2015-2016 Improvement Plan Channelview Independent School ... · Channelview Independent School...

Channelview Independent School District

2015-2016 Improvement Plan

Aguirre Junior HighGenerated by Plan4Learning.com 1 of 24

February 9, 2016 10:58 am

Comprehensive Needs Assessment

Demographics

Demographics Summary

LCPL Anthony Aguirre Junior High began serving students and the Channelview community in August of 2012. In the 2014-2015 school year, Anthony Aguirre Junior High served 950students, predominantly Hispanic (76%) and economically disadvantaged (78%) with an increasing number of At Risk students.

Demographic Data

Student Ethnic Distribution:

2012-2013 2013-2014 2014-2015African American 16.40% 16% 15%Hispanic 73.50% 74% 76%White 7.30% 8% 7%Native American 0% 0% 1%Asian/Pac. Islander 2.40% 2% 0%At Risk 39.20% 59% 58%Economically Disadvantaged 73.90% 74% 78%Limited English Proficient 8.5% 10% 13%Gifted & Talented 3.30% 4% 5%Special Education 6.5% 8% 9%

The following identifies the number of students and participation rate in each of our special programs.

550 students 58% are identified as At Risk

738 students 78% are identified as Economically Disadvantaged

128 students 13% are identified as Limited English Proficient (LEP)



47 students 5% are identified as Gifted and Talented

87 students 9% are identified as Special Education

Demographics Strengths

Our Leadership Team promotes an environment of open communication between teachers, staff and parents.

Our campus provides daily tutorials throughout the year for identified At Risk students.

Our campus administrative team offers the strength of diverse ethnicity and professional experience.

Our campus provides college and career readiness for all students using AVID strategies.

Demographics Needs

The ethnic population continues to grow at LCPL Anthony Aguirre Junior High. We are predominantly Hispanic (76%). As a result, many of our students come from homes where Spanish isthe primary language spoken. Since Spanish is the dominant language at home, the student’s ability to read and write English proficiently is limited. In order to best serve these students, theschool is faced with the challenge of providing our teachers, students and parents with the necessary training, resources, materials and technology. Having access to the technology needed andnecessary materials will enable these students in overcoming the linguistic barriers that impede academic success.

Given the increasing number of Economically Disadvantaged students, the availability of technology will help prepare students for a more successful high school and college education as wellas future career paths.

Implement resource classes to provide more individualized support for our SPED students.

Reduce the student to teacher ratio to enable the teacher to provide more one on one instruction.



School Culture and Climate

School Culture and Climate Summary

Students describe Aguirre as a safe campus with a fun learning environment. Students feel respected by teachers and feel that teachers prepare challenging, yet engaging lessons. The studentsalso enjoy coming to school as the college culture motivates and encourages them to pursue their dreams and goals. The teachersâ€™ description of the campus culture does not differ from thestudents. Teachers describe Aguirre as a welcoming environment, where campus morale is high and the camaraderie between the faculty and staff is very positive. The teachers also state that theadministrative team is very supportive and is welcoming to various teaching styles. As a result of the positive campus life, teachers have created classroom environments with high expectations,procedures and structures that promote and encourage self-discipline.

School Culture and Climate Strengths

One of the strengths of our campus has been implementing AVID school wide. With the mandatory implementation of the binder system, as well as all teachers using WICOR and Cornell notes,this has established a positive learning environment that encourages students to be responsible and organized. Every month we have, â€œCoffee with the Principal.â€ This meeting allowsparents the opportunity to get an insight of the activities that go on in the classroom, meet with teachers and enjoy breakfast. Our parents are very involved as the PTO has hosted various eventssuch as skate night. We also have an activity calendar with school events to promote campus involvement, such as Grandparentâ€™s Breakfast, Muffins with Mom, Donuts with Dad, etc.

School Culture and Climate Needs

One of the needs of our campus is better bullying intervention programs. Some parents and/or students may be unclear on how to deal with the issue of bullying. Also, students need to learn theeffects that bullying has on their peers and the consequences they will be facing if they decide to bully others.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The staff population at AAJH is 38.6% African American, 10.1% Hispanic, 47.3% white, 37% male, and 62% female with an average of 10 years' experience and 100% highly qualified teacherand paraprofessionals.

