Campus Improvement Plan

2016-2017

Secondary Campus: Washington Jr. High                                                                                 Rating: Met Standard

Goal 1:   Student Achievement and Postsecondary Success

Washington Jr. High School will maintain rigorous standards of achievement to prepare all students for graduation and postsecondary success.  

Master Rigorous Academic Standards 

Close the Performance Gap

Successful Completion of High School

GOAL 1:   STUDENT ACHIEVEMENT AND POSTSECONDARY SUCCESS

MASTER RIGOROUS ACADEMIC STANDARDS - INDEX 1: STUDENT ACHIEVEMENT and INDEX 2: STUDENT PROGRESS

and INDEX 3: CLOSING PERFORMANCE GAPS

INDEX 1: STUDENT ACHIEVEMENT OBJECTIVE

Index 1: Student Achievement  

In 2015-2016, 72% of All students combined over all subject areas met Level II standard.

In 2019-2020, 85% of All students combined over all subject areas will meet Level II performance standard on STAAR.

The 2016-17 incremental progress will be 3%.

Distinctions:

  • Will meet AADD indicator for performance (Level III) in Reading, Writing, Math,  Grade 8 Science, and Grade 8 Social Studies.
  • Will  meet AADD indicators for performance and participation Algebra 1.

INDEX 2: STUDENT PROGRESS

OBJECTIVES

Index 2:  Student Progress  

Reading and Math; all students, 7 racial/ethnic groups, ELL, Sp Ed; weighted progress

Campuses will ensure academic progress of each individual student and all student groups.  Ten student groups (All, African American, American Indian, Asian, Hispanic, Pacific Islander, White, and 2 or more races), Students with Disabilities and ELLs will meet student progress.

In 2015-2016, the Index 2 Score was 39.

In 2016-2017, the Index 2 Score will be 40.

Distinctions:

  • Will meet Top 25% Student Progress Distinction in Reading/ELA, Writing and Math.
  • Will meet AADD indicator for greater than expected growth in Reading, Writing and Math.

INDEX 3:

CLOSING PERFORMANCE GAPS

OBJECTIVES

Index 3: Closing Performance Gaps    

All subjects; economically disadvantaged and up to the 2 lowest performing racial/ethnic group(s) from the previous year; weighted performance (Level II and Level III)

In 2015-2016, the Index 3 Score was  41 and included the student groups of Eco Dis, AA, and His.

In 2016-2017, the Index 3 Score will be 43  and will include the student groups of Eco Dis, AA, and HIS.

Distinctions:

  • Will meet Top 25% Closing Performance Gaps

Program Focus

Special Populations

  • AA; His; & Eco Dis

READING

Performance Objective

READING CURRICULUM,  INSTRUCTION & STAFF DEVELOPMENT

In 2015-2016, 74% of Eco Dis students,  74% of His student group, and 79% of AA student group met Level II standard.  In addition, 13% of Eco Dis students, 13% of His student group, and 14% of AA student group met Level III standard.

In 2016-17 76% of Eco Dis students, 76% of His student group, and 80% of AA student group will meet Level II standard. In addition, 15% of Eco Dis students, 15% of His student group, and 15% of AA student group will meet Level III standard.

Target Reading Reporting Categories:

Reporting Category 2:  Understanding and Analysis of Literary Texts.  Grade 7 All Student Groups; Grade 8 All Student Groups

Reporting Category 3:  Understanding and Analysis of Informational Texts.  Grade 7 All Student Groups; Grade 8 All Student Groups.

