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Athens Independent School District

Athens Middle School

2020-2021 Improvement PlanAccountability Rating: Not Rated: Declared State of Disaster

Athens Middle School Generated by Plan4Learning.com 1 of 39

Campus #107901November 16, 2020 8:40 AM

Mission StatementAthens Middle School is a community of learners in a nurturing environment that provides academically rigorous and relevant educational opportunities to maximize the potential

of all students.

VisionTo create a culture in which every child achieves their maximum ability through rigorous, engaging curriculum by cultivating their potential and promoting the well-being of

every student.

Core BeliefsWe believe all students, regardless of their differences, have the capability to learn and succeed at high academic levels.

We believe that it is important to provide a safe environment that fosters responsibility and produces well rounded citizens.

We believe that our work here at Athens Middle School can have a profound impact on students' lives.

We believe that it is important to hold not only the students, but ourselves as staff members to high expectations and levels of success.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 6School Processes & Programs 7Perceptions 9

Priority Problem Statements 11Comprehensive Needs Assessment Data Documentation 12Goals 13

Goal 1: TEACHING AND LEARNING Design a system that promotes academic growth for all students and create a culture where the social emotional needs of allstudents are nurtured and strengthened. 13Goal 2: HUMAN RESOURCES All stakeholders will actively contribute to a culture of organizational excellence leading to student success. 19Goal 3: INNOVATION Build a culture that fosters and empowers innovation. 23Goal 4: COMMUNITY ENGAGEMENT Transform communication to maximize meaningful dialogue between all members of Hornet Nation. 25

Title I Schoolwide Elements 30ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 301.1: Comprehensive Needs Assessment 30ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 302.1: Campus Improvement Plan developed with appropriate stakeholders 302.2: Regular monitoring and revision 312.3: Available to parents and community in an understandable format and language 312.4: Opportunities for all children to meet State standards 312.5: Increased learning time and well-rounded education 312.6: Address needs of all students, particularly at-risk 31ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 313.1: Develop and distribute Parent and Family Engagement Policy 313.2: Offer flexible number of parent involvement meetings 32

Plan Notes 33Campus Site-Based School Committee 34Teaching & Learning Committee 35Human Resources Committee 36Innovation Committee 37Community Engagement 38Addendums 39



Comprehensive Needs AssessmentDemographics

Demographics Summary

The Athens Middle School (AMS) campus is one of five campuses within the Athens Independent School District located in Henderson County, Athens, Texas.

The campus serves approximately 700 students in 6th, 7th, and 8th grades.

The demographics are as follows:

American Indian/Alaska Native - 0.1%Asian - 1%Native Hawaiian/Pacific Islander - 0%Black/African American - 10%White - 36%Hispanic/Latino - 48.8%Multi-Racial - 4.1%

Economically Disadvantaged - 71.6%At-Risk - 62.3%Limited English Proficiency - 19.2%Gifted and Talented - 3.2%Special Education - 9%

There are 54 professional staff members at Athens Middle School. Of those staff members, 41 are classroom teachers, 10 are instructional paraprofessionals, and 3 areadministrators.

Athens Middle School Staff Demographics are as follows:

86% - White9% - African American0% - Hispanic5% - 2 or more races

Demographics StrengthsAthens Middle School Generated by Plan4Learning.com 4 of 39


AMS teachers strive to make positive relationships with all students.Teachers at AMS are either ESL certified or in the process of becoming ESL certified to better serve our EL population.AMS employs specialized staff to meet the diverse needs of our students.

Staff Strengths

Cultural DiversityOngoing, applied professional development through PLCStaff collaborationRetention of staffShared visionInstructional Coach positionStaff engagement activities (birthdays, secret Santa, PTO)Teacher of the Month/Teacher of the Year

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Athens Middle School has a high percentage of at-risk, economically disadvantaged, and ELL students.



Student Learning

Student Learning Summary

Students' growth is charted throughout the year using classroom assessments, informal observations, district benchmarks, and state assessments.

