2018-2019 Campus Improvement Plan Crosby Independent ... · Crosby Independent School District...

Crosby Independent School District

Crosby Middle School

2018-2019 Campus Improvement Plan

Crosby Middle SchoolGenerated by Plan4Learning.com 1 of 55 Campus #101906042

November 1, 2018 11:36 am

Mission StatementCrosby Middle School strives to create a safe and academically stimulating environment for a diverse student body where students can reachtheir full potential with a sense of accomplishment while developing a love for learning and the tools for academic success. In addition to theproductive make-up of our academic program, CMS cultivates character building, citizenship and conflict resolution as a foundation to ouroverall educational experience. While we strive to meet the needs of individual students as they learn to be tolerant, functional members of amulticultural society, we will also try to instill a love of learning and a desire to excel that will result in productive citizens. Through rigorous,engaging curriculum we have achieved much; nevertheless, we will continue to raise competencies in all academic areas for every student.Improving academic achievement for all students is the fundamental focus of our caring, highly qualified staff.

VisionOur vision focuses on having highly qualified educators working collaboratively across all grade levels and subjects, concentrating on thediverse backgrounds and cultural needs of our students while providing effective academic preparation for their achievement. We want to tapinto the potential of all learners and capitalize on their talents and interests. We want to help them discover how education impacts their futureand realize how lifelong learning can maximize their capacity for growth and opportunities for many years to come.

Value StatementAt Crosby Middle School, we value every person involved in educating students and preparing them for the future. This includes familymembers, community members, educators, support staff, and administrators. Every student receives the best that we can provide in ourefforts to aid in their success.



Comprehensive Needs Assessment

Demographics

Demographics Summary

Crosby Middle School experienced a continous increase in enrollment. The African American and Hispanic population increased by 1%. The Hispanicpopulation over 2 years has increased almost 6%. Changes in all other populations were minimal (< 1%). Our economically disadvantaged populationincreased 40 students.

STUDENT INFORMATION COUNT % COUNT %

Total Campus Population (6th, 7th & 8th gradecombined) 1430 100.0%

ETHNIC DISTRIBUTION African American 201 14.06% Economically Disadvantaged 729 51%Hispanic 582 40.7% Non-Economically Disadvantaged 701 47%

White 611 42.7% English Language Learners (ELL- includes monitored &waived) 196 13.7%

American Indian/Native Alaskan 4 0.2% At-Risk 706 51%Asian 6 0.4% 504 123 8% Pacific Islander 1 0.07% Two or More Races 25 1.75% STUDENT ENROLLMENT BY PROGRAM Bilingual/ESL Education 154 10% Career & Technology Education 295 20% Gifted & Talented Education 68 7% Special Education 114 7%

Demographics StrengthsCrosby Middle SchoolGenerated by Plan4Learning.com 3 of 55 Campus #101906042


The cultural diversity of the local community is reflected in our CMS student population. This diversity allows CMS to implement programs and strategiesthat are effective for all of our students, offering them the opportunity to not only learn about diverse cultures, but to experience them on a daily basis. Notonly do students learn in a multicultural academic climate, they interact with faculty and staff similar in demographics and cultures. Because our students areeducated in a system that reflects our community and greater society, social skills are embedded in the processes and programs. This also provides CMSstudents with the opportunity to develop the cultural knowledge base and social skills necessary to perform successfully in school and out.

Problem Statements Identifying Demographics Needs

Problem Statement 1: "Strategic Priority" District & Campus : (Local Strategic Priority Attendance) Crosby ISD attendance rate falls below the districtattendance expectation of 96.5% Root Cause: Attendance policy needs adequate monitoring, organization, structure and implementation from the districtand campuses.



Student Academic Achievement

Student Academic Achievement Summary

CMS received a 2017 Texas Accountability rating of Met Standard. The Performance Index Report illustrates the hard work of students and teachers.However, we know there is more work to be done. Our goal is to close the performance gap for all students in all content areas. With 100% studentparticipation, the following scores indicate the percentage of CMS students meeting standard, showing progress, closing performance gaps, or achievingpostsecondary readiness based on STAAR Testing. CMS did recieve a distinction in Comparative Growth.

STAAR Reading, Grade 6

All Students – 65%African American – 60%Hispanic – 59%White – 72%American Indian – N/AAsian – N/ANative Hawaiian – N/ATwo or More Races – 56%Economically Disadvantaged –58%Special Education – 14%ELL – 35%Monitored ELL – 89%

STAAR Math, Grade 6

All Students – 84%African American – 72%Hispanic – 83%White – 88%American Indian – N/AAsian – N/ANative Hawaiian – N/ATwo or More Races – 88%Economically Disadvantaged –79%Special Education – 44%ELL – 73%Monitored ELL – 100%




All Students – 73%African American – 67%Hispanic – 67%White – 79%American Indian – N/AAsian – N/ATwo or More Races – N/AEconomically Disadvantaged –67%Special Education – 19%ELL – 29%Monitored ELL – 86%

STAAR Math, Grade 7

All Students – 82%African American – 67%Hispanic – 84%White – 84%American Indian – NAAsian – NATwo or More Races – NAEconomically Disadvantaged –76%Special Education – 48%ELL – 67%Monitored ELL – 86%

STAAR Writing, Grade 7

All Students – 65%African American – 58%Hispanic – 63%White – 67%American Indian – NAAsian – NATwo or More Races – NAEconomically Disadvantaged –56%Special Education – 4%ELL – 29%Monitored ELL – 64%


All Students – 76%African American – 61%Hispanic – 70%White – 85%American Indian – NAAsian – NATwo or More Races – 92%Economically Disadvantaged –66%Special Education – 23%ELL – 30%Monitored ELL – 86%

STAAR Math, Grade 8


Algebra I EOC

All Students – 100%African American – 100%Hispanic – 100%White – 100%American Indian – N/AAsian – 100%Two or More Races – 100%Economically Disadvantaged –100%Special Education – N/AELL – 100%Monitored ELL – N/A



STAAR Science 8th Grade


STAAR Social Studies, Grade 8


Student Academic Achievement Strengths

The intervention programs on our campus are providing additional support to students who need extra assistance to see growth. The students are benefitingthe most are the Tier 2 and Tier 3 students due to the targeted tutorials and small group intervention. Special Education has now co teacher models in allgrade levels for ELA and Math, and interventionist in Science and Social Studies have gained classes of specially selected students to ensure growth.

