2015-2016 Campus Improvement Plan Everman Joe …...2015-2016 Campus Improvement Plan Everman Joe C....

Everman Independent School District

Everman Joe C. Bean High

2015-2016 Campus Improvement Plan

Everman Joe C. Bean HighGenerated by Plan4Learning.com 1 of 43 Campus #220-904-001

September 2, 2015 10:19 am

Mission StatementEverman ISD, in partnership with parents and the community, will provide innovative instructional programs for students to inspire a

passion for lifelong learning, to develop responsibility and character and to achieve academic excellence and college readiness enablingthem to compete in an ever-changing global community.

VisionOne Goal: One Purpose, Student Success

Core BeliefsEverman ISD manifests unity of vision and mission with goals for academic achievement.1.

Educators hold high expectations for all studentsto achieve through academic and behavioral support.2.Everman ISD's culture of success depends on personal responsibility and accountability.3.Continuous improvement occurs through sustained professional/earning, collaboration among all stakeholders and ongoing leadership development.4.The District appreciates and embraces diversity and the resulting contributions to local and global communities.5.The district actively encourages participation from all stakeholders.6.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district. . . . . . . . . . . . . . . 18Goal 2: To build strong relationships with our clients...students, parents, community and business partners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 3: To maintain a safe and secure environment for all students and staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Goal 5: To provide and maintain facilities in a quality, cost-effective manner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Goal 6: To recruit and retain outstanding faculty, staff and administrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Targeted Assistance Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Eight Targeted Assistance Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40



Comprehensive Needs Assessment

Demographics

Demographics Summary

Attendance 94.5% 13-14 and 14-15 trending;

Freshmen level - 311 total absences - 94.34%

Senior level-215.6 total absences- 94.41%

10th and 11th levels the same on attendance

Trending attendance Algebra and Biology more kids coming mobilty -16.4%; at-risk-70%; E.D- 79.4%

Demographics Strengths

Mobility lower

100% graduation

Demographics Needs

Attendance 94.5% 13-14 and 14-15 trending;

Freshmen level - 311 total absences - 94.34%Everman Joe C. Bean HighGenerated by Plan4Learning.com 4 of 43 Campus #220-904-001


Senior level-215.6 total absences- 94.41%

10th and 11th levels the same on attendance

Trending attendance Algebra and Biology more kids coming mobilty -16.4%; at-risk-70%; E.D- 79.4%



Student Achievement

Student Achievement Summary

Sophomore ELA performed below- ELL 29% and SPED 45%

Advanced Academics - AP scores, SAT, Level III scores (dual scores)

Student Achievement Strengths

Gains over the years: Summer 34% to 44%; Fall 40% to 59%; Spring 72% to 76%

Index 1 met 69 points

Index 3 met 42

Index 4 met 68

S.S. and Math Commended percentage increased

Interventions in place (Boot camp, Bulldog University)

Graduation Rate for ELL-90% math and science above state standard

Student Achievement Needs





School Culture and Climate

School Culture and Climate Summary

Cycle 4 (127) ISS

Success of kids remaining here at DAEP versus off campus DAEP

School Culture and Climate Strengths

The use of ISS versus OSS-keeping kids in school versus sending them home

JJAEP is low only 3

School Culture and Climate Needs

Cycle 4 (127) ISS

Success of kids remaining here at DAEP versus off campus DAEP



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Ratio of Hispanic Teachers is 7% versus the Hispanic student population of 48%.

Staff Quality, Recruitment, and Retention Strengths

Several teachers with expereince

only 3% beginning teachers

Males 42% and Females 49% teachers -more males helping

CTE higher percentage twice the state

Staff Quality, Recruitment, and Retention Needs

Ratio of Hispanic Teachers is 7% versus the Hispanic student population of 48%.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary



Curriculum, Instruction, and Assessment Strengths

Gains over the years: Summer 34% to 44%; Fall 40% to 59%; Spring 72% to 76%

Index 1 met 69 points

Index 3 met 42

Index 4 met 68

S.S. and Math Commended percentage increased

Interventions in place (Boot camp, Bulldog University)