STAAR scores for the 2018-2019 school year were as follows:

8th Grade Reading-84%8th Grade Math - 92%8th Grade Social Studies-49%8th Grade Science-70%7th Grade Reading-69%7th Grade Math - 72%7th Grade Writing - 64%6th Grade Reading- 57%6th Grade Math - 73%

Student Learning Strengths

AMS continues to make progress:

6th Grade Math improved from 58% in 2016-17 to 73% in 2018-19.7th Grade Math improved from 66% in 2017-18 to 72% in 2018-19.8th Grade Reading improved from 81% in 2017-18 to 84% in 2018-19.8th Grade Science improved from 58% in 2017-18 to 80% in 2018-19.8th Grade Math improved from 86% in 2017-18 to 92% in 2018-19.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lackof social skills

Problem Statement 2 (Prioritized): Athens Middle School has a high percentage of at-risk, economically disadvantaged, and ELL students.

Problem Statement 3 (Prioritized): Athens Middle School is targeted for support in Reading and Math.

Problem Statement 4 (Prioritized): Lack of ESL Certified teachers in core subjects.



School Processes & Programs

School Processes & Programs Summary

Athens Middle School uses the TEKS resource system currently for its scope and sequence. Teachers attended Common Instructional Framework training prior to the beginningof the school term focusing on instructional strategies and integrated classroom framework. Teachers collaborate during weekly planning meetings within their grade level andsubject to ensure the students' needs are met. Formal evaluations and classroom observations will help teachers continue to grow. In addition, teachers will be observing otherteachers' classrooms for best practices. Weekly PLC meetings will be lead by the Instructional Coach.

The AMS Master Schedule was set with a focus on student achievement. Pre-AP classes have a higher class-size in order to reduce class-size in traditional classes. Transitiontime has been minimized to increase instructional time. Teachers and staff members participate in school planning through comprehensive needs assessment teams and strategicplanning committees. Students and teachers are setting and monitoring goals for academic performance.

Our district strongly encourages us to take advantage of the technology that has been provided for our users to enhance instruction. We have the technology available to us in theform of but not limited to Laptops, Desktops, iPads, Elmo, and some Smartboards, etc. In addition, available for our use are many programs, websites, and software that areaccessible to us through the internet. We are expected to use these devices on a daily basis by integrating them into our lessons when introducing, teaching, reteaching orextending a lesson and to teach our students how to use them for hands-on experience. The district has transitioned to Google. This allows each student to have an e-mailaccount, and teachers have access to Google features such as Classroom, Sheets, Docs, etc. The district employs an instructional technologist to assist in the implementation oftechnology in the classroom.

School Processes & Programs Strengths

Continuing professional development through PLCBEST practices as observed through Instructional RoundsTEKS resource management systemInstructional CoachActive monitoring of classrooms via walkthroughs

Cultural DiversityOngoing, applied professional development through PLCStaff collaborationRetention of staffShared visionInstructional Coach positionStaff engagement activities (birthdays, secret Santa, PTO)Teacher of the Month/Teacher of the Year

CollaborationLeadership team, experienced Principal, differentiated administrative taskInstructional Coach position to increase data driven instructionPLCVertical alignment focus



Use of computer labsUse of instructional technologyContinued professional development with a focus on technology. Administration gives ideas for teachers to incorporate into lesson plans.Chromebooks for students - close to 1 to 1 ratio.

Problem Statements Identifying School Processes & Programs Needs





Perceptions

Perceptions Summary

AMS will invite all parents to become members and attend PTO meetings during the school year. Parents will also be encouraged to attend AMS fall and spring meetings, schoolboard meetings, extracurricular activities, fundraisers, Hornet Crime Fighters, parent volunteers, athletic events, art showcase, choir concerts, band concerts, Veterans Dayactivities, and other school activities. AMS will involve parents through the use of emails, meetings, newsletters, social media, remind 101, and website.

