a Glance document that is created for every content. It is evident that within the document
you can clearly see the TEKS and standards that are included in the yearly curriculum. The assessments include the TEKS therefore it reflects the correlated data in which the
students were assessed. In the lower grades there are also daily warm-ups and the upper grades we have instructional academies which spiral previously taught TEKS throughout
the year.

We are a data driven campus. Data is used to inform curriculum by allowing the teacher to strategically plan the lesson to meet the needs of the students. Content Directors come
to assist if needed (data was too low ) or meet with a teacher to share what is being helpful in the classroom (data was marvelous).

Data drives the instruction in the classroom. Teachers target the lowest TEKS through bell ringers or a short 10 minute routine targeting that skill(s) . If TEKS were extremely
low for the majority of students then the skill needs to be retaught. Teachers use exit tickets, quizzes or weekly assessments to determine if child mastered the skill(s).

Assessment decisions are based once the child has been taught the skills then we assess to determine the strength and weaknesses of the child. We then use the assessment data to
Capt. D. Salinas Elementary                                                                                                                                     Campus #108-902-112
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start planning.

Decisions on curriculum, instruction and assessments are made from data results. During grade level meetings with administrators all not-mastered and mastered TEKS are
discussed. Teacher that shows mastery on certain TEKS will collaborate with other teachers to share strategies and ideas to help show mastery for the TEKS. After analyzing data
teachers placed students into different heterogenous groups to be able to assist each other as well.

Curriculum, instruction and assessments are aligned, and it reflects in our aware bundle data, Istation, Imagine Math and other programs, this is based on students mastering
objectives. They are focused to support and challenge our students by differentiation with teachers delivering the lessons based on student's needs.

Curriculum instruction and assessment are aligned with 21st Century Learning Skills. As we can see this year due to COVID-19; has been a year of change. Teachers are
delivering lesson through, Class Dojo, Google Class, Zoom and other distance learning technology methods. We must have more trainings. Teachers have delivered lessons
through technology, hands-on activities and collaborate grouping by using concrete objects to then transition to abstract learning.

Instructional strategies and activities are aligned with the needs of the students through differentiation depending on the content and the learning abilities of the students.
Strategies that are used to maximize student achievement are visuals, manipulatives, cooperative learning, metacognition, think-pair-share, anchor charts, red robin, choral
reading, jigsaw, guided reading, real world connections, and most importantly the opportunity to learn with hands on experiences. It is consistent across the district/school because
of the professional developments, staff trainings, and district trekking though the TEKS trainings that are offered to all teachers across the district by grade level and subject. All
students are offered instruction with these supporting strategies and the effect has been seen in the growth in student learning for each content.

 Students who are in need of additional interventions are provided additional time on computerized intervention programs such as Istation and Imagine Math. Depending on the
need, for example Tier 1, Tier 2 or Tier 3, students are assigned to complete 30, 60, or 90 minutes of intervention. These are completed during scheduled computer labs times,
guided reading stations, or home. Students who have faithfully completed the required intervention have shown increases over the school year.

Classroom observations with high failures indicate that the instruction in the classroom is teacher centered. The majority of the time the teacher is doing whole group instruction
and doing all the talking. The instruction lacks the opportunity for students to practice skills multiple times in order to achieve success.

Gifted and Talented students perform above the ALL population in both areas of Reading and Math. Gifted and Talented students are offered support through the implementation
of special projects such as project based learning. EL students generally perform slightly below the ALL population in the areas of Reading and Math. This special population of
students are provided support through Saturday tutorials and the use of intervention programs. Migrant students generally perform about the ALL population in the areas of
Reading and Math. These students are provided support through the use of computer intervention programs and after school tutorials. Special Education students perform above
the ALL population in Math, but below the ALL population in Reading. Students are supported through Inclusion services as well as tutorials and computer intervention
programs. Teacher are supported with professional development provided by their respective ELA and Math departments as well as from their peers during scheduled PLC’s
where strategies are shared.