Graduation Rate for ELL-90% math and science above state standard

Curriculum, Instruction, and Assessment Needs





Family and Community Involvement

Family and Community Involvement Summary

Better way to get surveys to parents- 3 parents

Parent training - Spanish classes, computer skills all non-existent

Communication with Hispanic Parents not as present

Family and Community Involvement Strengths

Parents know about the schools academic expectations

Parnents know about tutorials

Parents think the school is clean

Family and Community Involvement Needs

Better way to get surveys to parents- 3 parents

Parent training - Spanish classes, computer skills all non-existent

Communication with Hispanic Parents not as present



School Context and Organization

School Context and Organization Summary

Revamp discipline matrix -(especially drug use)

Bullying - especially cyber bullying

STC- ensuring the ARD is addressed 1 out 5 SPED students failing

Security- need full time security inside and outside

Truancy/attendance issue

School Context and Organization Strengths

Drug Free Plan

Attendance Committee Plan

STC

School Context and Organization Needs

Revamp discipline matrix -(especially drug use)

Bullying - especially cyber bullying

STC- ensuring the ARD is addressed 1 out 5 SPED students failing

Security- need full time security inside and outside

Truancy/attendance issue



Technology

Technology Summary

More assessibility to computers

Assess to docking stations (charging stations)

Ipads-Apps for teachers to get the apps on the ipads not easy

Equalize the assessibility of getting the equipment

Technology needs for everyone to have assess for textbooks (history and math)

Technology Strengths

Every kid has a calculator 740 (enough to test students TI Inspire campus)

Checkout calculators for SAT/ACT

Technology available in building assessible to teachers

Technology Needs

More assessibility to computers

Assess to docking stations (charging stations)

Ipads-Apps for teachers to get the apps on the ipads not easy



Equalize the assessibility of getting the equipment

Technology needs for everyone to have assess for textbooks (history and math)



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataAnnual Measurable Achievement Objectives (AMAO) data



Goals

Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplarydistrict.

Performance Objective 1: 1.To increase the percentage of all student groups meeting or exceeding proficiency incrementally to reach 90% success on Stateassessment by 2015

Strategy DescriptionStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormativeReviews

Nov Mar June1) 1. Meet in PLCs to discussCBA and State assessmentdata to improve instruction

PrincipalsDean ofInstruction

80% passing CBAs

2) . Provide ELA supportclasses to enhancelanguage acquisition forLEP students

PrincipalESL leadteacher

90% exit LEP

3) Continue an inclusionmodel of instruction basedon co-teaching

PrincipalSp Ed Director

Sp Ed scores will bewithin 90% of allstudent scores

4) Conduct RenaissanceIncentive Program toincrease grades,attendance and goodbehavior

Principal 80% passing CBAs

5) Teachers attend CASTTraining to increasescience performance

PrincipalTeacher

90% passing rateson all stateassessments

6) .Include/prioritizeReading ELPS in allsubjects


= Accomplished = Considerable = Some Progress = No Progress = Discontinue



Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district.

Performance Objective 2: To develop an assessment program that includes elements for student success in PK-12 and post secondary settings




Nov Mar June1) Implement TEKSResources System


2) Align assessments to thestandards with TEKSResources System






Performance Objective 3: Prioritized Need(s) andTitle I Component(s)1, 2, 3, 4, 5




Nov Mar June1) Provide dyslexicstudents with accelerationservices

Teachers Dyslexia student scoreswill be within 90% of allstudent scores

2) Provide SIS staff tointervene with eligiblestudents

Principal SIS students scores willbe within 90% of allstudent scores

3) Provided SIS materialsto intervene with eligiblestudents

PrincipalDean ofInstruction

SIS students scores willbe within 90% of allstudent scores

4) Offer credit recoveryoptions

PrincipalDean ofInstruction

95% on-time graduation

5) Offer AVID as anelective

Counselor AVID students scoreswill be within 90% of allstudent scores

6) Provide interventionsto:EOC Retesters-(LEPpull-out intervention)Grade 9 After schoolGrade 10 After school Title IA classGrade 11 After schoolGrade 12 State assessmentclass After school Pull-outs