The AMS POP (Parent Outreach Program) was implemented last year and will be continued this year. 4-5 events will be held at locations throughout the community to engagevarious groups in the community. The events will highlight students and their accomplishments, offer support for parents, and encourage relationship building between teachersand parents in a non-threatening atmosphere.

The administrators, teachers, and counselors will listen to students when they suggest ways to create a culture of learning. Administrators will continue to focus on improvingteacher quality through the human resource function. Campus procedures will be implemented that are clear, concise, and actively monitored for compliance by staff. Behaviorand achievement expectations will be clearly articulated to students. Hornet Pride will be reinforced throughout the school term. Counselors and administrators will be accessibleand available for both staff and students to voice concerns.

Student achievement will be recognized and rewarded on an on-going basis. Classroom placement, scheduling, and lanyard ID system allow easy identification of students bygrade level.

The AMS theme for the year is "Today". Staff will empower students to start thinking about their future now and making choices to help them progress in the right direction. Staff and students will both embrace a growth mindset to help them meet their maximum potential.

Perceptions Strengths

School MessengerFamily AccessParent Resource CenterParent Teacher OrganizationAvailable Spanish TranslatorsMeet the Teacher during schedule pick-upParent Academic EventsUIL Scheduled EventsMonthly CalendarAMS WebsiteAMS MarqueeAll AMS Information, Student Enrollment Information, Parent Access, ETC. in SpanishBusiness partnershipsRemind 101 and FacebookHome visits as neededAMS POPTailgate Cookout at Football games



Spanish speaking staffSaturday schoolFacebook/website updatesBullying tip lineSchool environment cleanExit and hallway well litTeachers monitoring in hall and interacting with studentsFaculty are easily visible due to staff badgesCameras in every hallwayMonitoring of people and access in and out of buildingLanyard system easily identifies students by grade levelDesignated visitor areas in lunch room, gym for pep assemblyGuidance LessonsGratitude Journals

Problem Statements Identifying Perceptions Needs





Priority Problem StatementsProblem Statement 1: Athens Middle School is targeted for support in Reading and Math.Root Cause 1:Problem Statement 1 Areas: Student Achievement - Student Learning

Problem Statement 2: Athens Middle School has a high percentage of at-risk, economically disadvantaged, and ELL students.Root Cause 2:Problem Statement 2 Areas: Demographics - Demographics - Student Learning

Problem Statement 3: Students lack coping skills with daily issues that arise among peers as well as struggles with academics.Root Cause 3: Demographics, lack of social skillsProblem Statement 3 Areas: School Culture and Climate - Student Learning - School Processes & Programs - Perceptions

Problem Statement 4: Lack of ESL Certified teachers in core subjects.Root Cause 4:Problem Statement 4 Areas: Demographics - School Culture and Climate - Staff Quality, Recruitment, and Retention - Student Learning - School Processes & Programs -Perceptions



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

Improvement Planning Data

District goals

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Observation Survey results

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Student surveys and/or other feedback

Employee Data

Campus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact



Goals

Goal 1: TEACHING AND LEARNING

Design a system that promotes academic growth for all students and create a culture where the social emotional needs of all students are nurtured andstrengthened.

Performance Objective 1: Ensure all students achieve expected growth based on STAAR Reading scores by increasing the meets grade level score from38% to 50%.

Evaluation Data Sources: Unit Test Scores, Benchmark Tests, STAAR Scores

Summative Evaluation: None

Strategy 1: Use STAAR interim assessments to identify current student performance levels.Strategy's Expected Result/Impact: Assessment results will indicate Domain 2 target metStaff Responsible for Monitoring: Instructional Coach, Teachers, AdministratorsTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - AdditionalTargeted Support Strategy

ReviewsFormative Summative

Nov Jan Mar June

Strategy 2: Use Edmentum (Exact Path) applications for targeted instruction.Strategy's Expected Result/Impact: Improved student performance.Staff Responsible for Monitoring: Instructional Coach, Teachers, Administrators.Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5:Effective Instruction - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 3: Specifically target Hispanic, students in the two or more races, and Economically Disadvantaged populationsthrough the use of Kagan and the Common Instructional Framework strategies.