Staff Quality, Recruitment, and Retention Strengths

AAJH employs 100% high qualified staff. The average years' experience of staff on our campus is 10.2 years. New staff members are supported through a district mentor/buddy program, as wellas campus specialists, and the administrative team through monthly campus meetings. Staff members are assigned to a specific job assignment according to teacher strengths and student/campusneeds. Campus administrators are heavily involved in the campus recruitment process through attendance and recruitment at local job fairs.

Professional development is offered throughout the year from Region 4, Harris County Department of Education, and our local school district. Most of the time, teachers have the ability toattend any professional development session they desire as long as funding is available. The professional development may be offered online or through face-to-face sessions.

Staff Quality, Recruitment, and Retention Needs

Classroom managment training would better assist new teachers at the campus. Through prior teacher observations, specifically on new staff, the number one thing new staff tend to strugglewith is classroom managment.

Time should be allowed during departmental meetings or before/after school for teachers to share their strengths with others. This time can also be utilized for staff members to train others onitems learned through their most recent professional development session they attended.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Anthony Aguirre Junior High campus curriculum teams have been consistently working to develop an aligned curriculum that directly addresses state standardized testing standards as wells asTexas Education Agency’s curriculum standards (Texas Essential Knowledge and Skills). This process has been ongoing with teacher and district administrative feedback. Through curriculumdevelopment, teachers are able to plan regularly with their Instructional Specialist and/or Department Head to plan effective lessons focused on skills based remediation as well as criticalthinking and analysis in order to challenge students and enable them to become college and career ready. Various 21st Century Skills have been implemented campus wide through the use oftechnology and inquiry. Teachers have access to Smart-Board technology, ipads, document cameras, and a host of other instructional resources and strategies designed to elicit critical thinkingand analysis. Case Managers and Special Education teachers are available to support the general curriculum as mandated by TEA. This support system is designed to address co-teaching needsand use of supplemental materials that would enhance the learning environment for all special populations.

Curriculum, Instruction, and Assessment Strengths

Aguirre Junior High has excelled in curriculum development through the implementation of Curriculum Development Teams (CDT) and Core Instructional Academies designed to review,revise, and align campus curriculum and assessments to ensure consistency and success for all students. Case Managers and Special Education teachers provide support by reviewing specialeducation documents, working with teachers to develop lessons, and researching Best Practice methods for classroom instruction. Programs such as AVID, Go Math, Edgenuity, and RosettaStone are used to meliorate and foster cross curricular connections throughout core content areas. Thematic plans are utilized to encourage continuity and mastery of objectives while districtapproved assessment programs provide quantifiable data that seeks to reduce test and culture bias creating equity and autonomy for all students served. Lesson planning is designed to buildupon student strengths and the use of scaffolding to address students' academic deficiencies thereby creating educational equity across the curriculum.

Curriculum, Instruction, and Assessment Needs

Although our campus is moving toward the use of technology consistently in the curriculum, we do still have a need for additional technological resources for all struggling learners such aslaptop carts.

With the increase of special populations based on our student demographics, additional training for staff related to special education, sheltered instruction, technology instructional use, andmentoring would greatly increase student achievement and allow us to re-evaluate more thoroughly curriculum and assessments for all learners. English Language Arts / English as a SecondLanguage need resources and specific training for instructional skills based remediation for struggling learners as well as GT Training for advanced learners. ALL core content areas wouldbenefit from content literacy training to enhance instructional understanding of how to utilize textbooks and various other print and digital resources. With the new textbook adoption in math,science, and social studies, teachers will need to receive additional training on the new resources and materials.

Funding for after school tutorials based on CBA #1 data and STAAR data from the previous year would be required so that tutorials can start earlier in the year. Instructional pull-outs need to bebuilt into the schedule (social studies only), as well as assistance from the district coaches to help with lessons, instruction, alignment of curriculum, and pull-outs (Social studies only). Thesocial studies scope and sequence also required revision to align with TEKS and ELPS, but also to build in at least 2 weeks of review prior to STAAR.



