Academics

In order to ensure our students are meeting these goals, a strong focus is placed on curriculum planning and instruction development.  Our teachers are provided extended planning time prior to the start of the year and quarterly that allows them to collaborate with one another, receive support from our District and campus Instructional Coaches, and spend time breaking down learning standards and individual student data.  

At Seele Elementary, we also place a great deal of focus on student progress. We review data on campus assessments, district assessments, and state assessments after each administration. Teachers use the data to set student performance and personal professional goals for the school year. We determine any needs for adjustment in our schedules, intervention programs, or instruction. 

We measure student progress through a variety of tools:

• STAAR current and longitudinal results, including all versions Student failure and/or retention rates
• Local benchmark or common assessments data
• Texas Academic Performance Report (TAPR) data Student Achievement Domain
• Student Progress Domain
• Closing the Gaps Domain

Teachers monitor the progress of all students, especially those identified as at-risk and in need of RtI support. Parents are notified if their student has been identified as a student in need of support, and the intervention support that is being offered. Our master schedule is built with identified intervention/differentiation time for third through fifth grade that prevents interruption to grade level skills. 

The intervention team and classroom teachers work with students on identified skills during this time of each school day at these grade levels. In Kindergarten through 2nd grade, paraprofessionals go into classrooms and work with small groups of students to help provide differentiation in the classroom. 

When needed, paraprofessionals may also pull small groups of students to work on targeted skills. Teachers and paraprofessionals monitor academic progress students make in intervention. Data from progress monitoring is used to determine a need for a change in instructional strategies being utilized during interventions. Teachers conference with interventionists during monthly/bimonthly RTI (response to intervention) meetings. 
 

Teachers implement iPads through the use of the Learning Management System (LMS).  All students access the LMS on their iPads and are able to submit assignments and complete assessments through these systems.  Through the use of the LMS and supplemental apps, teachers are able to see students' learning in real time and provide timely feedback.  iPads are also used as a vehicle to enhance and extend students' learning.  The ultimate goal of this technology integration is to promote College and Career Readiness through "real world" skills and interactions.