From the previous year there was a decrease in overall school performance. In 2017-2018 the school met performance with an overall 85 out of 100 but in 2018-2019 it decreased
to a 79 out of 100. There was also decreases in Domain I (Student Achievement) from a 78 in 2017-2018 to a 74 in 2018-2019. Domain II (School Progress) saw a decrease
from an 88 in 2017-2018 to an 83 in 2018-2019. Domain III (Closing the Gaps) saw the biggest decrease from a 78 in 2017-2018 to a 71 in 2018-2019.

Instructional design and delivery maximizes engagement because teachers use visuals, real-life objects, hands on activities, Think, Turn and Talk, Total Physical Response (TPR)
and real world connection, requiring students to justify answers and use DOK levels to plan rigorous instruction.

Capt. D. Salinas Elementary                                                                                                                                        Campus #108-902-112
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Exams are developed by the district from the different content departments. All test are aligned to the instruction taught throughout the six weeks. CFU questions are created by
the district content leaders on individual TEKS as well to reflect the TEKS taught within the week.

Assessments are designed to assess the TEKS taught and they are fair because teachers can adjust accommodations to fit the different student needs. Students understand
expectations of assessments through continuous practices increasing their success with assessments.

The data received from the assessments taken allows teachers to understand the TEKS that need to be retaught to address them quickly and effectively. It also allows for the need
to possibly regroup students to address those learning needs.

In our classrooms we have 4 student computers and 1 teacher computer. Each classroom has a smartboard but there are missing parts and softwares are not installed. Students
have access to different computer programs such as Istation, MyOn, Imagine Math, Learning.com, BrainPop. The 4 STEAM classrooms each have an IPad cart with 25 IPads
 and there are 2 IPad carts available for use by regular classroom teachers.

Some teachers reported that when many students were logged in at the same time, some devices froze. Teachers were surveyed, 65.52% thought the network supported all users,
while 34.48% thought it did not. Teachers were also asked what the response time was when they needed technical support. 31.03% of the teachers thought it took more than 24
hours. While 58.62% thought it took less than 24 hours and 10.38% thought it took less than 8 hours.

When teachers were asked their level of proficiency using basic technology (computers, projectors, document cameras etc.), 6.9% felt they were beginners, 48.28% felt they were
intermediate and 44.83 % felt they were at the advanced level. When asked their level of proficiency using an iPads or Chromebooks, 37.93% felt they were beginners, 51.72 felt
 they were intermediate and 10.34% felt they were at the advanced level.

At times computers aren't functioning and it makes it difficult for all students to work on computer programs at the same time. Also, when computers are working it makes it
difficult when each student has a different logins especially for our lower grade’s Pre-K to 2nd. It is also difficult for our students to keep track of all programs that are to be used
due to the numerous programs that students are required to use weekly. Right now we have the issue of not having enough technology for students to learn from home. We are
also lacking some important parts that we need in the classroom to use technology effectively like: Smart boards, document cameras, and splitters long enough for our teacher
computers. Some of these things that we do have work sometimes and are not enough to provide hands on learning for all students all at once. The wifi can also sometimes affect
teachers and a campus when it is down due to all the users who are logged in. We also lack the head phones with microphones needed for all desktop computers in our computer
labs.

Teachers attend a technology conference once a year, STEAM teachers had the Apple trainings as well as a few other teachers. There are not enough technology trainings for all
teachers that helps teachers with technology that is constantly changing. We need to be kept updated with the changing technology. Teachers are constantly having to change how
to effectively teach lessons to students, so this is always helping students no matter what works or does not work regarding technology.

Technology is used in almost every content area it helps our students understand the lesson well. It’s also more interactive and its visual for our ELL students. Technology makes
it easier for us as teachers as well as for our students to get work done at school as well as at home. The effect is that our students use school programs that help them learn to
read, comprehend, and build fluency.

Technology applications such as, Istation, Imagine Math, My On, and Accelerated Reader are used to measure student achievement. Istation assess student’s monthly reading
levels. Imagine Math gives student’s benchmarks on common core standards, and teachers can see which standards students have mastered. Accelerated Reader assess students
on reading comprehension. MyOn supports reading fluency and comprehension. Students are using Ipads in their STEAM classes to develop technology skills for further
integration of the curriculum.