Strategy's Expected Result/Impact: Improved performance of sub-populationsStaff Responsible for Monitoring: Instructional Coach, Teachers, AdministratorsTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5:Effective Instruction - Additional Targeted Support Strategy


Nov Jan Mar June



No Progress Accomplished Continue/Modify Discontinue





Performance Objective 2: Provide campus-based professional development opportunities that are meaningful, effective, focused, and sustainable byhosting weekly PLCs that teach the Common Instructional Framework and other strategies through modeling and peer groups. Through this training, CIFstrategies will increase by 25% in classrooms from the previous year.

Evaluation Data Sources: Check for teacher usage during Walkthroughs and Evaluations, Feedback from teachers


Strategy 1: Train all staff on components of social emotional learning and the importance of this in the classroom.Strategy's Expected Result/Impact: Fewer discipline referrals, improved attendance, increased student performance.Staff Responsible for Monitoring: Instructional Coach, Teachers, AdministratorsTitle I Schoolwide Elements: 2.5, 2.6 - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 2: CIF Strategies - train all staff on components of the Common Instructional Framework and the importance of usingthe CIF in the classroom.

Strategy's Expected Result/Impact: Improved scoresStaff Responsible for Monitoring: Instructional Coach, Administrators, TeachersTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math


Nov Jan Mar June

Strategy 3: Remote Learning - train all staff on the use of online platform to meet the needs of remote learners.Strategy's Expected Result/Impact: Allow remote learners to stay on pace with face-to-face learners.Staff Responsible for Monitoring: TeachersTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and mathProblem Statements: Student Learning 1 - School Culture and Climate 1 - School Processes & Programs 1 - Perceptions1


Nov Jan Mar June


Performance Objective 2 Problem Statements:

Student LearningAthens Middle School Generated by Plan4Learning.com 15 of 39


Problem Statement 1: Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lack of social skillsSchool Processes & Programs

Problem Statement 1: Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lack of social skillsPerceptions

Problem Statement 1: Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lack of social skills





Performance Objective 3: Establish systems where student learning is enriched and students can take the initiative in their own learning by increasinghigher-order questioning and instructional groups by 25% by the end of the 2020-21 school year.

Evaluation Data Sources: Walkthroughs and teacher evaluations to include the use of CIF strategies


Strategy 1: Campus wide character trait monthly guidance aligning with social emotional learning components.Strategy's Expected Result/Impact: Fewer discipline referrals & increased attendanceStaff Responsible for Monitoring: Counselors, administrationTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3:Positive School Culture, Lever 5: Effective Instruction - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 2: Offer CTE courses for high school credit in hospitality, construction trade, agriculture, and data touch systems toenhance opportunities for students.

Strategy's Expected Result/Impact: Students improve problem solving skillsStaff Responsible for Monitoring: TeachersTitle I Schoolwide Elements: 2.5


Nov Jan Mar June






Performance Objective 4: Establish intervention opportunities to allow for growth of targeted areas in Domain 3 and increase Target Areas met by 100%to help close the gap.

Targeted or ESF High Priority

Evaluation Data Sources: Benchmark TestsUnit TestsOnline resources that include Exact Path and Study IslandInterim TestingMAPS Testing


Strategy 1: Use Hornet Time as an intervention period to help students master areas that need improvementStrategy's Expected Result/Impact: Improvement of STAAR scoresStaff Responsible for Monitoring: TeachersAdministratorsInstructional CoachTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - ComprehensiveSupport Strategy


Nov Jan Mar June

Strategy 2: Use Friday Intervention days to assist targeted students in areas that need improvement.Strategy's Expected Result/Impact: Improved STAAR scores, improved Unit Test scores, Improved gradesStaff Responsible for Monitoring: Teachers, AdministratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6Problem Statements: Demographics 1 - Demographics 1 - Student Learning 1, 2 - School Culture and Climate 1 - School Processes & Programs 1 - Perceptions 1


Nov Jan Mar June


Performance Objective 4 Problem Statements:

DemographicsProblem Statement 1: Athens Middle School has a high percentage of at-risk, economically disadvantaged, and ELL students.