 Reading/ELA Performance Safeguard Target):

 ELL Current & Monitored- Campus Safeguard (CSG); Special Education- District Safeguard (CSG &  DSG)

Distinctions:

  • Will meet Top 25% Greater than Expected Growth in English Language Arts (ELA)
  • Will meet Top 25% Grade 7 Reading Performance Level III
  • Will meet Top 25% Grade 8 Reading Performance Level III

Focus Strategies

  • Maintain the vertical alignment of a Writer’s Workshop approach to the explicit teaching of writing.
  • Incorporate strategies to support teaching grammar in context, how to help students develop skill and craft in the revision process of writing, and how to move students from formulaic to authentic in all modes of writing
  • Continue staff development for teachers on the inclusion and teaching of expository, persuasive and analytical writing
  • Maintain use of rubrics, such as those utilized in the Traits models, AP courses, and by TEA for STAAR essays and EOC short answer questions.
  • Continue book studies for secondary campuses and Cadres using  current professional books on adolescent literacy
  • Focus on the daily practice of writing in every classroom as a means of synthesizing learning
  • Ensure greater emphasis on close reading and critical analysis of both literary and informational texts
  • Maintain focus on higher levels of questioning and implementation of CRISS strategies
  • Support the organization and facilitation of small group instruction using shorter pieces of text to assist teaching reading to students below grade level
  • Continue support of Tier I Differentiated Instruction through modeling and training of these best practices
  • Provide continued focus on academic vocabulary and higher levels of thinking to support College Readiness and Advanced Academics.
  • ELA staff members will attend scope and sequence revision trainings and present back to the department for horizontal and vertical alignment of strategies and skills
  • The Secondary Language Arts coordinator will provide trainings and state updates at fall and spring Cadres.
  • Cadre members will attend trainings provided by the district to improve instruction.
  • Continue Planning cross-curricular activities and resources with other content areas.

Campus Missed Safeguard Strategies

  • Provide intensive, systematic tutoring for identified at-risk students during the school day for both Math and Reading. (CSG)
  • Provide intensive, systematic, researched-based reading instruction to identified dyslexic and special education at-risk students. (CSG)
  • Ensure that ELL students receive appropriate English Language acquisition support and sheltered instruction through utilization of the 7 Steps to a Language-Rich Interactive Classroom for ELLS. (CSG)

District Missed Safeguard Strategies

  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of special education students in all content areas. (DSG)
  • Ensure collaboration between General Education and Special Education teachers to plan and prepare comprehensive instructional opportunities for all students. (DSG)
  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of English Language Learners (ELLs) in all content areas. (DSG)
  • Provide ongoing support through professional learning communities and planning regarding the use of instructional accommodations designed to make content access ELLs in all content areas. (DSG)
  • Provide ongoing support through professional learning communities, planning, and training on the use of TELPAS data, ELPS, and learning strategies that are targeted to develop listening, speaking, reading, and writing for ELLs. (DSG)

Resources

  • Book Love by Penny Kittle
  • The Comprehension Toolkit by Stephanie Harvey
  • Texts and Lessons by Harvey Daniels
  • Deeper Reading, Reading Reasons, and Readicide  by Kelly Gallagher
  • When Kids Can’t Read by Kylene Beers
  • Less is More by Kim Campbell
  • Vocabulary.com

WRITING Performance Objective

WRITING CURRICULUM,  INSTRUCTION & STAFF DEVELOPMENT

In 2015-2016, 63% of Eco Dis students, 64% of His student group, and 64% of AA student group met Level II standard.  In addition, 8% of Eco Dis students, 9% of His student group, and 12% of AA student group met Level III standard.

In 2016-17 65% of Eco Dis students, 67% of His student group, and 67% of AA student group will meet Level II standard. In addition, 10% of Eco Dis students, 11% of His student group, and 14% of AA student group will meet Level III standard.

Target Writing Reporting Categories:

Reporting Category 1:  Composition. Grade 7 All Student Groups

Reporting Category 2:  Revision.  Grade 7 All Student Groups

Reporting Category 3:  Editing.  Grade 7 All Student Groups

Writing Performance Safeguard Target:

ELL Current & Monitored(CSG & DSG); Special Education (CSG & DSG)

Distinctions:

  • Will meet Top 25% Greater than Expected Growth in English Language Arts (ELA)
  • Will meet Top 25% Grade 7 Reading Performance Level III
  • Will meet Top 25% Grade 8 Reading Performance Level III

