Jose S. Ramirez

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

PLC Journey

2010-2011-Named Principal of Ramirez Charter School-1st Year

*July Attend First International Baccalaureate Administration Training and decide that the PLC Framework align with the IB Philosophy but also help lay the foundation that is required to become an IB school.

  • June 2010: Named Principal-began to study the school data for the last 3 years and began to form a plan based on data.
  • July: Developed a Master Schedule that included an intervention/enrichment time slots into the instructional day, after school tutoring and Saturday School
  • July: Students were assigned to a family within each grade so that specialized instruction could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family
  • July: All Special Ed. Students (SEEBS-emotionally disturbed and Special Ed. Students with learning disabilities) were removed from Resource classes and Pull outs and scheduled into an inclusive classroom model to receive their Tier 1 instruction
  • July: All ESL students were also scheduled into an inclusive setting with ESL teachers to receive their Tier 1 instruction
  • Met with the staff in August before school started to introduce to them the PLC Framework and that our goal would be to become a PLC school.
  • August: Disaggregated Data and trained on SMART Goals Process; staff wrote Campus SMART Goals. 
  • Started training the staff in September-March by reading the book “Learning by Doing” and also using the “PLC Kit”
  • Chapters were assigned once a month and were then discussed in grade-levels and Fine Arts Teachers 2x every six weeks. 
  • Met with the entire staff once a month after school to view/discuss the PLC videos and Study Guide.
  • Scheduled data meetings with teachers to study their data and begin to assign students to Tier 2 and 3 interventions. 
  • Restructured the SST (Student Support Team) Process-which included the Administrators, Teachers, Special Ed. Teachers, Counselor, and Parents to discuss and implement strategies 2 and 3.  Plan was developed for each student having academic or behavior problems and then revisit plans every 6-9 weeks. 
  • Restructured the ARD process for Special Ed.. students-which included the ARD committee, Classroom Teacher, Special Ed. Teacher, Diagnostician, Administrator to make sure that students were receiving Tier 2 or 3 specialized intervention
  • Trained staff on best practices and strategies:  Thinking Maps, Guided Reading, ESL Strategies, Special Ed. and Small Group instruction

2011-2012-Principal of Ramirez Charter School-2nd Year-Recognized Campus

  • Aug. 2011 studied state and school data and then celebrated  campus SMART Goals that were met
  • Aug. 2011 staff wrote new SMART Campus Goals
  • Revised Master Schedule which included the intervention/enrichment times but required the Fine Arts Teachers, paraprofessionals, Special Ed. Teachers, ESL Teacher, and Librarian to be included into the intervention/enrichment rotations.  Extra support (Interventionists), were hired to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • Teachers went from a departmentalized classrooms to self-contained  so that interventionists (Tier 2) and specialized intervention (Tier 3) for students could be implemented easier
  • Teachers assigned to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Trained on small group instruction: Daily 5 Framework was put into place for ELAR
  • Subs provided for an entire day for each grade-level every six weeks to provide an extended PLC time to review data, form plans for the following six weeks, study TEKS and find resources for lessons. 
  • Additional Data that is reviewed with teachers in their Data meetings to look at students holistically: Running Records, Six Weeks District Data, Grades, iStation and Writing samples.
  • Staff Training continued with the book “Learning by Doing” concentrating on certain Chapters and also using the “PLC Kit” with the Study Guide.
  • Chapters were assigned once a month and were then discussed in grade-levels and Fine Arts Teachers once every six weeks. 
  • October Training on studying SE’s for each grade and training from central office on how to create CFA’s. 
  • January grades 3-5th started creating CFA’s for grade-level SE’s taught for Math and Reading only

2015-2016-Principal of Ramirez Charter School-6th Year and Authorized International Baccalaureate School and an official Professional Learning Communities.