Student LearningAthens Middle School Generated by Plan4Learning.com 18 of 39


Problem Statement 1: Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lack of social skillsProblem Statement 2: Athens Middle School has a high percentage of at-risk, economically disadvantaged, and ELL students.

School Processes & ProgramsProblem Statement 1: Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lack of social skills

PerceptionsProblem Statement 1: Students lack coping skills with daily issues that arise among peers as well as struggles with academics. Root Cause: Demographics, lack of social skills



Goal 2: HUMAN RESOURCES

All stakeholders will actively contribute to a culture of organizational excellence leading to student success.

Performance Objective 1: Create a comprehensive hiring plan to recruit and hire exceptional candidates for AISD with a retain rate of 90%.

Evaluation Data Sources: Analysis of new hires and retention data of staff members.


Strategy 1: Foster camaraderie through luncheons and teacher appreciation efforts to improve and inspire staff networking forfuture hires.

Strategy's Expected Result/Impact: Retention of effective staffStaff Responsible for Monitoring: Campus admin/staffTitle I Schoolwide Elements: 2.5


Nov Jan Mar June






Performance Objective 2: Develop and implement mentoring training, and support programs for new teachers whereas mentors will meet with theirappointed new teacher at least once every two weeks.

Evaluation Data Sources: Data on retention of new teachers.


Strategy 1: Have all new staff paired with experienced staff through the district mentoring program.Strategy's Expected Result/Impact: Student achievement results, staff retentionStaff Responsible for Monitoring: Mentors, campus admin, district adminTitle I Schoolwide Elements: 2.5 - Additional Targeted Support Strategy


Nov Jan Mar June






Performance Objective 3: Create an inclusive retention plan to retain employees at all levels through the use of valuable mentor teachers and grade levelteams at the rate of 90%.

Evaluation Data Sources: AESOP data, retention data


Strategy 1: Provide support through PLCs based on targeted campus and staff needs along with collaboration with Region 10and Engage2Learn staff to grow and mentor current staff.

Strategy's Expected Result/Impact: Increased student achievement, improve staff attendance, increase staff retention.Staff Responsible for Monitoring: Campus admin, instructional coach, mentorsTitle I Schoolwide Elements: 2.5, 2.6 - Additional Targeted Support Strategy


Nov Jan Mar June






Performance Objective 4: Athens ISD will require all teachers to be ESL certified by the end of the 2020-21 school year.

Targeted or ESF High Priority

Evaluation Data Sources: SBEC Certification


Strategy 1: Core content teachers will be reimbursed for mileage, professional development preparation, and ESL testing up tothree times.

Strategy's Expected Result/Impact: For all core teachers to be ESL certifiedStaff Responsible for Monitoring: AdministratorsTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever4: High-Quality Curriculum, Lever 5: Effective Instruction


Nov Jan Mar June




Goal 3: INNOVATION

Build a culture that fosters and empowers innovation.

Performance Objective 1: Train teachers in the use of current AISD technology for authentic, real-world instruction, assessment, and problem-solvingduring weekly Professional Learning Communities and monthly faculty meetings.

Evaluation Data Sources: Professional development and PLC sign-in sheets


Strategy 1: Train staff on new district initiates through targeted professional development along with PLC and instructionalrounds.