Focus Strategies

  • Maintain the vertical alignment Writer’s Workshop approach to the explicit teaching or writing.
  • Incorporate strategies to support teaching grammar in context, how to help students develop skill and craft in the revision process of writing, and how to move students from formulaic to authentic writing in all modes
  • Continue staff development for teachers on the inclusion and teaching of expository, persuasive and analytical writing
  • Maintain use of rubrics, such as those utilized in the Traits models, AP courses, and by TEA for STAAR essays and EOC short answer questions.
  • Continue book studies for secondary campuses and Cadres using  current professional books on adolescent literacy
  • Focus on the daily practice of writing in every classroom as a means of synthesizing learning

Campus Missed Safeguard Strategies

  • Provide intensive, systematic, researched-based reading instruction to identified dyslexic and special education at-risk students. (CSG)
  • Ensure that ELL students receive appropriate English Language acquisition support and sheltered instruction through utilization of the 7 Steps to a Language-Rich Interactive Classroom for ELLS. (CSG)

District Missed Safeguards

  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of special education students in all content areas. (DSG)
  • Ensure collaboration between General Education and Special Education teachers to plan and prepare comprehensive instructional opportunities for all students. (DSG)
  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of English Language Learners (ELLs) in all content areas. (DSG)
  • Provide ongoing support through professional learning communities and planning regarding the use of instructional accommodations designed to make content access ELLs in all content areas. (DSG)
  • Provide ongoing support through professional learning communities, planning, and training on the use of TELPAS data, ELPS, and learning strategies that are targeted to develop listening, speaking, reading, and writing for ELLs. (DSG)

Resources

  • Write Like This  and Teaching Adolescent Writers by Kelly Gallagher
  • 10 Things Every Writer Needs to Know, Everyday Editing and  Mechanically Inclined by Jeff Anderson
  • Sentence Composing, Grammar for Middle School and High School, and Paragraphs for Middle and High School by Don Killgallon
  • Grade Level Scope and Sequence Documents
  • Units of Study in Argument, Information and Narrative Writing by Lucy Calkins and colleagues.
  • Vocabulary.com

MATH Performance Objective

MATH CURRICULUM,  INSTRUCTION & STAFF DEVELOPMENT

In 2015-2016, 74% of Eco Dis students, 65% of AA students, and 75% of His students met Level II standard.  In addition, 10% of Eco Dis students, 11% of AA students, and 11% of His  students met Level III standard.

In 2016-17 79% of Eco Dis students, 70% of AA students, and 79% of His students will meet Level II standard. In addition, 12% of Eco Dis students, 13% of AA students, and 13% of His students will meet Level III standard.

Target Math Reporting Categories:

Reporting Category 2:  Computations and Algebraic Relationships.  Grade 7 All Student Groups;     Grade 8 All Student Groups.

Reporting Category 3:  Geometry and Measurement.  Grade 7 All Student groups; Grade 8 All Student Groups.

Math Performance Safeguard Target:

ELL Current and Monitored (CSG); Special Education (CSG & DSG)

Distinctions:

  • Will meet Top 25% Greater Than Expected Growth in Math
  • Will meet Top 25% Grade 8  Algebra I Participation
  • Will meet Top 25% Grade 8 Algebra 1 Performance Level III

Math Participation Rates for Algebra 1 by Grade 8 will be10%. (JH only)

Math Performance Rates for EOC Algebra 1 -Level III- by Grade 8 will be 75%. (JH only)

Focus Strategies

  • Provide leadership, training, and follow-through on the implementation of the CISD Solves Math Structure.
  • Provide staff development for all math teachers in identifying individual academic needs of all student populations and using Differentiated Instruction to develop math strategies to modify for identified gifted math students and/or close learning gaps, such as vocabulary strategies using graphic organizers, math centers for anchor activities, and use of technology to improve skills, fact fluency, and problem solving strategies.  
  • Provide strategies and staff development in the use of age appropriate algebra readiness skills as part of CISD Solves Math Structure.
  • Develop and implement common formative assessments to assist in monitoring achievement, including matching rigor of the questions to the requirement of the TEKS, using data to write and review common assessment items, and focusing on the benefits of teacher collaboration when developing and reviewing common assessments.
  • Continue the emphasis on small group math instruction such as in guided math, tracking individual progress through documentation (including AMI) using anecdotal notes and implementation of effective tutorial programs for teachers.
  • Ensure that teachers expect and encourage all students and all student groups to construct multiple representations of learning in math including the use of manipulative models.
  • Provide staff development and follow through for all math teachers in grades K – 8 on the implementation of the new mathematics TEKS.
  • Ensure that we are building a growth mindset for all students in regards to math learning.  Value mistakes in the classroom and help students understand everyone can do math.

