La Union Elementary School
Educational Plan for Student Success
The staff, parents, and community will work as a team to direct our students to use imagination and knowledge for their future.
The staff, parents, and community of La Union Elementary School are dedicated to providing a positive, stable, and safe environment
that will prepare our children with the tools for success and fulfillment of their individual dreams.
Introduction to Our School
La Union Elementary School, serving an agricultural, small town and suburban population, is located at 875 Mercantile Street in La
Union, New Mexico. La Union Elementary School was founded in about the year 1890. Our main school building was constructed in
1951 and houses 14 classrooms and a conference room. Recently our school completed a major construction project which added a
new main office, cafeteria/multi-purpose room, media center, computer lab and 13 new classrooms. A fenced playground, containing a
basketball court and playground equipment surrounds the school.
Our student body includes 560 students about equally distributed among female and male students. A breakdown of enrollment by
ethnicity is 83% Hispanic, 15% White Non-Hispanic, 1% African-American, 1% Native American and less than 1% Asian American.
Teaching and Support Staff
Our student body is served by a staff of 36 certified teachers, 3 instructional assistants, a counselor, a speech language pathologist, a
physical therapist, 1 data entry clerk, 1 school secretary, a nurse assistant, 2.5 custodians, a building mechanic, and 6 cafeteria
workers. The school is headed by a principal and an assistant principal.
La Union Elementary School's community includes the town of La Union and the surrounding agricultural area as well as the
community of Santa Teresa. The town of La Union includes a small store a Catholic church, a community center, two [plant]
nurseries, a Montessori school, several mechanic shops, and a craft and antique shop. The agricultural area surrounding the
community of La Union grows cotton, chili, pecans, and various fruits and vegetables. La Union is currently experiencing a period of
growth due to industrial expansion in the industrial park located in Santa Teresa, New Mexico. This industrial park is part of the twin
plant industry along the United States border with Mexico.
Our Plan for the 2000-2005 School Year
Based on the results of our self-study and lessons learned form our current year's efforts, the following is an outline of our
educational Plan for School Success for 2000-2005.
Our District Goals
1. Students will increase their achievement in reading and language arts.
2. Students will increase their achievement in mathematics.
Our School Goals
Achievement Students will increase their achievement in reading and language arts.
Students will increase their achievement in mathematics.
School Safety To prepare school safety plan for summer construction.
Attendance To improve student attendance by 2% over time.
Parental Involvement To use parent volunteers in all activities.
School dropout Not applicable to elementary schools.
Overview of School-wide Improvement Strategy
The school will engage in a process that will allow them to build consistency of instruction for reading and mathematics both
vertically (throughout the school) and horizontally (across a given grade level).
To meet our specified goals, we will use the following outcome measures (summative assessments) and progress measures (formative
Test Specific Measurement
Subtest Evidence of Attainment
CTBS NRT Reading, median The number of students scoring at the 50th MNP for reading will increase by 5% over time. The number of students
Language percentile scoring at the 50th MNP for math will increase by 5% over time.
CTBS CRT Language Rubric The number of students scoring at or below the proficient level on the language arts portion of the CTBS CRT will be
Arts; Math reduced by 5% over time as evidenced by the movement of students scoring at or below proficient to proficient or
above. The number of students scoring at or below the proficient level on the math portion of the CTBS CRT will be
reduced by 5% over time as evidenced by the movement of students scoring at or below proficient to proficient or
Pre-Las (Kindergarten) Las- Oral Language Levels Students will increase their oral language by a growth of one level on the Woodcock Munoz each year.
O (Grades 1-6) Changed to:
LAS R/W Reading and Levels Students will increase by one level per year on the Woodcock Munoz R/W
Changed to: Woodcock Writing
New Mexico Writing Writing Rubric The number of students scoring a 3.5 or higher in grades 4 and 6 on the NM Writing Assessment will increase by 5%
Assessment (Grades 4 & 6) over time.
Assessment procedure Description of measurement procedure How results of assessment will be Evidence of attainment
used to adjust instruction
GISD's K-12 Performance- The GISD K-12 Performance Based Assessments are The data are collected and analyzed These data are communicated by grade level and
Based Assessments developed for language arts, math, science, and social to indicate progress toward content teacher in each school to provide the principal and
studies. They are administered in a standardized manner standards. teachers with information on where adjustment in
across the district. They are scored on a rubric. instruction is necessary.
Basal Reading Assessments The end of story, end of unit, and end of book tests are Using the criterion established by the Students demonstrating mastery (e.g. 80%) will
Completed assessments provided by the basal series. The tests are basal, teachers will determine move forward; students not demonstrating mastery
administered in a standardized manner as per publisher whether or not the student is will receive additional instructional and retested
directions. progressing in the reading series. before moving forward in the series.
