Gatesville Junior High School Campus Plan 2013-2014 Goal 1: Improve Student Performance using latest technology and targeted grade level instruction

within a positive learning environment Long-range Goal: By May 2014, all students at Gatesville Jr. High will master the required standards of STAAR/TEKS in all areas.

Performance Objective: Increase TEKS/STAAR scores in all areas to maintain "Met Standard" Status. Needs Addressed: Teachers will be made aware of TEKS/STAAR scores in general; with specific emphasis on sub-groups where System Safeguards

were not met in the Performance Rate category (less than 50%).

Strategies Person responsible Timeline Resources Measurement Special Populations

1. Teachers/students will have improved usage in computer labs to access library systems, on line

research and TEKS/STAAR practice/Study Island

Venable on-going

technology data/equipment,

Study Island C-Scope, GCS,

Edlio Lexia software, Writing Coach, Destiny library

teachers/students will have computers

for AR testing, research, and

TEKS/STAAR skills preparation

school-wide

2.. Teachers/students receive on-going training through workshops, staff development and small

group instruction as equipment and software is

updated

Venable on-going

technology data/equipment,

staff development

and workshops

increased use of updated technology

in the classroom school-wide

3. On-going compensatory education programs

$236,529.90 Venable on-going

STAAR scores Disparity %

between at risk students passing

TEKS/STAAR and non-risk students passing should

decrease from year to year.

school-wide

1

4. CAI reading Melissa Harris (teacher-50%) ,

Kathy Reeves (aide-100%), objective: on-going comp ed

program used as a supplement to the regular reading program money

$37,935.00

School district on-going Lexia software

report card, teacher-made tests,

work samples, TEKS/STAAR

scores, pre and post-tests: Lexia

Study Island

school-wide

a. placement testing of students on a series of

lessons geared to improve language arts skills

CAI teachers on-going

Supplemental aides such as TEKS/STAAR worksheets,

Lexia software reading series

activities

school-wide

b. assisted one-on-one instruction on the computer to increase reading skills

CAI teachers on-going Quick Computer Software school-wide

5. Grand Central Station (At-risk , 504, and Sp. Ed.

students) P. Barnett-31%, J. Cohagan -25% (teachers)

Sims 25% SCE $3,517.00= $31,409.70

teachers on-going

report cards, progress on SP. Ed.

Students' IEPs, teacher-made tests,

work samples, TEKS/STAAR

scores, STAAR assessments

Dyslexia Program

School-wide

a. one on one instruction to supplement instruction in

the regular classroom teachers on-going

Grand Central Station

b. use of highlighted texts teachers on-going overlays, highlighted texts

Grand Central Station

c. modified tests (Sp. Ed. students need supplemental

help as indicated in their IEPs

teachers on-going Grand Central

Station

2

d. small group instruction teachers on-going Grand Central

Station

e. study guides teachers on-going Grand Central

Station

f. peer tutoring teachers on-going Grand Central

Station

g. supplemental aids teachers on-going

notecards, example sheets, page numbers for worksheets manipulative

Grand Central

Station

6. AEP Charles Alderson-50%, Greg Hines-50%

(teachers), Jodi Caufield- 100%(aide) Thomas

Preston 50% $2,133.00 Total SCE $34,146.40

on-going school-wide

7. continue to use accelerated reader program

to stimulate interest in reading and improve TEKS/STAAR scores

Herbelin, Wiegreffe,

Shortland, Harris, O’Brien, Stanley

on-going AR books and library books, STAR testing

Improvement in TEKS/STAAR

reading scores. Increase in number of books checked

out, and STAR test reading level

school-wide

8. Improve 7th and 8th grade reading scores at

90% or higher

Wiegreffe, Herbelin, Harris, Stanley, O’Brien,

Shortland

on-going

TEKS/STAAR scores analysis,

planning, tutorials,

updating of curriculum, PLCs

TEKS/STAAR scores in the spring school-wide

9. Improve TEKS/STAAR results in all sub-groups to

90% and all core curriculum All Staff on-going

TEKS/STAAR scores analysis

to determine weaknesses

TEKS/STAAR scores in the spring school-wide

3

10. Increase use of technology to improve

TEKS/STAAR scores in all core subject areas.

