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Our vision is to provide exemplary professional development based upon sound
educational performance throughout the school community that results in improved student
achievement.
½Our goal is to equalize the English language acquisition opportunities between the
Spanish speaking students in the Two-Way immersion program and the students in the Bilingual
program.
    


      
  


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Equal Analyze Pre-LAS Scores (from Campus 2010-2011 English Pre If % of students is not
percentage rate English Pre previous grade level; Bilingual/TWI academic LAS Scores equal, look for
of Spanish TWI and Post-LAS new students will be Coach school (Language patterns in walk-
and bilingual assessment tested at the beginning year Assessment throughs documenting
students data for of the school year) All subject areas Scales) the use of Language of
scoring FES Spanish 4th and 5th Grade Instruction Model in
(Fluent English speaking LAS assessment Kit TWI and English Post- 4th and 5th Grade TWI
Speaker) on students in the Bilingual LAS scores and Bilingual
Post-LAS Two-Way Post-LAS scores Teachers classrooms
(Language Immersion and Classroom
Provide training on
Assessment the Bilingual SIOP Professional Campus walk-throughs
Language of
Scales) classes Development Instructional to document
Instruction Model
Supervisor Language of
Anecdotal notes Instruction Bilingual Coach
Identify
Dr. Weaver (In- Model Use provides support, such
students with
LASER Focus (tracks house University as modeling lessons
Pre-LAS
interventions) of Houston
scores below Provide additional
Professor in
FES SIOP professional
Student interviews charge of the
development
(conducted in English) TWI program
Pair students and SIOP Form learning
who are below training) communities
FES with addressing SIOP
students that Parent
Coordinator If successful, continue
are FES
activities listed and
form learning
Provide on- communities
going English addressing successful
language strategies used to
support to target Spanish
students who speaking students 
are below FES
using SIOP
(Sheltered
Instruction
Observation
Protocol)
strategies

Analyze
Langue of
Instruction
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Model Use

Conduct parent
workshops for
both bilingual
and TWI
parents on
English
language
acquisition
Equal Analyze Pre- DRA Assessment Kit Campus 2010-2011 Pre-DRA If % of students is not
percentage rate DRA scores Bilingual/TWI academic equal, look for
of Spanish TWI Guided reading books Coach school Post-DRA patterns in walk-
and bilingual Form Guided (English) year throughs documenting
students with Reading Campus Literacy TELPAS- Guided Reading
on or above Groups based Guided Reading Coach Reading Rates observations in 4th and
grade level on reading Professional 5th Grade TWI and
Post-DRA levels Development 4th and 5th Grade Bilingual classrooms
(Developmental TWI and
Provide additional
Reading Meet with Teacher Interviews Bilingual
staff development on
Assessment) Guided Literacy
Guided Reading
scores Reading Anecdotal notes Teachers
groups who are Literacy and Bilingual
below grade Student surveys Campus Coach provide
level a Instructional support, such as
minimum of 3 Student work (English Supervisor modeling guided
times a week products) reading lessons
Parent Provide additional
Keep running
Coordinator SIOP professional
records on
below grade- development
level students Form learning
communities
Offer guided addressing SIOP
reading
professional If successful continue
development activities listed and
form learning
Mainstream communities
bilingual addressing successful
students with strategies used to
TWI students target English Literacy
development for
Conduct parent Spanish speaking
workshops for students
both bilingual
and TWI
parents on
English
language
acquisition
Equal Analyze Pre- TELPAS State Campus 2010-2011 TELPAS Rates If % of students is not
percentage rate TELPAS data Assessment Data Bilingual/TWI academic equal, look for
of Spanish TWI Coach school TELPAS patterns in walk-
and bilingual Identify Teacher Interviews year Writing throughs documenting
students students who Campus Literacy Samples Language of
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scoring did not receive Anecdotal notes Coach Instruction Model use
Advanced and a rating of in 4th and 5th Grade
Advanced High Advanced or Writing conference All subject areas TWI and Bilingual
in listening, Advanced Notes 4th and 5th Grade classrooms
speaking, High TWI and
Literacy and Bilingual
reading, and Student interviews Bilingual
Coach provide
writing on Target English Teachers
support, such as
TELPAS vocabulary Student work (English
modeling guided
development products) Campus
 reading and writing
for identified Instructional
lessons
students, Supervisor
including peer Provide additional
tutoring, ESL Assistant SIOP professional
websites, and Principal development
SIOP strategies
Parent If successful continue
Target English Coordinator activities listed and
Writing for form learning
identified communities
students by addressing successful
providing in- strategies used to
school target English literacy
interventions development for
Spanish speaking
Conduct parent students
workshops for
both bilingual
and TWI
parents on
English
language
acquisition
Equal Analyze prior Current and prior Campus 2010-2011 English If % of students is not
percentage rate year¶s TAKS English Reading TAKS Bilingual/TWI academic Reading TAKS equal, look for
of 5th Grade scores data Coach school patterns in
Spanish TWI year English Math desegregated TAKS
and bilingual Identify Current and prior Campus Literacy TAKS data
students students who English Math TAKS Coach
Target low performing
meeting state did not, or data English Science
objectives
expectations on barely met 3-5 Math Coach TAKS
English state Current English Science Continue after school
Reading, Math, expectations TAKS data Science Coach tutorials 
and Science
TAKS Analyze District Benchmark data 4th and 5th Grade Provide professional
district TWI and development on SIOP
benchmark District 9 weeks Bilingual Provide professional
data assessment data Teachers development
addressing
Analyze Teacher Interviews Campus interventions
district 9 Instructional
weeks Student interviews Supervisor If successful, continue
assessment listed activities, and
data Anecdotal notes Assistant form learning
Principal communities
Provide in- Student surveys addressing successful
school Principal strategies used to
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interventions Student work (English target English literacy

for identifies products) Parent development for
students Coordinator Spanish speaking
After school tutoring students
Provide after- Lesson Plans

school tutoring
for identified Funds to pay teachers 
students who will tutor students
($25/hour), student
Co-teaching snacks, and provide
between TWI transportation for
& Bilingual students
teachers

Analyze
parent/teacher
communication

Conduct parent
workshops for
both bilingual
and TWI
parents on
English
language
acquisition