Also, our efforts to encourage our students to meet their potential and surpass it have resulted in higher enrollment rates for advanced classes.

Course 2017-2018 2018-20198th Grade PreAP ELA 145 1517th Grade PreAP ELA 164 1726th Grade PreAP ELA 151 160Algebra I (8th) 131 1577th Grade Pre Algebra 157 1646th Grade PreAP Math 188 1918th Grade PreAP Science 201 2107th Grade PreAP Science 152 1646th Grade PreAP Science 149 156



8th Grade PreAP US Hist 141 1547th Grade PreAP TXHist 162 170

6th Grade PreAP W.Cultures 142 151

High school credit courses offered include:Algebra IPrinciples of ConstructionSpanish IPrinciples of ManufacturingTheater ArtsTouch DataArt IHuman ServicesProfessional CommunicationDigital Media

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: “Strategic Priority” District & Campus: (Building a Foundation in Reading/Math) - At-Risk students across the district do notperform equal to their grade-level peers. Root Cause: Instruction must be based on data driven decision making and interventions based upon individual andsub-group needs/gaps. Data driven decision making should be utilized to determine insttuctional practices and intervention.

Problem Statement 2: "Strategic Priority" District & Campus: (Building a Foundation in Reading/Math) Improvement of Tier 1 instruction across thecampus/district. Root Cause: Training and ongoing support for all Tier 1 teachers to implement effective teaching strategies that are required by the districtand/or campus.



School Processes & Programs

School Processes & Programs Summary

Curriculum and Instruction

CMS believes academic success stems from curriculum and instruction that focuses on the students and offers them a variety of methods to match everylearning style in order to maximize their potential. Our curriculum is constantly updated to meet state standards so that students are prepared for the nextlevel of their educational endeavor. Vertical teaming allows our teachers to work with each other at every grade level to ensure the curriculum sequence isaccurate and flows smoothly from one level to the next, while sharing techniques to maximize best practices in the classroom.

School Context and Organization

CISD is located just east of Houston and is beginning to experience enrollment and growth as a result of urban sprawl. The east side of Houston is movinginto the district with Highway 90 completed which provides easy access to downtown Houston. An increase in pipe yards in the area around Highway 90 andinterests expressed by the oil and gas industry has influenced the increase in enrollment. The housing market has become very positive and many new housesare being built. We have seen a continued increase in enrollment for the 18-19 school year. This shows more than a 10% growth in a three year-period whichvalidates the positive economic indicators for this area.

Technology

While we have made strides with the use of technology for instructional purposes in the classroom, our objective is to facilitate even higher levels ofcomputer literacy integration across the curriculum. We are continually enhancing our curriculum and incorporating a variety of new technologies in aneffort to raise the interest of our students and increase their level of learning as they prepare for high school and post-secondary success as well as increasetheir knowledge of how technology can be used positively for academic growth. The Columbus Initiative successfully distributed MacBooks and iPads to allsecondary teachers and placed Apple TV's in campus classrooms providing teachers and curriculum coordinators with the opportunity to develop lessonsutilizing graphcs, organization, and virtual displays to make content real and accessible. With the delivery of iPads to middle school students, we areproviding them with access to content through various forms of technology and media to make concepts meaningful and relevant to them, their worlds, andtheir future.

School Processes & Programs Strengths

Curriculum and Instruction



Students in need of academic assistance are identified and addressed through small group instruction, interventions, and strategies that target deficiencies.Formative assessments allow teachers to monitor student performance and plan instruction throughout the year. Additionally, DAT (Data Analysis Team)meetings are held routinely in order to determine how content area instruction can be improved to meet student needs. Additionally, DAT meetings are heldat the district level for review and evaluation. As rigor and grade level expectations remain a challenge for Special Education students, we are makingsystemic changes with our inclusion of students in general education instructional settings through our push-in model, co-teach model, and in-class supportmodel at the secondary level. Teachers receive training on accommodations that will help individual students receive support for their academicperformance. Staff development remains focused on curriculum, data disaggregation, student engagement, and closing performance gaps.

Additional Strengths:

Qualified curriculum coordinators in math, science, and ELA who provide innovative instructional ideas to our teachers in order to meet student needs.Qualified curriculum interventionists in all core areas monitor student data and update student intervention needs accordingly.District and campus expectations for the scope and sequence in each core area.District and campus expectations that teachers know and address the TEKS in a variety of ways multiple times throughout the year.District and campus expectations that teachers prepare meaningful lesson plans addressing the TEKS and ELPS.Utilizing options such as the 5E lesson model or backwards lesson design.

Technology

Columbus InitiativeLeadership that promotes and encourages the use of technology for instruction and student engagementiTunes University accessIncreased use of student electronics for instruction and assignments Increased use of applications for instructional purposesContinuous in-district training opportunitiesSchoology

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: "Strategic Priority" District & Campus: (Recruit, Support, and Retain teachers and principals) Teachers do not have the knowledge ofinstructional strategies necessary to foster success with At-Risk student populations. Root Cause: Professional development of instructional strategies needto be aligned across the district and maintained at the district and campus level.



Perceptions

Perceptions Summary

CMS believes that students learn best in an environment where differences are valued and mistakes are seen as opportunities to learn and grow. Students aretaught that excellence is a desired habit and practice increases excellence. Our school motto is "Always earned, never given" and we believe every studentwill earn the respect of their peers and teachers through hard work and focusing on academic excellence. Faculty and staff receive training throughout theyear on how to ensure our campus develops and maintains a healthy, culturally diverse climate appropriate to all of our students' needs. We insist that ourfaculty members utilize multiple teaching strategies and best practices in the classroom to reach all students.