Campus Missed Safeguard Strategies

  • Provide intensive, systematic tutoring for identified at-risk students during the school day for both Math and Reading. (CSG)
  • Provide intensive, systematic, researched-based reading instruction to identified dyslexic and special education at-risk students. (CSG)
  • Ensure that ELL students receive appropriate English Language acquisition support and sheltered instruction through utilization of the 7 Steps to a Language-Rich Interactive Classroom for ELLS. (CSG)

District Missed Safeguard Strategies

  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of special education students in all content areas. (DSG)
  • Ensure collaboration between General Education and Special Education teachers to plan and prepare comprehensive instructional opportunities for all students. (DSG)
  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of English Language Learners (ELLs) in all content areas. (DSG)
  • Provide ongoing support through professional learning communities and planning regarding the use of instructional accommodations designed to make content access ELLs in all content areas. (DSG)
  • Provide ongoing support through professional learning communities, planning, and training on the use of TELPAS data, ELPS, and learning strategies that are targeted to develop listening, speaking, reading, and writing for ELLs. (DSG)

Resources

  • Five Easy Steps to a Balanced Math Program (Christinson)
  • 7 Steps to a Language-Rich Interactive Classroom (Seidlitz)
  • Teaching Student Centered Mathematics (Van de Walle)
  • Guided Math (Sammons)
  • Supporting STAAR Achievement (Region 4)
  • CISD Mathematics Canvas Courses
  • Digits Realize(Pearson)
  • Grade Level Scope and Sequence Documents
  • Lead4ward Resources

SOCIAL STUDIES Performance Objective

SOCIAL STUDIES CURRICULUM,  INSTRUCTION & STAFF DEVELOPMENT

In 2015-2016, 64% of Eco Dis students, 63% of His student group, and 68% of AA student group met Level II standard.  In addition, 9 % of Eco Dis students, 8% of His student group, and 19% of AA student group met Level III standard.

In 2016-17 72% of Eco Dis students, 65% of His student group, and 70 % of AA student group will meet Level II standard. In addition, 12% of Eco Dis students, 9% of His student group, and 20% of AA student group will meet Level III standard.

Target Social Studies Reporting Category:

Reporting Category 1: History. Grade 8 All Student Groups

Reporting Category 2: Geography and Culture. Grade 8 All Student Groups

Reporting Category 3: Government and Citizenship. Grade 8 All Student Groups

Reporting Category 4:  Economics, Science, Technology and Society. Grade 8 All Student Groups

Social Studies Performance Safeguard Target: ELL Current & Monitored (CSG & DSG); Special Education (CSG & DSG)

Distinctions:

  • Will meet Top 25% Grade 8 Social Studies Performance Level III

Focus Strategies

  • Focus on engagement through student centered instructional strategies based on History Alive! /Social Studies Alive!
  • Integrate content literacy strategies K-12 with Pre-Reading, During Reading, and After Reading support from the Social Studies Strategy Manual.
  • Implement the Interactive Student Notebook K-12.
  • Align instruction for social studies processing skills focusing on analyzing primary sources and interpreting information.
  • Emphasize the roles and responsibilities of global citizenship by recognizing the interconnectedness between global issues and the actions and decisions of ordinary citizens.
  • Design units based on enduring understandings that answer essential questions.
  • Ensure that teachers plan and implement social studies lessons based on the district scope and sequence.
  • Emphasize writing and the analysis of primary sources.
  • Incorporate Vocabulary.com into lesson plans to help improve student’s vocabulary acquisition.