Capt. D. Salinas Elementary                                                                                                                                           Campus #108-902-112
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Students in PreK-3rd Reading and Math scores:

3rd grade: Reading English: percent score 61.76%, Approaches 71.05%, Meets 23.68%, Masters 7.89%

3rd grade reading Spanish: percent score 49.08%, Approaches 51.35%, Meets 10.81%, Masters 10.81%

3rd grade Math: percent score 62.36%, Approaches 66.22%, Meets 32.43%, Masters 12.16%

2nd grade Reading English: percent score 48.58%, Approaches 17.74%, Meets 1.61%, Masters 0%

2nd grade reading Spanish: percent score 45.20%, Approaches 4.35%, Meets 2.17%, Masters 0%

2nd grade math: percent score 81.67%, Approaches 84.13%, Meets 65.08%, Masters 46.03%

1st grade English Reading percent score 69.31%, Approaches 56.36%, Meets 21.83%, Masters 3.64%

1st grade Spanish Reading percent score 82.65%, Approaches 100%, Meets 64.71%, Masters 23.53%

1st grade Math percent score 77.78%, Approaches 81.94%, Meets 54.17%, Masters 23.61%

Kindergarten English Reading percent score 88.81%, Approaches 95.24%, Meets 90.48%, Masters 61.9%

Kindergarten Math percent score 86.86%, Approaches 92.83%, Meets 77.14%, Masters 54.29%

Pre kinder I station Summary English Level 1 52%, Level 2 20%, Level 3 15%, Level 4 10%, Level 5 3%

Pre kinder I station summary Spanish Level 1 16%, Level 2 1%, Level 3 16%, Level 4 26%, Level 5 21%

Student performance on state assessments and local benchmarks differ first semester because District Adoptions are not aligned to State Assessment Formats. State assessments
still have more rigorous questioning which are used in local benchmark assessments and students show slow progress first semester. The second semester when teachers intensify
their instruction using questioning formats aligned to the structure and rigor of STAAR assessment is noticed in student report card grades.

The campus administration ensures that teachers are spiraling the TEKS with the implementation of Bell Ringers/Warm Ups, mini lessons and daily small group re-teaching. The
teachers have small groups to ensure that no child is left behind in the lesson and the objectives that need to be mastered. Teachers use “Preview, View and Review” and “I do,
you do, we do” type of instruction during a lesson. Our school has an Intervention Period where those students can also be helped to catch up with missed lessons. This will allow
the teacher to reteach the lesson missed with the student in a small group setting, where other students struggling with those skills may also benefit. The campus does a daily
attendance recovery to ensure that students are present. Teachers submit a recovery slip every morning and the office staff then makes phone calls or home visits daily to recover
the absent students. Students who are absent are then given the opportunity to complete the missed assignments and provided the necessary instruction needed.

Across grade levels, daily observations, weekly assessments, six weeks/bundle exams, I-station and Imagine Math reports serve as a means of identifying student’s needs. Based
on this data teachers work with these students on specific skills during Guided Reading and Intervention Periods. Students who are reading below their grade level or/and have
failing grades in the areas of reading and math will be recommended by this committee to monitor their academic progress and will receive daily interventions. Students are
required to work in RTI programs such as I-station, Imagine Math, MyOn/AR, and Think Central. These programs are monitored through the RTI committee every six weeks.
 Teachers and students also have reading trackers and six weeks testing trackers to set goals on an individual basis for each student.

Capt. D. Salinas Elementary                                                                                                                                    Campus #108-902-112
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In the 2018-2019 school year there was one 504 student that was retained. There were zero students retained in the 2019-2020 school year.

       One 4th grader was retained last year failed all 3 sections of the STAAR test.

       Four 4th graders this school year faild the math STAAR last year, one Approaches,

       Two 4th graders failed the Reading STAAR, two Approached, and one Meets.

       Two 5th graders this year failed all 3 sections of the STAAR test las year.

When needed, students may have their IAPs revised. If needed, accommodations are changed or amended. Tutoring is offered, RTI/Online interventions are available.

Teachers are allowed to attend trainings on how to serve students, if needed. Resources/support available through special education department or campus representative.
REURCES/SUPPORT AVAILABLE THROUGH SP ED DEPT OR CAMPUS 504 REPRESENTATIVE.