CounselorsDean ofInstructionTeachers

Assigned students scoreswill be within 90% of allstudent scores



7) Assign sp ed students touse System 44 for reading

CounselorsSp Ed leadteacher


8) Assign LEP students whoare in first three years of USschooling to READ 180program

CounselorsESL leadteacher


9) Purchase supplementalinstructional supportmaterials

Principal 90% passing rates on allState assessments





Performance Objective 4: To create a clearly articulated curriculum that is aligned with TEKS




Nov Mar June1) .Implement writingacross the curriculum andshort answer responses

Dean ofInstructionTeachers

50% pass writing





Performance Objective 5: To implement instructional technology to support student learning

Summative Evaluation: 90% passing rates on all State assessments




Nov Mar June1) Offer technologyintegration training to staff

Principal 3/10 Data Walks will showevidence of technologyusage

2) .Maintain 4:1 student tocomputer device ratio

Principal 3/10 Data Walks will showevidence of technologyusage




Goal 2: To build strong relationships with our clients...students, parents, community and business partners.

Performance Objective 1: To develop and maintain open lines of communication using varied methods to reach all stakeholders

Summative Evaluation: 2 school to parent communications monthly




Nov Mar June1) Schedule NCLBinformation meetings(AYP, PI, compact andannual meeting)

Principal 20/100 eligible parentsattend

2) Use call-outsystem/Remind 101 forgeneral communications

Principals 20/100 eligible parentsattend

3) Train and assignpersonnel for websiteupdates

PrincipalsCampus Tech

20% of eligible parentsattend school events





Performance Objective 2: To offer training/ learning opportunities to all EISD families and community members

Summative Evaluation: 3 training /learning opportunities per year




Nov Mar June1) Provide Stateassessment and EOCInformation Nights

Counselors 80% passing CBAs

2) . Provide a College andCareer Night


3) Provide an APInformation Night






Performance Objective 3: To develop measures and accountability between parent, teachers, students and administration to ensure student success

Summative Evaluation: One individualized parent teacher interaction per year




Nov Mar June1) Arrange for personalgraduation plan meetingsfor all students

PrincipalsCounselorsTeachers

20% of all students have anPGP

2) Schedule beginning andend of year meetings todiscuss parent/ schoolcompact and parentalinvolvement plan

Principal 20/100 eligible parentsattend

3) .Have computersavailable @registration forparents to sign up forparent portal

Principal 500 parents signed upw/Parent Porta





Performance Objective 4: To develop programs and services to ensure true partnerships with parents, families, businesses, and the community thatsupport student success as well as parent involvement and participation

Summative Evaluation: Community participation in non-athletic event




Nov Mar June1) Add parent member toan EHS committee

Principal 10 volunteer hours




Goal 3: To maintain a safe and secure environment for all students and staff.

Performance Objective 1: To develop and implement strategies for all students and staff that positively impact the safe environment necessary forstudent learning

Summative Evaluation: 10% reduction on PEIMS 425 report




Nov Mar June1) Provide instructionalservices to DAEP students

Teachers DAEP student scoreswill be within 90% of allstudent scores

2) Continue Remind 101for staff, parents, andteachers

Principal Parentcommunicationincreased to 30%





Performance Objective 2: To provide multiple opportunities for students to learn and practice characteristics of productive, community-mindedcitizens




Nov Mar June1) Provide behaviorintervention services tostudents

PrincipalTeachers

Reduction in DAEP

2) Articulate theexpectationsadministrators have inplace for classroommanagement

PrincipalTeachers

Less than 1000incident responses

3) .Continue Character EdProgram

PrincipalCounselors

Less than 1000incident responses





Performance Objective 3: To provide and implement students/staff/community development programs to educate all stakeholders regarding theissues of substance abuse, suicide, child abuse, and violence prevention

Summative Evaluation: All schools will report 100% compliance with these educational programs




Nov Mar June1) Counselor meets withstudents to addresssubstance abuse, suicideprevention and violenceprevention