All Staff on-going

C-Scope-DMAC Think through math istation Study Island

graphing calculators

STAAR practice Writing Coach Computer on

Wheels, Interactive Smart

Boards

teacher planning and documentation school-wide

11. Teachers will have weekly PLC meetings by

subject area & use email to communicate information on failures, problems, &

concerns

teachers on-going

TEKS/STAAR results, planning calendar, PLC

meetings, practice tests, meetings with

content mastery and Sp. Ed teachers

Regular meetings between and

among teachers to discuss

TEKS/STAAR strategies, plan

lessons, and create/review

common assessments. All

teachers fill in and follow

TEKS/STAAR planning calendars

school-wide

12. Continuation of new math "concepts" I & II (7th &

8th) to help students who struggle with STAAR

Omenson on-going

TEKS/STAAR results, planning calendar, dep't

meetings, practice tests, meetings with

content mastery and Sp. Ed teachers

regular meetings between and

among teachers to discuss

TEKS/STAAR strategies. All

teachers fill in and follow

TEKS/STAAR planning calendars

school-wide

13. Bring 7th & 8th grade math scores up to 90% or

above

Belt, T Phillips, M.Fowler, Dirk,

Neason, Barnett, Omenson -100% SCE $30,710.00

on-going

teacher documentation,

DMAC, Gradebook

TEKS/STAAR scores in the spring school-wide

4

14. Improve TEKS/STAAR math results in all sub-

groups using benchmark math testing

Belt, T Phillips, Neason, Barnett, Dirk, M. Fowler,

Omenson

Oct. 15-16, 2013 and

Jan. 28-29, 2014

TEKS/STAAR practice scores

to determine weaknesses

Tutorials

TEKS/STAAR scores in the spring school-wide

15. Align writing instruction with STAAR/TEKS/C-Scope

Venable, Cohagan, C Phillips,

Herbelin, Seymour, K. Fowler

on-going

Dept. planning meetings, ESC

workshops C-Scope, PLCs

daily writing assignments

SWAT school-wide

16. Addition of SWAT (Student Writing

Achievement Time) to the daily schedule – 10 minutes

daily.

All Staff On-going

Prompts provided by

administration via departments

Daily grades to be averaged to provide

1 weekly grade School-wide

17. Align social studies instruction with STAAR

Mueller, Lynch, Withrow, Kozora on-going

DMAC grade level

meeting C-Scope

PLC’s

grade level meetings to address

curriculum and instructional issues and incorporation of

daily STAAR objectives in 8th grade instruction

Benchmarks

school-wide

18. Align science instruction with STAAR

Haines, Reeves, Barnes on-going

C-Scope Grade Level

Meetings DMAC PLC’s

grade level meetings to address

curriculum and instructional issues and incorporation of

daily STAAR objectives in 8th grade instruction

Benchmarks

school-wide

19. Vertical alignment in science with Intermediate

and high school

Haines, Reeves, Barnes on-going

C-Scope DMAC meeting with teachers

STAAR & Benchmark,

documentation of meeting

20. science benchmark testing

Haines, Reeves, Barnes

10/22-23/13 2/11-12/14 C-Scope DMAC

STAAR practice and online practice

tests school-wide

5

21. ESL students exposed to a variety of reading

materials-Portals

all instructors of ESL students, Adams-25%,

Webb-25%, Total SCE=$13,497.70

on-going

reading materials Sheltered Instruction

training

LAT testing in Spring with results

due to GISD in May ESL

22. Teachers/administrators will meet weekly in PLC’s to assist with students' needs

teachers/ administrators on-going Weekly PLC’s

increase evidence of student success through decrease in office referrals and improved grades as

well as aligning curriculum campus

wide

school-wide

23. Purchases and integration of technology will be on scientifically

based data showing student success

staff on-going ESC, teacher data driven decisions school-wide

24. Encourage teachers to meet with teachers from

other campuses to coordinate curriculum in

their fields

all teachers, principals on-going

teacher documentation school-wide

25. Prior to Sp. Ed referral, provide support services to

enhance student performance

Response to Intervention (RTI)