  • July 2015 teachers and Administration attend an IB workshop in Austin Texas to learn more about conceptual learning, inquiry learning and also curriculum.
  • Aug. 2015 studied state and school data and then celebrated campus SMART Goals that were met
  • Aug. 2015 staff wrote new SMART Campus Goals
  • Due to many staff members, administration had training and book study of "Learning by Doing" every six weeks. 
  • Fine Arts Teachers are scheduled to be the only ones who provide the math enrichment on the Master Schedule due to specialized training from Math Solutions.  Classroom Teachers are scheduled to develop grade-level and leveled intervention lessons. 
  • September 2015 PLC Grade-level Leaders help and guide grade-levels to write grade-level SMART Goals that are aligned in with the campus SMART GOALS. 
  • Continue to create a Master Schedule which included the intervention/enrichment times but required the Fine Arts Teachers, paraprofessionals, Special Ed. Teachers, ESL Teacher, and Librarian to be included into the intervention/enrichment rotations.  Extra support (Interventionists), were hired to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • The SST (Student Support Team) Process-which included the Administrators, Teachers, Special Ed. Teachers, Counselor, and Parents to discuss and implement strategies 2 and 3.  Plan was developed for each student having academic or behavior problems and then revisit plans every 2-3 weeks.
  • Continue to assign teachers to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Entire campus is trained in ESL strategies, Special Ed. accommodations, and Dual Language Coordinator continues to work with Dual Language (Bilingual) with specific strategies.
  •  Continue providing subs for an entire day for each grade-level every six weeks to provide an extended PLC time to review data, write IB Planners form plans for the following six weeks, study TEKS and find resources for lessons. 
  • Data Digs-revised the process for teacher to analyze data incorporating some of the Lead4ward process but due to IB kept the Backward Design and integrated some of the Lead4ward.  Each teacher meets with administrator every 2-3 weeks to discuss student data, intervention and enrichment plans. 
  • One SMART Goal was to align writing this year for PK-5th.  Each grade created their checklist and expectations for writing that aligned with other grade-level and also incorporated the Writer's Workshop Framework. 
  • Introduced to the entire campus the Kathy Murdock inquiry model and began implementing the model campus wide. 

 

 

 

 

 

 

 

 

2012-2013-Principal of Ramirez Charter School-3rd Year

  • Aug. 2012 studied state and school data and then celebrated campus SMART Goals that were met
  • Aug. 2012 staff wrote new SMART Campus Goals
  • Continue to develop a Master Schedule which included the intervention/enrichment times but required the Fine Arts Teachers, paraprofessionals, Special Ed. Teachers, ESL Teacher, Librarian to be included into the intervention/enrichment rotations.  Extra support (Interventionists), were hired to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • Continue to assign teachers to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Two key staff members were assigned to new staff members so that they could train on the PLC Framework- They did a book study on “Learning by Doing” and PLC Study Guide.  These meetings were scheduled once a month after school.
  • Alignment of SE’s per grade-created a checklist for PK-5th of content knowledge and skills in Reading and Math that students would have to meet at the end of the year.   
  • Grade-level teachers assigned to a specialized family of ESL family, Special Ed. Family, SEEBS, and Dual Language Family receive training in their specialization so they can provide better Tier 1, 2 and 3 intervention
  • Subs provided for an entire day for each grade-level every six weeks to provide an extended PLC time to review data, write IB Planners form plans for the following six weeks, study TEKS and find resources for lessons. 
  • Data Digs-the process for Teacher to analyze several pieces of student data. Each teacher met with administrator every 2-3 weeks to discuss student data, intervention and enrichment plans. 
  • Extra support (Interventionists), were hired to help with small group instruction and to give teachers extra support in the classroom and were trained in specific Early Literacy Reading strategies. 
  • Continue using CFA’s and other types of assessments in a timely manner to assess, progress monitor and reteach students.
  • Continued working on small group instruction: Daily 5 Framework was put into place for ELAR and Math
  • Began training on writing PK-2nd grade and 4th added the Writer’s Workshop to ELAR block
  • Application for Candidate International Baccalaureate School is accepted. 

