CARRIZO SPRINGS HIGH SCHOOL Campus Improvement Plan …€¦ · 30/11/2015 · 4 Carrizo Springs...

CARRIZO SPRINGS HIGH SCHOOL Campus Improvement Plan

2015-2016

Approved by Campus Advisory Team – November 4, 2015 Approved by CSCISD Board of Trustees – November 16, 2015

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Table of Contents

VISION/MISSION ………………………………………………………………………………………………. 3

GOALS ………………………………………………………………………………………………. 4-6

COMMITTEE ……………………………………………………………………………………………….. 7

SCHOOLWIDE COMPONENTS / DATA SOURCES / SPECIAL POPULATIONS…………………… 8

CAMPUS PROFILE / CNA SUMMARY ………………………………………………………………………. 9-19

CAMPUS IMPROVEMENT PLAN ………………………………………………………………………………. 20-36

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CSCISD Mission We believe that education is the foundation for success in life. Therefore, our mission is

to encourage, guide and support all students to reach their highest potential and become lifelong learners contributing to society.

CSCISD Motto

“Kids are first at CSCISD”

Campus Vision Statement To provide an inviting environment where students and teachers will be inspired to

contribute, are appreciated and driven by high expectations.

Campus Mission Statement Students will be inspired to contribute and improve upon an ever-changing world with

the education and skills instilled in a safe, friendly and challenging educational environment created by a passionate and caring staff.

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Carrizo Springs High School Campus Goals and Objectives

2015-2016 Superintendent Goal 1 – CSCISD will introduce curricular programs to include oral language development, reading, writing, and math to build a strong academic foundation for all students. Performance Objective 1 – Professional Learning Communities (PLC) will include data-driven decisions and discussions based on

highly effective teaching strategies Performance Objective 2 – Teachers will implement strategies and techniques acquired through professional development in

writing, project-based learning (PBL) and differentiated and brain-based instruction Performance Objective 3 – Use of resources such as Marzano, Kilgo, Lead4ward, Eduphoria and newly adopted texts and resources

to drive engaging, relevant instruction Performance Objective 4 – Use of Curriculum Planning Room (data room), instructional facilitator and vertical and horizontal

planning to identify interventions for accelerated instruction and to support and implement Response to Intervention (RtI) process

Summative Evaluation – CSCISD Professional Development Log, 360 Walkthrough, T-TESS, PLC Agenda

Superintendent Goal 2 – All CSCISD personnel will understand their work as mission critical in order to build a community focused on increasing the number of students achieving accountability standards by providing appropriate and effective instructional services.

Performance Objective 1 – Student Achievement – increase Index 1 scores by utilizing data from PLC and Campus Leadership Team meetings to align lessons to increase achievement. CSHS will meet or exceed State Target for Index 1

Performance Objective 2 – Student Progress-increase Index 2 score by identifying and monitoring students in English II and Algebra I. CSHS will meet or exceed State Target for Index 2.

Performance Objective 3 – Closing Performance Gaps-increase index 3 scores by using Content Based Assessment (CBA) data and holding tutorials and enrichment for identified students. CSHS will meet or exceed State Target for Index 3

Performance Objective 4 – Postsecondary Readiness-increase index 4 scores by monitoring graduation rates, Recommended and Distinguished Achievement high school plans, and STAAR EOC Level 2 performance

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Performance Objective 5 – Utilize Federal programs at-risk identification process o System Safeguards – Reading (Econ. Dis., Special Ed.), and Mathematics (All Students, Econ. Dis., Hispanic) o PBMAS: Special Education, Migrant, ELL (Monitored), and CTE

Attendance STAAR EOC

Eng. I & Eng. II combined

STAAR EOC

Algebra I

STAAR EOC

Biology

STAAR EOC

US History Results 2013-14

91.9% 51% 44% 80% 91%

Results 2014-15

91.1% 61% 51% 82% 87%

Goal 2015–16

94% 70% 60% 90% 92%

Superintendent Goal 3 – CSCISD will provide an environment where every student is engaged every day and attendance and participation are encouraged.

o Performance Objective 1 – CSHS attendance will increase from 2014-15 attendance – 91.1%to 2015-2016 goal – 94% (Campus Attendance Plan – Attendance Matters at CSCISD campaign)

Attendance

Results 2013-14 91.9% Results 2014-15 91.1% Goal 2015–16 94%

o Performance Objective 2– CSCISD will decrease dropout rates and increase graduation/completion rates (Index 4) 2011-2012 2012-2013 2013-2014

Dropout: 2.8% 4.0% 3.4%

Graduation: 84.4% 82.5% 82.4%

o Performance Objective 3—Increase STAAR Post-Secondary Readiness component (Index 4) by 10% 2013-14 – 31% 2014-15 – 35% Goal for 2015-16 – 45%

o Performance Objective 4 – Monitor and assess at-risk population utilizing the DDR form and academic advisory meetings

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CSHS will be a safe, positive and inviting learning environment for students o Performance Objective 1 – CSHS will see a decrease in the number of discretionary ISS/OSS placements through the use

of PBIS and Restorative Discipline strategies o Performance Objective 2 – Provide character education to include bullying prevention practices (Project Wisdom and

Restorative Discipline strategies) Increase parent involvement opportunities (Parent and Community Engagement Survey-HB5)

o Performance Objective 1 – CSHS Principal will invite parents to discuss relevant topics, academic parent nights (Math/Science night, ELA/Social Studies night, Special Needs parents night, ESL parents night, Migrant Parents night) and Remind and social media to communicate with parents

Superintendent Goal 4 – CSCISD will provide a quality vocational program to prepare students for the work force in a safe environment.

Provide real-world experiences through Career Technology Education (CTE) classes and provide opportunities to students in obtaining state certification in their area of study o Performance Objective 1: Promote student certifications (work-skilled) o Performance Objective 2: Provide a variety of vocational opportunities to CSHS students (Co-Op, VAC, CBV/WBC and CTE

Internships) o Performance Objective 3: Utilize present certified staff to provide additional CTE courses programs (Welding, Certified

Nursing Assistant, Education and Training) o Performance Objective 4: Ensure CTE staff is certified/HQ o Performance Objective 5: Provide CTE professional development to ensure teachers are qualified to provide higher

education articulation agreements Summative Evaluation – Performance Reports (STAAR EOC, TELPAS, PBMAS, TAPR, NCLB Compliance Measures)

“Kids are first at cscisd”

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Campus Advisory Team

Michelle Gonzalez-Administrator

Elia Ramirez-Counselor

Lucinda Paulino-Teacher

Antonio Sanchez-Teacher

Maria Arroniz-Teacher

Adrian Chapa-Teacher

Elsa Castellanos- Community

Karen K. Ramirez- Community

Lilly Martinez- Parent

Adan Sanchez- Parent

Campus Administrators

Michelle Gonzalez, Principal

Alejandro Chapa, Assistant Principal (9 & 11)

Monique Gonzalez, Assistant Principal (10 & 12)