teachers, Venable on-going

teachers, administrators Grand Central

Station STAAR

remediation classes

improvement in student academic

and behavioral performance

school-wide

a. build problem solving team

Campus Administration on-going teachers problem solving

team members school-wide b. teachers request/gather

student data Brown on-going teachers data gathered for team meetings school-wide

c. problem solving meetings Campus

Administration GCS

on-going team members

define problem, analyze, state

desired goal/document

school-wide

6

d. action plan: plan intervention

Campus Administration, GCS, Brown

on-going team members

generate/select intervention-decide who's responsible for what/document

school-wide

e. problem solving team follow up

Campus Administration

Brown on-going team members

evaluate interventions implemented-change where

needed/document

school-wide

26. Complete COE's and send to ESC MEP coordinator on-going local COE completed,

NGS databank migrant 27.Update migrant student

list for PEIMS and other district personnel

MEP coordinator as needed local student list migrant

28. Refer migrant families and students for

educational support agencies

MEP coordinator as needed local log entries, referrals made migrant

29. maintain a log of activities MEP coordinator as needed local log entries migrant

30. Conduct a comprehensive needs

assessment of students with disabilities to determine

areas of strengths and weaknesses

special education director and

teachers May-August STAAR, LAT,

IEP's, etc.

disaggregated data, IEP/ needs identified

special education

31. Continue to monitor student progress and

participation through AYP Venable spring local

AYP report and results,

disaggregation school-wide

32. Address PBM performance and

compliance Venable spring local PBM reports,

strategies written school-wide

33. Develop a policy for identifying, entering, and exiting students from the

SCE program

Superintendent, Venable August local meeting to develop

policy, local policy SCE/at risk

7

34. Identify students at risk of dropping out of school using state criteria and

provide teachers with the confidential list

Brown

Aug/Sep and

throughout year

SCE at risk criteria

distributed, list of at-risk kids identified

SCE/at risk

35. Conduct comprehensive needs assessment which

includes but is not limited to STAAR, dropout rate, LAT,

to identify areas to accelerate

Brown, teachers, site based teams

May or August local, SCE

data disaggregated for at-risk students,

results of comprehensive

needs assessment

SCE/at risk

36. Serve 7-8 grade students with below 70 average in 2 or more

subjects through remediation/tutorials

Venable, Brown, Barnett, Cohagan

Fall-May SCE, local

identify students placed in program, report cards, end of

year grades, completion rates

SCE/at risk

37. Serve LEP students through an accelerated

program to acquire proficiency in the English

language

ESL teachers, Venable daily ESL funds, SCE,

local

progress reports, LPAC meetings,

LAT, STAAR SCE/at risk

38. Provide accelerated intensive program for at-risk students failing the STAAR through tutoring, computer-

assisted instruction, specialized reading/math

classes

Venable, Omenson, Harris August-May SCE

Rdg. 11/5, 2/25 Writing/Grammar

10/29 3/4, progress reports, report

cards, benchmark tests, STAAR,

completion rate

SCE/at risk

39. Provide program for students in AEP, expelled, on parole, probation and

previous dropouts

Venable, Anders daily SCE, local

disciplinary records, report card grades, STAAR, completion

rate

SCE/at risk

40. Compile a report that compares STAAR data of

students at risk of dropping out of school and all other

district students

Brown, SCE staff June SCE, AEIS disaggregated data, written report SCE/at risk

8

41. evaluate the SCE programs administrators May local

records of SCE programs collected, written evaluations of SCE programs

SCE/at risk

42. Update Gifted and Talented written policies that include provisions regarding furloughs,

reassessment, exiting of students from program

services, transfer student, appeals of district decisions

regarding program placement

administration, G/T staff and selection

committee May-August local

agendas, minutes, sign in sheets, written policies,

handbooks

G/T

43. Continue an annual student nomination process

with particular focus on BE/ESL, economically disadvantaged, special education, migrant, and