 

 

 

 

 

2013-2014-Principal of Ramirez Charter School-4th year and Candidate PYP International Baccalaureate School

  • Aug. 2013 studied state and school data and then celebrated campus SMART Goals that were met
  • Aug. 2013 staff wrote new SMART Campus Goals
  • Aug. began training on Backward Design and organized a book study to learn how to create better CFA’s and different types of assessments. 
  • Continue to develop a Master Schedule which includes the intervention/enrichment times but required the Fine Arts Teachers, paraprofessionals, Special Ed. Teachers, ESL Teacher, and Librarian to be included into the intervention/enrichment rotations.  Extra support (Interventionists), were hired to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • Continue to assign teachers to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Two key staff members were assigned to new staff members so that they could train on the PLC Framework- They did a book study on “Learning by Doing” and PLC Study Guide.  These meetings were scheduled once a month after school.
  • Alignment of SE’s per grade-created a checklist for PK-5th of content knowledge and skills in Reading, Math and Writing that students would have to meet at the end of the year.    
  • Continue training on writing PK-2nd grade added 3rd and 5th grade and added the Writer’s Workshop to ELAR block. 
  • Subs provided for an entire day for each grade-level every six weeks to provide an extended PLC time to review data, write IB Planners form plans for the following six weeks, study TEKS and find resources for lessons. 
  • Continue the extra support (Interventionists), to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • Continue to assign and train teachers to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Specialized Teachers began to offer training to other teachers in their area of expertise (ESL, Special Ed. Dual Language (Bilingual).  Each family would train once a month a strategy to the staff. 
  • Continue using CFA’s and other types of assessments in a timely manner to assess, progress monitor and reteach students. 
  • Continue Data Digs-the process for Teacher to analyze several pieces of student data. Each teacher met with administrator every 2-3 weeks to discuss student data, intervention and enrichment plans. 

 

2014-2015-Principal of Ramirez Charter School-5th Year and Authorized International Baccalaureate School

  • June 2014 teachers and Administration attend a PLC DuFour Conference in TN in order to go back and train others on the campus.
  • Aug. 2014 studied state and school data and then celebrated campus SMART Goals that were met
  • Aug. 2014 staff wrote new SMART Campus Goals
  • A plan is formed that each grade-level will have a PLC leader which will be trained by the PLC Leadership Team.  Training will occur once every six weeks to nine weeks.  Teachers volunteer to be the PLC grade-level representative. 
  • Fine Arts Teachers are scheduled to be the only ones who provide the math enrichment on the Master Schedule due to specialized training from Math Solutions.  Classroom Teachers are scheduled to develop grade-level and leveled intervention lessons. 
  • September 2014 PLC Grade-level Leaders help and guide grade-levels to write grade-level SMART Goals that are aligned in with the campus SMART GOALS. 
  • Continue to create a Master Schedule which included the intervention/enrichment times but required the Fine Arts Teachers, paraprofessionals, Special Ed. Teachers, ESL Teacher, and Librarian to be included into the intervention/enrichment rotations.  Extra support (Interventionists), were hired to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • Restructured the SST (Student Support Team) Process-which included the Administrators, Teachers, Special Ed. Teachers, Counselor, and Parents to discuss and implement strategies 2 and 3.  Plan was developed for each student having academic or behavior problems and then revisit plans every 2-3 weeks.
  • Continue to assign teachers to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Entire campus is trained in ESL strategies, Special Ed. accommodations, and Dual Language Coordinator continues to work with Dual Language (Bilingual) with specific strategies.
  •  Continue providing subs for an entire day for each grade-level every six weeks to provide an extended PLC time to review data, write IB Planners form plans for the following six weeks, study TEKS and find resources for lessons. 
  • Data Digs-revised the process for teacher to analyze data incorporating the Lead4ward process.  Each teacher meets with administrator every 2-3 weeks to discuss student data, intervention and enrichment plans. 
  • February-Named an Authorized PYP International Baccalaureate School

2015-2016-Principal of Ramirez Charter School-6th Year and Authorized International Baccalaureate School and an official Professional Learning Communities.