Achievement rates for 3rd -5th grade special education students in comparison to a non special education student is as follows:

       Seven 5th grade special education students took the reading took the STAAR test on 2018-2019 school year 86% were accomplish, 57% were meets, and 14% were
       masters.

       Seven 5th grade special education students took the math STAAR test on 2018-2019 school year 100% were accomplish, 29% were meets, and 14% were masters.

       Nine 5th grade special education students took the science took the STAAR test on 2018-2019 school year 89% were accomplish, 33% were meets, and 67% were
       masters.

       Eleven 4th grade special education students took the reading took the STAAR test on 2018-2019 school year 82% were accomplish, 55% were meets, and 82% were
       masters.

       Eleven 4th grade special education students took the math took the STAAR test on 2018-2019 school year 82% were accomplish, 36% were meets, and 45% were masters.

       Eleven 4th grade special education students took the writing took the STAAR test on 2018-2019 school year 55% were accomplish, 0% were meets, and 18% were
       masters.

       Four 3rd grade special education students took the reading took the STAAR test on 2018-2019 school year 0% were accomplish, 0% were meets, and 0% were masters.

       Four 3rd grade special education students took the math took the STAAR test on 2018-2019 school year 0% were accomplish, 0% were meets, and 0% were masters.

Our plans in place to support special education students include:

       Monitoring,

Capt. D. Salinas Elementary                                                                                                                                  Campus #108-902-112
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Identification, Evaluation, and the offer of free appropriate public education (FAPE)

       Student, Family, and Community Engagement

Our plans in place to support teachers include:

       Technical Assistance

       Training, Support, and Development

All committee decisions concerning state assessment and interventions are bases on accordance with the administrative procedures established by TEA and based on an individual
student basis. The role that committees have in making assessment and interventions appropriate decisions are appropriate and beneficial for student.

Students are given opportunities to improve by providing them with tutorials afterschool or on Saturday for grades Kinder-5th. Students also have an intervention period where
specific skills are targeted along with computer programs in reading and math that provide extra support. Data does show that our campus interventions are working when the
intervention plans are followed.

Response to intervention is implemented at the beginning of the school year by the teacher based on data from last year. If student passed STAAR he is exited from RTI for that
content. If he failed, then the services would continue for the year. The students are closely monitored in the classroom and with data tracking their progress or regression based
on weekly test, benchmarks , reading levels, six weeks grade , strategies to address and computerized intervention programs . A student who fluctuates high/low scores are
usually given two six weeks to determine if he/she should be in the R.T.I. process . A struggling student that is not struggling due to language can be added the 1st six weeks.
R.T.I. instruction can be most effective when the teacher has a scheduled intervention block or guided reading block to be able to meet with students in small group daily. 4th & 5
th grade lacked that block this school year, but it is effective from Pk-3rd because they do have guided reading to implement small group/individualized instruction. 4th grade was
able to create an Intervention block 2nd semester and 5th grade implemented Drop Everything and Read at the beginning of the day. The R.T.I. Process is effective because each
grade level meets with administrators and counselor to dialogue about each individual student and their six week outcome in reference to the student, data, successes, weaknesses
etc. This year we used Success ED to document on each student which became paperless and parents were notified with a letter about their child in the RTI program. The RTI
process helps make staff aware of those students that could need the Special Education service, because there is enough data to prove it, usually takes 3 years of waiting time.
The RTI process helps us determine when and if the child should be recommended to testing for Special Education.

Tools available to ensure that strategies are designed to improve student performance are RTI, CBIT, Success ed, Istation, Imagine Math (in which teachers can assign specific
activities for students to complete). Tools available for sped: IEPs (Individuals Education Plans), Test Hound, Sped Progress reports and report cards, Special education action
plans, ARDs and 3-year evaluations, Accommodation and modification and Teacher conferences.

Student Learning Strengths

Student achievement is remarkably noticeable when comparing data from last year's benchmark to this year's benchmark. The data shows growth from year to year in meets and
masters. The master's level has shown a dramatic increase in 4th and 5th grade math and there has been some growth in 4th and 5th grade reading as well. Increases are visible in
special pops such as GT and migrant.