Strategy's Expected Result/Impact: Retain quality staff, increase student achievementStaff Responsible for Monitoring: Instructional coach, campus adminTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - Additional Targeted Support Strategy


Nov Jan Mar June




Goal 3: INNOVATION

Build a culture that fosters and empowers innovation.

Performance Objective 2: Foster the development of "soft skills" to ensure our students are well adjusted and prepared for life beyond AISD, not onlytechnologically, but also socially and emotionally by using our Social Emotional training through the counselors.

Evaluation Data Sources: Social/Emotional Learning program


Strategy 1: Campus wide character trait monthly guidance aligning with social emotional learning components.Strategy's Expected Result/Impact: Increasing student self awareness, social awareness, decision making skills, selfmanagement and relationship skills.Staff Responsible for Monitoring: Counselors, campus admin


Nov Jan Mar June

Strategy 2: Teach hands on skills such as checking emails and Skyward to improve life skills such as organization, selfadvocacy, and communication.

Strategy's Expected Result/Impact: Improved grades and awareness of tasks communicated via emailStaff Responsible for Monitoring: Campus Admin, Counselors, Teachers, Members of the CommunityTitle I Schoolwide Elements: 2.5, 2.6


Nov Jan Mar June




Goal 4: COMMUNITY ENGAGEMENT

Transform communication to maximize meaningful dialogue between all members of Hornet Nation.

Performance Objective 1: Create an electronic newsletter to inform and empower all stakeholders that will be shared weekly through the Monday Eveemail and Facebook posts.

Evaluation Data Sources: Monday Eve email that contains reminders of the upcoming events. Frequent posts on Facebook and Remind 101.


Strategy 1: Continue to communicate using Remind 101 and social media to inform all stakeholders of current events/campusneeds.

Strategy's Expected Result/Impact: Increased parent involvement, increase attendance, increased student achievement.Staff Responsible for Monitoring: Campus admin/campus staffTitle I Schoolwide Elements: 3.2


Nov Jan Mar June






Performance Objective 2: Create an instructional program to instill Hornet pride in all students by using skills taught through our Social/EmotionalProgram at least once every two weeks.

Evaluation Data Sources: Social/Emotional Learning Program


Strategy 1: Instill Hornet pride in students through tailgates at home football games, NJHS Leadership Camp, and Student ofthe Month program.

Strategy's Expected Result/Impact: Increased Hornet prideStaff Responsible for Monitoring: Campus admin/campus staffTitle I Schoolwide Elements: 3.2


Nov Jan Mar June

Strategy 2: Create a campus culture of Hornet pride through activities such as virtual pep-rallies and creation of craft items bythe AMS Craft Club.

Strategy's Expected Result/Impact: Increased Hornet prideStaff Responsible for Monitoring: Campus admin/campus staff


Nov Jan Mar June






Performance Objective 3: Provide opportunities for the community to display Hornet pride with students' work created in Craft Club and wood-working.

Evaluation Data Sources: Items created by the AMS Craft Club.


Strategy 1: Invite all community members to attend tailgates at home football games and AMS benefit magic show.Strategy's Expected Result/Impact: Increased Hornet pride and improved community relationshipsStaff Responsible for Monitoring: Campus admin/campus staff


Nov Jan Mar June

Strategy 2: Use of social media to inform stakeholders of upcoming campus events.Strategy's Expected Result/Impact: Increased attendance at AMS eventsStaff Responsible for Monitoring: Campus admin


Nov Jan Mar June

Strategy 3: Design and sell spirit shirts to display Hornet pride and promote the AMS Unity focus.Strategy's Expected Result/Impact: Improved Hornet prideStaff Responsible for Monitoring: Campus admin/campus staff


Nov Jan Mar June






Performance Objective 4: Develop a comprehensive plan for communication and instruction by posting meeting dates, technology strategies, and schoolupdates on social media and Remind.

Evaluation Data Sources: Agenda, sign-in sheets, posting of meeting dates on social media, Remind program to contact all stakeholders, Power Point of informationpresented


Strategy 1: AMS will use the Remind App and Facebook to promote important dates, successes, and daily happenings at theschool.