CMS works hard at maintaining a family-friendly school environment. We strive to provide a responsive climate for parents and to widely communicateways for parents to partner with the campus in educating their children. We also provide translations of printed materials in all languages spoken in theschool. We take pride in celebrating the cultural diversity experienced on our campus and actively seek ways to involve parents and community members ofall backgrounds to participate in the day to day functions of the campus.

CMS participates in a number of district-wide and community-wide events. Such events include:

Community-Wide Pep RallyHomecoming ParadeVeteran's Day ParadeDistrict-Wide Veterans Day AssemblyAutum FestChristmas ParadeRodeo ParadeBarrett Station Homecoming ParadeChamber of Commerce eventsColleen Walker RelaysCougar Day CelebrationCrosby Education Foundation GalaCommunity clean-up day sponsored by the Crosby JROTC and LOTC

Perceptions Strengths

As with the district, CMS believes in respecting tradition while developing higher personal and academic expectations for students as an integral componentof our student-centered philosophy. CMS also promotes a family oriented environment for all stakeholders; students, parents, and faculty. These factors areaddressed in part through the PBIS program, a campus-wide initiative. Considered a success based on a reduction in disciplinary referrals associated withCrosby Middle SchoolGenerated by Plan4Learning.com 11 of 55 Campus #101906042


common areas and classroom behavior, the PBIS program will continue in the 2018-2019 school year. As with last year, teachers will work with students todevelop positive and stable routines that will have a positive impact on their academic endeavors as well as positively impact their social interactions andcharacter. Using a matrix, all teachers and administrators have established firm guidelines and expectations for behavior in all areas of the campus, includingclassrooms. Weekly and monthly lessons are delivered at the classroom level, targeting specific areas of academic need based on the PRIDE modeldeveloped by the PBIS committee. Using an incentive-based system, teachers and students are able to grow and develop working relationships that benefiteveryone involved by meeting established expectations in a positive manner. Throughout this process, teachers and students are expected to display respecttoward one another on an ongoing basis.

CMS involvement does not end with community events. We are actively engaged in reaching out to the community and family members as well as seekingto involve parents and community members in a variety of endeavors that will provide enrichment for CMS students.

Additional activities include:

Active and productive participation in the Crosby Education Foundation.Multiple means of communication with students, families, and community members.Encourage parents to use Family Access to monitor student assignments and grades.Encourage parents to understand STAAR results and their importance to academic success.Provide Parent Info Guides (Woodburn Press) through the counseling offices.Host various parent nights/events to educate our parents on programs and classes offered at CMS.

Orientation/Meet the Teacher by grade levelELL Information Night - Fall and SpringPre-AP Information NightOpen HouseIncoming Student Scheduling & Verification Information Sessions Campus and District Verification

Provide opportunities for parent participation and volunteer support.Cheer ParentsDance ParentsAutumn Festival Band ParentsVolleyball ParentsFaLaLaLa Showcase 8th Grade SocialSpring Show at San Jacinto College



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Compass Learning accelerated reading assessment data for Grades 6-8 (TEA approved statewide license)

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 data

Student Data: Behavior and Other Indicators

Annual dropout rate dataCrosby Middle SchoolGenerated by Plan4Learning.com 13 of 55 Campus #101906042


Attendance dataDiscipline records

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackProfessional development needs assessment data

Parent/Community Data

Community surveys and/or other feedback



Goals

Goal 1: CMS will make academic achievement and student performance its priority.

Performance Objective 1: CMS teachers will offer rigorous coursework while keeping the individual needs of students in mind.

Evaluation Data Source(s) 1: Student performance on state assessments, including advanced performance.

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeDec Feb Apr June

1) Review Pre-AP Potential report to identify students withpotential to enroll in advanced classes.

CMS Counselors Number of students in advanced classes.

2) Technology will be integrated into the classroom to enhancestudents' learning through the Columbus Initiative.

CampusAdministrators,CurriculumCoordinators,InstructionalTechnologists,Teachers

Teachers using program and devices in classroom instruction.

3) Tier One instruction will be reviewed and expectations willbe articulated campus wide. All teachers will know theirTEKS. All teachers will prepare meaningful lesson plans.

CampusAdministrators,CurriculumCoordinators,InstructionalTechnologists,Teachers

15% of students needing Tier II instruction.

4) Universal screeners will be used for math and reading. CurriculumCoordinators

Student Progress.

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue




Performance Objective 2: CMS student attendance rate will be increased to 96.5%.

Evaluation Data Source(s) 2: Student attendance will be noted on the state accountability records.




1) Contact parents of absent students to identify the reasoneach student is missing school and utilize the opportunity toexplain the importance of student attendance and informparents of district attendance policies.

Attendance Specialist,Office Staff, CampusAdministrators

Parents will require students to attend school.

2) Conference with students about absenteeism. CampusAdministrators,Counselors

Students will be aware of academic consequences and will beencouraged to attend school.

3) Attendance policy needs adequate monitoring, organization,structure and implementation from the district and campuses.

Administrators,Counselors, At-RiskCoordinator

Funding and academic success will increase.

Problem Statements: Demographics 1


Performance Objective 2 Problem Statements:

DemographicsProblem Statement 1: "Strategic Priority" District & Campus : (Local Strategic Priority Attendance) Crosby ISD attendance rate falls below the district attendance expectation of 96.5% RootCause 1: Attendance policy needs adequate monitoring, organization, structure and implementation from the district and campuses.




Performance Objective 3: Students are expected to meet or exceed state STAAR Reading scores by 3%.

Evaluation Data Source(s) 3: Review of STAAR Reading scores.




1) Student performance will be monitored through the use ofpast classroom based student assessments and STAAR tests.This information will help form a baseline for a student'sgeneral understanding of the subject material. Teachers andInterventionists will also utilize universal screeners to assessthe current academic level of the student within the content.Following this assessment sequence, student interventiongroups and mandatory tutorial groups will be established toaddress deficit areas students have within the content.

CampusAdministrators,CurriculumCoordinators,Interventionists,Teachers

Student intervention groups will be formed and focusedinstruction will take place.