Campus Safeguard Strategies

  • Provide intensive, systematic, researched-based reading instruction to identified dyslexic and special education at-risk students. (CSG)
  • Ensure that ELL students receive appropriate English Language acquisition support and sheltered instruction through utilization of the 7 Steps to a Language-Rich Interactive Classroom for ELLS. (CSG)

District Missed Safeguard Strategies

  • Ensure collaboration between General Education and Special Education teachers to plan and prepare comprehensive instructional opportunities for all students. (DSG)
  • Provide training and support for teachers with various researched based instructional      strategies to address the unique academic needs of English Language Learners (ELLs) in all content areas. (DSG)
  • Provide ongoing support through professional learning communities and planning regarding the use of instructional accommodations designed to make content access ELLs in all content areas. (DSG)
  • Provide ongoing support through professional learning communities, planning, and training on the use of TELPAS data, ELPS, and learning strategies that are targeted to develop listening, speaking, reading, and writing for ELLs. (DSG)

Resources

  • Collaborate with The ESL teacher to provide tutorials and additional help with content
  •  Vocabulary.com
  •  Social Studies Alive! History Alive! World Cultures Alive! Government Alive! Economics Alive!
  • World Connections Alive! 
  •  Social Studies Weekly Time for Kids
  • Scholastic News
  • Brain Pop
  • United Streaming
  • National Geographic for Kids
  • Mastering the TEKS – Jarrett
  • Social Studies Model
  • Social Studies Strategy Manual

SCIENCE Performance Objective

SCIENCE CURRICULUM,  INSTRUCTION & STAFF DEVELOPMENT

In 2015-2016, 75% of Eco Dis students, 76% of AA students, and 75% of His students met Level II standard.  In addition, 14% of Eco Dis students, 16% of AA students, and 15% of His students met Level III standard.

In 2016-17 78% of Eco Dis students, 76% of AA students, and 78% of His students will meet Level II standard. In addition, 17% of Eco Dis students, 16% of AA students, and 18% of His students will meet Level III standard.

Target Science Reporting Category:

Reporting Category 1:  Matter and Energy.  Grade 8 All Student Groups.

Reporting Category 2:  Force, Motion, and Energy. Grade 8 All Student Groups.

Reporting Category 3:  Earth and Space.  Grade 8 All Student Groups.

Science Performance Safeguard Target: ELL Current & Monitored (CSG & DSG); Special Education (CSG & DSG)

Distinctions:

  • Will meet Top 25% Grade 8 Science Performance Level III

Focus Strategies

  • Ensure that teachers plan and implement TEKS aligned science lessons using the

5-E lesson model (engage, explore, explain, elaborate, and evaluate).

  • Improve vocabulary building in Science through Vocabulary.com, Science word walls in the secondary classrooms, and the use of Marzano Words in the Scope and Sequences.
  • Implement collaboratively developed science common assessments with TEKS aligned questions that assess at a high level of cognitive complexity.
  • Ensure that teachers require all students utilize a science interactive notebook as part of their learning process.
  • Implement CISD Science Success, an intervention strategy to help close achievement gaps within student groups through the review of science process skills and reinforcement of science concepts identified on assessments.
  • Implement the 7 Steps to a Language-Rich Interactive Classroom.

Campus Safeguard Strategies

  • Provide intensive, systematic, researched-based reading instruction to identified dyslexic and special education at-risk students. (CSG)
  • Ensure that ELL students receive appropriate English Language acquisition support and sheltered instruction through utilization of the 7 Steps to a Language-Rich Interactive Classroom for ELLS. (CSG)

District Missed Safeguard Strategies

  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of special education students in all content areas. (DSG)
  • Ensure collaboration between General Education and Special Education teachers to plan and prepare comprehensive instructional opportunities for all students. (DSG)
  • Provide training and support for teachers with various researched based instructional strategies to address the unique academic needs of English Language Learners (ELLs) in all content areas. (DSG)
  • Provide ongoing support through professional learning communities and planning regarding the use of instructional accommodations designed to make content access ELLs in all content areas. (DSG)
  • Provide ongoing support through professional learning communities, planning, and training on the use of TELPAS data, ELPS, and learning strategies that are targeted to develop listening, speaking, reading, and writing for ELLs. (DSG)