Strategy's Expected Result/Impact: Up to date knowledge of what is current and up and coming at AMS for our parentsand community members.Staff Responsible for Monitoring: Administrators and office staffTitle I Schoolwide Elements: 3.1, 3.2 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: PositiveSchool Culture


Nov Jan Mar June

Strategy 2: AMS will use call outs and mail outs to inform students and parents of upcoming important events.Strategy's Expected Result/Impact: increased attendance or participation at eventsStaff Responsible for Monitoring: Administrators, Counselors, Office Staff


Nov Jan Mar June




Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

Athens Middle School has created a comrehensive needs assessment which will drive our improvement process and help guide us in goalsetting for future success. Student performance data such as STAAR scores, benchmark testing scores, unit test scores, MAP testing, etc,will be used to examine strenghts and weaknesses in our instructional practice. This information is gathered and analyzed throughouth theyear to help us in planning instruction to meet our goals.

Athens Middle School has created goals in mind to ensure all students, particulary those who are currently low-achieving, demonstrateproficient or advanced levels of achievement on a variety of assessment measures, including the STAAR tests.

We are committed to:

Building a comprehensive needs assessmentIdentifying goals and strategies to address and meet those needsConducting reviews throughout the year and annually to review the effectiveness of our plan and revise as needed

Our campus will:

Set high expectations for students and staffImplement best practices to include the Common Instructional Framework for curriculuma and instructionFocus on student achievement by studying the data with teachers, parents, and studentsEncourage collaboration among staff members and between staff and parentsCommitt to continuous improvement for all students

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

The Athens Middle School CIP was developed with the involvement of parents, members of the community, staff members, andadministrators. All play an important role in developing the CIP. Feedback is provided through needs assessment meetings, professionaldevelopment opportunities, and planning sessions throughout the year.Athens Middle School Generated by Plan4Learning.com 30 of 39


2.2: Regular monitoring and revision

The CIP will remain in effect throughout the 2020-21 school year. Formative and summative reviews are completed in November,January, February, and June. The CIP is regularly monitored and revised as necessary based on student needs.

2.3: Available to parents and community in an understandable format and language

The CIP is readily availble on the campus website and the front office. Copies of the CIP are available in English and Spanish. We willprovide other formats if requested.

2.4: Opportunities for all children to meet State standards

Strategies to improve student performance include:

Instructional strategies that are supported by scientifically-based research including the Common Instructional FrameworkConstant examination of data to identify areas of needs and areas of strenghtsImplementation of our Social and Emotional Behavior Learning curriculum

2.5: Increased learning time and well-rounded education

Athens Middle School will use instructional strategies and methods that strengthen the academic program within our school. We haveincreased the amount of learning time in areas of need according to our data. Extended learning times are adjusted to increase the amountof time spent with students that are struggling. Friday tutorials are scheduled twice per month with a list that will be fluid according to theneeds of our students. Hornet Time is also a period that may be used for intervention purposes as needed. This could be per individual orbroken into groups.

2.6: Address needs of all students, particularly at-risk

Athens Middle School will address the needs of all students within the school with special attention to the needs of those at-risk of notmeeting the state academic standards. We have programs to assist our struggling students. The campus administrators, instructional coach,counselors, and teachers meet at least monthly to discuss student data and ways to help at-risk students. Friday Intervention is availabletwice per month for all core subjects. Hornet time is used for intervention for individual students as well as small group sessions.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement PolicyAthens Middle School Generated by Plan4Learning.com 31 of 39


Athens Middle School has a Parent and Family Engagement Policy that was written jointly with school staff, parents, and communtiyleaders. It is provided in English and Spanish. The policy is available to the public and posted on the school website. A hard copy may beprovided to a community member if requested.