Problem Statements: Student Academic Achievement 1

2) Data teams consisting of teachers, interventionists, andcampus administrators will meet following major assessments,such as unit tests and milestones, to review studentperformance. Deficit areas within the content or among studentgroups will be identified during these meetings. As a result, theintervention groups formed in strategy #1 will be adjusted asneeded to meet the individual needs of struggling students.


The intervention groups should remain fluid; meaning that asstudents master struggling concepts, they exit the intervention.Likewise, as other students develop a struggle within thecontent, they are added to the intervention group so their lack ofunderstanding can be corrected.

3) Throughout the year, teachers and interventionists willprepare lessons designed to meet the needs of the students theyare working with. The instructional material presented tostudents will be supplemental to the Tier I instruction thestudent received in the classroom (Intervention materials willneed to be purchased for the students in this setting).

Interventionists,Teachers

Students will improve their performance on classrooms tests,Milestones, and STAAR.

4) Intense accelerated instruction will be provided to 8th gradestudents in the areas of Math and Reading (as required by theStudent Success Initiative). These learning opportunities willtake place in the spring following the first STAARadministration, as well as in the summer, following the secondSTAAR administration.

CampusAdministrators,CurriculumCoordinators,Interventionists

Students will improve their performance on the STAARReading assessment.



5) Campus will continue to monitor the RTI process to ensureteacher understanding of how to match appropriate studentgoals with targeted intervention and progress monitoring.


RTI progress monitoring forms through eSped software.Beginning of the year, middle of the year, and end of the yeardiagnostic screeners.



Student Academic AchievementProblem Statement 1: “Strategic Priority” District & Campus: (Building a Foundation in Reading/Math) - At-Risk students across the district do not perform equal to their grade-level peers.Root Cause 1: Instruction must be based on data driven decision making and interventions based upon individual and sub-group needs/gaps. Data driven decision making should be utilized todetermine insttuctional practices and intervention.




Performance Objective 4: Students are expected to meet or exceed state STAAR Mathematic scores by 3%.

Evaluation Data Source(s) 4: Review of STAAR Mathematics scores.







Problem Statements: Student Academic Achievement 1, 2







4) Intense accelerated instruction will be provided to 8th gradestudents in the areas of Math and Reading (as required by theStudent Success Initiative). These learning opportunities willtake place in the spring following the first STAARadministration, as well as in the summer, following the secondSTAAR administration.


Students will improve their performance on the STAAR Mathassessment.








Student Academic AchievementProblem Statement 1: “Strategic Priority” District & Campus: (Building a Foundation in Reading/Math) - At-Risk students across the district do not perform equal to their grade-level peers.Root Cause 1: Instruction must be based on data driven decision making and interventions based upon individual and sub-group needs/gaps. Data driven decision making should be utilized todetermine insttuctional practices and intervention.Problem Statement 2: "Strategic Priority" District & Campus: (Building a Foundation in Reading/Math) Improvement of Tier 1 instruction across the campus/district. Root Cause 2: Trainingand ongoing support for all Tier 1 teachers to implement effective teaching strategies that are required by the district and/or campus.




Performance Objective 5: Students are expected to meet or exceed state STAAR Science scores by 3%.

Evaluation Data Source(s) 5: Review of STAAR Science scores.










3) Throughout the year, teachers and interventionists willprepare lessons designed to meet the needs of the students theyare working with. The instructional material presented tostudents will be supplemental to the Tier I instruction thestudent received in the classroom (Intervention materials willneed to be purchased for the students in this setting). Currentlyused materials include EduSmart for every iPad.










Performance Objective 6: Students are expected to meet or exceed state STAAR Social Studies scores by 3%.

Evaluation Data Source(s) 6: Review of STAAR Social Studies scores.




















Performance Objective 7: Students are expected to meet or exceed state STAAR Writing scores by 3%.

Evaluation Data Source(s) 7: Review of STAAR Writing scores.




















Performance Objective 8: Economically Disadvantaged students are expected to meet or exceed state STAAR scores by 3% in all content areas.

Evaluation Data Source(s) 8: Review of STAAR scores.




1) Students identified as Economically Disadvantaged will beprovided additional academic support through Tier 1, Tier 2,and Tier 3 interventions, as needed, based on individualstudent performance in all core content areas.

CampusAdministrators,Interventionists,Teachers

Local Assessments and milestones.





Performance Objective 9: Students are expected to meet or exceed state STAAR Algebra EOC scores by 3%.

Evaluation Data Source(s) 9: Review of STAAR Algebra EOC scores.

















Performance Objective 10: Students receiving Special Education services will improve their performance to a level that meets or exceeds state STAARpassing averages.

Evaluation Data Source(s) 10: Successful implementation of ARD committee recommendations; implementation of various Tier 1,2, and 3intervention; STAAR scores; and PBMAS score indicators.




1) Monitor special education students and report progress 3, 6and at 9 week intervals by informing parents using email,progress reports, and report cards.

Diagnostician, SpecialEducation Teachers

Appropriate accommodations and interventions are provided forspecial education students.

2) Identify annual goals and objectives for students to meetbased on TEKS and IEP information on special educationstudents.

Diagnostician, SpecialEducation Teachers

Teachers will address student goals.

3) Maintain 2 Life Skills classrooms (Life Skills and AppliedLife Skills) to accommodate age appropriate students withIntellectual Disabilities (ID). The classroom is designed tomeet the specific needs of Life Skill students.

Diagnostician, SpecialEducation Teachers,Life Skills Teachers,Paraprofessional Aides

Students will meet the academic expectations defined by theirIEP.

4) Maintain inclusion classes in Language Arts, Math, Science,and Social Studies.

General EducationTeachers, InstructionalAides

Special education students will perform at or above grade levelexpectations.

5) In-class support will be given for Special Educationstudents.

CampusAdministrators, SpecialEducation Coordinator

Performance of Special Education students on grade levelstandards with support or accommodations.

6) Teachers of Special Education students will meet withSpecial Education staff to ensure students are being preparedfor the state test.

CampusAdministrators, SpecialEducation Coordinator,Staff

Special Education students passing state assessments.

7) Professional Development will be delivered to classroomteachers and para-professionals with a focus on inclusioninstructional strategies.


Professional development sessions will be completed andinstructional strategies can be witnessed in the classroom.