minority student nominations and/or

placements

Venable, teacher, G/T selection

committee August-May local

training of staff, list and record student

nominations G/T

44. Provide an advanced and challenging curriculum

to all G/T students G/T staff August-May local, G/T funds,

ESC

lesson plans, student projects, student scores

STAAR

G/T

45. Provide services for students who may be

eligible under Section 504 and dyslexia students

Brown, Anders, 504 committee,

teachers daily local

Grand central Station

STAAR remediation classes Reading

Imporvment

Dyslexia, 504

46. Monitor student progress and provide

services and conduct a comprehensive needs

assessment to determine strengths and weaknesses

of students

Harris, dyslexia teacher (75%),

SCE total $22,330.00

Aug-May

local, comprehensive

needs assessment

Lexia software

report cards, skill mastery, training

schedule, attendance certificates

Dyslexia, 504

9

47. Identify and provide all LEP students a BE/ESL program that develops

proficiency in the comprehension, speaking,

reading, and composition of the English language

ESL certified teachers

beginning of school year/

as new student enrolled

ESL funds, local, Title III funds,

SCE

home language survey, list of ESL students, LAT and

STAAR scores

LEP/BE/ESL

48. Conduct a comprehensive needs

assessment to determine students in BE/ESL

program areas of strengths and weaknesses

Venable, K. Webb September and/or May

STAAR,LAT, LPAC records,

RSCCC

disaggregated scores of students/

written annual evaluation of

BE/ESL program

LEP/BE/ESL

49. Reduce the number of parent denials for BE/ESL

program

Anders, Venable, LPAC, K. Webb as needed

conference with parents, list of students with

denials

LEP/BE/ESL

50. Ensure that LEP students are not

overrepresented in special education or

underrepresented in G/T education

Anders, Venable, LPAC,

K. Webb Fall/ spring

list of identified/ recommended

students in either program, PBM

reports

LEP/ BE/ ESL

51. Address PBM performance and compliance report

Venable, SBDM spring local agenda, written

strategies developed

LEP/BE/ESL

52. Increase the number of LEP students in learning

English

teachers, paraprofessionals

each six weeks

Title III, Part A;, Part A; local,

state

benchmark tests, AMAOs, PBM, LPAC records,

PEIMS

LEP/ BE/ ESL

53. Use agency approved tests to determine EXIT eligibility, 3-12 STAAR administered in English

Venable, Brown, BE/ESL staff,

LPAC May BE/ESL/LEP,

local

tests administered, number of students

exited LEP/BE/ESL

10

54. Student two year re-evaluation/follow-up

required LPAC activities; amount of time, grades in subjects, STAAR scores,

disciplinary actions And a pre-assessment and

post-assessment.

LPAC committee, K. Webb May BE/ESL/LEP,

local

student schedules, grades, STAAR results, credits

earned, disciplinary actions, Number of students who meet

exit criteria

LEP/BE/ESL

55. Use inclusion to serve 80% or more of Special

Education students

ARD committee, Administrators

All teachers

Aug-May Special Ed.

Grand Central Station

Inclusion teachers STAAR

assessments

Special Education

11

Gatesville Junior High School Campus Plan 2013-2014 Goal 2: Maintain a Quality and Highly Qualified Staff within a positive and professional working environment

Long-range Goal: Gatesville Jr. High will hire and retain highly qualified teachers in all core subject areas. Performance Objective: To utilize NCLB/state grant funds to bridge the achievement gap, comply with state and federal program guidelines.

Needs Addressed: Staffing/ personnel

Strategies Person responsible Timeline Resources Measurement Special population

1. Achieve and maintain 100% NCLB Highly

Qualified teacher in core subjects on all

campuses. Plan for high school and junior high to

increase to 100%.

Superintendent, assistant

superintendents, Venable

on-going staff teaching

certificates, recruitment training

school-wide

2. Conduct recruitment activities to ensure

highly qualified personnel in all

positions. Insure that there is an equitable distribution of highly

qualified and inexperienced teachers. Activities include posting

job vacancies on multiple websites and at

all campuses.

Superintendent, assistant

superintendents on-going staff

job postings at ESC, campuses,

organizations school-wide

3. Analyze data from all teachers' certifications,

testing, staff development, and service records to

ensure that all meet highly qualified status

assistant superintendent,

personnel on-going

service record audit, HQ

worksheets school-wide

12

4. Insure that all teachers working toward

full certification are taking tests when

available

superintendent's secretary, assistant

superintendent on-going

SBEC site, TEXES site, letters school-wide

5. Help teachers improve skills through alternative

certification programs and TEXES reviews.