Resources

  • Region 4 Educational Service Center- Gateways to Science -  1st – 8th grades
  • Science Lessons in Moodle under Science Scope and Sequences- resources provided for all grade levels/subjects by weeks
  • TEA Science Academies for Grades 5-8 Training and Resources
  • Page Keeley- Science Formative Assessment
  • Robert Marzano- Building Background Knowledge
  • Writing in Science by Betsy Rupp Fulwiler

HEALTH Performance Objective

HEALTH CURRICULUM,  INSTRUCTION & STAFF DEVELOPMENT

85% of all students will meet or exceed their personal Healthy Fitness Zone standards.

Focus Strategies

  • Develop lessons that allow students to participate in MVPA (moderate to vigorous physical activity) for a minimum of 75% of class time.
  • Track and evaluate students’ level of health-related fitness by conducting two FitnessGram assessments per year (fall and spring).  Develop an Action Plan to address areas of weakness.
  • Provide students with information on a variety of physical activity and good nutrition practices that can be utilized for a lifetime.
  • All students should be actively engaged in the lesson with adequate space and equipment to maximize learning.
  1. SUCCESSFUL COMPLETION OF HIGH SCHOOL

POSTSECONDARY READINESS (Index 4)

CAMPUS DISTINCTIONS AND SAFEGUARD INDICATORS

INDEX 4:

POSTSECONDARY READINESS

OBJECTIVES

INDEX 4: POSTSECONDARY READINESS

In 2015-2016 41% all students and 7 race/ethnic groups met postsecondary standard on STAAR assessments.

In 2016-2017 43% all students and 7 race/ethnic groups will meet postsecondary standard on STAAR assessments.

Increase Attendance Rate from 96.3% to 97%

Meet eligible Campus Academic Achievement Distinction Designations (AADD)

  • 7-8        50% of indicators will be in top quartile at each campus

Focus Strategies

  • Provide intensive, systematic tutoring for identified at-risk students during the day and after school.
  • Provide mentors to targeted at-risk students
  • Provide intensive, systematic, research-based reading instruction to identified dyslexic at-risk students.
  • Ensure that ELL students receive appropriate English language acquisition and sheltered instruction.
  • Provide RtI through Tier 1 research-based best practices and Tier II and III interventions to facilitate academic improvement for identified students.
  • Review, revise and implement daily attendance procedures to meet 97% average attendance. Ensure that students meet AYP attendance expectations of 95% on testing days (participation).
  • Promote students as “Future CISD High School Students” through activities within feeder and district, including: football games, pep rallies, student visits, parades, “Education: Go Get It!” Week, ect.
  • Provide visits to feeder intermediate campuses to ensure students experience a smooth transition
  • Provide new student registration for incoming students.

Financial Resources

Campus budget, SCE,  Title III, HSA

Additional Resources

Curriculum: CISD Instructional Model, CISD READs, CISD Solves, CISD Investigates, CISD Remembers, CISD English Language Acquisition Model for Bilingual Education Programs, Gifted & Talented

Assessment: STAAR, STAAR A, STAAR L, STAAR Alt, STAAR Alt 2, TELPAS, District Benchmarks, Common Assessments, Universal Screeners, Stanford, DRA, OS, QPS, PAPI, SAT, ACT

Systems: ViewIt, Eduphoria, INOVA Process, Quintiles, Curriculum Heat Maps, Benchmark Reliability/Validity Tool

Monitoring Timeline

November, January, April

Formative Evaluation

CISD Benchmarks at 70% passing rate

Summative Evaluation

TEA Accountability Summary

TAPR

Meet Performance Indicators for CASE

Project Manager(s):

Principal

Assistant Principal

Goal 2        RECRUITMENT, DEVELOPMENT, AND RETENTION OF STAFF

Objective

To recruit, retain and develop highly qualified teachers and staff for all students.