8) Walk-throughs will be conducted by the Special Educationand Curriculum Coordinators to observe instruction in theinclusion setting.

CampusAdministrators, SpecialEducation Coordinator,CurriculumCoordinators

Content feedback will be given to classroom teachers based onbest practices for Special Education students.



9) Teachers who have the assistance of a paraprofessional intheir classroom when providing instruction to SpecialEducation students will attend a 2-part training designed tostrengthen the effective instructional support provided by theparaprofessional.


The level of instruction provided by the teacher-para team willbe student focused and positively impact the academicperformance of Special Education students.

10) Paraprofessionals who assist classroom teachers with theinstruction of Special Education students will attend trainingfocusing on the role of the paraprofessional in the classroom.


The level of instruction provided by the teacher-para team willbe student focused and positively impact the academicperformance of Special Education students.

11) Provide aides for assistance in inclusion classes. CampusAdministrators, SpecialEducation Coordinator,Paraprofessionals

Aides will provide assistance to Special Education students inclass.

12) Co-Teach classes for English and Math will be availablefor SPED students.

CampusAdministrators, SpecialEducation Coordinator,Staff

Special Education students passing state assessments.





Performance Objective 11: CMS students with specific academic needs (At-Risk) will receive individual attention and support.

Evaluation Data Source(s) 11: All students will perform successfully in class and on measures of evaluation.




1) The "Push-In" model will be used for struggling students toreceive help through small group instruction with certifiedteachers serving as interventionists.

CampusAdministrators,Interventionists

Student performance as measured by state tests and progressfrom previous year.

2) Campus staff will be trained in identifying and providingservices to 504 students.

CampusAdministrators,Interventionists,504/DyslexiaCoordinators

Services provided to 504 students will be documented in 504student plans.

3) The RTI process will identify and address studentsperforming at Tier 2 and Tier 3.

CampusAdministrators,Interventionists,Special EducationCoordinator

The number of students receiving Tier 2 and Tier 3 services willdecrease and the number of students performing on grade levelwill increase.

4) Instruction must be based on data driven decision makingand interventions based upon individual and sub-groupneeds/gaps. Data driven decision making should be utilized todetermine instructional practices and intervention.

Administration,Interventionists,Department Chairs,Teachers

STAAR scores will increase.

Problem Statements: Student Academic Achievement 1

5) Continue RTI Math and Reading classes for students whodid not meet minimum STAAR requirements in Reading andMath

Interventionist, SpecialEducation Teachers,General EducationTeachers



Student Academic Achievement



Problem Statement 1: “Strategic Priority” District & Campus: (Building a Foundation in Reading/Math) - At-Risk students across the district do not perform equal to their grade-level peers.Root Cause 1: Instruction must be based on data driven decision making and interventions based upon individual and sub-group needs/gaps. Data driven decision making should be utilized todetermine insttuctional practices and intervention.




Performance Objective 12: CMS will address identified needs in the ESL program.

Evaluation Data Source(s) 12: Analysis of assessment data including TAPR, STAAR, TELPAS, PBMAS, and Annual MeasureableAchievement Objectives (AMAO).




1) Maintain procedures for new and transferring LEP students. LPAC Coordinator,ESL Teachers,Registrar, SpecialPrograms Director

LPACs will effectively serve new and transferring LEPstudents.

2) Folder audit of LEP documentation as students transitionfrom one campus to the next.

Campus & DistrictLPAC Committee,Campus LPACCoordinator

The campus will maintain an effective, accurate, and controlleddocumentation process so that LEP students will receivecontinuous education in the area of ESL services andintervention processes when moving from one campus toanother.

3) Conduct LPAC meetings and maintain procedures fordetermining which state mandated test students will take.

LPAC Coordinator,ESL Teachers

LPACs will effectively serve all LEP students and makeinformative State Testing decisions.

4) Continue regular tutorial sessions to provide additionalacademic assistance with classroom instruction.

Classroom Teachers Students will build confidence and be academically successful.

5) Continue mandatory after school tutorials and STAARCamps to target students struggling with key concepts that willbe tested on STAAR.

CampusAdministrators,Counselors, Teachers

Students will progress toward skill master.

6) Teachers will be encouraged and supported in obtaining theBilingual/ESL endorsement.

CampusAdministrators,Counselors,Bilingual/ESLCoordinator, Teachers

Campus staffing certification reports.

7) Campus will maintain and adjust ESL and Bilingualservices according to student needs, academic deficits, and themaster schedule of each campus.

CampusAdministrators,Counselors,Bilingual/ESLCoordinator, Teachers

Bilingual/ESL program that services Bilingual/ESL students.The education plan for individual students reflected in theLPAC action plan.



8) Increase Bilingual/ESL parent communication, awareness,and involvement.

CampusAdministrators,Counselors,Bilingual/ESLCoordinator, Teachers,ESL aides

Attendance in parent communication meetings. Participation onthe Bilingual/ESL parent steering committee.

9) Continue ongoing training efforts in the ELPS CampusAdministrators,Bilingual/ESLCoordinator, Teachers

Teachers effectively use strategies learned in the professionaldevelopment sessions.

10) LPAC Campus Coordinator will receive updated training. CampusAdministrators,Bilingual/ESLCoordinator

All folders will be in compliance. All students will be tested forproficiency and instruction will occur at appropriate levels.

11) ELL parent nights will inform parents about opportunitiesfor students and programs offered at the campus level to helpstudents achieve biliteracy.

CampusAdministrators,Bilingual/ESLCoordinator, Teachers

Achievement of ELL students.





Performance Objective 13: CMS students and staff will utilize technology to enhance instruction and learning.

Evaluation Data Source(s) 13: Increased use of technology by students and teachers as an instructional strategy.




1) Utilize STAR Reading Renaissance program to assessreading ability.

ELA Teachers,Librarian

Teachers will identify reading performance level of students.

2) Utilize programs such as I-Station, EduSmart, ThinkThrough Math, and Ascend Math in all core curriculumclasses.

CampusAdministrators,Teachers,Interventionists

Increase STAAR scores in all core curriculum classes.