Teachers along with students are working together to close the gap from year to year and to improve on the Meets and the Masters by having reading trackers and benchmark
trackers visible for students for goal setting. Teacher sets expectations on students and students rise to those expectations. The Lep population when compared to the all, are about
Capt. D. Salinas Elementary                                                                                                                                      Campus #108-902-112
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the same in performance or at a few points below. The special ed. population shows improvement from year to year and that help contribute in closing the gap.

The curriculum plays a crucial role in the overall success of the students. The curriculum is aligned to the instruction and the teacher provides differentation of instruction based
on the student's needs. Curriculum, instruction and assessments are aligned with the state and 21st century learning skills. Teachers also receive support by attending the Trekking
Through the TEKS meetings that are held at a regular basis. The curriculum is available through Sharepoint which gives easy access to the teachers anywhere. The assessments
are aligned to the State exams format. The curriculum and the assesments are free of biases since it is created by a cohort of teacherrs working in the district. The curriculum
offers various resources to monitor the achievement of the students such as, Istation reports, Imagine Math, running records, bundle exams, and benchmarks. Using the
curriculum teachers plan effectively by meeting with content leaders on instructional planning days to plan vertically across content areas.

All classrooms have access to computers and there are 4 computer labs that are equipped with sufficient work stations. Every grade level is assigned a day of the week to make
use of the computers. Technology is easily accessible in all content areas and the curriculum does offer links to incorporate technology. Teachers also use technology to analyze
data and target the needs. Most teachers consider it to be efficient. Ipdas are available in STEAM classes on a 1 to 1 basis for students.

RTI committees meet every six weeks in order to identify students who are struggling and create a plan with accomodations to assist students on an individual basis.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Technology is not available for all students Root Cause: District and campus budget are not sufficient for 1 to 1 ratio

Problem Statement 2: Hands on Professional Development for staff on technology for distance learning Root Cause: Technology that is provided per classroom is minimal and
does not require more than basic technology training

Problem Statement 3: Guided Reading is needed for 4th and 5th grade Root Cause: Scheduling; Time for core subjects does not allow extra time for guided reading

Problem Statement 4: Tutorials need to be available for all students beginning in 1st semester afterschool or on Saturdays Root Cause: Budget does not allow for transportation
to be given when students have scheduled tutorials

Problem Statement 5: Biliteracy program is ineffective due to new textbook adoption and curriculum being taught Root Cause: District curriculum needs to be organized to
allow both languages to be taught and provide students the opportunity to learn the required TEKS

Problem Statement 6: Reading gaps are not being minimized at lower grade levels causing reading difficulties to continue into the upper grades Root Cause: A phonics
program such as Sing, Spell, Read, and Write is needed in order to close the reading gaps in the lower levels

Problem Statement 7: Teachers are not successful in teaching remotely online Root Cause: Lack of hands on training and modeled lessons

Problem Statement 8: Reading content is not being taught all at once and causing loss of time Root Cause: Classroom Schedules need

Problem Statement 9: 3rd-5th grade need extra test taking material such as mentoring minds Root Cause: campu budget

Capt. D. Salinas Elementary                                                                                                                                      Campus #108-902-112
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School Processes & Programs
School Processes & Programs Summary

Summary

Follow up data is provided to teachers by T-Tess, walk-throughs, Formal Observations, Data Analysis, Goal Settings and SLO’s, and Zoom meetings.

We recruit highly qualified and effective staff by identifying they are fully Bilingual certified, the only STEAM campus in Donna and promoting the only Minitropolis in Donna
ISD “Salinasville”.

Staff attendance rate is 97.6%, retention rate- 97%, turnover rate -3%..

Staff is assigned to work with the highest need students depending on the areas of strength gained through their years of experience as well as the professional development they
have acquired. Teachers years of experience also plays an important role when determining where to place the students with the highest needs.

Our teacher mentor program allows new teachers to get support from a mentor teacher. The mentor teacher supports them in learning the curriculum, and other programs such as
Eduphoria, Teams, I-Station, Stemscopes, Imagine Math. It all impacts the teachers in being more effective.

New staff is supported by providing them with a mentor teacher. They are also supported by content leaders, head teachers, administration, and new teacher orientation. They are
provided feedback by evaluations, walk-throughs, staff meetings, and constructive feedback.