  • July 2015 teachers and Administration attend an IB workshop in Austin Texas to learn more about conceptual learning, inquiry learning and also curriculum.
  • Aug. 2015 studied state and school data and then celebrated campus SMART Goals that were met
  • Aug. 2015 staff wrote new SMART Campus Goals
  • Due to many staff members, administration had training and book study of "Learning by Doing" every six weeks. 
  • Fine Arts Teachers are scheduled to be the only ones who provide the math enrichment on the Master Schedule due to specialized training from Math Solutions.  Classroom Teachers are scheduled to develop grade-level and leveled intervention lessons. 
  • September 2015 PLC Grade-level Leaders help and guide grade-levels to write grade-level SMART Goals that are aligned in with the campus SMART GOALS. 
  • Continue to create a Master Schedule which included the intervention/enrichment times but required the Fine Arts Teachers, paraprofessionals, Special Ed. Teachers, ESL Teacher, and Librarian to be included into the intervention/enrichment rotations.  Extra support (Interventionists), were hired to help with intervention and to give teachers extra support in the classroom with small group instruction and were trained in specific Reading and Math strategies.
  • The SST (Student Support Team) Process-which included the Administrators, Teachers, Special Ed. Teachers, Counselor, and Parents to discuss and implement strategies 2 and 3.  Plan was developed for each student having academic or behavior problems and then revisit plans every 2-3 weeks.
  • Continue to assign teachers to a family within each grade so that specialized instruction and intervention could be offered in a timely manner:  ESL family, Special Ed. Family, Dual Language Family (Bilingual).  Each teacher was trained in the area that they would be specialized in.  Students were then put in families if they qualify in one of the programs.  
  • Entire campus is trained in ESL strategies, Special Ed. accommodations, and Dual Language Coordinator continues to work with Dual Language (Bilingual) with specific strategies.
  •  Continue providing subs for an entire day for each grade-level every six weeks to provide an extended PLC time to review data, write IB Planners form plans for the following six weeks, study TEKS and find resources for lessons. 
  • Data Digs-revised the process for teacher to analyze data incorporating some of the Lead4ward process but due to IB kept the Backward Design and integrated some of the Lead4ward.  Each teacher meets with administrator every 2-3 weeks to discuss student data, intervention and enrichment plans. 
  • One SMART Goal was to align writing this year for PK-5th.  Each grade created their checklist and expectations for writing that aligned with other grade-level and also incorporated the Writer's Workshop Framework. 
  • Introduced to the entire campus the Kathy Murdock inquiry model and began implementing the model campus wide. 

 

 

 

 

 

 

1. Monitoring student learning on a timely basis.

Ramirez Elementary has put in place several monitoring systems that allow for continuous output of information that guides teacher and administrators. First, the students are identified using different tools and placed in tiers. Teachers develop heat maps (Lead4ward tool)  for core areas to determine their 3 strongest S.E’s and their three Weakest SE’s a plan is developed to both for re-teaching and regrouping of students based on this data. This tool is used at the beginning on the year and reviewed every six weeks.

Eduphoria is another source of student performance information, data from district and CFA’s are uploaded onto the system to create a chronological history of student performance on assessments. The system allows teacher analysis of data by class, SE, questions answered, etc. Every six weeks, our teachers analyze their classroom data to provide information on grouping and differentiation necessary. Our grade level teams also analyze data and given teacher strengths, distribute students to work with other teachers within the grade level to close the gaps identified in data.

Other monitoring systems include iStation for reading performance, which a state purchased developmental reading program which assess reading level according to national norm referenced standards and also provides practice for students at their level. It is also an intervention tool with minutes of practice recommended by grade level.

Ramirez Elementary also utilizes a leveled reading system based on the Fountas and Pinnell system to develop readers from their current stage. A series of assessments are given throughout the year, initial reading inventory to benchmark readers at the beginning of year, middle of year and end of year. In between these benchmarks our teachers do running records to monitor and check on student progress.

Students that are not meeting school academic or behavior criteria are monitoring via the SST (Student Support Team) process at school, with regular meetings in which all student data is collected and analyzed. The stakeholders at this meeting: administrators, teachers, diagnostician, counselor, parent etc.  and make recommendations be applied in the classroom. This group meets as necessary to report on student progress or to revise strategies that have been put in place. Interventions vary from tier I to tier III.