Instructional Leadership

English- Jose Trevino/ Marisa Tobias

Science- Rosa Trevino

Social Studies- Ricardo Martinez

Electives/CTE- Ashton Escamilla

Math- Adrian Chapa

Special Education- Inez Valerio

Instructional Facilitator- Jose Cantu

Academic Advisors

Elia Ramirez, Counselor (9 & 11)

Roxanne Miranda, Counselor (10 & 12) Rosalinda Ortiz, College & Career

Readiness Coordinator

District Advisory Team Members

Alejandro Chapa Adrian Chapa Rosa Trevino

504 Committee

Administrator Counselor Core Teacher(s)

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Campus Improvement Plan Legend School Wide Components 1 – Comprehensive Data Source

2 – Reform Strategies

3 – Highly Qualified

4 – Professional Development

5 – Recruit & Retention

6 – Parental Involvement

7 – Transition

8 – Teacher Involvement in Assessments

9 – Assistance for Mastery

10 – Program Coordination and Integration

Special Populations

GT = Gifted/Talented

LEP = Limited English Proficient

AR = At Risk

ED = Economically Disadvantaged

ALL = Every Student

SE = Special Education

Data Sources

TRS = TEKS Resource System

TAPR = Texas Academic Performance Report

TELPAS= Texas English Proficiency Standards

SS = Student Survey

FS = Faculty Survey

BS = Business Survey

TE = Teacher Experience

SD = Staff Development

TS = Technology Survey

PS = Parent Survey

CS = Community Survey

DR = Discipline Report

PBMAS = Performance Based Monitoring and Assessment

System

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Campus Profile

CSHS 9th – 12th grades- 637 students

9th grade- 210 10th grade- 166 11th grade- 123 12th grade- 138

CNA Summary

DEMOGRAPHICS Race - Hispanic: 95% White: 4% African American: 1% Asian: .4% SPED: 9% Migrant: 8% CTE: 95% Gifted: 13% At risk: 61% ESL/LEP: 2% Economically disadvantaged: 72% *2013-14 TAPR Report

STRENGTHS NEEDS

Programs are in place to address special pops, specifically Sped, Gifted, Dyslexia, Migrant, At Risk, ESL/LEP, 504, Economically Disadvantaged.

Programs are in place to promote and sustain CTE courses

Be aware of the students’ needs in order to best serve them Target groups that need assistance for mastery

STUDENT ACHIEVEMENT 2014-15 Results STAAR EOC ENGLISH I & ENG II combined: 61% State: 63% STAAR EOC ALGEBRA 1: 51% State: 77% STAAR EOC US HISTORY: 87% State 88% STAAR EOC BIOLOGY: 82% State: 91% TELPAS: 9th grade: 63% at Advanced High 10th grade: 50% at Advanced High 11th grade: 33% at Advanced INDEX 4- Post Secondary Component:

STAAR Post-Secondary Readiness: 35% 5 year Graduation Rate: 82% State 90.4% Graduation Plan RHSP/DAP Rate: 80% College and Career Readiness: 97%

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STRENGTHS NEEDS

Students are achieving college and career readiness Campus has achieved met standard for 2013-14 & 2014-15

accountability

More than half of LEP students are not achieving at Advance High levels on TELPAS

More interventions to raise English and Algebra I EOC scores More interventions to raise STAAR Post-Secondary Readiness Campus is below State average for Graduation Rate Provide interventions and differentiate for all levels of students

SCHOOL CULTURE AND CLIMATE

STRENGTHS NEEDS

Large staff, can accomplish task if all help in some way Staff recognition during Teachers Appreciation, Nurses Day, etc. Collaboration among teachers – PLC planning

Boost staff morale Fully implement PBIS as mandated by TEA Promote athletics and extracurricular involvement at all levels Improve athletic field facilities

STAFF QUALITY, RECRUITMENT AND RETENTION

STRENGTHS NEEDS

Most of the current staff is Highly Qualified Many core teachers have several years of experience teaching

their subject Instructional support staff to assist with Sped. Students and in

class support

Staff to address teacher vacancies Additional highly qualified, core teachers Highly qualified coaching staff

CURRICULUM, INSTRUCTION AND ASSESSMENT

STRENGTHS NEEDS

There is a District wide curriculum for all to follow District Professional Development opportunities Common assessments from Teacher Resource System (TRS) Data driven instruction

Address vertical alignment among grade levels Instructional facilitators to assist in teacher development More in-depth planning to engage learners Need interventions to sustain the quality of instruction

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FAMILY AND COMMUNITY INVOLVEMENT

STRENGTHS NEEDS

Strong booster clubs to promote student activities Student organizations participate in several community events Multiple opportunities for parental involvement throughout the

year Parental involvement in school projects

Parental support with students at home Family Frameworks Active participation in class/grade level events Home visits by staff

SCHOOL CONTEXT AND ORGANIZATION

STRENGTHS NEEDS

School of Choice available for credit recovery for students at risk of dropping out

Credit recovery online lab through Odysseyware staffed by certified teacher

Department heads for each core content area including special education and electives

Committees in place for PBIS, Attendance, etc.

Integrate Reading, Writing, and Math skills across all content areas

Need to continue to promote college and career readiness activities throughout all grade levels

TECHNOLOGY

STRENGTHS NEEDS

Student access to computers and devices campus wide District has a revolving allocation for new technology

New technology to engage students in learning and reading Software programs for computer labs Training to integrate technology in the classroom

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State At-Risk Criteria used by CSCISD

1. Did not perform satisfactorily on Readiness Test (PK-grade 3 Only) 2. Failed 2 or more core subjects during a semester in preceding or current school year or is not maintaining a 70 in 2 or more subjects in the current semester? (7-12)

3. Was not advanced from one grade to the next for one or more school years?

4. Did not perform satisfactorily on state assessment? Or has failed TAAS/TAKS in prior year and currently has passed; however, has not passed by the 110% rule? (please circle) 5. Is pregnant or is a parent? 6. Is/Was in D.A.E.P in preceding or current year? 7. Is/Was expelled (J.J.A.E.P.) in preceding or current year? 8. Is currently on parole, probation, deferred prosecution, or other conditional release? 9. Was previously reported to PEIMS as a dropout? 10. Is student Limited English Proficient (LEP)? 11. Is in custody or care of Dept. of Protective and Regulatory Services, or has in current school year been referred to DPRS by school official, officer of juvenile court, or officer of law? 12. Is homeless, as defined by U.S.A.C. section 11302? 13. Resided in preceding or current year in residential placement facility in the district, including a foster group home?