The following trainings would also be helpful to teachers:

Content literacy for all core content teachersSheltered Instruction refresher (seasoned teachers) and initial training for new teachersLead4ward training (content specific) to understand TEKS in content area



Family and Community Involvement

Family and Community Involvement Summary

Parent and community involvement is an integral factor to the success of Aguirre Junior High School. We provide a number of opportunities for parents and community members to be activeparticipants in our school community. We, at Aguirre Junior High, strive to create a cohesive relationship between our staff and the community in which we serve.

Family and Community Involvement Strengths

The following are family and community involvement activities and events that Aguirre Junior High actively engages in:

Annual Academic NightsELL parent nightAVID nightsFuture Bulldog NightDonuts with DadsMuffins with MomsGrandparents LuncheonsCoffee with the PrincipalSBDM meetingsParent/Student SurveysOpen House

Family and Community Involvement Needs

The following are things that we as a campus could improve upon in the area of family and community involvement:

Increase attendance at the monthly Coffee with the Principal and Academic NightsHave more parent meetings to help address the needs of our junior high studentsContinue to build upon and grow the Parent-Teacher group (PTO/PTA)



School Context and Organization

School Context and Organization Summary

Having the goal of being a student centered entity; Anthony Aguirre Junior High has taken measures to uphold the integrity of the safety of all individuals on campus. All staff members havebeen continuously trained and have access to campus policies and procedures via FirstClass, Channelview ISD’s email system. In keeping with the tradition of community learning, the studentsof Aguirre Junior High remain in community pods per grade level for core subjects. Both staff and students are well versed on daily operations.

School Context and Organization Strengths

In alignment with the value statement, Aguirre Junior High engages students in rigorous and relevant curriculum. As necessary, revisions are made to better serve the students. To assist inshared decision making, a Site Based Decision Making team was formed in 2013-2014. The SBDM continues to be active throughout the current school year. Staff is encouraged tocommunicate to any member of the SBDM regarding any concerns they may have so they may be addressed.

School Context and Organization Needs

Currently, the Hispanic student population is well over 70%. While Aguirre Jr. High encompasses a range of teacher experience, there is a need for more Hispanic teachers.



Technology

Technology Summary

Anthony Aguirre Jr. High continues to demonstrate its commitment of meeting the technology needs associated with the instructional needs of all community members, including staff, faculty,and students. In every classroom you will find a desktop computer (teacher), at least 3 student computers (virtual), and a wall-mounted interactive projector with ceiling-mounted speakers. Wi-ficonnectivity is possible across the entire campus. There are currently two student computer labs available for reservation and a media lab attached to our school’s library with additionalcomputers for students use or professional development. Each lab is equipped with at 25 computers. You will also find three iPad carts that are available for teachers to check-out and use in theirclassrooms. Each iPad cart is equipped with 30 devices, 30 chargers, and can be connected to outlet as a pod for charging. Each classroom is also equipped with a network connected phonesystem for easy communication among school and district personnel. Many classrooms are equipped with document cameras to assist with displaying non-electronic materials. Our school is aBring Your Device Model School, therefore students are allowed to appropriately use their personal devices (phone, tablet, etc.) during instructional time. Many of our Core Content Areas haveOnline Textbooks, which allow students 24/7 access to foundational content concepts and practice.

Technology Strengths

Wi-Fi Connectivity - Not only is wi-fi access readily available anywhere on campus, but connectivity is experiencing less errors and faster speeds this year.

Communication - This year we are using the following to maintain strong communication with our community: digital marquee, auto-call phone system, campus/teacher websites, & Remind(school-wide and individual teacher-student-parent text message service).

CTE electives - This year we have added sections of Touch Key Systems which is providing our 8th students with both computer training and high school credit. We also have a STEM(Science, Technology, Engineering, Mathematics) related elective course for both 7th & 8th grade students.

Instructional Technology - Technology based Professional Development assisted in implementation of online and electronic assessment and classroom management tools. Students really enjoyand are engaged when using Edgenuity, Kahoot!, BrainPop, Prezi, and ClassDoJo.

