• LEP (Limited English Proficiency) students
• Title I Status
• Quarterly Assessments scores - English
• Quarterly Assessments scores - Mathematics
• PARCC Scores - Mathematics (Elementary grades 3, 4, 5)
• PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

In the 2019-20 school year, we expect that approximately 93% of students will be Hispanic and 73% will be active ESOL students. As of August 2019, 90% of our students qualify for free and reduced meals (FARMS) and come to school with low oral language skills and significant differences in background knowledge. Having not been exposed to the English language before arriving at our school, many of our students are reading below grade level. 

Key Challenge #2:  PARCC & Quarterly English/Language Arts Assessments 

The 2018-2019 Partnership for Assessment of Readiness for College and Careers (PARCC) writing scores show a significant need for increased support in all areas of writing, including written expression and knowledge of language and conventions. In addition to these scores, the Units of Study post-writing assessments for each grade level show that our students need additional support in writing through the narrative, opinion, and informational genres. Based on 2018-2019 F&P Benchmark Assessments, Reading Quarterly Assessments, and 2018-2019 PARCC Reading scores, there is also a need for continued development in the area of reading. In fact, the percentage of students approaching grade-level expectations on PARCC and Quarterly Assessments often equals or exceeds the percentage of students who are meeting grade-level expectations. (Indicators 5 and 6)

This data supports the need for increased attention to and academic supports for our students who are approaching grade-level expectations if we are to close the achievement gap for more of our students. At Tyler Heights, we provide many intervention supports as well as ESOL instruction for students who are not yet reading on grade level.  This year the focus will be to improve teacher capacity in the area of writing instruction and to support teachers in the implementation of the writing workshop structure. There will also be continued support devoted to building teacher capacity in guided reading instruction, with attention given to students who are approaching grade-level expectations. (Indicator 5)

Key Challenge #3:  Mathematics Assessments (PARCC & Quarterly Assessments) 

Language proficiency has an impact on all subject areas, including mathematics. Problem solving in particular is impacted, as most math problems are presented through a “story.” Students need to comprehend the problem situation in order to make a plan to solve the math problem. Unfortunately, we did not see dramatic growth reflected in our data from the previous year to our current school year - YET! However, we are considering this to be our baseline data to set our goals for the 2019-2020 school year.  (Indicators 5 and 6)

• Socio-Economic Issues (employment, income levels, housing costs)
• Student Mobility
• Limited English proficiency for students and/or families
• Families in Crisis (mental, physical emotional, financial)

Key Challenge #1:  Limited English proficiency for students and/or families

In the 2019-20 school year, we expect that approximately 93% of students will be Hispanic and 73% will be active ESOL students. As of August 2019, 90% of our students qualify for free and reduced meals (FARMS) and come to school with low oral language skills and significant differences in background knowledge. Having not been exposed to the English language before arriving at our school, many of our students are reading below grade level. 

• Significant changes over time in student/community demographics
• Access (or lack of access) to community financial programs
• Access (or lack of access) to community academic support programs
• Significant increase/reduction in student enrollment numbers