School Improvement Goals

90% of 4 year old students will pass the Letter ID subtest as measured by the CIRCLE assessment. (20 uppercase and 20 lowercase letters) 

80% of 4-year-old students will pass the Operations subtest as measured by the CIRCLE Assessment. (3 of 3 correct answers)

85% of students will demonstrate growth in oral language by increasing their story dictation by 50 words as measured by individualized student dictated stories. The first story will be taken at the beginning of the year and the last story will be taken at the end of the year.

Dual Language Program Goals

The primary goals of a Dual Language bilingual program model are the following:

• The development of fluency and literacy in English and in an additional language for all students with special attention given to ELLs participating in the program
• The integration of English speakers and ELLs for academic instruction in accordance with the selected program design and model. Whenever possible, 50% of the students in a program should be dominant English speakers and 50% of the students should be native speakers of Spanish at the beginning of the program.
• The promotion of bilingualism, biliteracy, cross-cultural awareness, and high academic achievement

Rice OWL Lab

The Rice OWL Lab Replica is a weeklong 45-minute learning cycle that occur eight times each school year, with each theme building upon skills introduced in the previous cycle. The teacher leader and the School Literacy and Culture associate director of early literacy bilingual programs from Rice University, work together to plan meaningful curriculum designed to promote children’s development in English and Spanish speaking, listening and writing skills.

In the Rice OWL Lab Replica, our goals are for you to see:

• Children actively engaged in the retelling of familiar stories
• Teachers augmenting speech through gesture, dramatization and repetition of vocabulary
• Children singing songs and chanting rhymes as rewarding, comfortable ways to develop language
• Teachers using quality children’s literature as a tool for comprehension, community-building and language development
• Children planning, playing and talking with each other as they complete learning-centered activities

§  Teachers documenting the progress of individual children and asking questions necessary to clarify best teaching practices for Dual Language Learners

• Teachers learning and taking best practices into their own classrooms
• Children confidently taking risks as they experiment with language