Teachers have goal setting meetings with parents and also with students. The students monitor their progress against goals established as a group in the primary grades and individual in the intermediate grades. Every student has a data sheet in which all relevant academic data is included. These documents are shared with parents during goals meetings. Data sheets are passed on tot he following year teacher.

At the end of every school year, teachers review the content area checklist that have been developed by content area and alignd to the TEKS. This tool helps teachers make sure students have mastered the necessary skills and knowledge required to move on  and be successful in the next grade.

Ramirez Elementary is an IB  authorized school. The IB philosophy states that Teaching and Learning differentiates instruction to meet students’ learning needs and styles. Essential to the IB philosophy are assessment that aligns with the requirements of the programme; that the school communicates its assessment philosophy, policy and procedures to the school community; the school uses a range of strategies and tools to assess student learning.; The school provides students with feedback to inform and improve their learning; the school has systems for recording student progress aligned with the assessment philosophy of the programme. And most importantly, the school must analyze assessment data to inform teaching and learning. The school must also provide opportunities for students to participate in, and reflect on, the assessment of their work.

As part of our IB Assessment Policy our teachers engage in continuous assessment.

The types of assessment utilized by our school are:

Pre-assessment- Assessments are used before a new stage of learning begins and are necessary for determining student’s prior knowledge and mastery of prior instruction.  Pre-assessments are not graded, but are used solely to plan for future instruction.  After administering pre-assessments, grade level teams analyze the results in relation to the unit planner. Instructional activities and student groups are adjusted based upon pre-assessment data.  Pre-assessments are administered to all students prior to beginning each unit of inquiry.

 

Formative Assessment- Assessment given throughout the unit.  It is connected to instruction and learning to provide instant feedback on the learning process.  This allows teacher and student to guide instruction, giving a glimpse into the effectiveness and enthusiasm of the unit.  Examples are the following:

 

1.       Anecdotal records

2.       Student reflections

3.       Student/teacher feedback

4.       Peer to peer evaluations

5.       Student conversations

6.       Classroom talk

7.       Individual and group information or progress

8.       Skill development

9.       Literacy groups

10.     Questioning

11.     Writing to learn

12.     Collaborative group work

 

Summative Assessment- Assessment given at the end of a unit.  The assessment is thought of before the rest of the unit is created in order to drive the inquiry.  Expectations are clearly defined by the teacher.  Students will have a model and learning strategy to demonstrate the desired results.  This allows the teacher to measure the understanding of the central idea and inquiry points but can also inform and improve student learning and instruction.  It looks like the following:

 

1.       Presentation

2.       Tests

3.       Individual and group projects

 

Assessments are administered at a variety of levels: classroom, grade level common assessments, district-wide assessments, and required state assessments.  The information provided by assessments is analyzed by campus stakeholders in a variety of team meetings (grade level teams, Student Support Team, campus leadership team and vertical teams) and is the basis for all campus decision-making in the areas of core instruction, student support and staff professional development. 

Students and parents and provided with frequent feedback on each student’s progress in order to inform and improve learning.  Feedback is provided to students daily through oral and written teacher feedback, conferences with the teacher, and class discussions.  Formal feedback is provided to parents and students in daily home-school communication folders in all grade levels, during fall and spring goal-setting conferences, on report cards, and through data assessments.  If the need for more frequent communication about a student’s progress arises, an in-person or phone conference between the teacher and parent is arranged

2. Creating systems of intervention to provide students with additional time and support for learning.

Our school has created time within our daily schedule to provide intervention to our students and also enrichment. We have three time blocks in which intervention is offered. Each teacher has additional support during this time with the assistance of an interventionist. Teachers also benefit from interventionist support during another 45 minutes during the day. The identification and placement of students is a process that remains flexible and fluid, allowing for frequent regrouping based on updated student data.

New to 2015 was the training for our Fine Arts teachers, who work with other staff to provide enrichment to our students, in high order thinking skills and numeracy to focus the delivery of enrichment lessons utilizing these insructional strategies.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Teachers at Ramirez work in a collaborative group at their grade level and never in isolation. Staff members also participate and hold other responsibilities within the team.