Counselors 10% reduction on PEIMS425 repor

2) Schedule staff meetingsto address child abuse anddiscipline management

Principals 10% reduction on PEIMS425 report





Performance Objective 4: To achieve a dropout rate of less than 1% for all populations

Summative Evaluation: Attain a 1% or less dropout rate on TAPR report for all populations




Nov Mar June1) Provide services tohomeless students

CounselorsPrincipals

Homeless student scoreswill be within 90% of allstudent scores

2) Provide SISinstructional services

Teachers SIS student scores willbe within 90% of allstudent scores

3) Provide SISinstructional materials

Teachers SIS student scores willbe within 90% of allstudent scores

4) Provide Stateassessment classes forstudents who fail Stateassessment

Teachers 80% passing rate

5) Offer credit recoveryoptions

Teachers 80% passing rate

6) Provide Community inSchools program for atriskstudents

CounselorsCIS staff

80% passing rate




Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate.

Performance Objective 1: To maintain 96% or higher attendance rate in all student populations

Summative Evaluation: Maintain a 96% or higher attendance rate on TAPR report for all student populations




Nov Mar June1) Need a truancy officer tohelp with attendance

Principal 96% attendance rate

2) Maintain attendancecommittee

Principal 96% attendance rate




Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate.

Performance Objective 2: To increase communication among district stakeholders in identifying and aiding at-risk students

Summative Evaluation: Attain a 1% or less dropout rate on TAPR report for all populations




Nov Mar June1) Use Naviance tocommunicate 4 year plans

PrincipalsCounselorsTeachers

95% on-time graduation




Goal 5: To provide and maintain facilities in a quality, cost-effective manner.

Performance Objective 1: To pursue discretionary funding through avenues such as grant writing, business/community partnerships and corporateunderwriting employee

Summative Evaluation: Secure 1 discretionary grant funding source




Nov Mar June1) Review discretionarygrants for: Technology Truancy ATOD Bilingual parentliaison Student fathers College andCareer Readiness Special Education

PrincipalDirector ofFederal andState Programs

1 discretionary fundingsource




Goal 5: To provide and maintain facilities in a quality, cost-effective manner.

Performance Objective 2: To effectively utilize the district’s resources including budget and facilities

Summative Evaluation: Maintain a superior FIRST rating from TEA




Nov Mar June1) Review budget monthly Principals Within budget

2) Implement ManagedPrinting Solution

All staff Reduced cost for inkand toner




Goal 6: To recruit and retain outstanding faculty, staff and administrators.

Performance Objective 1: To recruit outstanding faculty, staff and administrators

Summative Evaluation: Maintain 100% HQ instructional staff




Nov Mar June1) Hire HQ teachers Principal 100% HQ

2) .Recruit teachers thathave experience workingwith LEP and SPED

Principal 100% HQ





Performance Objective 2: To provide the opportunity for job embedded research-based professional development for every district employee

Summative Evaluation: Less than 20% turn-over rate




Nov Mar June1) Provide EOC training Principals

Dean ofInstruction

80% passing CBAs

2) Provide technologyintegration training

PrincipalsDean ofInstruction

3/10 Data Walksshow evidence ofHOTS

3) 6 +1 writing training PrincipalsDean ofInstructionDepartmentChairs

80% passing CBAs

4) .ClassroomManagement/CulturalAwareness training






Performance Objective 3: To develop a plan to increase employee performance

Summative Evaluation: 90% passing rates on all State assessments




Nov Mar June1) Provide teachers withprofessional developmentrelated hands-on learning

Principal 3/10 Data Walks showevidence of hands-onlearning

2) Implement district widein-house mentor for newteacher

Director of PDPrincipal

5% decrease in turnover

3) Provide all new contentarea teachers withSheltered Instructiontraining

PrincipalsBil/ESLCoordinator

LEP student scores willbe within 90% of allstudent scores





Performance Objective 4: To develop a plan to increase employee retention rates

Summative Evaluation: Turn-over rate for teachers of less than 15%




Nov Mar June1) Implement district widein-house mentor for newteachers

Director of PDPrincipal

5% decrease in turnover




Title I

Targeted Assistance Program Plan

Training High School is a Title 1 Targeted Assistance Program school. The Title 1 funds the school receives are used to improve the academic achievementof identified Title 1 students. These students are a select group who have been identified as most at-risk of not meeting the required performance standardsin order to graduate. Identification is based solely on academic need and includes consideration for homeless, migrant and neglected students. TrainingHigh School's goal is to provide the support these students need to be able to graduate on time with their peers.