 The systems that are in place to build capacity and support the notion of continuous improvement are Teachers training teachers through G.T. share fairs, Abados, symposiums,
and Curriculum writers all of which help with continuous improvement.

We are using data such as scores from STAAR scores, I-Station reports, Imagine math reports, TELPAS and referrals to determine Staff professional development.

The collective and individual decision making regarding professional development are determined based on SLO’s, Formal and Informal observations, teacher request and grade
level needs based on student demographics; student access to school web resources.

Professional development staff attended:

Clarification of TEKS (Math, Reading, Writing, Science, Social Studies)

       G. T. update

       Bi-Literacy

       New textbook adoption

       Dyslexia

       Sexual Harassment

       Guided Reading

Capt. D. Salinas Elementary                                                                                                                                     Campus #108-902-112
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CPI

       Lumens Notice of Action

       Distant Academic Instruction using Class Dojo and Zoom

       Distance Learning for teachers (Apple, Google, Imagine Learning Webinars)

B) Implementation is monitored by

       Walk throughs

       Data Results

       Formal and Informal observations

       Class Dojo or Zoom

       Apple Teacher certification

       Google Classroom certification

C)The impact it has had on Performance

       2 Star campus

       Rated a “B” campus by the state

       Students continue to learn using Distant Academic Instruction using Class Dojo or Zoom

Families and Community members are involved in meaningful activities that support students’ learning:

             1. SALINASVILLE COMMUNITY PARTNERS (FINANCIAL, TRAINING AND MORAL SUPPORT)

             1. COFFEE TALKS W/ SUPERINTENDENT

             1. LEUKEMIA/LYMPHOMA SOCIETY

             1. LITERACY NIGHT

             1. LEGO NIGHT

             1. FINE ARTS PERFORMANCES
Capt. D. Salinas Elementary                                                                                  Campus #108-902-112
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1. READ ACROSS AMERICA

            1. AWARD CEREMONIES/PARADES EVERY 6 WEEKS

            1. HIDALGO COUNTY ADVOCACY CENTER (PRESENTATION TO STUDENTS)

       PARENTS AND COMMUNITY MEMBERS ARE INVOLVED AND WE CONTINUE TO SEE AN INCREASE AS WORD GETS OUT YEAR TO YEAR.

Families and the community Members involved in school decisions:

    1. LPAC

    1. CLPAC

    1. PARENTAL COMPACT FORMS

    1. PARENTAL INVOLVEMENT SURVEYS

    1. PARENTAL INVOLVEMENT MEETINGS

    1. PARENTAL INVOLVEMENT POLICY

    1. PARENT NOTIFICATION TEACHER QUALIFICATIONS LETTER

Types of services available to support families, community members, and students to encourage healthy relationships:

A) Six Weeks awards celebrations

B) Class Dojo/Weekly planner is used to communicate with parents

C) District Social Worker

D) Mujeres Unidas - Nutritional Support

E) Project HOPE, PASOS, RHCK (Raising Highly Capable Kids) is provided by parent center

F) PLA’s (Parent and Family Learning Academies) provided by the district.

G) District wide meetings - Iglesia Central del Valle

I) Counselors from Tropical behavior center

H) City Of Alamo-Coloring contest

J) Extra-curricular activities(Uil, Choir, spelling Bee, Ace)
Capt. D. Salinas Elementary                                                                                                 Campus #108-902-112
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K) Salinasville – involvement of local businesses to support students

L) Hidalgo County Advocacy

Languages other than English would be Spanish.

    1. Print newsletter in English and Spanish and any other announcements/notes send home are in English and Spanish.

    1. The Alert system is sent over the phone in English and Spanish Phone calls

    1. The Calendar in English and Spanish Posters

    1. Teacher conferences and telephone calls are in the parents’ dominant language (English/Spanish)

Services available to support students in special programs:

                Accelerated Reading

               Parent Meetings (Literacy Nights)

               RTI programs such as Istation, Imagine Math, Learning.com, Raz-Kids, Reasoning Mind, MyOn, Stemscopes, MindPlay (This is MindPlay’s pilot year and was
               only implemented in K-2nd monolingual classrooms: B. Villegas (K), E. Trevino (1st), V. Lopez (2nd).