Hampton-Brown Performance Using the check list provided by the publisher, student A review of the checklist will assist the Based on the results of the assessment, the
Assessment Checklist (ESL) progress will be measured using the provided teacher in determining if progress is teacher determines which skills need to be
standardized performance assessment. being made on the skills being retaught.
Cornerstone Language Arts A criterion referenced test that is administered before and A passing score on the post test will Lessons necessary to achieve criterion are
Pre/Post Tests (Computer after each skill lesson. determine if criterion has been met. generated based on the results of the pre-test. A
Lab-Grades 5 & 6) report is also generated for the parent to show how
Completed student is progressing.
To implement our school-wide improvement strategy we will execute the following enabling actions:
Experience Provided Rationale linking staff development to Funding Target audience Post session coaching Measure of
outcome goal and supervision implementation
Consensus Building as to process for Consensus on the process that will be used to Title I Title II All teaching staff K-6 Administrator observation Collect samples of
teaching reading, writing, and teach reading, writing, and math allows for all Operational Including supplemental Peer Coaching by student work and
mathematics teachers to provide consistent instruction staff (e.g. computer lab) mentors evaluate against
(see professional development across grade-levels campus criteria
Process for Developing Oral Language Oral language development is necessary for Dual K-5 classroom teachers Administrator observation Increase of one level
targeting Second Language Learners the student to progress language arts Language Peer Coaching by per year in oral LAS
(English or Spanish) (Literacy in two Funds mentors
Modifying Instructional Process Instruction must be modified to meet identified Special All teaching staff Administrator observation IEPs Academic
needs of students with a particular emphasis Education Peer Coaching by Improvement Plans
on special education modifications mentors
Professional Development Update
Subject Action Documentation
Reading Initiate a school wide Balanced Literacy approach to the reading The principal's office will keep a database of the hours of professional development.
Math On-going GMI training by the District Instructional Specialist The principal's office will keep a copy of the block schedule sign -in sheets.
Writing Initiate the implementation of Writer's Workshop K-3 The principal's office will keep a database of hours of professional development.
Technology Support the District's Technology staff development. The principal will maintain a database of teachers involved in technology training.
Organization for the Improvement of Instruction
Subject Action Documentation
All grade levels Develop and establish a schedule for campus committees: EPSS, An electronic copy of the committees and their members.
Child Study (CST), Budget, and Safety, SAC
Reading One room will be designated for the collection of the leveled readers. An electronic copy of the schedule
A system is developed for the checking out of the leveled readers by the teachers. An electric copy of the system
Resource Rationale linking resource to outcome goal Funding Method for Measure of implementation
Instructional Specialist will assist schools in developing campus process for Operational Title I Title Assigned Team Administrator-observation Peer coaching Collect
Specialists teaching: reading, lang. arts and mathematics. Assistance is also VI/Emergency Immigrant School Request samples of students work and evaluate against
available for other staff development needs. campus criteria
School/teacher/community activities (do not include teaching)
Activity Who is involved Purpose or goal Timeline
Parent Nights Students, parents, community members To allow parents to experience with their student(s) opportunities to learn On-going
Partners in Education Members (e.g. astronomy, math, science)
SW Heritage Week Students, community members, staff To increase awareness of SW Cultural Heritage May 2001
School Improvement Team Staff, parents, administration To provide input on issues effecting the school On-going
PTO Dual Lang. PAC Parents To provide opportunity for parents to provide input into policy decisions On-going
Implementation of Instructional Strategies
Methodology Verification of implementation Coaching and supervision Timeline
Campus established criteria for instruction in: writing Collect samples of student work and evaluate against Instructional Specialists Monitoring On-going
reading mathematics campus criteria Administrator observations Peer coaching by mentors
Two-way Bilingual 50/50 Model State monitoring/pilot program State Bilingual Administrator observations Peer coaching by mentors On-going
Modifying Instruction IEP Academic Improvement Plan Administrator observation Peer coaching by mentors On-going
Performance-Based Instruction Instructional specialists-monitoring On-going
Administrator observation Peer coaching by mentors
Monitoring of Classroom Implementation
Subject Action Documentation
All subjects Administration class visits & walk-throughs . Principal's visibility log.
Reading and Math Rubrics and checklists used during observation of instruction. The principals’ office will keep a database of the results
Discussions with teachers during block sessions and committee meetings.
Activity Purpose or Goal Verification Timeline
General Screening To correctly place incoming students in appropriate instructional School committee On-going
Bilingual Guidelines: To establish criteria for students to meet in order to succeed in Dept. of Bilingual Education- monitoring of student records to ensure that On-going
Transition into English the English Curricular Program students meet minimum standards before entering and exiting transition
Curriculum phase of the bilingual program.
Feeder School Collaboration To establish Communication, understanding, and resolution of Participants review the process of consensus building prior to the On-going
common issues between middle school and their elementary beginning of each meeting.