Before students enter Training High School as freshmen, we communicate with our middle schools to identify a preliminary list of incoming students whohave failed middle school courses or who are at-risk for not meeting the state core academic standards, especially in reading and math. Once students are oncampus, teachers are charged with closely monitoring the progress of those students in conjunction with our Title 1 Targeted Assistance paraprofessionals. Then, all freshmen and other students who are new to Training High School are screened for academic achievement levels. The campus uses multiplecriteria to rank order students. A list of the student identification criteria and assessment tools is available in the counselor's office.

After students are selected, a planning team, including school staff, parents and administrators designed the Targeted Assistance Program with a priorityfocus on reading and math. The proposed plan was then presented to the entire campus and they were given an opportunity to provide additional ideas andinput. The support provided for Title 1 students is part of the school's overall intervention program and is based upon needs identified in the comprehensiveneeds assessment. The strategies used have been evaluated through scientifically based research and are reviewed on the campus at least 4 times each schoolyear and are revised as needed.

Eight Targeted Assistance Components

1: Use of Resources to Help Students Meet Standards

The Title 1 Program reflects the identified needs in the comprehensive needs assessment. The campus answered the following questions in order to make thebest use of the resources that are available to help students meet the standards:

Which program design model(s) is most appropriate to meet students' needs?1.Who will provide the services?2.Where will the services be provided?3.When will the services be provided?4.What resources are needed?5.Can we ensure that the services are supplemental to what students receive in the regular classroom?6.

2: Incorporate Title Planning into Existing School Planning



The Title 1 Program is incorporated into the regular school program because of these structures:

The establishment of policies and procedures regarding Title 11.Open and frequent lines of communication with parents2.Open and frequent communication with staff concerning Title 1 3.Strong and effective interventions prescribed by the teaching staff and based on the individual needs of Title 1 students4.

Parents of Title 1 students are invited to be part of the whole campus improvement planning team and no separation exists between communication withTitle 1 parents as compared with parents of non-Title 1 students. The campus staff works to improve the intervention coordination and offerings through allstaff (Title and non-Title) professional development regarding the Response to Intervention (RtI) model.

3: Use of Effective Methods and Instructional Strategies

Title 1 students' academic achievement, grades, and work completion is tracked throughout their high school career. By identifying where students arestruggling, Training High School is able to determine which methods and instructional strategies will be used for intervention. The interventions are alsoclosely monitored for effectiveness. The middle school grades EXPLORE and STAAR scores are used to help place students and inform staff regardingstudents academic achievement and past performance. PLAN is used to determine yearly growth toward mastering the TEKS.

Training High School's primary consideration when planning for Title 1 students is to provide extended learning time with an accelerated, high-qualitycurriculum. Some of the supplemental assistance that is provided for Title 1 students includes:

Voluntary "drop-in" tutoring services before and after school, as well as, during lunchtime, on Late Start days and three Saturdays each month. This1.tutoring is provided by both teachers and paraprofessionals in core content areas.Exam review sessions offered on a drop-in basis provided by Title 1 paraprofessionals.2.Mandatory lunch tutoring sessions provided by teachers in the core content areas.3.Summer credit recovery/acceleration offered during the first 4 weeks of summer break provided by teachers in the core content areas.4.Summer enrichment offered three times per week for a period of eight weeks during the summer break provided by teachers in the core content areas.5.Freshman EDGE is offered as an academic head start for Title 1 incoming freshmen in core content areas provided by teachers and counselors in the6.core content areas.Push-in services offered to eligible students provided by Title 1 paraprofessionals in the core content areas.7.Online, recorded instructional presentations available upon demand for eligible Title 1 students.8.Other strategies and methods, as needed.9.