Pay for review courses and buy materials

assistant superintendent,

local funds on-going

ACP letters, PO for reviews school-wide

6. Encourage teachers within the district to

attain more certifications and/or certifications with

more options. Pay teachers to get broader

certifications. Use mentors.

Venable on-going teachers, mentors receipt for TEXES school-wide

7. Analyze data from para-professionals files

to insure that all instructional aides are

highly qualified.

administrative staff, assistant

superintendent on-going data, files

paraprofessional assessment or

transcript, paraeducator.net

school-wide

8. Teachers will have access to computer labs and library systems, on line research and TEKS/

STARR practice.

Venable on-going

technology data/equipment

Edlio GHS website

C-Scope

Teachers will have computers for AR testing, research, and TEKS/STAAR skills preparation

school-wide

9. Teachers receive on-going training through

workshops, staff development and small

group instruction as equipment and software

is updated

Venable on-going

Eduphoria C-Scope D-Mac Edlio

GHS website technology

data/equipment, staff development

and workshops

increased use of updated

technology in the classroom

school-wide

13

10. Teachers aware of TEKS/STAAR goals and

procedures for implementation in the

classroom to effectively use available technology

Venable on-going teachers

use of technology and TEKS/STAAR

strategies in the classroom

DMAC

school-wide

11. The campus will form a technology integration

team to work on instruction based technology issues

staff on-going ESC- NCLB district technology plan school-wide

12. Campus team will review the STAR chart

and plan curricular decisions around that

survey

tech team on-going tech, ESC needs assessment from campus school-wide

13. Staff training will be based on SBEC

educator standards Asst. Supt. on-going ESC, SBEC tech training school-wide

14. District technology plan will be integrated into the campus plan

staff on-going ESC, NCLB, tech dept. approved tech plan school-wide

15. Conduct recruitment activities to ensure

highly qualified personnel in all

positions. Activities will include posting

vacancies in multiple sites, organizations, and maintain active webpage

Venable on-going webpage, tech dept.

number of applications

completed and number of visits on

the web page counter

school-wide

16. Actively encourage teachers to participate in

our Ft. Hood Adopt-a School program

Venable on-going Military

document meetings with Ft. Hood personnel

and some activities with students.

school-wide

14

17. Name a district contact person to

coordinate the identification and

recruitment of migrant students

administration August local observation of contact migrant

18. Train MEP coordinator in

identification and recruitment

ESC August/

September as needed

local training

schedule/certificate from training

migrant

19. Ensure all teachers and teacher assistants

have the proper certification and/or

endorsements and/or training required to teach

special programs

administration, special education

director August local

review of personnel files,

teacher/teacher assistant's

certificates on file

special education

20. Provide research based staff

development, with input from staff

administrators, counselor, special education director, special teachers, regular education