Focus Strategies

  •  Ensure the appropriate certification and highly qualified requirements for professional and paraprofessionals.
  • Recruit and retain highly qualified staff by participating in the CISD hosted job fair.
  • Provide mentor support for beginning teachers.
  • Improve qualifications of teachers by providing opportunities to attend workshops and trainings sessions.
  • Provide opportunities for teachers to attend GT training to maintain HQ status in the area of GT.
  • Provide opportunities for teachers to acquire ESL certification.

Financial Resources

Campus Budget, Teacher Activity Fund, Title III

Additional Resources

Position Control Reports, Allocation Reports

Monitoring Timeline

November, January, March

Formative Evaluation

HQ data from Human Resources

Summative Evaluation

TAPR , HQ Report to TEA

Project Manager(s):

Principal

Assistant Principal

Goal 3         PARENTS AND COMMUNITY

Objective

To work jointly with parents and the community to maximize learning for all students through communication, collaborative partnerships and unity of purpose.

Indicator 1

(select from CaSE Ratings)

Indicator 2

(select from CaSE Ratings)

Indicator 3

(select from CaSE Ratings)

Indicator 1 Focus Strategies

  • Physical Education
  • Healthy food options are provided at meetings and special events.
  • Use of technology is evident in physical education
  • Physical Education teacher(s) attend(s) 2 professional development trainings beyond the school day.

Indicator 2 Focus Strategies

  • Gifted and Talented Programs
  • Campus administrators obtain 6 hours of GT update each year
  • Students are referred for GT screening by parents, teachers or through self-referral
  • The % of identified GT students is within  2% of the district's identification rate. 

Indicator 3 Focus Strategies

  • Digital Learning Environment
  • Teachers use technology to support content area objectives
  • Students are able to self-select technology activities (i.e., choice boards) in library and classroom.
  • Students use technology in class to access, communicate, and present information.

Financial Resources

Campus budget

Additional Resources

Campus Key Communicators, Translation services, Local media, Safe Schools Plan, Technology

Monitoring Timeline

Formative        November, January

Summative        July

Formative Evaluation

Record of contact with media, Record of press releases, Record of campus communication, Website information is current and accurate

Summative Evaluation

Meet Performance Indicators for Campus

Meet Performance Indicators for CaSE

Project Manager

Principal

Goal 4          SAFE SCHOOLS

Objective

To provide a safe and orderly school environment conducive to learning for all students and staff.

Focus Strategies

  • Conduct safety, hazardous materials, blood-borne pathogen, sexual harassment, and integrated pest management training to all staff members.
  • Conduct fire, disaster, lock-downs, evacuation, and emergency drills to ensure the effectiveness of Emergency operations Plans at the district and campus level.
  • Maintain a campus Safe Schools Committee to review, revise, and oversee the implementation of the Safe School Plan.
  • Ensure the EOP addresses the areas of safety control, crisis management, facilities management and health services.
  • Ensure the safety of students by requiring all visitors’ sign in with a valid, government issued ID and wear visitor badges in the school.
  • Provide programs for student and staff awareness of sexual abuse, of dating violence, and of the dangers of drugs, alcohol, and tobacco. Strategies: Safe Schools courses for staff; http://www.acadv.org/dating.html ; http://victimsofcrime.org/help-for-crime-victims/get-help-bulletins-for-crime-victims/bulletins-for-teens ; http://www.aacap.org/cs/root/facts_for_families/teens_alcohol_and_other_drugs ; CISD Policy, etc.
  • Involve parents and community members in activities to support a safe school environment.
  • Implement violence prevention and intervention strategies: Safe Schools School Violence course for faculty; CISD online resources for teachers and parents at http://ci.conroeisd.net/depts/counseling/ ; campus programs and presentations.
  • Implement bullying prevention and intervention strategies: faculty training through Safe Schools: Bullying: Recognition & Response Full Course and Online Safety: What Every Educator Needs to Know; CISD online resources at http://www.conroeisd.net/Bullying/student_guide.asp; campus programs and presentations.
  • Provide information on Human Trafficking through a link to the Texas Human Trafficking Prevention Task Force Guide:  http://ci.conroeisd.net/depts/counseling/page5
  • Provide student education in safe schools and personal safety/wellness through implementation of programs on character development; conflict resolution; drug, alcohol, and tobacco resistance; and life/coping skills.
  • Provide parent education in safe schools and personal safety/wellness through programs on students in crisis; conflict resolution; parenting skills; and life/coping skills.
  • Promote clubs and organizations in areas of interest to promote student involvement in school.