Strategies CSCISD uses to improve student performance for at-risk students 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organize Accelerated Education – At-Risk/SCE, Titles I, II, III CSHS offers AP classes as well as Dual Credit classes. We also offer Credit Recovery Lab and A+ and Odysseyware program that allow students to make up credits due to attendance issues. API/A+ and Odysseyware could also allow students to take classes not offered by CSHS and get ahead in order to graduate early. Strategies for Dropout reduction/ preventions we incorporate into our plans The Basic Core Strategies Mentoring/Tutoring Service Learning

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Alternative Schooling After School Opportunities Early Interventions Early Childhood Education Family Engagement Early Literacy Development Making the Most of Instruction Professional Development Active Learning Educational Technology Individualized Instruction

Making the Most of the Wider Community Systemic Renewal School-Community Collaboration Career and Technical Education Safe School

Comprehensive Data Source The Carrizo Springs District Advisory Team met to review district data, create parent, student, community, and business surveys. This information was gathered to inform decisions about budget appropriates and planning for the 2015-16 school year. Through monthly meetings Data Sheets were created which noted areas of concerns to address as well as areas of strengths to maintain. Input was sought from stakeholders throughout the community and from all campus representatives. Budget planning process and departmental meetings lead to a set of priorities for the coming school. After the identification of the priorities they were divided into district wide activities or campus based. If they were campus based the representative took them back to the campus for implementation. If they were district they were rank ordered by greatest importance. They were then placed into the District Plan for implementation and funding purposes. The final plan will be developed throughout the summer and presented to the School Board of Trustees in the fall of 2014 for approval. Parental Involvement programs The District’s Title I Program shall be planned, designed, and implemented with meaningful consultation with parents of participating students. This consultation shall be organized, systematic, on/going, informed, and timely in relation to decisions about the program. To this end, the District shall:

Develop written policies, after consultation with and review by parents, to ensure parental involvement, including the District’s commitment to give timely responses to recommendations by parents, and make those policies available to parents of participating students.

Convene an annual meeting, to which all parents of participating students are invited to explain the programs and activities provided in the Title I program.

Provide parents with reports of participating students’ progress. (Parent Connect, 3rd Week Progress Report, Six Weeks Report Cards To the extent practical, conduct a parent/teacher conference with the parents of each student to discuss the student’s progress, placement, and methods

the parent can use to complement instruction. Make Title I personnel (counselor, teachers, aides) readily accessible to parents. Permit parents to observe Title I program activities. If parents desire, provide opportunities for regular parent meetings to formulate input to the program. Provide parents with timely information about the program. Make parents aware of parental involvement requirements and other relevant program matters. (Home/School Compact) Provide reasonable support for parental involvement activities, as parents may request. (Parent conferences)

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Coordinate, to the extent possible, parental activities. To the extent practicable, provide information, programs and activities for parents in a language and form that the parents understand. Through consultation with parents, annually assess the effectiveness of the parents’ involvement program and determine what action needs to be taken,

if any, to increase parental participation. Train parents to work with their child at home. Class Size Reduction The Class-Size Reduction Program was incorporated into the new ESEA Title II Teacher Quality block grant. States and local education agencies may use any portion of the nearly $3 billion in Title II funds to, among other purposes, hire qualified teachers to reduce class size. Visit the No Child Left Behind Act web site for current information about Title II, and other Elementary and Secondary Education programs reauthorized by the No Child Left Behind Act of 2001. McKinney-Vento Act The McKinney-Vento Homeless Assistance Act includes a definition of who is considered homeless for the purposes of this subtitle of the Act and, therefore, eligible for

the rights and protections it provides. The guiding phrase of the definition states that children and youth who “lack a fixed, regular, and adequate nighttime residence” are

considered homeless. The definition then specifies some living arrangements that would be considered a homeless situation due to not meeting the fixed, regular, and

adequate standard. Examples include children and youth who are sharing the housing of others due to loss of housing, economic hardship, or a similar reason; children and

youth who are staying in a motel or hotel due to lack of adequate alternative accommodations; children and youth who are living in an emergency or transitional shelter;

and many other situations.

Positive Behavior Interventions and Support A positive, consistent school-wide climate can eliminate many of the discipline problems which occur in schools. Some critical elements of a positive and safe school

climate are developing school-wide rules and expectations, actively teaching all students these rules and expectations, ensuring adequate teacher supervision, recognizing

when students follow the rules, and correcting and re-teaching the rules.

Coordinated School Health

A quality CSH program is an integrated set of planned, sequential, school-affiliated strategies, activities and services designed to promote the optimal physical, emotional,

social and educational development of students. The program involves and is supportive of families and is determined by the community. It is based on local needs,

resources, standards and values. It is coordinated by a multidisciplinary team (CSH Leadership Team) that is accountable to the community for program quality and

effectiveness. By addressing health-related issues, schools not only foster students’ academic achievements, but also help to establish healthy behaviors that last a lifetime.

School Health Advisory Councils (SHAC)

A SHAC is a group of individuals representing segments of the community, appointed by the school district board of trustees to serve at the district level, to provide advice to the district on coordinated school health programming and its impact on student health and learning. SHAC’s provide an efficient, effective structure for creating and implementing age-appropriate, sequential health education programs, and early intervention and prevention strategies that can easily be supported by local families and community stakeholders. SHAC Laws – Every independent school system is required by law to have a School District Health Advisory Council; of which the majority of members must be parents who are not employed by the school district. Suicide prevention We use a guide called the Youth Suicide Prevention School-Based Guide which is designed to provide accurate, user-friendly information. The Guide is not a program but a tool that provides a framework for schools to assess their existing or proposed suicide prevention efforts (through a series of checklists) and provides resources and information that school administrators can use to enhance or add to their existing program. First, checklists can be completed to help evaluate the adequacy of the schools' suicide prevention programs. Second, information is offered in a series of issue briefs corresponding to a specific checklist.

http://www2.ed.gov/nclb/landing.jhtml

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Each brief offers a rationale for the importance of the specific topic together with a brief overview of the key points. The briefs also offer specific strategies that have proven to work in reducing the incidence of suicide, with references that schools may then explore in greater detail. A resource section with helpful links is also included. The Guide will help to provide information to schools to assist them in the development of a framework to work in partnership with community resources and families. Conflict resolution/Discipline Management/Violence Prevention/ Harassment and dating violence Project Wisdom is one of the oldest and most respected character education programs in the nation. There are three key components to this nationally-recognized, proven-

effective program that comprise our approach to character education. Each component supports the other. The centerpiece of the program is a library of thought-

provoking, inspirational messages which are narrated over your PA or in-house television system. In just one minute a day, you can reach every student and every staff

member with a few words of wisdom that uplift and encourage. We offer three series of proven-effective broadcast messages. Each series comes with a binder containing

enough messages to narrate for an entire school year. Your whole campus will start the day on a positive note that encourages everyone to do and be their personal best.

