Southside Elementary (2023)
- Number of Students: 339
- Percent Eligible for Free and Reduced Lunch: 87.6%
- Percent of Limited English Proficient: 4.4%
- Percent of Special Education: 16.5%
- White: 38.5%
- Black: 8%
- Hispanic: 51.1%
- Asian: 0%
- Native Hawaiian or Other Pacific Islander: 0%
- American Indian or Alaska Native: 0%
- Multiracial: 2.4%
- Other: 0%
With a collective commitment to students learning at high levels, Southside Elementary has risen strongly and transformed how we lead teacher efficacy and foster student success. After receiving a devastating "D" rating in 2019, we knew we had to prove we were more than this score. At Southside we are unique, committed to each other, and dedicated to always doing what is best for our students. We learned to be vulnerable in order to experience true growth.
To begin the process, with collaboration from all stakeholders, we collectively created our mission, vision, and commitment to learning at high levels. This is the foundation of the work for the professional learning community. Once the community gained awareness of the why behind our work, we sought to implement the essential actions needed to support powerful teaching and learning through the processes outlined in The Effective Schools Framework. We understood this was imperative to serving our nearly 88% economically disadvantaged student population. Each year, we continue to revisit past collectives and visions to rally around our mission. At Southside we will provide a safe, loving, and inclusive environment with a commitment to all students learning at high levels, and a vision that we will achieve excellence because we are WILDCATS!
Next, we created a targeted improvement plan that centered on three areas of top priority: Professional Learning Communities, Data-Driven Lesson Plans with Formative Assessments, and Data-Driven instruction. Prior team planning lacked a dedicated focus on analyzing data and reteaching. In an effort to change this practice, the Team Time data planning agendas were modified to incorporate specific discussions around the four questions that include the use of instructional materials, data analysis, and reteaching. Classroom observations shifted to monitor not only instructional technique and student learning but also the implementation of instructional materials with accommodations/modifications for students with special needs. To follow up, communication was sent reviewing the changes and our PLC shifted its mindset to a reflective, data-driven model.
Southside was committed and well on its way to proving its success. Students were surpassing goals, teachers were teaching their hearts out and we knew we going to rise from the trenches. When the loom of Covid hit and accountability ceased, we could not celebrate the commitments and change that had occurred within our small school community. In spite of it all, we remained committed to this high level of expectation and pushed on into year 2 of Covid the 2020-21 school year.
During the summer of 2021-22, all staff attended the PLC at Work Virtual Institute. This opportunity allowed staff to experience a deeper understanding of how to strengthen our professional learning community. We strengthened our commitment to high levels of learning for all students through this opportunity. After all, "the very reason any organization is established is to bring people together in an organized way to achieve a collective purpose that cannot be accomplished by working alone."
The 2021-22 school year brought a commitment to self, teacher, and collective efficacy while cultivating a culture of celebrating success. Processes were evaluated based on their effectiveness in increasing student learning. Students were exposed to grade-level content during Tier 1 instruction, a shift from previous instruction where reteaching and supplementing with below-grade-level content was the norm, and grade-level rigor was brought to the forefront of our Team Time meetings. We added goals to our collective commitments to include reading level and STAAR performance expectations. The Leadership Team attended Solution Tree's PLC at Work training. The Team Time Data and Planning agenda was revised to establish grade-level norms and commitments, and bring focus to the guiding questions below:
1. Review formative assessment data. How well did students perform on last week’s TEKS and when will we reteach?
2. What are students expected to know and be able to do? (PLC Q1 / Learning Target)
3. How will we know if they learned it? (PLC Q2 / Assess)
4. How will we respond if they don’t learn it? (PLC Q3 / Intervene)
5. How will we extend learning for students who already know it? (PLC Q4 / Extend)
The Instructional Focus Team also began a commitment to coaching and providing feedback to our top-priority teachers through an observation/feedback cycle. It was this year that Southside knew their continuous commitment to learning at high levels with a focus on student achievement would prevail.
Against all odds, we earned an "A" rating with all six distinctions awarded by TEA. Our story is a story of a school with a mission, focused priorities, and collective commitments unified through the PLC process. We embraced each challenge with students at heart. We will continue to write our story not letting our failures define us but glorifying where we are because we have trusted the process. We took ownership, we believed in each other. We are stronger, steady, and ready BECAUSE WE ARE WILDCATS!
