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.
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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
Monthly Director of Curriculum
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.
Year Round Director of Curriculum
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.
Monthly Director of Curriculum
NGS specialist 100% of accuracy of migrant coding
Identify all dropout students and help them enroll in a high school and/or GED program.
Year Round Director of Curriculum
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
Teacher created materials
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
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 2 Teachers will implement strategies and techniques acquired through professional development in writing and differentiated and brain-based instruction
Summative Evaluation STAAR Results
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
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
6 weeks Writing samples Lesson Plans
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
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 2 Teachers will implement strategies and techniques acquired through professional development in math and differentiated and brain-based instruction
Summative Evaluation STAAR Results
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
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
6 weeks Writing samples Lesson Plans
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
Master schedule STAAR Assessment Reports
6 weeks Student work samples
Lesson Plans
Walkthroughs
CBA and Benchmark Results
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
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 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
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
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
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 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
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
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
Teacher created materials
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
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
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
Professional development
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.
Summative Evaluation STAAR Index 2
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
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
Professional development
annually STAAR Sign in
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
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 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
Summative Evaluation STAAR Index 3
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
Form. Eval Timeline
Form. Evaluation
Documented
2,9 State Accountability Training Campus Leadership
CNA All Region 20
Department Heads
Counselors
Administrators
IF
Professional development
annually STAAR Sign in
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
Master schedule STAAR Assessment Reports
6 weeks Student work samples
Lesson Plans
Walkthroughs
CBA and Benchmark Results
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
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 4 Postsecondary Readiness-increase index 4 scores by monitoring graduation rates, Recommended and Distinguished Achievement high school plans, and STAAR EOC Level 2 performance
Summative Evaluation STAAR Index 4
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
Form. Eval Timeline
Form. Evaluation Documented
2,9 State Accountability Training Campus Leadership
CNA All Region 20
Department Heads
Counselors
Administrators
IF
Professional development
annually STAAR Sign in
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
CNA All College Readiness Coordinator Counselors Administrators
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
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 5 Utilize Federal programs at-risk identification process
Summative Evaluation PBMAS, TAPR, STAAR EOC
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
Form. Eval Timeline
Form. Evaluation Documented
2,9 State Accountability Training Campus Leadership
CNA All Region 20
Department Heads
Counselors
Administrators
IF
Professional development
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.
PBMAS Special Education
Special Education Teachers Teachers In Class Support Aides (paraprofessionals) Administrators
SPED Manager Program Federal and Local Funds Google Docs
ongoing Lesson Plans
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.
PBMAS Special Education
Special Education Teachers Teachers Counselors Administrators
Eduphoria Reports SPED Manager Program Federal and Local Funds Google Docs
ongoing Lesson Plans
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.
PBMAS Special Education
Special Education Teachers Teachers Counselors Administrators IF
TxEIS Reports Eduphoria Reports SPED Manager Program Federal and Local Funds
ongoing Lesson Plans
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.
PBMAS Special Education
Administrators Counselors
TxEIS Reports Eduphoria Reports SPED Manager Program Federal and Local Funds Google Docs
ongoing Lesson Plans
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.
PBMAS Special Education
Administrators Special Ed Director
TxEIS Reports SPED Manager Program Federal and Local Funds Google Docs
ongoing Lesson Plans
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.
PBMAS Special Education
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
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop Person(s) Responsible
Resources Human/Material/Fiscal
Form. Eval Timeline
Form. Evaluation Documented
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
District Goal 3 CSCISD will provide an environment where every student is engaged every day and attendance and participation are encouraged.
Performance Objective 1
Performance Objective 2
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
Schoolwide Components
Actions or Implementations Data Sources
Sp. Pop
Person(s) Responsible
Resources Human/Material/Fiscal
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)
CNA All Administrators
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,
CNA All Administrators
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
District Goal 3 CSCISD will provide an environment where every student is engaged every day and attendance and participation are encouraged.
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
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop
Person(s) Responsible
Resources Human/Material/Fiscal
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
College Readiness Coordinator
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
College Readiness Coordinator
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.
Performance Objective 1
Continue to provide career and college awareness through a college and career information sessions
Summative Evaluation Plan implementation
Schoolwide Components
Actions or Implementations Data Sources Sp. Pop
Person(s) Responsible
Resources Human/Material/Fiscal
Form. Eval Timeline
Form. Evaluation Documented
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
CNA All College Readiness Coordinator
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
CNA All College Readiness Coordinator
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
CNA All College Readiness Coordinator
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)
CNA All College Readiness Coordinator
Counselors
Teachers and staff
University Websites Brochures
College Recruiters
Professional Development
Semester Observation Sign in sheets
6,10 Designate College Application and
FAFSA Application days for Seniors
CNA All College Readiness Coordinator
Counselors
Teachers and staff
University Websites Brochures College Readiness and Career Center
College Recruiters
Professional Development
ongoing Observation Sign in sheets
2,8,9,10 CSHS offers college readiness practice and testing opportunities for all students (ACT/SAT/PSAT/TSI)
CNA All College Readiness Coordinator Counselors Administrators
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
CNA All College Readiness Coordinator
Counselors
Administrators
SWTJC Testing Center SWTJC Outreach Dept. College Readiness and Career Center Professional Development
Semester Observation Sign in sheets
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