Student’s Say - Math and Science classes are the courses most likely to use technology applications during instruction, tutorials, projects, and homework. 98% of the student body turned in theBYD contract form. 86% of students use or would like to use Teacher Websites to access missing work and/or concept assistance.

Technology Needs

BYOD - 98% of students returned their BYD contracts, however only 48% of students said they were allowed to use their own device this school year. Being a BYD campus, more students needthe opportunity to use technology in the classroom; either with their own device or campus supplied devices (iPads, Computers, Chromebooks, etc).



Fusion Digital Resources - We need to ensure that we are maximizing the use of our recently adopted textbooks (and the digital resources that come with them) in both math and science classes.To take full advantage of the resources available we will provide every student with their own account to access online.

Teacher Websites - Ensure that all teacher create and maintain Teacher Instructional Websites with up-to-date information.

iPad Headphones - To better use the campus iPad's, headphone capabilities are needed to get a more personal understand and comprehension of oral/audio information. Many applications useaudio and students can not hear with the background sound.

Printers - There have been numerous issues with campus staff printers in both the campus workroom and grade level printer rooms. The printers frequently breakdown and can take days or evenweeks to fix. Many teachers’ desktop computers were not connected to grade level printers until a few weeks into the school year, which created confusion and stress; therefore we need toensure connection prior to the first day of school.

Professional Development - Increase Content Area Professional Development in Technology Applications that are applicable in that specific content area, as well as overall electronicassessment and classroom management tools.

Mobile Laptop Carts - For the upcoming school year Aguirre is anticipating additional CTE elective courses that will place a burden on the availability of our current computer labs. To betterprepare our campus for this scenario we need to acquire at least 3 mobile laptop(chromebook) carts ( with a class set of 30 laptops), so that teachers are allowed a mobile computer lab to bettermeet their students’ instructional needs.

Digital Citizenship Training (Students and Teachers) - Students are not aware of Cyber Bullying and/or Digital Citizenship related to proper and responsible usage of the internet and electronicdevices. Because of the integration of the Bring Your Own Device (BYOD) campaign, student must be aware of possible dangers and responsibilities related to this opportunity. The onlinecurriculum CommonSenceMedia.org allows students to get informed about Digital Cizenship while interacting with engaging lessons. This curriculum is free to schools and allows teachers toprint out certificates of completion. The implementation of this curriculum could be completed in the Technology Electives Classes or at the beginning of the year during the course introductionperiod.



Comprehensive Needs Assessment Data Documentation

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



Goals

Goal 1: Academic performance and achievement of all students at Anthony Aguirre Jr. High will reflect a level of highexpectations through sustained growth in all performance areas.

Performance Objective 1: Improvement in academic performance for the ELL sub-population will improve as follows: Reading- 85% of all ELL studentswill meet passing standard vs. the current 57%; math- 85% of all students will meet passing standard; science-60% will meet passing standard vs. the current33%; social studies-60% will meet passing standard vs. the current 40%; and writing-60% will meet standard vs. the current 49%. Science scores will alsoimprove to 60% for the Hispanic (currently at 59%), as well as economically disadvantaged (57% vs. 60%), and ELL (33% vs. 60%) sub-populations. Thegoal for all students is to achieve 85% met standard in Reading and Math, and 60% met standard for writing, science, and social studies.

Summative Evaluation: State assessment STAAR results and District assessment.

Strategy Description Title I Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews

Nov Feb MayJuneState System Safeguard Strategies

1) Provide after school targeted tutorials to at-risk and/or pull-outs toidentified students during core content tutorial times, elective classes, and/orSaturday Tutorials.

2, 3, 8, 9,10

Assistant principals,Teachers, ReadingSpecialist, Dept.Head

Benchmarks, informal assessments,tutorial sign in sheets, student performance data

State System Safeguard Strategies2) Utilize the campus Specialists to provide instructionalcoaching for core content teachers and assist students asneeded to engage learning.

2, 3, 9, 10Asst. Principal andDept. Head

ACT Planning Minutes, and Sign Sheets

State System Safeguard Strategies3) Purchase instructional research based materials & supplies to beutilized in the classroom by students to enhance learning(smartpals, consumables, ancillary technology software, etc.)