1. Monitoring student learning on a timely basis.
Creating a guaranteed and viable curriculum begins at the district level with our District Teacher Curriculum Team and Instructional Coaches. This committee ensures each curricular scope addresses the essential standards, and provides students ample time to acquire the necessary grade-appropriate skills. The team evaluates progress and the viability of the documents monthly during District Team Time comprised of grade and subject level teachers, instructional coaches, and our curriculum director. As part of an ongoing commitment to a guaranteed and viable curriculum, the committee continuously responds to audit recommendations as needed. Southside commits to this process by securing a representative from each grade level and subject area to participate in these committees.
In 2019, after our campus earned a "D" rating, we knew we needed to refocus and identify areas in which we could maximize student growth. The leadership team began to evaluate the current practices and created a shift in how we use data to inform instruction by revamping the PLC process. This refined process was introduced during our back-to-school training where we collaborated to create systems that identified the horizontal and vertical alignment of the essential standards. In order to ensure the PLC process was protected as a viable part of our framework for success, the master schedule supported weekly grade-level planning meetings, and a calendar was provided to all staff. Next, we established team norms, reviewed student expectations, and shared our collective commitments. This process ensured each campus member was aware of the expectations across our campus and our commitment to student success at all levels.
To further equip teachers with the tools necessary to increase student achievement, we looked to the work of Dr. John Hattie. With a revamped PLC process, and increased awareness on how we could best influence students, we were collectively ready to accomplish great things here at Southside.
Each week teams are provided a dedicated time during the school day to meet for content area planning. An administrator, grade-level SPED case manager, instructional coach, and teachers are present. Universal screeners and formative assessments drive our instruction. Instructional adjustments are made to best meet student needs during this planning time based on the data reviewed. Teachers utilize formative assessment trackers to maintain records of student performance. The data is then used to increase instruction and maximize student learning in Tier 1 by identifying Focus TEKS, and areas and strategies of intervention.
During team planning, the following guiding questions are addressed:
1. Review formative assessment data. How well did students perform on last week’s TEKS and when will we reteach?
2. What are students expected to know and be able to do? (PLC Q1/Learning Target)
3. How will we know if they learned it? (PLC Q2/Assess)
4. How will we respond if they don’t learn it? (PLC Q3/Intervene)
5. How will we extend learning for students who already know it? (PLC Q4/Extend)
2. Creating systems of intervention to provide students with additional time and support for learning.
Our process of creating systems of intervention that provide students additional support for learning begins during weekly Tier 1 planning meetings. The planning team completes an analysis to ensure an understanding of the standards and grade level rigor. Learning targets are created based on this analysis. Teams plan for exit tickets, formative assessments, or other checks for understanding to monitor mastery of essential standards. Our shared Google grade level data/planning meeting agendas capture this work. Upon delivery of initial instruction, students who demonstrate mastery are provided with an instructional opportunity that extends the learning. Students who have not attained mastery are provided additional, real-time support during the Tier 1 instruction by the classroom teacher. On-the-spot or formative assessment data provides the teacher with the information he or she needs to identify the students who need an immediate reteaching opportunity through small group instruction.
When small group instruction is provided and a student has not mastered the essential standards, the student is provided additional reteach and support with Tier 2 interventions. Using data collected during the small group instruction, targetd interventions are then provided by highly qualified and trained instructional staff. We plan this level of support by student and by standard. The master schedule provides each grade level with a 50 minute daily, flexible intervention opportunity for providing access to a guaranteed and viable curriculum. As a PLC, we maintain a collaborative planning document outlining which staff will work with targeted student groups on identified skills during the specific intervention time frames as evidenced in our Quarter 1/2 K-2 Intervention Plan, 2nd Semester PK -2 Intervention Plan, and 3-5 Intervention Plan documents.
As a PLC, we routinely reflect and collaborate to generate innovative ideas to provide support in the Tier 1 setting. This includes rotations during independent practice, flexible scheduling so that students benefit from teachers' strengths, and fluid interventions. For example, one grade level identified high-impact skills in the subject areas of reading, math, and writing. Based on their area of expertise and strength, teachers developed a lesson focusing on that skill. For six Fridays, they altered their schedule into three segments of time. Each student in the grade level rotated to all three teachers to benefit from an intentionally planned learning experience. This is only one example highlighting how classroom teachers work collectively to support each other and hold themselves accountable for high levels of learning for ALL students on our campus. Our special area teachers, including music teacher and librarian, also implement instructional practices that support Tier 1 instruction. Our librarian's lesson topics include digital literacy, research, author's purpose, use of online databases, genre and author studies, SEL, goal setting, writing and art. The music teacher reinforces multiplication fact fluency, phonics instruction, and literacy (as evidenced by her most recent yearly evaluation goal).