teachers

Fall, Spring,

Summer

ESC, local Edlio

C-scope GHS website

staff development calendar/

attendance certificates

special education

21. Provide training to teachers regarding

modifying the curriculum for students with

disabilities

special education director, ESC August local agenda/sign-in

sheets special education

22. Provide training for ARD committee

special education director, ESC August ESC, special

education funds training scheduled/

sign-in sheets special education 23. Ensure instruction of

all students by highly qualified staff/complete

highly qualified forms for each teacher

Venable daily

Title II, Part A &D; Title IV, Title

V, MEP, ESL, Local, SCE, Title

III

list of all teachers providing

instruction, teacher certificates

school-wide

15

24. Provide research based staff development

Venable, teachers, ESC- fall/spring Title II, Part A,

local

staff development calendar/

attendance certificates

school-wide

25. Attend job fairs, recruit from teacher

certification programs, advertisements to

ensure avenues for attracting highly qualified teachers to high needs

schools

administrators spring/ summer local

course vacancy list/ highly qualified

staff hiring school-wide

26. Provide research based staff development

designed to assist students at-risk of dropping out for

professional/ paraprofessional staff with input from staff

Venable, ESC fall, spring, summer

local, Title II, Part A; Title V,

BE/ESL, MEP

staff development calendar, teacher/ paraprofessional

attendance certificates, sign-in

sheets

SCE/ at-risk

27. Continue to provide opportunities for all professional staff to

obtain 30 hours of G/T training

administration fall, spring, summer

local, Title V, G/T funds

staff development calendar,

attendance certificates

G/T

28. Revise/update G/T curriculum framework

showing depth and complexity including the

four academic areas

G/T staff April-August local

notes, minutes from meetings/ G/T

curriculum revisions

G/T

29. Promote Community Recognition Programs administration Monthly local

Lion’s Club teacher of the month,

Wal-Mart teacher of the year

All Staff

16

30. Ensure all teachers who teach in the G/T

program have the proper certification and/or

endorsements

administration April-August local, G/T funds interviews, teacher

certificates G/T

31. Provide research based staff development

for teachers that uses individualized intensive,

multi-sensor, and phonetic methods to

teach reading with input from staff

Venable, Anders summer local training scheduled,

attendance certificates

dyslexia

32. Ensure teachers of dyslexic students have

proper certification and/or endorsements

Venable spring/ summer

local, ; Title II, Part A; ESC

training

list of teachers providing services dyslexia

33. Provide staff development of professional and

paraprofessionals that is research based with input from the staff

Venable fall and/ or spring

ESC ESL coop, ESC Title III SSA,

SCE

registration for workshops/ attendance certificates

LEP/ BE/ ESL

34. Continue to recruit and retain highly

qualified BE/ESL staff including minorities

Venable, SBDM spring

semester/ summer

local funds, ESL funds

positions posted/ fully certified staff

hired LEP/BE/ ESL

35. Teachers in OEYP attended staff

development in teaching areas

Venable, teachers fall, spring, summer local, Title, OEYP

staff development calendar, staff development attendance certificates

OEY

17

36. Celebratory staff lunches All Staff On-going local

Birthday lunches , Thanksgiving

lunch, Christmas lunch,

End of school lunch for teachers

All Staff

18

Gatesville Junior High School Campus Plan 2013-2014 Goal 3: Facilities-Maintain & Improve Long-range Goal: Improve current facilities to meet the needs for a projected increase in student population. Performance Objective: Maintenance of existing facilities and long-range planning for future growth and needs.

Needs Addressed: Renovation/rejuvenation of current facilities and equipment to meet needs of campus.

Strategies Person responsible Timeline Resources Measurement Special

population

1. Regular maintenance of current building

Venable, D. Hamilton August-May

Custodial and Maintenance

personnel; work orders

Completed work orders and campus

request school-wide

2. Remodel current weight room into a

new Library

Venable, Central Office

staff TBD District Funding Completion of remodel

into new Library school-wide

3. Remodel current Library into 2 classrooms

Venable, Central Office staff TBD District Funding Completion of remodel

into 2 classrooms school-wide

19

Gatesville Junior High School Campus Plan 2013-2014 Goal 4: Become Partners with the Community in the Education Process and Increase Parental Involvement Long-range Goal: Improve students' performance by strengthening the home-school and school-community relationships. Performance Objective: Increase parental participation in planned school activities while keeping the community involved in school.

Needs Addressed: Encourage and facilitate participation by including parental input and using available resources to enrich student education.