3) Utilize Accelerated Reader (AR) to improve readingcomprehension.

Teachers, Librarian,Technology Staff

Students' reading comprehension will improve.

4) 7th and 8th grade students will utilize iPads provided by thedistrict for classroom instruction and assignments.

Appraisers, Teachers,Technology Staff

Students successfully utilizing their iPads in the classroom as anintegrated learning process and to successfully completeassignments.

5) Maintain traditional and touch screen computers that serviceSpecial Education students.

Special EducationStaff, Technology Staff

Students will benefit from multimedia and interactiveinstruction.

6) Monitor reading fluency of at-risk and Special Educationstudents using the STAR reading fluency program.

Technology Staff,Special EducationStaff, Librarian,Interventionists, ELATeachers

Supports all subjects by enhancing reading fluency.




Goal 2: CMS will prepare students for high school, college, and/or career readiness.

Performance Objective 1: Students will have the opportunity to enroll in different CTE prep courses at CMS.

Evaluation Data Source(s) 1: Focus will be on student participating in career assessment opportunities.




1) Conduct college week to encourage students' application tocollege and higher education opportunities.

Counselors, CampusAdministrators

Students participating in activities.

2) Career Cruising program will be used by middle schoolstudents to explore and learn about career choices (HB5 LocalEvaluation component).

Counselors, CampusAdministrators

Students identifying and adhering to endorsements for highschool.





Performance Objective 2: Articulate a process for students to plan their course path through high school

Evaluation Data Source(s) 2: Number of students registering for endorsements and adhering to the chosen endorsement.




1) Provide classes to enrich students' use of computer skillsand career readiness.

Teachers Students will use technology as a tool for study.

2) Utilize the Career Cruising program. Counselors, Teachers Students in all grades will investigate interests and careeropportunities. 8th grade students will utilize data from theCareer Cruising in the development of their PGP (PersonalGraduation Plan).

3) Inform students and community of post high schoolopportunities created by preparation in high school.

Counselors Students understand what endorsements are and select theappropriate one during 9th grade registration.





Performance Objective 3: CMS will achieve a rating of Recognized or Exemplary in all areas evaluated under the Annual HB5 Local EvaluationInstrument.

Evaluation Data Source(s) 3: Each are of the Local Evaluation Rubric will be rated at Recognized or Exemplary.




1) Students will participate in college and career readinessactivities as defined by the CMS Local Evaluation Rubric.

CampusAdministrators,Counselors, Teachers

All areas evaluated under the HB5 local evaluation rubric willreceive a rating of Recognized or Exemplary.




Goal 3: CMS will recruit, hire, develop, and retain highly qualified and effective personnel.

Performance Objective 1: With Human Resources Department support and collaboration, CMS seeks to create a culture of employee accountability at alllevels with a shared direction among personnel.

Evaluation Data Source(s) 1: Recruitment and retention of Highly Qualified campus administration and department staff.




1) Capture and provide teacher demographic and performancedata by campus related to why teachers are leaving. Researchretention best practices. Collaboration of campusadministrators on the implementation of next steps.

Principal,Superintendent ofHuman Resources,other campusadministrators

Decrease in turnover of high performing teachers. Teacher ExitInterviews.

Problem Statements: School Processes & Programs 1

2) Provide high quality training, mentoring, and leadershipdevelopment opportunities for campus administrators andaspiring leaders.

AssistantSuperintendent for HR,Executive Directors ofEducation, Principal

Inspiring, motivating, and effective campus, departmental, anddistrict leadership.

3) Campus will take staff building field trip to bowling alley atbeginning of the school year. This will boost the morale of thestaff members to ensure retention.

Administration Staff Morale Boost



School Processes & ProgramsProblem Statement 1: "Strategic Priority" District & Campus: (Recruit, Support, and Retain teachers and principals) Teachers do not have the knowledge of instructional strategies necessaryto foster success with At-Risk student populations. Root Cause 1: Professional development of instructional strategies need to be aligned across the district and maintained at the district andcampus level.




Performance Objective 2: New campus teachers will participate in the district New Teacher Academy designed to induct and support first year teachers aswell as be assigned a campus mentor.

Evaluation Data Source(s) 2: New teachers who remain for more than three (3) years.




1) New teachers will work with a campus level mentor to assistthem with content and campus procedures.

Principal Appraisal and contract renewal of first year teachers.

2) New teachers will receive district level support through staffdevelopment activities pertinent to first year teachers once amonth

AssistantSuperintendent ofInstruction

Appraisal and contract renewal of first year teachers





Performance Objective 3: CMS will provide resources that offer staff professional development opportunities designed to integrate multiple teachingtechniques in a concerted effort to engage all students according to their individual learning styles to ensure they are exposed to subject content and offeredmultiple opportunities and ways to master the subject content.

Evaluation Data Source(s) 3: Staff members will participate in professional development and be provided the necessary materials tosuccessfully deliver quality Tier 1 instruction.




1) Identify teachers in need of resources to improveinstruction.

CMS Administrators,CurriculumCoordinators

Identified teachers will be able to deliver more rigorousinstruction.

2) Provide time for departments to meet to analyze data andplan instruction to address weak objectives.

Principal, CurriculumCoordinator,Department Chair,Teachers

Teachers will gain information on student performance andtarget instruction to address weak areas.

3) Require teachers and administrators who attend professionalconferences to share knowledge with their department.

CMS Administrators,Department Chairs,Teachers

Teachers and administrators will benefit from shared practices.




Goal 4: CMS will strive to value the input of all stakeholders while maintaining high expectations, utilizing teamwork, andmaintaining a student-centered philosophy.

Performance Objective 1: Opportunities will be provided for parents to be informed of district events and informations.

Evaluation Data Source(s) 1: Parent feedback and participation in school events and district programs.




1) Parent Link and Remind will inform parents of eventsthrough texts, calls, and emails.

CampusAdministrators,Campus TechnologyTeam

Parent Link information received.

2) Facebook, Twitter, and other social media will be used ascommunication tools to inform the community of districtevents.

CampusAdministrators,Campus TechnologyTeam

Informed community, attendance at school and district events.