               Results: Pending

Types of community partnerships that exist to support families and students:

               Peter Piper Pizza                                     -H.E.B.

               Teach the Children (Channel 5)                       -Alamo Police Department

               City of Alamo Chamber of Commerce                    -Alamo Post Office

               IBC Bank                                                  -St. Joseph’s A.C.T.S. & Altar Society

               Leukemia & Lymphoma Society                          -Alamo City Council

               Iglesia Central del Valle                                -Pizza Hut

               City of Alamo Recycling Center                           -Popeye’s

               Wal-Mart                                                  -RHCK

               Burger King
Capt. D. Salinas Elementary                                                                                                                           Campus #108-902-112
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Olive Garden

District/school support the organization counts with:

- From most supportive - district/ school supports organizations by updating adoption, Salinasville (behavior and attendance), STEAM classes, providing opportunities for
professional development, teacher/mentor programs, weekly incentives for attendance and Teacher perfect attendance incentive.

- From least supportive- from our district or school would be funds by decreasing our campus budget, the lack of a good phonics program in the lower grade levels and reading
coaches to guide teachers.

The data reflects classes by grouping students by Bilingual and monolingual, Reading levels and the Schedule reflects the amount of time per subject is given.

Adequate time is devoted to subjects for poorly performing students by incorporating Tutoring during intervention, after school / Saturday tutorials.

Time is added through Istation by Identifying students Tier levels for reading. Extra time also for Imagine math and for students with low performance in reading teachers use Raz
kids program.

A voice in decision making and school policies:

- CLPAC               - DLPAC          - Monthly meetings             - Board meetings

- Grade Level Meetings             - Content level meetings

Roles teachers have in deciding what assessments will be used to evaluate individual students or the program as a whole:

The role teachers have is deciding how they want to access students if they want to do quizzes, weekly assessments, or informal assessments. All other assessments are provided
by the district such as six weeks tests and/or benchmarks.

School committees and decision-making bodies allow for all stake holders to have input in identifying and solving problems. These decision-making groups evaluate problems
and work together to create solutions that feasible to our campus.

School committees do make it easy to be heard by providing open meetings where all are welcome to come.

Evidence that there is a process for monitoring, evaluating and renewing the curriculum to meet the needs of all learners would be We have a curriculum that is created to meet
the needs of all students within DISD. Teachers collaborate on the district curriculum each year and make changes based on testing data. All demographics of learners are
evaluated and monitored throughout the year as weakness are identified curriculum writers make changes to meet all student’s needs for the following year.

School Processes & Programs Strengths

Capt. D. Salinas Elementary                                                                                                                                    Campus #108-902-112
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Our school has a numerous of strengths to support various components that helps our system. The T-Tess evaluation system assists the follow-up data with the overall teachers
 performance during the school year. Teachers that apply are then interviewed by the hiring committee to determine the best capable candidate for the required position. The staff
attendance rate is significantly high due to the district attendance incentive. The teacher retention culture rate is also significantly high, and the turnover rate is positive. The staff
is assigned for tutoring lower and upper grades depending on their content expertise on Saturdays, after school, or during teacher's conference times. The teacher mentor program
impacts the new teacher moral and culture to deliver appropriate lessons and instructions and to collaborate with the grade level. The GT share fair offers continuous
improvement for all teachers. Data from state mandated assessments is used to determine professional development. Teacher attend various trainings provided by the district to
apply during instruction. Family and community involvement possess a wide range of activities that engages all student population. These activities are P.E. developmental, 6
weeks parade, in-classroom awards, Dr. Suess Family Picnic, Salinasville Minitropolis, Peter Piper Pizza Night, STEAM teacher play, STEAM technology night, and City
council mayor inauguration ,to name a few. Family and community are encouraged to participate in our school functions such as parent surveys, parent involvement meetings
which rewards students with Salinasville cash, free homework passes and free style clothing. Students healthy relationship is crucial to our campus to ensure a well-prepared
 student in our community to participate in extracurricular activities such as ACE, UIL, Spelling Bee, and Choir. Our communication with parents and community to convey in
the two most popular languages which are Spanish and English in various forms such as newsletter, automatic call system and school calendar of events. One of the most
notorious strengths is that our school offers Literacy Night and is also the only STEAM (Science, Technology, Engineering, Arts, and Mathematics) campus in the district.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Parent Volunteers has slightly decreased. Root Cause: Parents do not want to get TB shot.