Through this comprehensive program we are addressing various drug and violence prevention categories for our students daily. Project Wisdom encourages students to reflect upon the meaning of civic and personal values and the application of those values in their daily lives. Our data indicate reductions in discipline referrals as well as strong improvements in teacher morale, school climate, and social-emotional competencies. Current evidence suggests that good character education raises student grades and test scores. DAEP Since adoption of the Texas Safe Schools Act in 1995, all Texas public school districts have been required to provide disciplinary alternative education programs (DAEPs). DAEPs serve as alternative education settings for students temporarily removed for disciplinary purposes from their regular instructional settings. Chapter 37 of the Texas Education Code (TEC, 2005) stipulates that school districts must meet the educational and behavioral needs of students assigned to DAEPs but leaves program design and content to local discretion. TEC Chapter 37 defines DAEPs by physical setting and a limited set of requirements associated with curriculum and teachers. Each DAEP must:

be provided in a setting other than a student's regular classroom; separate students assigned to the program from those not assigned to the program; focus academically on English language arts, mathematics, science, history, and self-discipline; provide for the educational and behavioral needs of students; provide supervision and counseling; require each teacher in the program to be certified in accordance with TEC Chapter 21, Sub-chapter B; and require each teacher in the program with a special education assignment to be appropriately certified or permitted for the assignment.

Our DAEP is located at the former JROTC Building at 186 FM 1556 and provides service for the elementary, junior high and high schools. The school district allocates to a DAEP the same expenditure, including federal, state, and local funds, per student attending the DAEP that would be allocated to the student's school if the student were attending his or her regularly assigned education program, including a special education program. Students assigned to DAEP work online through the Odysseyware program.

Dyslexia Services The Goals of the Dyslexia program are:

1. Develop and implement strategies for the appropriate identification and placement of all students who demonstrate characteristics of dyslexia.

2. Develop and implement procedures to monitor and record student's progress in the instructional program.

3. Ensure that the instructional programs utilized meet the components of an appropriate program as deemed by the Texas Education Agency to successfully serve our

students.

4. Provide staff development to enable district personnel to implement dyslexia services.

5. Increase public awareness and understanding of dyslexia.

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Objectives:

1. Students will learn and understand the English Language better.

2. Students will become successful readers.

3. Students will become more successful at the concepts of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

4. Students handwriting and spelling skills will improve and be more successful.

Technology Integration Plan

GOAL 1: CSCISD will shift traditional learning and teaching process that flows from teacher to student to a student centered system that empowers students for a global and digital world of information

OBJECTIVE 1.1: Integrate technology into the regular classroom curriculum OBJECTIVE 1.2: Access to the Internet, distance learning, and interactive videoconferencing, information systems, data banks and resources will be

enhanced and expanded OBJECTIVE 1.3: All students will learn and demonstrate the importance of ethical behavior relevant to technology and Internet usage

GOAL 2: CSCISD will provide the necessary support and professional development that will prepare administrators, teachers, and staff for significantly different roles, different students, and different learning tools

OBJECTIVE 2.1: Build capacity in the instructional staff that will encourage and promote the development of the effective integration of technology through research-

based instructional methods and strategies OBJECTIVE 2.2: Encourage all instructional staff to meet SBEC standards for technology literacy

GOAL 3: CSCISD will provide a district and campus support system that will afford the necessary visionary leadership and requisite skills needed to lead the process of integrating technology into the classroom

OBJECTIVE 3.1: Coordinate the use of electronic data to support research-based decision making focused on student performance OBJECTIVE 3.2: Utilize technology at all as a tool to establish communication between the community and the schools to increase awareness and involvement OBJECTIVE 3.3: Develop a comprehensive technology plan that is reviewed and revised year

GOAL 4: CSCISD will support, enhance, and maintain the existing infrastructure for the present and evolving technologies necessary to educate the students of today and tomorrow

OBJECTIVE 4.1: Ensure that all curricular and administrative areas have hardware and software to support goals and objectives of the District OBJECTIVE 4.2: Maintain, update, support all campus and district telecommunication systems, network applications, Internet connectivity, and distance learning

systems to ensure reliable communication and to meet the requirements of CSCISD’s curriculum CTE Plan CTE students will be enrolled in a coherent and rigorous academic CTE courses. The students and parents are given the opportunity to choose a program of study with an identified sequence of courses based on recommended high school graduation plans. These activities will promote seamless transition from high school to college and career. The courses will provide opportunities for students to learn all aspects of an industry, including industry-recognized certifications if appropriate. We feature career clusters in Agriculture, Food, and Natural Resources; Architecture and Construction; Business, Management, and Administration; Education and Training; Hospitality and Tourism; Science, Technology, Engineering and Math (STEM); and Law, Public Safety, Corrections, &

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Security. Academic competencies in basic and higher-order skills have been identified by CTE teachers and incorporated into the curriculum, including instructional activities that lead students from theory to application. Academic teachers have identified, developed, and implemented classroom activities that provide real-world career applications. Gifted and Talented Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services. Students may be nominated for the gifted and talented program at any time by teachers, counselors, parents, or other interested persons. Written parental consent shall be obtained before any special testing or individual assessment is conducted as part of the screening and identification process. All student information collected during the screening and identification process shall be an educational record, subject to the protections set out in policies at FL. Criteria to identify gifted and talented students shall be established in the Board-approved program for the gifted and talented. The criteria shall be specific to the state definition of gifted and talented and shall ensure the fair assessment of students with special needs, such as the culturally different, the economically disadvantaged, and students with disabilities. Data collected through both objective and subjective assessments shall be measured against the criteria approved by the Board to determine individual eligibility for the program. Assessment tools may include, but not be limited to, the following: achievement tests, intelligence tests, creativity tests, behavioral checklists completed by teachers and parents, teacher nominations based on classroom observations, student/parent conferences, and available student work products. A selection committee shall evaluate each nominated student according to the established criteria and shall select those students for whom gifted program placement is the most appropriate educational setting. The committee shall be composed of at least three professional educators who have received training in the nature and needs of gifted students and shall be established for the District. Parents and students shall be notified in writing of selection for the gifted program. Participation in any program or services provided for gifted students is voluntary. The District shall obtain written permission of the student and the parents before a student is placed in a gifted program.

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Migrant Priority of Services

Goal: Ensure that identified Priority for Service migrant students have the same opportunity to meet the challenging state, content, and student performance standards expected of all children.

Objective: Ensure all eligible migrant families residing in the district are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on COEs and 100% accuracy in meeting the Migrant Performance Based Monitoring criteria by June 30, 2015.

Evidence of Need

Activity Timeline Staff Responsible Resource Analysis of Program

& Impact Priority For Service Students As a result of migrant students moving from school to school, students are often failing or at risk of failing. We will identify these students’ academic needs to enable them to meet the State content standards and master the State assessment.

Provide district staff criteria for Priority for Service (PFS) and a list Priority for Services Students through the Migrant Counselor

Monthly Director of Curriculum

PFS Report Migrant Staff

100% of PFS students obtained above and beyond services

Identify students in need of priority for services and provide priority placement instructional intervention programs


PFS Report Migrant Staff

100% of PFS students obtained above and beyond services

Provide appropriate placement/ programs for students not meeting the State content standards or mastering TEKS objectives.

Year Round Campus administrators and District Migrant Staff

Graduation Plans STAAR EOC Scores Transcripts Campus Counselors

Increase in number of students completing partial credit and/or passing TAKS/STAAR EOC

Collect and analyze sources of student data to determine progress toward graduation.