Goal 4: CMS will strive to value the input of all stakeholders while maintaining high expectations, utilizing teamwork, and maintaining a student-centeredphilosophy.

Performance Objective 2: The "Freedom from Bullying Plan" will be implemented on campus.

Evaluation Data Source(s) 2: CMS will address bullying in any form.




1) Counselors will implement and anti-bullying campaign,which will also include cyber-bullying, and display mediamessages throughout the school.

Counselors Number of students reporting being bullied.




Goal 4: CMS will strive to value the input of all stakeholders while maintaining high expectations, utilizing teamwork, and maintaining a student-centeredphilosophy.

Performance Objective 3: CMS will implement methods for addressing needs of students for special programs.

Evaluation Data Source(s) 3: Teachers and staff members will be aware of special issues that can affect students.




1) Implementation of school-wide Tier 1 practices, includingstrategies for identifying and teaching expectations,acknowledging appropriate behavior, and responding toinappropriate behavior.

CampusAdministrators, PBISCommittee, Teachers

Evidence that monthly lessons are being taught. Evidence thatthe PBIS Matrix is being following. Increased classroommanagement and reduced discipline referrals.

2) Texas Behavior Support Initiative will implemented toanalyze discipline issues and apply corrective action, as well asemotional support for students. Programs used to addressdiscipline management are: CHAMPS, PASS, PBIS, and Loveand Logic.

CampusAdministrators,Counselors, BehaviorSupport Specialist

Reduction in time of students missing class for social/emotionalconflict.




Goal 5: CMS will develop co-curricular programs which enhance students' educational experiences, academic achievement,and school/community pride.

Performance Objective 1: CMS offers a variety of elective courses and extracurricular activities as an incentive to stimulate students' characterdevelopment and continued interest in learning.

Evaluation Data Source(s) 1: continue providing educational programs and extracurricular activities to enhance the educational experiencethroughout the school year, focusing on cultural diversity and students' character development, while fostering student pride in their campus andan increased desire to learn.




1) Provide cultural and community awareness: Black HistoryMonth program, Cinco de Mayo program, Barrett StationParade, and Crosby Fair & Rodeo Parade.

CampusAdministrators,Teachers, Sponnsors

Students will appreciate cultural differences.

2) Provide LOTC (Leadership Officer Training Corps) class topromote patriotism and service.

Principal, Counselors,LOTC Instructor

Students will learn good citizenship.

3) Promote extra-curricular academic achievement through theU.I.L. program.

UIL Coordinator,Athletic Coaches,Sponsors

Students and staff will appreciate additional academiccommitments beyond the classroom.

4) Provide faculty mentors to At-Risk students. CampusAdministrators,Counselors, Teachers

Students will have an opportunity to receive guidance andsupport from an adult mentor.

5) Provide dance classes and an opportunity to participate onthe Star Steppers dance team.

Star StepperSponsor/Coach

Students will have an opportunity to practice dance skills aswell as try out for the Star Steppers dance team.

6) Continue implementing CMS Cougar Pride and PBISthrough various activities.

CampusAdministrators,Counselors, PBISCommittee, StaffMembers

Students will experience a sense of belonging to and acceptanceby the school community; a growth in personal and socialaccomplishments; and will gain a stronger feeling of schoolpride.

7) CMS will implement and maintain several newextracurricular programs such as Spanish Club and GardenClub, et. al.

CampusAdministrators,Teachers, Sponsors

Student participation in various school sponsored activities.




Goal 5: CMS will develop co-curricular programs which enhance students' educational experiences, academic achievement, and school/community pride.


Evaluation Data Source(s) 2: Each area of the Local Evaluation Rubric will be rated as Recognized or Examplary.




1) Campus administration will share the HB5 AnnualEvaluation with campus sponsors and club leaders for thepurpose of planning their yearly activities.

CampusAdministrators,Counselors

Students participate at the Recognized or Exemplary level in allareas evaluated under the Local Evaluation Rubric.




Goal 6: CMS will create an informative and responsive culture and a welcoming environment within the community.

Performance Objective 1: CMS will build a strong working relationship with the Crosby Education Foundation through grant writing to meet educationalneeds of students and teachers while promoting and participating in other CEF endeavors.

Evaluation Data Source(s) 1: Teachers will use tools funded by CEF.




1) Administration will encourage the writing of grants from theCrosby Education Foundation.

Administration Every year the amount of teachers involved with writing grantswill grow.





Performance Objective 2: CMS will approach parents and community members to request their participation in various campus activities as well as servingon committees that directly impact students.

Evaluation Data Source(s) 2: Evidence of increased parental involvement.




1) Parents will participate in a Social Committee to plan the8th grade dance/social.

8th grade AssistantPrincipal

Parental Involvement






Evaluation Data Source(s) 3: Each area of the Local Evaluation Rubric will be rated as Recognized or Exemplary.


Goal 7: CMS will be a good steward of taxpayers' money

Performance Objective 1: The budget will be reviewed annually to ensure expenditures areefficiently used and support the assessed needs of the campus and organizations.

Evaluation Data Source(s) 1: Feedback from business office and individual organizations.




1) The budget will be reviewed annually to ensureexpenditures areefficiently used and support the assessed needs of the campus.

Principal and AssociatePrincipal

All priority needs both academic and operational are funded.





Performance Objective 2: The budgeting process will ensure efficiency in funding campus needs.

Evaluation Data Source(s) 2: Budget and expenses are approved by appropriate personnel as required.




1) The campus budget will be approved by the school board. Superintendent, ChiefFinancial Officer,Principal

The balance of spending and revenue inflow will be maintainedat a sustainable level.

2) Campus bookkeeper will review each purchase request toverify it is correct before submitting it for approval.

Campus Bookkeeper,Principal

Campus spending correlates to allocations to campus needs.





Performance Objective 3: Requested budgets will include justification from sponsors, organizational leaders, and department chairs

Evaluation Data Source(s) 3: Justifications provided and thorough.




1) Develop a process to use in preparing each sponsor, leader,or departmentchair that explains what type of justification is expected.