Strategies Person responsible Timeline Resources Measurement Special

population 1. Improve parental awareness through

local media, send out notification of perfect attendance each six

weeks

K. Brown, Anders

each six weeks

handbook, Stinger,

newspaper

increase awareness of events to gain parental

support school-wide

2. Teachers/admin will communicate with

parents to evaluate student needs to

insure that the dropout rate remains at a

minimum

Venable, Anders All teachers on-going Teachers,

CScope, Edlio teacher documentation school-wide

3. Improve communications with parents & community concerning all events, schedules, and needs

at school

Brown, Cohagan, Johnson

on-going

GJHS website, teachers, parent

portal, HS marquee

documentations of all communcations with

parents and community (Stinger

online), student planners, & local

newspaper

school-wide

4. Encourage parental attendance of special events throughout the

year

all teachers, Venable August-May

school/ local media, open house, pep

rallies, sporting events, concerts, teacher/parent conferences, plant sales

Stinger online, parent sign in sheet, local newspaper articles, website, marquee

school-wide

20

5. Provide parental involvement and opportunities for

parents of students with disabilities, 504 students, and ESL

students to participate in school-sponsored

activities

Tami Prause-special

education director, ESC, all

teachers

August-May

local, special education info

night, ARD meetings, plant

sales, open house

parent involvement activity calendar, sign

in sheets, Lexia program,

special education

6. Ensure that information to parents

is provided in their home language

Venable, teachers August-May teachers

School/parent contract, list of translators/

copies of notices sent to parents

school-wide

7. Provide opportunities for

parents of students to participate in school sponsored activities

Venable, teachers, counselor

August-May Teacher/parent conferences, Open house,

school calendar of parental involvement activities, parent sign-

in sheets

school-wide

8. Provide parent involvement activities that are planned by parents in order to increase parental

involvement

Venable, parent representatives,

SBDM August-May

SHAC meetings, Superintendent Advisory Board,

parent involvement activity calendar, sign in sheets at activities

to determine increase/decrease

school-wide

9. Evaluate parent involvement program and include parents in

the process

Venable On-going

Open House, evaluation document ,

parent portal, website

results of evaluation/ adjustments made to program, feedback for parent portal, website and participation of

parents

school-wide

21

10. Provide staff development to

teachers, administrators, other staff members and parents in order to

collaborate and plan program goals and objectives for staff

development that will build ties between parents and school

Venable August-May time

agenda, minutes, handouts from

planning meetings, staff development calendar, SHAC,

Region 12

school-wide

11. Provide parents information on the

level of achievement of parent's child on STARR and timely

notice that the parent's child has been

assigned to, or has been taught for four or

more consecutive weeks by a teacher who is not certified

Venable August-May Website, notes home, parent portal, Edlio

copy of notice sent to parents, website hits,

parent portal information

school-wide

22

Gatesville Junior High School Campus Plan 2013-2014 Goal 5: Promote a Positive School Environment and ensure the safety of students while encouraging healthy habits and positive

self-esteem Long Range Goal: Improve students' performance by ensuring a positive and safe school environment Performance Objective: Improve the campus safety and reduce the number of unsafe incidents/ accidents Needs Addressed: Practice safe school procedures for a safer, more secure school and increase healthy choices and modeling healthy attitudes.

Strategies Person responsible Timeline Resources Measurement Special population 1. Mediation of student

problems to foster a peaceful learning

environment for students

K. Brown on-going counselor

decreased instances of repeat occurrence of problem addressed through mediation

school-wide

2. In-school suspension program available H. Abram (aide) on-going placement decrease in office

referrals school-wide

3. Junior high staff will maintain communications with district truant officer, Larry Pruitt (50%) SCE

$5,071.40

Anders on-going truant officer documentation by principal/assistant

principal school-wide

4. Ensure that all students with disabilities have access to the general

curriculum

C. Venable, counselor, special education director, special education teachers, regular

education teachers

August-May staff ARD/ IEP, student

schedules Inclusion classes

special education

5. Conduct a comprehensive needs

assessment of the entire school which may include

but is not limited to STAAR, TPRI, LAT,

PBM, AEIS indicators, AYP, staff development, SDFSC annual report,

etc.

administrators, counselor, SBDM

August-September RSCCC

disaggregated data, areas of strengths and weaknesses identified

school-wide

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6. Ensure schoolwide reform strategies that

address areas of weakness as identified in the comprehensive needs

assessment such as: ( Accelerated Reader,

Grand Central Station, Computer Assisted Instruction, STAAR remediation classes

Venable, Anders, Brown,

teachers, SBDM daily

Part A; Title II, Part A; Title II, Part D; Title IV,

Title V, MEP, ESL, SCE, local, Title III

daily class schedules, increased STAAR

scores school-wide

7. Increase Community Involvement

and encourage philanthropy in students

Student Council, K. Brown/counselor Nov/Dec. local

Food for Families, Christmas Child School-wide

8. Ensure equity of opportunity for all

students for identification selection, and placement of students that includes

the use of native language and non-verbal

assessment

G/T Staff, G/T selection committee fall, spring local, G/T funds

list of students to be tested/ list of students with language other

than English/non verbal tests

G/T

9. Annually align SBOE approved procedures and

district/campus procedures

Harris ,dyslexia staff August local, time draft of written

procedures, written procedures adopted

Dyslexia

10. Counseling services K. Brown on-going counselor reduced number of incidents of student

violence school-wide

11. Emergency response via drills Venable on-going

district/campus plans, planned/unplanned

drills successful drills school-wide

a. fire alarm/drill Venable each month staff, students

successful exit of building, teachers taking roll, reentry of building, response to authorities