1, 9, 10 Asst. Principal,Reading Specialist,Teachers, and Dept.Head

Walkthroughs to observe instructional materials use intheclassroom.

State System Safeguard Strategies4) Core Content areas will utilize the services of outsidetrainers/consultants to enhance teaching strategies in theclassroom and engagement of students. (The WritingAcademy, Rigor, Relevance, Relationship Consultant, Content LiteracyTraining, etc.)

1, 2, 4, 9,10

Asst. Principal,Reading Specialist,and Dept. Head

Walkthrough Observations, PDAS Evaluations

5) Purchase Technology (Laptops, document Cameras,Student Response Systems, Calculators, iPads, Kindles,electronic dictionaries / thesaurus) and technology accessories(bulbs, cables, connection devices, data collection devices,data storage components, presentation remotes) for use asinstructional resources for specialized populations.

1, 2, 3, 9,10

Administrators,Dept.Chairs, andTeachers

Walkthroughs to observe technology use in theclassroom.



State System Safeguard Strategies6) Utilize district developed Reading/Math/Science/SS andWriting STAAR tests to be used as Pre-Test (benchmark),mid-year assessments, 9 weeks CBAs, and 4-weeks beforeSTAAR.

8, 9 Teachers, Asst.Principals,Principal,SecondaryCurriculumCoordinator

Eduphoria AWARE Data

State System Safeguard Strategies7) Campus teachers & specialists will continue to write andimplement rigorous lessons through participation on theCurriculum Development Team.

3, 5, 8, 10Teachers, Asst.Principals,Principal,SecondaryCurriculumCoordinator,Coaches, Specialists

Published Scope and Sequence

8) Host annual academic night to include students, parents,and community to engage and support student learning.

6 Assistant Principals,Reading Specialist,Dept. Head, andTeachers

Parent Sign In logs, Parent Surveys, and studentfeedback

9) Purchase incentives to reward academic achievement for all students. 2, 9, 10 Principal, AssistantPrincipals,Counselors,Specialists

Improvement in Student Performance on CBAS,Report Cards, Benchmarks, and Attendance Data

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



Goal 1: Academic performance and achievement of all students at Anthony Aguirre Jr. High will reflect a level of high expectations through sustainedgrowth in all performance areas.

Performance Objective 2: Increase the academic performance of ELL students in Writing from 32% to 63% and the special education sub-population from17% to 63%.

Summative Evaluation: State assessment STAAR results and District assessment.



1) After school/Saturday tutorials will be provided to studentsneeding support

1, 2, 3, 9 Assistant PrincipalsESL teacher

student sign in logs,student feedback

State System Safeguard Strategies2) Purchase instructional materials and/or technology for usein the ESL classroom (ie: Rosetta Stone, ReadSmart or other software).

1, 2, 3, 9 Assistant PrincipalESL teacher

student input, student data

State System Safeguard Strategies3) Initiate the district Sheltered Instruction Plus system and building academicvocabulary training in all classrooms. This will support the ESL studentscampus-wide and assist teachers with instructional delivery

1, 2, 3, 4,9

Assistant Principal,Dept. Head, andPrincipal, ESLDirector

student feedback, staff input and feedback

4) Host annual ESL parent night to elicit suggestions,comments, concerns from ESL parents. Will distributecampus ESL/LEP information and share with parent thecurrent status of the program.

6 Assistant PrincipalESL teacher, ESLDirector

parent survey, student survey, sign-in sheets




Goal 1: Academic performance and achievement of all students at Anthony Aguirre Jr. High will reflect a level of high expectations through sustainedgrowth in all performance areas.

Performance Objective 3: Academic performance and achievement of all students at Anthony Aguirre Jr. High will reflect a level of high expectationsthrough sustainedgrowth in all performance areas.

Summative Evaluation: 100% of parents, staff and students will be provided awareness opportunities that promote successful performance on Collegeand Career Readiness indicators


Nov Feb MayJune1) 8th grade students will be administered the ReadiStep testin October to give feedback on career readiness. Students willenter into the early participation agreement that will lead totaking the PSAT in high school. Follow-up presentation willtake place in January 2014 to explain results.