Principal and AssociatePrincipal

Feedback from sponsors, leaders, department chair,and Business Office.




Goal 8: CMS will maintain a quality and safe facility as well as adequately plan for future needs.

Performance Objective 1: CMS will maintain a school climate that is safe and productive while examining campus needs for additional security measures.

Evaluation Data Source(s) 1: A school environment that is safe and free from weapons, violence, and drugs.




1) Provide constable to work on campus. CampusAdministrators,Campus Constable

Police presence will deter crime and ensure a safe campus.

2) Require all CMS employees/adults in the building to wearID badges.

CampusAdministrators, allStaff Members

All adults on campus will wear an ID badge at all times. The IDbadge will have their picture and name. Any unauthorized adulton campus will be immediately recognized, reported, andescorted to the front office.

3) Utilize VSoft background check program for campusvisitors.

CampusAdministrators, OfficeStaff, CampusConstable

Offenders will be identified when they initially enter thebuilding and campus.

4) Students will be required to wear ID badges daily. CampusAdministrators, allStaff Members

Students will wear ID badges all day, every day. Badges will becolor-coded by grade and have the students picture, name, andID number/bar code on the badge.

5) Conduct safety drills CampusAdministrators, allStaff Members

Students and staff will know how to handle various safetysituations at CMS.

6) Maintain video surveillance Campus Constable,TechnologyDepartment,MaintenanceDepartment

Increased visibility and supervision in the building.

7) Maintain numbers placed on each entrance and exit door. CampusAdministrators,MaintenanceDepartment

Students, staff, visitors, and emergency personnel will be able tonavigate quickly in and out of the building.

8) Assign In-School Suspension (ISS), Out-of-SchoolSuspension (OSS), HighPoint placement, and/or a citation tostudents that display egregious inappropriate behavior.

CampusAdministrators,Campus Constable

Students will be deterred from inappropriate behavior.




Goal 9: CMS wil support and/or participate in litigation and/or legistlative efforts in support of a strong public educationsystem.

Performance Objective 1: CMS will support board decisions and be current with state and local campaigns for appropriate funding and policies to benefitCISD.

Evaluation Data Source(s) 1: Legislation passed that supports the efforts of public school students, particularly in Crosby ISD.




Comprehensive Support Strategies

Goal Objective Strategy Description1 1 2 Technology will be integrated into the classroom to enhance students' learning through the Columbus Initiative.

1 1 3 Tier One instruction will be reviewed and expectations will be articulated campus wide. All teachers will know their TEKS. Allteachers will prepare meaningful lesson plans.

1 1 4 Universal screeners will be used for math and reading.

1 3 1

Student performance will be monitored through the use of past classroom based student assessments and STAAR tests. Thisinformation will help form a baseline for a student's general understanding of the subject material. Teachers and Interventionistswill also utilize universal screeners to assess the current academic level of the student within the content. Following thisassessment sequence, student intervention groups and mandatory tutorial groups will be established to address deficit areasstudents have within the content.

1 3 2

Data teams consisting of teachers, interventionists, and campus administrators will meet following major assessments, such asunit tests and milestones, to review student performance. Deficit areas within the content or among student groups will beidentified during these meetings. As a result, the intervention groups formed in strategy #1 will be adjusted as needed to meetthe individual needs of struggling students.

1 3 3Throughout the year, teachers and interventionists will prepare lessons designed to meet the needs of the students they areworking with. The instructional material presented to students will be supplemental to the Tier I instruction the student receivedin the classroom (Intervention materials will need to be purchased for the students in this setting).

1 3 4Intense accelerated instruction will be provided to 8th grade students in the areas of Math and Reading (as required by theStudent Success Initiative). These learning opportunities will take place in the spring following the first STAAR administration,as well as in the summer, following the second STAAR administration.

1 3 5 Campus will continue to monitor the RTI process to ensure teacher understanding of how to match appropriate student goalswith targeted intervention and progress monitoring.

1 4 1


1 4 2




Goal Objective Strategy Description


1 4 4Intense accelerated instruction will be provided to 8th grade students in the areas of Math and Reading (as required by theStudent Success Initiative). These learning opportunities will take place in the spring following the first STAAR administration,as well as in the summer, following the second STAAR administration.


1 5 1


1 5 2


1 5 3

Throughout the year, teachers and interventionists will prepare lessons designed to meet the needs of the students they areworking with. The instructional material presented to students will be supplemental to the Tier I instruction the student receivedin the classroom (Intervention materials will need to be purchased for the students in this setting). Currently used materialsinclude EduSmart for every iPad.


1 6 1


1 6 2




Goal Objective Strategy Description



1 7 1


1 7 2




1 10 5 In-class support will be given for Special Education students.

1 10 6 Teachers of Special Education students will meet with Special Education staff to ensure students are being prepared for the statetest.

1 10 7 Professional Development will be delivered to classroom teachers and para-professionals with a focus on inclusion instructionalstrategies.

1 10 8 Walk-throughs will be conducted by the Special Education and Curriculum Coordinators to observe instruction in the inclusionsetting.

1 10 11 Provide aides for assistance in inclusion classes.

1 11 1 The "Push-In" model will be used for struggling students to receive help through small group instruction with certified teachersserving as interventionists.

1 11 2 Campus staff will be trained in identifying and providing services to 504 students.1 11 3 The RTI process will identify and address students performing at Tier 2 and Tier 3.



Goal Objective Strategy Description1 12 4 Continue regular tutorial sessions to provide additional academic assistance with classroom instruction.1 12 6 Teachers will be encouraged and supported in obtaining the Bilingual/ESL endorsement.

1 12 7 Campus will maintain and adjust ESL and Bilingual services according to student needs, academic deficits, and the masterschedule of each campus.

1 12 8 Increase Bilingual/ESL parent communication, awareness, and involvement.1 12 9 Continue ongoing training efforts in the ELPS1 12 10 LPAC Campus Coordinator will receive updated training.

1 12 11 ELL parent nights will inform parents about opportunities for students and programs offered at the campus level to helpstudents achieve biliteracy.



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)



2018-2019 Campus Improvement Plan Crosby Independent ... · Crosby Independent School District...

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