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School Information
School Name: Arturo Salazar Elementary School
School Address: 1120 S. Ravinia Dallas, TX 75211
School Phone: (972) 502-1800
School Fax: (972) 502-1801
Principal: Juan G. Herrera
Principal email: juherrera@dallasisd.org
Web Address: http://www.dallasisd.org/schools/realtor_new.cfm?id_con=252
2010 Demographics
Number of Students: 912
Percent Eligible for Free and Reduced Lunch: 94%
Percent of Limited English Proficient: 53%
Percent of Special Education: 3.4%
Racial/Ethnic Percentages:
Student Achievement Data:
Percent of Students Passing Statewide Assessment
Table 1 - percentage meeting standard
| WRITING, grade 4 | 2008 |
2009 |
2010 |
| Hispanic | 94 | 93 | 91 |
| Economic Disadvantage | 94 | 92 | 91 |
| LEP | 89 | 87 | 75 |
| Salazar | 94 | 93 | 92 |
| District | 87 | 87 | 90 |
| State | 91 | 91 | 92 |
Table 2 - percentage meeting standard
| SCIENCE, grade 5 | 2008 |
2009 |
2010 |
| Hispanic | 73 |
76 |
76 |
| Economic Disadvantage | 72 |
77 |
75 |
| LEP | 56 |
41 |
66 |
| Salazar | 73 | 77 | 76 |
| District | 72 | 75 | 81 |
| State | 81 | 84 | 88 |
Table 3 - percentage meeting standard
| READING, grade 3 | 2008 |
2009 |
2010 |
| Hispanic | 81 |
89 |
96 |
| Economic Disadvantage | 81 |
91 |
96 |
| LEP | 81 |
88 |
96 |
| Salazar | 81 | 89 | 96 |
| District | 85 | 89 | 85 |
| State | 82 | 83 | 85 |
Table 4 - percentage meeting standard
| WRITING, grade 4 | 2008 |
2009 |
2010 |
| Hispanic | - |
- |
98 |
| Economic Disadvantage | - |
- |
98 |
| LEP | - |
- |
98 |
| Salazar | - | - | 98 |
| District | 82 | 87 | 94 |
| State | 90 | 91 | 94 |
Please comment on any aspect of the data that you believe is particularly significant.
Table 1: TAKS Writing [% meeting standards]
Table 2: TAKS Science [% meeting standards]
Table 3: Spanish TAKS Reading [% meeting standards]
Table 4: Spanish TAKS Writing [% meeting standards]
Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.
Please elaborate strategies you have found to be effective in the following areas:
1. Monitoring student learning on a timely basis.
The collaborative development of common assessment by our grade level teams has given teachers the opportunity to assess students’ progress every three to four weeks. Some grade level teams assess students weekly due to the subject they teach, and/or of the Power SE (Student Expectation) teachers are addressing that week. Teachers have found this practice very useful since they can determine very quickly where their students need help.
This year we have added a second assessment to be administered after our interventions. This will determine the effectiveness of the intervention and allow for specificity in further intervention, in that our data will indicate which students and which needs for the more intense intervention in Tier II.
2. Creating systems of intervention to provide students with additional time and support for learning.
Teachers have the choice to set a time that fit their schedule best to help students who struggle as well as students who had learned. This practice in turn helps teachers to have ownership and control over the process, making the system of interventions more efficient and effective. Teachers also came to realize that behavior support was needed to create a positive environment where students who struggled academically could experience success.
We have developed a pyramid of intervention for academic and behavior support that includes three tiers.
Academic RTI: Tier 1 includes: quality initial instruction with the management system of The Daily 5 and Writer’s Workshop for Language Arts; a focus on small group instruction in most of our Math classes; quality instruction including manipulatives in most lessons in Science, and quality instruction in Social Studies. We also include one or two sessions for each student in our intervention sessions in Tier 1 as we believe this does not demonstrate a pattern of difficulty in learning. Our Tier 2 interventions include: repeated small group instruction or intervention using research-based instructional methods/techniques. These interventions increase in intensity and frequency dictated by the degree of the students’ need and the related rate of progress. Tier 3 Interventions involve our intervention team and the use of research based techniques/methods with very small groups or one-on-one with increasing intensity and frequency based on students’ need and the related rate of progress.
Behavior RTI: During the summer of 2010, teachers read Discipline with Dignity, Never Work Harder Than your Students, and Pyramid Response to Interventions to prepare and develop a Pyramid of interventions for behavior support. Tier 1 includes interventions that teachers will try first with all students and for almost all offenses (fighting, bullying, drugs, etc. are consider T3 offenses). T2 interventions are more targeted, individualized, and intense. These interventions are provided by teacher, administrator or outside authority. T3 interventions are highly intense and provided by a team (Student Support Team, grade level team, administrative team, or family services). Please referred to documents attached for samples of both pyramids.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
At first, we needed to structure our meetings to get the most out of our time. Teachers were given sample agendas, for instance, to make meetings time bound and with a purpose. Teachers were also supported and guided to develop team norms to keep members of the team engaged and accountable to each other. Teachers were provided with materials and other resources to focus meetings on what has more academic impact. For instance, teachers meet to analyze lessons and students work to improve teacher’s practice and make student’s task more rigorous. Also, time was provided for teachers to meet and analyze student’s data as well as to observe each other teach.
Teachers were also participating in Learning Walks, a “snapshot” of teaching and learning. The learning walk follows a set protocol:
List awards and recognitions your school has achieved
--Arturo Salazar Elementary School has achieved recognized status by the Texas Education Agency for the last three years.
Other Information
Arturo Salazar's Pyramid (PDF)