Year Round Migrant Counselor Educational Spec

Graduation Plans Transcripts STAAR EOC Scores Campus Counselors

Increase in number of students completing partial credit and/or passing STAAR EOC Scores

Provide an opportunity for counselors to analyze migrant student educational data.

Year Round Campus Counselors

Graduation Plans Transcripts Campus counselors

Counselor evaluations Student feedback

Ensure students have an opportunity to continue the class from previous school/school district/state.

Year Round Campus Counselor Transcripts Counselor follow-up

Provide parents with the knowledge of local and state requirements for promotion, graduation, academic progress of their child, PFS criteria and community or social services.

Year Round Campus Counselor

PAC meeting Referrals Home/school visits

Parent evaluations Counselor follow-up

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Provide opportunities for teachers to attend staff development for enhancing their knowledge of the migrant student population.

Year Round Director of Curriculum

District training and Region Service Center

Participant evaluations

Provide direct counseling services to priority for service students.


District Migrant Counselor

Increase number of PFS students passing STAAR EOC

Provide district personnel with Priority for Services criteria and a plan of how PFS students will be serviced.

August and January Director of Curriculum

PFS document Increase campus knowledge of PFS students

Provide district PEIMS contact NGS reports and review PEIMS data for NGS accuracy.


NGS specialist 100% of accuracy of migrant coding

Identify all dropout students and help them enroll in a high school and/or GED program.


NGS Reports PEIMS Reports Migrant counselor

Increase of dropout students who enroll in high school or GED program

Maintain a PFS plan for all PFS students Year round Director of Curriculum

PFS Report Migrant Counselor

Increase number of PFS students passing STAAR EOC

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Campus Improvement Plan

District Goal I CSCISD will introduce curricular programs to include oral language development, reading, writing, and math to build a strong academic foundation for all students.

Performance Objective 1 Continue to increase STAAR EOC scores to meet or exceed state expectations in all areas

Summative Evaluation STAAR EOC ENGLISH I & ENG II combined 63%, STAAR EOC ALGEBRA I: 77%, STAAR EOC US HISTORY: 88%, STAAR EOC BIOLOGY: 91%

Schoolwide Components

Actions or Implementations Data Sources Sp. Pop Person(s) Responsible

Resources Human/Material/Fiscal

Form. Eval Timeline

Form. Evaluation

Documented

2,4,9,10 Implement common academic vocabulary in every classroom

PBMAS All All grade levels Curriculum

Teacher created materials

Professional development

Federal program funds

Local funds

On-going Fluency/comprehension chart

Progress monitoring

Word walls, Assessments, benchmarks,

journals

2,9,10 Tutorials for identified students for required EOCs

PBMAS All Core Teachers

Instructional Facilitator (IF)

Principal


Curriculum

Focus grant funds

Federal program funds

On-going Progress Monitoring

Tutorial attendance sheets Benchmarks

2,4,9,10 Implement Tap and Think and other strategies for analyzing reading selections

STAAR results

All

ELA teachers

IF

Administrators

Writing Academy materials

Star 360

Focus Grant funds

On-going Walkthroughs

Student portfolios

Assessments Walkthrough documents

Lesson plans

IF Look-Fors document

2,4,9,10 Implement Renaissance Star

360 for Math and Reading PBMAS All All ELA and Math

teachers Star 360 program Professional development Learning progressions Federal program funds

6 weeks

360 assessments

360 reports

2,3,9 Provide intervention classes for

remediation to improve basic

foundational skills in Reading &

Writing.

PBMAS Students that have not passed Eng. I and Eng. II EOC (at-risk) ESL

English Language Arts/Reading Interventionist

ESL Interventionist

Certified teacher

Staffing data

Star 360 data

Focus Grant funds

6 weeks Progress monitoring

Lesson plans

GIST documentation

Writing portfolios

Assessments

21


Performance Objective 2 Teachers will implement strategies and techniques acquired through professional development in writing and differentiated and brain-based instruction

Summative Evaluation STAAR Results




Form. Eval Timeline

Form. Evaluation

Documented

2,9,10 Implement student writing portfolio that will be transferred from grade to grade (BOY, MOY, EOY)

PBMAS All ELA teachers Writing Portfolios (Purple folders)

Local funds

BOY

MOY

EOY

Writing samples Administrator Checklist

Writing timeline

Lesson plans

2,9,10 Implement the utilization of Renaissance-STAR 360 for RtI for identified Tier 2 and Tier 3 students

PBMAS All ELA teachers

Math teachers

Renaissance- STAR 360 Computer Lab Federal program funds

6 weeks Renaissance Assessments

Renaissance Reports

2,9 Strategic writing activities across the curriculum

PBMAS All All teachers Journals Computer programs (Microsoft Office Suite) portfolios

6 weeks Writing samples Lesson Plans

Walkthroughs

2,9 Art Department will implement one page written critique of student created works of art

PBMAS All Art teachers portfolios 6 weeks Writing samples Lesson Plans

Walkthroughs

2,9 CTE Department will implement vocabulary, writing and math strategies/activities to support core subject areas

STAAR Results

All CTE teachers

Journals Computer programs (Microsoft Office Suite) Portfolios ELA and Math teachers


Walkthroughs

2,7,9 Utilize block scheduling of English I

/Creative Writing for identified

Freshmen to reinforce critical writing

and reading skills

STAAR Results

All English Teachers

Counselors

Administrator

Master schedule STAAR Assessment Reports

6 weeks Student work samples

Lesson Plans

Walkthroughs

CBA and Benchmark Results

2,9 Writing workshops for students for

EOCs in English I and English II in the

fall (retesters)

STAAR Results

All ELA teachers

IF

Administrator

STAAR Assessment Reports Prior to STAAR Retest in fall and EOC in spring

Collaborative student compositions

STAAR Retest and EOC Results

22


Performance Objective 2 Teachers will implement strategies and techniques acquired through professional development in math and differentiated and brain-based instruction

Summative Evaluation STAAR Results




Form. Eval Timeline

Form. Evaluation Documented

2,9 Implement the utilization of Renaissance-STAR 360 for RtI for identified Tier 2 and Tier 3 students

PBMAS All Math teachers Renaissance- STAR 360 Computer Lab

6 weeks Renaissance Assessments

Renaissance Reports

2,9 Tutorials for identified students (Tier 3 Algebra I Freshman) needing assistance prior to STAAR Algebra I EOC Test

PBMAS

STAAR Results

All Math teachers

IF

Administrator

Teacher created materials Curriculum Focus grant funds

Prior to STAAR Alg I EOC retest

Renaissance Assessments

Quick Checks

STAAR Retest Results

Quick Check Results

2,9 CTE Department will implement activities to support Algebra I (interactive online software)

PBMAS All CTE teachers

IF

Journals Computer programs (Microsoft Office Suite) Interactive Online Software Portfolios Math teachers