3.2: Offer flexible number of parent involvement meetings

Parental involvement is crucial to the success of our students, and we want to make parents feel welcomed at Athens Middle School. Wehost several events throughout the year that are open to parental attendance:

Meet the TeacherExtracurricular activities such as volleyball and basketball gamesBand concertsChoir concertsTheater productionsArt presentation in the SpringFundraising events such as a magic show

Parents can also be involved in the Athens Middle School PTO.



Plan Notes



Campus Site-Based School CommitteeCommittee Role Name PositionAdministrator Jennifer Risinger

Administrator Kendra Hensley

Administrator Tony Sikes

Classroom Teacher Aaron Austin

Classroom Teacher Ashley Williamson

Classroom Teacher Sanetta Johnson

Classroom Teacher Cindy Pace

Classroom Teacher Debbie Palmer

Classroom Teacher Tobi Herrington

Paraprofessional Sytonia Freeman

Paraprofessional Melissa Baldwin

Classroom Teacher Jaime Cruz

District-level Professional Toni Clay

District-level Professional Barry Choate

Parent Amanda Deshazo

Parent Tami Allen

Community Representative Les Funkhouser

Community Representative Jan Richardson

Business Representative Kathy Means

Business Representative Carmen Hustead



Teaching & Learning CommitteeCommittee Role Name PositionAdministrator Jennifer Risinger

Classroom Teacher Brittany Bostick

Classroom Teacher Alix Brite

Facilitator Christin Johnson Facilitator

Classroom Teacher Tobie Herrington

Classroom Teacher Sanetta Johnson

Classroom Teacher Amy Kelley

Classroom Teacher Cindy Pace

Classroom Teacher Debbie Palmer

Classroom Teacher Alicia Taylor

Classroom Teacher Darris Turner

Classroom Teacher Ashley Williamson

Classroom Teacher Robin Allen

Classroom Teacher Jamie Dozier

Classroom Teacher Daniel Fears

Classroom Teacher Lee Roy Loredo

Classroom Teacher LaJaErica Moore

Paraprofessional Karla Nieto



Human Resources CommitteeCommittee Role Name PositionAdministrator Tony Sikes

Classroom Teacher Amy Bellah

Classroom Teacher Jaime Cruz

Paraprofessional Lewis Davis

Paraprofessional Latoya Mathis

Classroom Teacher Steven Reiss

Paraprofessional Reyna Zavala

Classroom Teacher Melissa Barraza

Classroom Teacher Darnetta Brookins

Classroom Teacher Paul Miller

Paraprofessional Allison Bragg

Classroom Teacher Aaron Austin

Classroom Teacher Bradley Lewis

Classroom Teacher Trey Swartzenberg



Innovation CommitteeCommittee Role Name PositionAdministrator Kendra Hensley

Classroom Teacher Michael Black

Classroom Teacher Kandyce Carver

Classroom Teacher Casey Enox

Classroom Teacher Seru Groom

Paraprofessional Marla McNemar

Classroom Teacher Andy Ngyen

Classroom Teacher Melissa Weenink

Classroom Teacher Shagayla Bowie

Classroom Teacher Carla Getz

Classroom Teacher Christi Lee

Classroom Teacher Kayla Stanley

Classroom Teacher Jordan Carnes

Paraprofessional Cole Summerall

Classroom Teacher Carson Paroline



Community EngagementCommittee Role Name PositionFaclitator Maureen Bogowitz Facilitator

Facilitator Tami Mason Facilitator

Paraprofessional Melissa Baldwin

Classroom Teacher Kayla Benton

Classroom Teacher Chelsea Brown

Classroom Teacher Sarah Davidson

Paraprofessional Misti Ewald

Paraprofessional Sytonia Freeman

Nurse Kelley Quade

Paraprofessional Selma Sikes

Classroom Teacher Allen Carroll

Paraprofessional Matt Spears

Classroom Teacher Raylee Stearman

Paraprofessional Megan Kelley



Addendums



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