At Southside, we are committed to the ongoing process of identifying current levels of student achievement, setting goals, and working collectively to achieve these goals. We take pride in our systematic, timely, and directive approach to intervention in order to ensure learning occurs for all students.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
Building teacher capacity to work as members of high-performing professional learning communities is an ongoing commitment we make to our students and each other. We believe in the process of continuous learning. After the creation of the targeted improvement plan responding to our D rating, we focused our efforts on 3 areas of improvement: curriculum aligned to TEKS, objective-driven daily lesson plans with formative assessments, and data-driven instruction.
We begin each school year, by reflecting on past accomplishments and engaging in the process of revisiting our collective commitments. We evaluate our mission statement and district goals as a foundation for our school year to ensure they align with our commitment to ensuring all students learn at high levels in a culture of collaboration with a focus on results. Staff is given access to our Southside Resource Binder digitally so they have access to all the plans, procedures, and documents that are centered around campus-wide improvement and allow Southside to operate at high levels. At this time we also reflect on The Opportunity Myth, by The New Teacher Project, TNTP, and revisit our commitment to providing students with on-level, grade-appropriate work, strong instruction, deep engagement, and high teacher expectations. Laying the foundation at the beginning of the year and building a strong professional learning community sets the tone for success for all students learning at high levels.
We welcome all new recruits to our Mentoring and Induction of New Teachers-M.I.N.T. Program. This program provides monthly training and support to all new staff. This is an integral piece in transitioning staff to the Southside Way.
In 2021, we began the HB3 Texas Reading Academy. Principals, coaches, K-3 teachers, and special educators all completed the academy in order to prepare for the shift in literacy instruction. We integrated the science of teaching reading into our balanced literacy classrooms and gave students access to developmentally appropriate, systematic, and explicit phonics instruction. Professional development and collaboration in professional learning communities focused on the practices aligned to our new learning. This led to phenomenal growth and closed the gap for so many of our students. With a commitment to student learning and all of the efforts of the professional learning community, we finally reaped the fruits of our labor and love. In 2021-2022, we earned an "A" rating from TEA with distinctions in all six areas.
In the summer of 2022, we participated in leadership coaching training. This campus-wide coaching protocol added a new layer of accountability and support by empowering our leadership team with the necessary tools to improve students' exposure to highly effective instructional practices that would lead to an increase in student learning. With this, we have seen notable improvements in the areas of classroom management and rigor.
The ability to function as a Professional Learning Community allows us to provide a safe, loving, and inclusive environment committed to all students learning at high levels here at Southside Elementary.
Achievement Data Files
Additional Achievement Data
2012-13: Academic Achievement in Reading/ELA
2013-14: Academic Achievement in Reading, Math, and Science. Top 25% Closing Performance Gaps; Post Secondary Readiness
2014-15: Academic Achievement in Science; Top 25% Closing Performance Gaps
2014: Texas-State of Character School(3 Year Recognition), National School of Character(5 Year Recognition)
2015-16: Academic Achievement in Science
2016-17: Academic Achievement in Math, and Science, Top 25% Closing Performance Gaps
2017-18: Post Secondary Readiness
2019: Grants for Great Ideas Recipient-Tubano Drumming
2019: Texas-State of Character School(3 Year Recognition), National School of Character(5 Year Recognition)
2020: Grants for Great Ideas Recipient-Ukulele Learning for All
2020: Grants for Great Ideas Recipient-The Learning Carpet
2020: Grants for Great Ideas Recipient-Quaver Social and Emotional Learning
2021: Angleton ISD Award Foundation Grant Recipient: Music Equipment
2021: Angleton ISD Award Foundation Grant Recipient: Southside Secret Garden
2021-22 First Angleton ISD campus to have 100% completion of HB3 Reading Academy Cohort
2021-22 Angleton ISD Elementary Principal of the Year-Jerri Lynn McNeill / Angleton ISD Elementary Teacher of the Year-Stephanie Warren, 5th Grade Math Teacher
2021-22: Academic Achievement in Reading/ELA, Math, and Science, Top 25% Comparative Academic Growth, Top 25% Comparative Closing Gaps, Post Secondary Readiness
2021-22: First Angleton ISD campus with100% completion of HB3 Texas Reading Academy
2021-22: Ranked 1st in TEA 40 school comparison group for % at Approaches, % at Meets, and % at Masters
2022: Big Idea Grant Recipient-We Are Seen: Inclusion, Diversity, and Equity in the Library
2023: Winter Grant Recipient-Sound Wall Mirrors
2022-23: First Angleton ISD campus with100% completion of HB3 Texas Reading Academy