Leadership team

School Leadership Team (SLT): Members work in partnership with the principal to assume collective responsibility for establishing an environment that promotes student and adult growth. Members engage in problem-solving and decision-making processes in line with district and school SMART goals order to move the school’s improvement efforts forward. Team leaders chair meetings and serve as a communication link between the staff and the administration of the school.

Responsibilities of School Leadership Team (SLT)

• Able to see the school’s big picture

• Shares decision making with principal

• Guarantees continued focus on learning and continuous improvement

• Facilitates and guides the work of the collaborative teams

• Supports and monitors the work of the collaborative teams

• Helps monitor student achievement results

• Analyzes data and identifies gaps in performance or processes and plans for their improvement

• Makes sure school’s work is aligned with the district and classroom

Grade Level Teams

Basic responsibilities of team members include:

•        Focus on learning and continuous improvement

•        Are responsible for service and program delivery as it relates to state standards (TEKS), assessment and instruction.

• Monitor student achievement, guarantee classroom learning environment is producing results in line with with the school’s and grade level SMART goals.

Team members utilize the PLC essential questions:

What do we expect our students to learn?    

How will we know they are learning?                

How will we respond when they don’t learn?

How will we respond if they already know it?

• Data interpretation allows identifying gaps in performance or processes and making plans for their improvement

• Grade level’s work is aligned within grade and vertically with grade level before and after

Teachers have two conference periods (45minutes each) on Monday and one conference period Tuesday through Friday. One of the conference periods on Monday is in conjunction with the following grade level to allow for alignment meeting time when necessary. Grade levels also meet once a week for planning after school from 3:30 to 5:30 p.m. and the administration team joins the meeting once a month.

Our grade levels also have a whole planning day in which substitutes are brought in to cover their classes, having 5 planning days during the school year. Additional coverage is provided when teams require additional meeting time. Interventionists cover classes to provide the needed coverage.  

Established meeting times are respected by team members and decisions are documented on the PLC minutes form. This document serves to document meeting time but it also serves as a tool for administration to identify support or plan professional development required by each grade level.

CALs- Campus Academic Leaders/CTL-Campus Technology Leader

Meet with content area coaches to train and later deliver new instructional strategies and initiatives. In turn, at the campus level model successful teaching practices at the classroom level including differentiation

Assists teachers to align, interpret, implement, and assess the Pre K-5th content program making sure every initiative supports SMART goals

Liaison between school and content area coach to elevate queries or initiatives at campus level

 

IB Powerteam

Grade level representative is responsible of:

Send IB Alert e-mails two weeks prior to beginning a unit

Submit requests for changes to the UOI (Unit of Inquiry)/POI (Programme of Inquiry) to the PYP (Primary Years Programme) Coordinator.

Contact person for questions about grade level UOI

Run all IB meeting times from the agenda. Meetings are held based on an annual schedule.

PLC Grade Level Team Leader

The PLC Grade level Team Leader is the liaison between PLC Leader team and grade level teachers. Main responsibility is the development of team members within the PLC framework and in line with campus established goals.

Build and support the grade level team: ensure meetings follow agenda and team members take turns taking on different roles within meeting. Team leader also ensures that the team addresses the following areas:

Develop team norms

Develop grade level SMART Goals: agree on plan of action

Share strategies that will impact student success

Assess students regularly and analyze progress towards goal.

Analyze data and look for trends.

Address areas of weakness and strength.

Provide intervention for students who did not achieve proficiency.

Enrich students who reached proficiency.

Continually monitor student progress

Develop CFA’s

School data has been updated to reflect 2015 and saved to a powerpoint presentation  as supporting documentation for our school's application. No additional data has been uploaded due to STAAR attribution errors.

2010-2011-Acceptable Rating 

2011-2012-Recognized Campus 

2012-2013- All 3 Distinctions, #1 out of the 40 schools, #1 in Added Value (overall, reading, math) 

2013-2014-3 Distinctions, #7 out of 40 schools

2015- 17 commendations on IB Authorization

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