Hosp Elementary

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

We started our PLC journey in 2014 the summer before we opened our doors.  We had a group or 9 attend the PLC Conference in San Antonio, Texas and that is where our journey started.

When Hosp first opened it's doors in 2014 we were a small school of 400 students.  Fresh off our experience in San Antonio with PLC we truly implemented the mindset with our staff and students. 

Soon after the year began we were up and running with our collaborative planning and our collaborative culture.  We lived the PLC mindset and others began to notice.  Our district used us as a model for all the other Frisco ISD campuses (30+ at that time).  We had the Frisco ISD curriculum department came out to film us and conducted interviews of what made us successful. That model we started five years ago is still used for other Frisco ISD campuses and staff including 2017-2018 Model PLC School, McSpedden Elementary. 

Each year we have built upon this strong foundation.  We have trained 4-6 new staff every year and after this year we will have brought over 30 staff to PLC.  The mindset of being a PLC is second nature to our staff, students, and parents and this was truly evident in the past year within our community.

Last year we began introducing our plan for digging deeper into becoming a true PLC in every way. We worked with our superintendent, Dr. Mike Waldrip, to work with a neighboring school district and one specific school, Lee Elementary, to take the next step.  

This collaboration included many visits to Lee including one day in which our principal, Aaron Else, spent the day collaborating with Lee's principal.  During this extensive time of collaboration our two staffs has spent countless hours collaborating together.  We both walked away with better ideas to serve our campuses. 

This time of cross-district and cross-campus collaboration led to a new plan for Hosp Elementary.  We introduced our plan for the 2018-2019 school year to our parents during the 2017-2018 school year.  This began in February and each month we held meetings with our parents to discuss these changes.  We were making the move to become a "House Model" school with a focus on Future Ready students, meeting the social emotional needs of our students, using the Olweus Anti-Bullying Curriculum, and implementing challenge based learning.   

Wanting to be a true PLC, we involved our parents in the process including two parent representatives, and district coordinators and directors who attended our planning meetings.  

To date our changes made have been tremendously successful.  Our staff now collaborates across grade levels during our "House Collaborative Planning" and withing their grade level during their normal collaborative planning time.  Our parents are volunteering and working directly with students. Our students are learning as much from each other as they are from their teacher. Our students have developed positive relationships K-5 due to our "House Schedule" one day a week.  It has been fun to watch. 

Our teachers have also noted a greater understanding of the needs of other grade levels and noted they now have relationships with students across grade levels and not just within their grade level.  

We are not done yet with our PLC journey.  We will continue to take steps because we know that a true PLC is not a destination but a continous work in progress and we are just getting started. 


*For more information on our planning schedules please click here:






1. Monitoring student learning on a timely basis.

At Hosp everything we do is collaborative in nature including how we monitor the success our of students. 

Within the classrooms teachers use See Saw as a digital portfolio tool for every student.  Teachers also maintain a data binder on each student that shows their growth over the course of the school year.  

During collaborative planning we hold Data Talks where we break down the latest CFA data. These data meetings lead to teachers sorting students in flexible groups.  These groups are pulled during the instructional day to recieve additional instruciton or extension.  

We also hold Name and Need Meetings every three weeks to check in on every student.  We note how each and every student at Hosp is progressing or if they need further interventions. 

Those students that need further interventions are then brough to our Student Support Team (SST or RTI) meetings that are held once a month. These SST meetings involve a team of educators to use the best strategies for each child's unique needs.

During our SST meetings we discuss if students need more further interventions or if something more significant is needed.  We invite all parents to our SST meetings to develop a picture of the whole child and that child's needs. 

These frequent check-ins allows us to keep tabs on all our students and by collaborating with numerous educators and parents we feel we have the ability to meet the needs of every student. 

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

The first step for us happens in our Name and Need Meetings that occur every three weeks.  We discuss with each team how every student is progressing.  If we have ongoing concerns the students are then discussed at our Student Support Team Meetings (SST) that are held monthly. 