Walkthroughs

2,7,9 Algebra I and Math Lab (2 period class)

for identified Freshmen to reinforce

math skills

PBMAS

STAAR Results

All Algebra I Teachers

Counselors

Principal



Lesson Plans

Walkthroughs


2,9 Bootcamps (workshops) for Algebra I

EOC (retesters) in the fall and all

Algebra I students in the spring

STAAR Results

All ELA teachers

IF

Administrator

STAAR Assessment Reports Prior to STAAR Retest in Dec and STAAR EOC in May

Post Test STAAR Retest Results

23


Performance Objective 3 Provide researched-based professional development to strengthen educational delivery capacity to support differentiated instruction (PBMAS: Diverse Learning, oral language development, reading comprehension, RTI, and positive behavior)

Summative Evaluation STAAR EOC results




Form. Eval Timeline

Form. Evaluation

Documented

3,4,5,10 Differentiated Instruction, Behavior strategies, Math - Johnson

The Writing Academy

-Tap and Think

Lead 4ward 3di Kilgo Eduphoria Marzano’s Vocabulary T-TESS Lesson planning RtI GT update Bullying PBIS TRS STAAR Writing and Grammar

workshop w/ Gretchen Bernabei

College and Career Updates ESC Reg. 20 Co-Ops

-Counselor’s -Gifted/Talented (G/T) -Nurses -ESL

Others, as needed CAST

PBMAS

STAAR Results

CNA

All Admin.

Teachers

Counselors

College Readiness Coordinator

Region 20 staff

Reading Specialist

Campus Master Teachers

Various training materials

IF

Admin

Mentors

Focus School Grant

Federal Program funds

Counselors’ Co-Op 211 $200

G/T Co-Op 211 $1992

ESL Co-Op 211 $575

Local funds

Material Purchased

Monthly Faculty surveys

Sign in sheets

Staff development logs

24


Performance Objective 4 Use of Curriculum Planning Room (data room), instructional facilitator and vertical and horizontal planning to identify interventions for accelerated instruction and to support and implement Response to Intervention (RtI) process

Summative Evaluation STAAR EOC results




Form. Eval Timeline

Form. Evaluation

Documented

2,3,7,8,9 Assess Algebra I students and monitor

progress

STAAR Results

PBMAS

All IF Quick Checks 3 weeks Look Fors Sign ins

2,3,7,8,9 Organize GIST meeting to tier students

in ELA and Algebra I

PBMAS All IF

STAR Renaissance data

STAAR data

Pre-Referral Intervention Manual

6 weeks

Star 360 Staffing documentation

Student portfolios

2,3,7,8,9 Organize in school tutorials in ELA and

Algebra I STAAR Results

All English teachers

Math teachers

Administrator

IFs


AWARE data

TRS

STAR Renaissance 360

weekly

Post test

Benchmark

Attendance rosters

2,3,7,8,9 Provide data to create strategies to

implement ELA and Algebra I activities

across CTE department

STAAR Results

All CTE teachers

IF

Math teachers

PBMAS report

KHAN Academy

weekly Lesson Plans Grades

Look Fors

25

District Goal 2 All CSCISD personnel will understand their work as mission critical in order to build a community focused on increasing the number of students achieving accountability standards by providing appropriate and effective instructional services.

Performance Objective 1

Increase student achievement with progress monitoring and curriculum alignment to achieve state and federal expectations (Index 1)

Summative Evaluation STAAR Index 1




Form. Eval Timeline

Form. Evaluation

Documented

2,7,8,9 State Accountability Training Campus Leadership

STAAR Results

CNA

All Region 20

Department Heads

Counselors

Administrators

IF


annually STAAR Sign in

2,7,8,9 Teachers collaborate to make data-driven decision making strategies for student achievement during PLC/Wednesday teacher planning

CNA

PBMAS

All All teachers Professional Development weekly Minutes

Lesson plans

Sign in

26

District Goal 2 All CSCISD personnel will understand their work as mission critical in order to build a community focused on increasing the number of students

achieving accountability standards by providing appropriate and effective instructional services.

Performance Objective 2 Student Progress-increase Index 2 score by identifying and monitoring students in English II and Algebra I. CSHS will meet or exceed State Target for Index 2.





Form. Eval Timeline

Form. Evaluation

Documented

2,7,8,9 State Accountability Training Campus Leadership

STAAR Results

All Region 20

Department Heads

Counselors

Administrators

IF



2,3,7,8,9 Assess Algebra I students and monitor

progress

STAAR Results

CNA

All IF Quick Checks 3 weeks Look Fors Sign ins

2,9 CTE Department will implement activities to support Algebra I (interactive online software)

STAAR Results

CNA

All CTE teachers

IF

Journals Computer programs (Microsoft Office Suite) Interactive Online Software portfolios

6 weeks Writing samples

Lesson Plans

Walkthroughs

10 Implement student writing portfolio that will be transferred from grade to grade (BOY, MOY, EOY)

PBMAS All All teachers Writing Portfolios (Purple folders)

BOY

MOY

EOY

Writing samples

Administrator Checklist

Lesson plans

2,9 Strategic writing activities across the curriculum

PBMAS All All teachers Journals Computer programs (Microsoft Office Suite) Portfolios

6 weeks Writing samples

Lesson Plans

Walkthroughs

2,3,7,8,9 Provide data to create strategies to implement ELA and Algebra I activities across CTE department

PBMAS All CTE teachers

IF

Math teachers

PBMAS report KHAN Academy

weekly Lesson Plans Grades

Look Fors

27


Performance Objective 3 Closing Performance Gaps-increase index 3 scores by using Content Based Assessment (CBA) data and holding tutorials and enrichment for identified students. CSHS will meet or exceed State Target for Index 3





Form. Eval Timeline

Form. Evaluation

Documented

2,9 State Accountability Training Campus Leadership

CNA All Region 20

Department Heads

Counselors

Administrators

IF



2,9 Tutorials for identified students (Tier 3 Alg. I Freshman) needing assistance prior to STAAR Alg I EOC Test

PBMAS

STAAR Results

All Math teachers

IF

Administrator

Teacher created materials Curriculum

Prior to STAAR Alg I EOC retest

Renaissance Assessments

Quick Checks

STAAR Retest Results

Quick Check Results

2,7,9 English I/Creative Writing courses

blocked for identified Freshman to

reinforce critical writing and reading

skills

STAAR Results

CNA

All English Teachers

Counselors

Administrator



Lesson Plans

Walkthroughs


2,9,10 Science teachers will tutor for the EOC Test on Saturdays; a review of test questions, test strategies, content, and hands-on activities will be provided. Hands on activities will be provided to enrich science instruction through a science symposium

STAAR Results

CNA

All Science teachers

Administrators

Teacher created materials Federal program funds Local funds

6 weeks

Annually

Mini pre-assessment

Post-assessment

Sign in sheets

Website

28


Performance Objective 4 Postsecondary Readiness-increase index 4 scores by monitoring graduation rates, Recommended and Distinguished Achievement high school plans, and STAAR EOC Level 2 performance