1, 2, 9, 10At Risk Facilitator,Counselors, AP's

Results from Readi-step

2) Participate in the AVID/Rice college readiness initiative and maintainupdated AVID Membership

2 Assistant Principals,AVID teacher,Counselors

staff feedback

3) Enhance the Gifted and Talented Program to increase thenumber of students enrolled in high school credit courses andin 8th grade Algebra

10 Specialists, AP's,District GT straff

Increase in Enrollment

4) GT Professional Development for Staff 4 Administrators,Teachers

Certificate of Attendance, GT Hours

5) AVID training opportunites are provided for teachers toengage students in classroom (Rice Initiative, Summer Institute, etc.)

2, 4, 10 AVID Site Team,AVID Coordinator,Administrators

Certificate of Participation

6) Participate in College Campus Tours as part of the AVID program 2 AVID Site Team,AVID Coordinator,Administrators

Student Surveys




Goal 2: Hire highly qualified employees, while reducing the turnover rate through mentoring, compensation, and staffdevelopment. Staff development/professional growth opportunities will consist of professional learning and leadership for allstaff members.

Performance Objective 1: Staff will participate in professional development activities related to their content/knowledge area and present their learning tostaff through campus staff development sessions.

Summative Evaluation: staff surveys, sign-in sheets, staff input, agendas


Nov Feb MayJune1) Teaching staff will attend various professional development sessions:Specific Content Area Academies,ELAR Writing Conference, Region IV Professional Development Sessions,Lead4ward, Harris County Department of Education, Rice University, FlippedLearning,AVID Sessions, Humanities Texas, Istation, PLATO, RosettaStone, CREST Conference, CAMT Conference, SpringBoard,TTM, Sheltered Instruction Plus, Pre-AP training, Mathworkshops, Science workshops, ELA and SS workshops-LTF training, andRice/AVID initiatives.

1, 3, 4 Assistant Principals,Principal, C&IDepartment, staff

Sign-In sheets, staff feedback, staff presentations

2) Back to school and ongoing professional developmentsessions will include mini sessions based on campus needsassessment, campus initiatives, campus policies/procedures,Sheltered Instruction Plus, AVID etc. (Cultural Awarenessand Responsiveness, AVID Strategies, Campus Initiatives,and Technology in the classroom)

1, 3, 4 Principal, AssistantPrincipals

Sign-in sheets, agendas

3) Administrative team members (principals, assistantprincipals, counselors, and at-risk facilitator) will maintainupdated memberships to job specific organizations.

3, 4 Principal survey, feedback

4) Administrators and counselors will attend professionaldevelopment sessions to stay up to date on the latest trends ineducation. Counselors will attend conferences hosted by theTexas Counseling Association and other organizations whichreflect the diversity of interest, practice, and talent in theirprofession. (The Annual Professional Growth Conference).

1, 3, 4 Administrators,Counselors

surveys, sign-in sheets




Goal 3: Continue to promote and develop opportunities to increase parental & community involvement resulting inincreased student achievement.

Performance Objective 1: Increase the overall attendance in schoolwide parental involvement events by 50% as indicated by sign in sheets.

Summative Evaluation: Sign In sheets, agendas, updated policies


Nov Feb MayJune1) The campus will employ strategies to increase parental participation,including but not limited to growth of the PTO, Future Bulldog night, parentorientation, Open House, Coffee with the Principal (Monthly), academic night,ELL parent night, AVID parent night, Donuts with Dads, Muffins with Moms,Grandparents breakfasts, Texas Public Schools week, Choir performances,Annual Title I meeting, Movie Nights, Veterans Day Recognition, AwardAssembly, and Peer Assistance and Leadership (PAL) mentoring.

2, 6 Principal, Assistantprincipals,department heads,counselors,specialists, At-RiskFacilitator, FederalPrograms Director

Sign in sheets, agendas, more partental involvement,growth of PTO

2) Expand the PTO in an effort to enhance community involvement. 2, 6 Administrators,PTO president

Sign in Sheets, increase in memberships




Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing theimplementation of district initiatives for health/wellness and security.