At out SST meetings a team of educators which includes administration, teachers, diagnosticians, speech pathologists, special education teachers, dyselexia teachers, ESL teachers, and sometimes the nurse, or even a behavior specialists; we can reference the latest research come back with interventions and put them into place for 4-6 weeks.  During the time the interventions are in place the teacher is documenting growth or lack there of before coming back to the next SST meeting.  Parents are participants in our SST meetings and they are also part of the planning process. 

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

At Hosp we go above and beyond in this area.  Our teachers are actually on two teams and have the opportunity to collaboratively plan with each.  Each grade level has a 40 minute collaborative planning time to unpack state standards, analyze our curriculum and dive into our lessons.  However, at Hosp each teacher also has a "House" team with is made up of K-5 teachers.  Each collaborative planning time not only includes the teachers but also, our GT teacher, ESL teacher, a SPED teacher, our school counselor, instructional coach and Hosp administration.  This allows us to align our curriculum vertically as well as horizontally and opportunities for instructional collaboration across grade levels.  It also allows us to accommodate all students needs no matter what they are.  It truly sets Hosp apart. 


Team Collaboration: 




k.2d math


1st grade:




2nd Grade:



2.9a Measurement


3rd Grade:





4th Grade:


Team Norms:


Smart Goals: 

Our Smart Goals are built in with our Campus Action Plan

Essential Standards: 



Achievement Data Files

Additional Achievement Data

Hosp Grades 3-5



2015–2016 2016–2017
  Hosp State Hosp State Hosp State
Mathematics x x 96.00% 75.00% 93.00% 78.00%
Reading 97.00% 77.00% 94.00% 73.00% 91.00% 73.00%
4th Grade
  2014–2015 2015–2016 2016–2017
  Hosp State Hosp State Hosp State
Mathematics x x 98.00% 73.00% 98.00% 76.00%
Reading 94.00% 74.00% 99.00% 75.00% 96.00% 70.00%
Writing 91.00% 70.00% 97.00% 69.00% 96.00% 65.00%
5th Grade
  2014–2015 2015–2016 2016–2017
  Hosp State Hosp State Hosp State
Mathematics x x 96.00% 86.00% 99.00% 87.00%
Reading 100.00% 87.00% 96.00% 81.00% 100.00% 82.00%
Science 93.00% 72.00% 90.00% 74.00% 98.00% 74.00%
  *Math results not included in TAPR          

Hosp K-2 Achievement Data

Percentage of Students Meeting or Exceeding Proficiency

  2014–2015 2015–2016 2016–2017 2017-2018
Mathematics Hosp District Hosp District Hosp District Hosp District
BOY - CBA 94.44% 86.99% 94.59% 86.88% 93.02% 89.48% 83.33% 92.42%
EOY- CBA 99.92% 89.82% 92.50% 92.70% 96.63% 92.42% 96.18% 90.97%
  2014–2015 2015–2016 2016–2017 2017-2018
Mathematics Hosp District Hosp District Hosp District Hosp District 
BOY- CBA 82.27% 80.98% 88.14% 84.46% 88.28% 82.40% 93.81% 85.87%
EOY - CBA 93.75% 90.85% 100.00% 94.44% 97.67% 94.30% 100.00% 98.27%
  2014–2014 2015–2016 2016–2017 2017-2018
Mathematics Hosp District Hosp District Hosp District Hosp District
BOY - CBA 83.43% 72.54% 83.74% 75.74% 87.90% 75.17% 97.66% 86.01%
EOY - CBA 88.89% 81.66% 87.50% 79.69% 90.98% 76.35% 92.59% 85.72%

2018 State Distinctions:

  • Top 25% Student Academic Growth
  • Top 25% Closing Achievement Gap
  • Distinction for Post-Secondary Readiness
  • TXSCHOOLS.ORG: 95/100 Students Meeting Stadard, 91/100 School Progress, 100/100 Closing Achievement Gaps

2017 State Distinctions: 

  • Top 25% Student Progress

2016 State Distinctions:

  • Top 25% Student Progress
  • Top 25% Closing Achievement Gaps (Rated #1 in comparison group)
  • Post Secondary Readiness

A+ Rating by Texas School Guide

A+ Rating by Niche School Rankings (Rated in top 1% of schools)