Financial Resources

Campus budget

Additional Resources

Emergency operations plan

Monitoring Timeline

Formative        November, January

Summative        July

Formative Evaluation

Record of programs/presentations/trainings for students and staff

Quarterly reports of police activity and safety drills for campus

Summative Evaluation

Clean safety audit

Project Manager(s):

Principal

Assistant Principal

Goal 5         TECHNOLOGY

Objective

To ensure that all students and staff utilize technology to maximize learning for all students and to enhance the educational practices of teachers.

CASE: Will achieve a CASE rating of Exemplary in Technology

Focus Strategies

  • Increase student opportunities for utilizing technology across the curriculum areas.
  • Ensure the Technology Applications TEKS are met across content areas.
  • Provide hands-on training in use of new technology hardware and software.
  • Provide staff development on integration of technology across the curriculum.
  • Ensure staff and students utilize technology as a tool and resource within curriculum and assessment.
  • Build teacher capacity to fully implement technology in instruction
  • Provide meaningful opportunities for students to access technology for learning
  • Relate technology staff development to specific instructional objectives
  • Increase students opportunities for utilizing Canvas and Vocabulary.com

Financial Resources

Campus budget

Additional Resources

Technology staff

Monitoring Timeline

Formative        November, January

Summative        July

Formative Evaluation

Records of professional development in technology

Campus and District Technology Plans align with strategies

Summative Evaluation

Meet Performance Indicators for STaR Report

Project Manager(s):

Principal

Assistant Principal

Technology Liaison

 

NON-DISCRIMINATION STATEMENT

The Conroe Independent School District is an equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment matters, in its admissions policies, or by excluding from participation in, denying access to, or denying the benefits of district services, academic and/or vocational and technology programs, or activities as required by Title VI and Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Amendments of 1972, the First Amendment of the United States Constitution, the Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, as amended, and Title II of the Americans with Disabilities Act.

For information about Title IX rights, contact the Title IX Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7700. For information about Section 504/ADA rights, contact the Section 504/ADA Coordinator, 3205 W. Davis, Conroe, Texas 77304; (936) 709-7670.


 State Compensatory Education Program

2016-2017 School Year

Strategy

SCE Program/Service

Funds Budgeted

FTEs

SCE  

Master Rigorous Academic Standards Strategies 1 & 4

Academic Tutorials Extra Duty

44,000

36

Reading/ELA Strategies 6 & 10

Writing Strategies 1 & 4

Math Strategy 5

Science Strategies 2 & 5

Social Strategies 1 & 5

Instructional Support – Teachers for At-Risk Students

497,885.00

9

Master Rigorous Academic Standards Strategy 4

Instructional Support – Paraprofessionals

31,938.08

2

Reading/ELA Strategy 3

Writing Strategy 1

Math Strategy 6

Science Strategy 4

Social Studies Strategy4

Instructional Materials for At-Risk Students

6,000

Technology Support for At-Risk Students

0

Tutorial Transportation for At-Risk Students

TOTAL SCE

579,823.08 

47

Resources Allocated for Title III

2016-2017 School Year

Strategy

Program/Service

Funds

Budgeted

FTEs

Title III LEP

Close the Achievement Gap Strategy 1 & 6

Extra Duty Tutorials

1,500

.02

Technology Strategy 7

Technology

1,000

00

Close the Achievement Gap Strategy 4

Books

500

Close the Achievement Gap Strategy 4

Instructional Materials

500

TOTAL Title III LEP

3,500 

.02

9/14/2016