Performance Objective 1: Provide a safe and secure learning and working environment for 100% of students and staff.

Summative Evaluation: Monthly Drill Log



1) Continue implementation of the RTI and Pass Program as an effectivestudent behavior support system to ensure we maintain a safe environment forat-risk students and to support the academic achievements of At-Risk studentsas well as all other students and staff. (Go Leaps program, PASS program, at-risk supplies, etc.)

1, 2, 9, 10RTI Team, PassInstructor and Aide,Asst. Principal,Principal, and AtRisk Facilitator

RTI Data Checks and plan

2) Utilize Raptor system to identify Sexual Predators as astudent access prevention.

2 Administrators andReceptionist.

Campus Raptor and login data

3) Purchase replacement parts needed to continue theoperation of specific safety equipment (AED replacementbatteries and replacement pads).

2 Nurse Monthly testing of equipment




Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives forhealth/wellness and security.

Performance Objective 2: Provide activities that educate students, staff, and parents on dating violence, suicide prevention, violence prevention, andinterventions so that 100% of participants can develop an awareness of appropriate behavioral responses.

Summative Evaluation: parent surveys, student surveys


Nov Feb MayJune1) Red Ribbon week activities will be held in conjunctionwith state activities to provide students and parents withstrategies and information on drug awareness.

2 Counselors, At-RiskFacilitator

Red Ribbon Week student activities completed duringadvisory




Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives forhealth/wellness and security.

Performance Objective 3: 100% of staff will adhere to all campus Crisis Management procedures.

Summative Evaluation: committee reports, fire marshall report


Nov Feb MayJune1) Staff members will participate in the safety committee. 2 All Faculty and

StaffSubmittal of Crisis Management acknowledgementform

2) All staff and students will participate in monthlyemergency drills and trained regularly on the crisis management plan.

2 All Staff Month Drill Log




State System Safeguard Strategies

Goal Objective Strategy Description

1 1 1 Provide after school targeted tutorials to at-risk and/or pull-outs to identified students during core content tutorial times, electiveclasses, and/or Saturday Tutorials.

1 1 2 Utilize the campus Specialists to provide instructional coaching for core content teachers and assist students as needed toengage learning.

1 1 3 Purchase instructional research based materials & supplies to be utilized in the classroom by students to enhance learning(smartpals, consumables, ancillary technology software, etc.)

1 1 4 Core Content areas will utilize the services of outside trainers/consultants to enhance teaching strategies in the classroom andengagement of students. (The Writing Academy, Rigor, Relevance, Relationship Consultant, Content Literacy Training, etc.)

1 1 6 Utilize district developed Reading/Math/Science/SS and Writing STAAR tests to be used as Pre-Test (benchmark), mid-yearassessments, 9 weeks CBAs, and 4-weeks before STAAR.

1 1 7 Campus teachers & specialists will continue to write and implement rigorous lessons through participation on the CurriculumDevelopment Team.

1 2 1 After school/Saturday tutorials will be provided to students needing support

1 2 2 Purchase instructional materials and/or technology for use in the ESL classroom (ie: Rosetta Stone, ReadSmart or othersoftware).

1 2 3 Initiate the district Sheltered Instruction Plus system and building academic vocabulary training in all classrooms. This willsupport the ESL students campus-wide and assist teachers with instructional delivery

4 1 1Continue implementation of the RTI and Pass Program as an effective student behavior support system to ensure we maintain asafe environment for at-risk students and to support the academic achievements of At-Risk students as well as all other studentsand staff. (Go Leaps program, PASS program, at-risk supplies, etc.)



Title I

High-quality and ongoing professional development for teachers, principals, and paraprofessionalsand, if appropriate, student services personnel, parents, and other staff

Ten Schoolwide Components

1: Strategies to attract highly qualified teachers

All local job fairs are attended by District personnel. Channelview ISD provides a First Year Teacher Academy and a mentor for new teachers. We alsoprovide experienced new teachers with a buddy to become acculumated to Channelview ISD.



Title I Personnel

Name Position Program FTE

Dana Richard Math Specialist Title I 1



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