Problem Statement 2: District has decreased fundings. Root Cause: Poor district financial budget management.

Problem Statement 3: outside research based professional development Root Cause: poor district financial budget

Problem Statement 4: phonics program Root Cause: district discontinued phonics program fundings

Problem Statement 5: District needs a uniform way of communication Root Cause: If program needs to be purchased,funds are needed.

Problem Statement 6: Internet Access Root Cause: As a community, students need wifi access to be able to execute online programs.

Capt. D. Salinas Elementary                                                                                                                                            Campus #108-902-112
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Perceptions
Perceptions Summary

SUMMARY
Student Engagement
Attendance
Our school student population is completely Hispanic. There are no notable differences in race attendance. Attendance data from the last
school year of 2018-2019 in comparison to our current 2019-2020 school years (please see chart below) is less than a fraction of a point
for KG-5TH =.95%, and for PK-4 only a 1.17% difference. For our PK-3 program, there is no comparison to the previous year being that
this is the first year we host PK-3 at our campus.
The slightly lower attendance this school year is mostly attributed to influenza (flu) outbreaks in our community. Flu season in our
community area was high and lengthy. Flu season initiated sooner and lasted longer than expected. Many students and staff members
tested positive for influenza type A. Students diagnosed with influenza were given a 5-day excuse by their doctors and told to stay home to
avoid propagation of the virus. In comparison to last year's student attendance, this natural event (flu season) caused a minimal decrease in
our campus' student attendance. After March 23, 2020, our campus followed Governor Greg Abbot's executive orders to self-quarantine
due to COVID-19.

                                                        Over All Attendance Percentage
                                     2018-           Attendance                          Attendance
                                                                          2019-2020
                                      2019           Percentage                          Percentage

                                     PK-5th                                   PK-5th
                                                       97.13%                              96.18%
                                     Grade                                    Grade

                                      PK-4              96.5%                 PK -4        94.48%

                                                                              PK - 3       93.19%

Capt. D. Salinas Elementary                                                                                                    Campus #108-902-112
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Dual Comparison as of March 23, 2020, Data
                                                     Attendance                                  Attendance
                                   2018-2019                               2019-2020
                                                     Percentage                                  Percentage
                                     KG-5th                                     KG-5th
                                                        97.13%                                    96.18%
                                     Grades                                     Grades

                                     PK - 4             95.65%                  PK - 4            94.48%

                                                                                PK - 3            93.19%

Discipline
The campus deals with minimal discipline problems. We believe this is attributed to our successful Minitropolis
program (Salinasville) which promotes attendance and good behavior amongst our students. In order to
participate, students are required to take responsibility for their actions and behaviors by making good
choices, exhibiting good behavior, and displaying strong character values. Students are eager to participate in
this Minitropolis program and therefore they have shown more personal ambition in becoming better students
and Salinasville citizens. Discipline problems are more common in the upper grades of elementary, such as
5th grade. We have found that with only 2 DEAP incidents there are no differences in race or ethnicity due to
or homogenous population.
Conflict
Student conflicts are addressed, resolved, and monitored in various forms in order to wholly serve student's social-emotional needs.
Teachers are vigilant of any conflict indicators. Parents or guardians are notified of any conferences held by teachers with any student or
students. When deemed necessary, any instance may lead to the counselor addressing the conflict’s precedents or any possible post
traumas. If the conflict requires further remediation, school administrators step in to ensure conflict resolution takes place. Thereafter, if
the circumstance requires further actions, law enforcement is involved. If there is an outcry from an individual or a group of students, the
same process is implemented. This current school year, our campus housed a law enforcement officer (Ms. Aguilar) from Alamo PD. Her
duties were to collaborate with teachers to identify students with distinct indicators in need of mentoring.

Staff Engagement

In comparison from last year, this academic year our campus hired three teachers. Two of these teachers are experienced teachers
Capt. D. Salinas Elementary                                                                                                      Campus #108-902-112
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