4: Coordinate with and Support Regular Educational Program

Training High School utilizes coordinates the Title 1 program with the regular school program in a variety of ways. Title 1 paraprofessionals and thecounselor coordinate the tutoring programs as prescribed by the teaching staff for students who are struggling or failing. Coordination also occurs via sharedlesson plans, answer keys, resources, strategies, etc. Teachers discuss Title 1 interventions in their Professional Learning Communities (PLC) along with



interventions slated for non-Title students. Title 1 paraprofessionals often participate in the PLC planning meetings. Title 1 paraprofessionals are assigned tospecific classes when high needs are observed and frequent collaboration occurs to meet the needs of identified students. On-line lesson plans are open toTitle 1 paraprofessionals so that they can be prepared to support instruction as it occurs.

5: Instruction by Highly Qualified Teachers

Teachers and instructional paraprofessionals at Training High School must be highly qualified. In order to build greater capacity, the following practicesare in use at Training High School:

Provide time off for high-quality professional development1.Provide an effective mentoring system for new teachers and new instructional paraprofessionals2.Assign teachers for a "best-fit" of their strengths3.Provide professional development for existing programs prior to new school year for new staff and those wanting refreshers4.Monitor effectiveness of teachers and instructional paraprofessionals by frequent walk-throughs5.Provide time for teachers and instructional paraprofessionals to observe master teachers in the classroom6.Provide training and opportunities for collaboration in looking at formative and summative student achievement data7.Implement strategies to provide clear lines of communication between teachers and administrators8.

Writing Tip: Again, these serve as examples only. There are many effective strategies that can be used for highly qualified teachers strategies. Also, there isno requirement stating how many strategies are needed.

6: Professional Development

Quality professional development is is a high priority for all personnel at Training High School. The campus pays particular attention to ensure thatprofessional development is provided to teachers, principals and paraprofessionals who work directly with identified Title 1 students. Training is focused onreading/writing strategies through Balanced Literacy and also on math instruction. The campus implements on-going, job-embedded support and follow upto professional development to ensure staff implementation and the effective use of the learned instructional skills and strategies.

7: Strategies to Increase Parental Involvement

Training High School values and aggressively seeks a strong partnership with parents. Parents are involved in the design of our Title 1 program through theParent Advisory Group and by participating as members of the Campus Improvement Team. Parental involvement with Title 1 parents is primarily focusedaround these areas:

Strategies to increase meaningful parental involvement that is designed to enhance home-school partnerships and improve student learning for families1.of Title 1 students.Processes used to meet with parents of Title 1 students who have not yet met academic standards.2.Processes for deliberately involving parents of Title 1 students in the decision-making for the Title 1 program.3.Processes to develop and implement the Parent Compact.



4.

The Parent-School Compact is key to communicating the ways that the school and the home can work together to contribute to student achievement. TheCompact describes the responsibilities of the staff to provide high-level curriculum and instruction and the expectations of the parents to provide support intheir children's learning.

A Title 1 parent meeting is held during the first three weeks of the new school year. At that first meeting, the Title 1 program is described including specificways that parents can partner with our school. An interpreter is available for parents needing that support. Teachers will schedule parent-teacherconferences with parents who are unable to attend the annual meeting and information will also be mailed home.

8: Coordination with Other Programs

Federal, state and local programs are integrated to ensure participating students achieve proficient or above on state assessments. At Training High School,Title 1-A, Title II, Title III, State Compensatory Education and local funds are all integrated together. The district supports the integration of funds byproviding assistance during budget development. The percentage of each available fund is calculated and then pooled together into one fund. This integration widens the opportunities the campus has for meeting the needs of Title 1 students identified in the comprehensive needs assessment.



2015-2016 Campus Improvement Plan Everman Joe …...2015-2016 Campus Improvement Plan Everman Joe C....

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Transcript of 2015-2016 Campus Improvement Plan Everman Joe …...2015-2016 Campus Improvement Plan Everman Joe C....