Form. Eval Timeline



CNA All Region 20

Department Heads

Counselors

Administrators

IF



2,8,9,10 CSHS offers dual credit courses that align with requirements for graduation

CNA All College Readiness Coordinator Counselors Administrators

Computer Library Lab College Readiness Website GEAR UP Professional Development High School Allotment

Monthly College credit earned

Official SWTJC Class Rosters

2,8,9,10 CSHS partners with SWTJC to offer College Prep Courses in English and Algebra to increase college readiness


Professional Development Certified ELA & Math Teacher March2success.com Professional Development

6 weeks Grades Lesson plans

Attendance

Master schedule

2,8,9,10 CSHS offers college readiness practice and testing opportunities for all students (ACT/SAT/PSAT/TSI)

CNA All

ESL

College Readiness Coordinator Counselors Administrators

Computer Lab March2success.com Professional Development College Readiness Website 212 Migrant/funding

ongoing Individual Student and Campus Score Reports

College Readiness Office Sign in

SAT/ACT/PSAT/TSI Rosters

2,8,9,10 CSHS offers credit recovery for students that are significantly behind and at risk of dropping out

CNA At Risk

Migrants

Counselors Administrators

Odysseyware A+ Counselors’ 10% 212

ongoing Odysseyware Student progress reports

Attendance

Progress Reports

2,8,9,10 CSHS offers accelerated instruction during summer school for credit recovery

CNA At Risk

All

Summer School Coordinator Counselors Administrators Teachers

Odysseyware A+ program Teachers

Annually (summer)

Progress monitoring

STAAR EOC Results

Attendance

29


Performance Objective 5 Utilize Federal programs at-risk identification process

Summative Evaluation PBMAS, TAPR, STAAR EOC




Form. Eval Timeline



CNA All Region 20

Department Heads

Counselors

Administrators

IF


Annually STAAR Sign in

2,8,9,10 CSHS offers accelerated instruction during summer school for credit recovery

CNA At Risk

All

Summer School Coordinator Counselors Administrators Teachers

Odysseyware A+ Teachers Federal Programs Title I/ 211 - $60,464 Migrant / 212 - $5,568

Annually (summer)

Progress monitoring

STAAR EOC Results

Attendance

2,8,9,10 CSHS offers credit recovery for students that are significantly behind and at risk of dropping out

CNA At Risk Counselors Administrators

Odysseyware A+

ongoing Odysseyware Student progress reports

Attendance

Progress Reports

2,4,9,10 Professional Development for: PBIS Edivate Sheltered Instruction Observation Protocol (SIOP) Language Proficiency Assessment Committee (LPAC) Migrant Training for Counselors

CNA PBMAS STAAR Results TELPAS Results

All Counselors Administrators Federal Programs Director Teachers

Professional Development SIOP Training-SCE $1015 SIOP Books-SCE $1632 211- PBIS $2000 211- Edivate $2200 MTFC 212 $700/SCE $508

ongoing Surveys Sign in

LPAC minutes

2,4,9,10 Parent information and training sessions for Migrants

PBMAS Migrant Federal Programs Director Administrator

iPads-SCE $2000 Parent Training-212 $175

semiannually surveys Sign in

Minutes

2,4,9,10 Tutors to assist Migrant/ESL students

throughout the instructional day to ensure

they remain on track

PBMAS Migrant

ESL

Federal Programs Director Administrators Counselors IF Teachers Tutors

Migrant/ESL Tutors 212 $13,913 SCE - $11000 Translators 199-625 $146

ongoing Contact Meeting Forms

Sign in

Time Sheets

30

2,3,4,8,9,10 Develop a master schedule that ensures all students receive support services as stated in the students' IEPs. (In-class support, inclusion, resource, other.) Ensure that all students with disabilities are assigned classes as stated in the students' IEPs. For students with disabilities who were unsuccessful on the 2015 state assessments, convene ARD committees to determine intensive programs of instruction.

PBMAS Special Education

Special Education Teachers Counselors Administrators Diagnostician Transition Coordinator Special Education Director

TxEIS Reports Eduphoria Reports SPED Manager Program Federal and Local Funds

ongoing Lesson Plans

ARD

ARD IEPs IPIs ICS Logs EOC Scores

2,3,4,8,9,10 Provide direct supervision by certified special education teachers to paraprofessionals who provide inclusion support in the general education classrooms.


Special Education Teachers Teachers In Class Support Aides (paraprofessionals) Administrators

SPED Manager Program Federal and Local Funds Google Docs


ARD

ARD IEPs ICS Logs

2,3,4,8,9,10 Track students' progress in intensive programs of instruction and evaluate interventions used for effectiveness. Develop RtI procedures that ensure comprehensive student data is documented, evaluated for by the GIST committee to develop Tier groups, and used to develop intervention plans for individual students.


Special Education Teachers Teachers Counselors Administrators

Eduphoria Reports SPED Manager Program Federal and Local Funds Google Docs


ARD

ARD IEPs IPIs EOC Scores

2,3,4,8,9,10 Identify students with disabilities who are not on track to graduate with their grade level class to monitor their attendance, grades, CBA's, Benchmarks, and state required assessments.


Special Education Teachers Teachers Counselors Administrators IF

TxEIS Reports Eduphoria Reports SPED Manager Program Federal and Local Funds


ARD

ARD IEPs IPIs ICS Logs EOC Scores

31

2,3,4,8,9,10 Monitor disciplinary removals of students with disabilities to ensure that an ARDC or 504 committee meeting is convened to determine proper placement, services, and MDR procedures are followed.


Administrators Counselors

TxEIS Reports Eduphoria Reports SPED Manager Program Federal and Local Funds Google Docs


ARD

ARD 504 Meeting Documents IEPs Discipline Tracking Form

2,3,4,8,9,10 Document and track students removed from class and assigned disciplinary placements such as ISS, OSS, and DAEP.


Administrators Special Ed Director

TxEIS Reports SPED Manager Program Federal and Local Funds Google Docs


ARD

ARD 504 Meeting Documents IEPs Discipline Tracking Form

2,3,4,8,9,10 Provide time for the speech language pathologist to consult with general education teachers on a regular basis to discuss student issues.


Speech Pathologist Special Education Teachers Counselors Administrators Special Education Director

SPED Manager Program Federal and Local Funds Master schedule

ongoing ARD ARD IEPs Sign In

32

District Goal 3 CSCISD will provide an environment where every student is engaged every day and attendance and participation are encouraged.