school-wide

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b. bomb threat/evacuation Venable on-going teachers/staff same as fire unless

directed differently by authorities

school-wide

c. weapons/chemical threat/lock-down code red on-going teachers/staff

teachers lock doors/windows, move to

unobservable areas, remain until coded release (code blue)

school-wide

d. tornado threat Venable on-going teachers

escort students to areas designated by room

charts and implement duck and cover

school-wide

12. Red Ribbon Brown

Week

13. Drug dogs Police Random

14. Decreased incident of alcohol and drug use Coaches On-going Title

Random Drug Testing for students who participate in UIL

School-wide

15. Promote a safer school environment Front office staff On-going

Computer assisted monitoring via scanner,

log ins, cameras

School visitor logins, driver’s license scanner,

security cameras School-wide

16. Encourage student fitness

Coaches, teachers, SHAC committee Annually Fitness gram Cumulative folder

documentation School-wide

17. Increase awareness of alcohol and drug use

dangers

Counselor, student council Aug-May Title Red Ribbon Week School-wide

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18. Increase awareness of abstinence based

sexual education and healthy choices

Science/Health teachers Spring local Worth the Wait School-wide

19.Character education K. Brown, counselor Aug-May Local Project Wisdom via school announcements School-wide

20. Career education using computer

technology, posters, pamphlets, counseling

K. Brown/Counselor Computer teachers Spring local Careers internet

website School-wide

21. Discuss effects of bullying and promote a

friendly school environment using

computer anti-bullying programs/ technology,

posters, counseling pamphlets

K. Brown/counselor, Computer teachers On-going local Bullying internet

website School-wide

22. Bridges Crosby Johnson 1st 2 weeks Computers Research jobs 8th grade

23. Provide effective, timely, additional

assistance to students (including homeless

students) who experience difficulty mastering the proficientor advanced

levels of academic achievement standards

through frequent monitoring of student

progress and placement in supplemental

programs in the core subject areas

Venable, Anders, counselors, teachers, homeless education,

liasion

each six weeks

Grand Central Station, STAAR remediation

classes MEP, ESL, Title III, Local SCE, Title II,

Part A&D, Title IV, Title V

three week progress reports school-wide

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24. Coordinate federal, state, and local services

and programs and integration with the schoolwide program

C Venable, SBDM, ESC fall

ESL, Dyslexia, Title II, Part A&D; Title III, Title IV, Title V, G/T, OEY, SCE, Local, special

education

agenda, minutes of meetings, list of

programs by campus/ district

school-wide

25. Provide opportunities to work together as a group, work with other

students, and work independently during the school day as well as the

entire year

G/T Staff weekly local, G/T funds lesson plans, student surveys G/T

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Gatesville Junior High School Campus Plan 2013-2014 Goal 6: Finance/Budget

Long Range Goal: Improve Students’ performance in content areas and non-testing areas; Maintain AYP Performance Objective: Increase passing percentage from beginning, middle, and end of year on State and Local assessment Needs Addressed: Advance readiness skills for all students while addressing the needs of At-Risk students

Strategies Person responsible Timeline Resources Evidence of Accomplishment

1.Conduct comprehensive needs assessment to identify areas where funding is needed and could be spent in an efficacious

manner

Cindy Venable Spring 2013 faculty/staff input Comprehensive needs assessment document

2. Management of budget account

balances by department and program

Cindy Venable Aug. 2013- May 2014

Budget print-out and TxEIS program

Maintenance of proper account balances

3. Ensure reform strategies the address areas of weaknesses

as identified in the comprehensive needs assessment are fully equipped and staffed

Cindy Venable Faculty and staff On-going

Local Special education funds, Stimulus

AYP indicators

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