Performance Objective 1 CSHS attendance will increase from 2014-15 attendance – 91.1%to 2015-2016 goal – 94% (Campus Attendance Plan – Attendance Matters at CSCISD campaign)

Summative Evaluation TxEIS Reports




Form. Eval Timeline


2,10 Attendance Interventions – Adoption/intervention committee will continue to meet to review excessive absences and create a plan to address tardies and absences

CNA All Teachers

Truancy Officer

Attendance clerk

Administrator

Counselors

Teachers Truancy Intervention Team Campus Police Officer

ongoing Attendance rate TXEIS reports

2,10 Continue attendance incentive plans CNA All Teachers

Administrators

Attendance Clerk

Teachers, incentive plans, incentives

ongoing Attendance rate logs

2,10 Track attendance by grade level in data room and campus display

CNA All Clerk

Counselor

Teachers

Administrators

IF

IF Data TxEIS

ongoing Attendance rate Attendance reports

2,6,10 Teachers and staff will communicate with parents to monitor student absences

CNA All Administrators

Teachers

Attendance Clerk

Truancy Officer

Counselors

Parent communication logs Gradespeed

ongoing Attendance rate Logs

Gradespeed documents

33




CSHS will continue supporting anti-bullying awareness (Project Wisdom, PBIS, counselors’ activities, college awareness activities)

Maintain a safe and orderly environment for all students and staff (campus/district Emergency Operational Plan)

Summative Evaluation Plan implementation


Actions or Implementations Data Sources

Sp. Pop

Person(s) Responsible


Form. Eval Timeline

Form. Evaluation

Documented

2,10 Continue to implement discipline management plan & PBIS

PBMAS All Administrators

PBIS committee

Teachers

Staff

PBIS

Trained staff

Federal Program Funds

ongoing observation teacher/admin documentation sign ins

2,10 Update emergency plan/emergency contact charts/escape plans Preparation for actual emergencies (video clips, presentations)


Emergency management committee and staff

Campus police Counselor, custodian, nurse, admin, office personnel, and staff classroom keys

ongoing Documentation of drills

Plan

2,10 Campus will utilize Project Wisdom announcements PBMAS All Administrators

ISS and DAEP Staff

Project wisdom online Local Funds

Ongoing Observation Announcement files

6 Parental awareness on bullying CNA All Counselors

Federal Programs Director

Counselors Materials Federal Program Funds

Semester Parent Survey Sign in sheets

Agenda

2,6,10 Programs/Activities to promote health and wellness, responsible driving and the prevention of dating violence, drug and alcohol abuse and bullying,


Counselors

Staff

Teachers

Nurse

Federal Program Funds Wintergarden Women’s Shelter South Texas Blood Bank Dimmit County Sheriff’s Dept. US Border Patrol Texas A & M Agrilife Extension Texas Dept. of Parks and Wildlife Dimmit County Regional Hospital EMS Middle Rio Grande Development Council

ongoing observation Newspaper

CSCISD Website

Sign ins

34


Performance Objective 3 Maintain parental involvement to support student achievement (HB5 Parent and Community Engagement Survey, district parental involvement survey)

Summative Evaluation Parent survey, Sign in documents


Actions or Implementations Data Sources Sp. Pop



Form. Eval Timeline

Form. Evaluation

Documented

6 Annual Open House to meet the teachers and CSHS campus orientation and CSCISD District services

CNA All All grade levels Teachers , tracking sheets

annually Sign in sheets Sign in sheets

6 Regenerate campus PTO CNA All Parents Fundraisers, activities ongoing Sign in sheets Sign in sheets

6 Reading initiative to promote literacy across campus and district

CNA All ELA teachers

Librarians

Principal

AR, Library, books, activities, AR incentives,

“Spotlight on…”

Monthly, ongoing Sign in sheets Reading logs AR goals/points

Sign in sheets Newspaper activities

6 Gradespeed Parent Connect CNA All All teachers Teachers, Gradebook ongoing Gradespeed Gradespeed

6 Incorporate day for parents and grandparents and community, including Texas Public Schools Week, Veteran’s Day Tribute, Read Across America, Principal Coffee Talks, etc.

CNA All All grade levels

Administrator

Teachers

Snacks for events

Local Funds

JROTC

Librarians

ongoing Sign in sheets Sign in sheets

6 Utilize School Messenger, Remind, social media and school website and mail outs to communicate with parents

CNA All Teachers

Counselors


Administrator

District Librarian

Teachers

Club sponsors

Grade Level Sponsors

Social media

Technical Support

Internet

ongoing observation School Messenger Reports

Website counters

Campus Communication Log

6 Host pep rallies, concerts, plays, competitions, art exhibits, academic and special awards nights for parents and community members

CNA All Teachers

Counselors


Administrators

Club Sponsors

Teachers

Club sponsors

Auditorium

Gymnasium

Cafeteria

ongoing Observations Sign in

Programs

Newspaper

CSCISD Website

Social Media

35

District Goal 4 CSCISD will provide a quality vocational program to prepare students for the workforce in a safe environment.


Continue to provide career and college awareness through a college and career information sessions

Summative Evaluation Plan implementation


Actions or Implementations Data Sources Sp. Pop



Form. Eval Timeline


6,10 College Information Sessions- Provide at least six College/University representatives visit CSHS to speak with all grade levels about their institution

CNA All College Readiness Coordinator

Counselors

Teachers and staff

University Websites Brochures

College Recruiters

Professional Development

Semester Observation Sign in sheets

6,10 Texas Association of Collegiate Registrars and Admissions Officers (TACRAO) College fair for all students


Counselors

Teachers and staff

University Websites Brochures CSHS Cafeteria

College Recruiters Military Recruiters

annually Observation Sign in sheets

6,10 Provide career awareness by inviting CBOs (fire department, border patrol, city officials, police department, etc.) to present in classrooms and for CTE Symposium


Counselors

Teachers and staff

Local Businesses Community Based Organizations (CBOs) College Recruiters Military Recruiters

ongoing Observation Sign in sheets

6,10 CTE 8th Grade Expo- CTE classes

present information sessions to 8th

grade students (incoming freshman)

to choose career pathways for HB5

Graduation Plans


Counselors

8th grade & CSHS CTE Teachers

CSHS Administrators

CSJH Administrator

CTE Teachers CTE Classrooms Auditorium Tour Guides (NHS Students) Professional Development

annually Observation Sign in sheets

36

6,10 College Tours- Provide

College/University tours (TAMIU,

Texas State, UTSA, SWTJC)


Counselors

Teachers and staff

University Websites Brochures

College Recruiters



6,10 Designate College Application and

FAFSA Application days for Seniors


Counselors

Teachers and staff

University Websites Brochures College Readiness and Career Center

College Recruiters


ongoing Observation Sign in sheets

2,8,9,10 CSHS offers college readiness practice and testing opportunities for all students (ACT/SAT/PSAT/TSI)


Computer Lab March2success.com College Readiness Website Professional Development

ongoing Individual Student and Campus Score Reports

College Readiness Office Sign in

SAT/ACT/PSAT/TSI Rosters

6,10 Dual Credit Registration and Testing

for all interested students


Counselors

Administrators

SWTJC Testing Center SWTJC Outreach Dept. College Readiness and Career Center Professional Development


CARRIZO SPRINGS HIGH SCHOOL Campus Improvement Plan …€¦ · 30/11/2015 · 4 Carrizo Springs...

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Transcript of CARRIZO SPRINGS HIGH SCHOOL Campus Improvement Plan …€¦ · 30/11/2015 · 4 Carrizo Springs...