2013-2014 Campus Improvement Plan

of 47 Campus and District Accountability 05/6/2013

William B. Travis High School

2013-2014 Campus Improvement Plan

Austin Independent School District


CIP CHECKLIST AND CONFIRMATION

Completed ()

CIP Items

X The current membership of the CAC is reported correctly.

X The methods of orientation for new CAC members are reported correctly.

X The approximate hours spent on CIP development are reported correctly.

X The inclusion of district-required action plan objectives was correctly assessed comparing inclusion criteria to campus level and performance.

X The CAC was given an opportunity to provide input on the campus needs assessment.

X The CAC was given an opportunity to provide input on the campus objectives and strategies to address identified needs.

X The CAC was given an opportunity to provide input on the approach to setting campus performance targets.

X The CIP action plan component pertaining to campus professional development was approved by the CAC.

X The CAC was given an opportunity to review the complete draft CIP prior to submittal.

X The CAC was given an opportunity to provide input on the campus budget.

We Confirm the Above Information …

Position Name Date

Principal Ty J. Davidson 9/11/13

Co-Chair Margaret Ramirez 9/11/13

Co-Chair


Austin Independent School District Strategic Plan 2010-2015

The Campus Improvement Plan directly supports the AISD Strategic Plan. Mission In partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society. Vision AISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students. Values Focus on Children Excellence Integrity Equity Respect Health and Safety

Goals

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will meet federal standards and exceed state

standards.


CAMPUS ADVISORY COUNCIL: Current Membership

Non-Voting Members Name Principal Ty J. Davidson

Membership Category Member Names Co-Chair

() Secretary

() Principal Ty J. Davidson Director (if applicable)1 Kori Crawford PTA President or Designee2 Margaret Ramirez Parent3 Juanita Reyes Parent3 Sue Burdett Parent3 Anatasia Luna Parent3 Wendy Castro Parent3 Esther Govea Parent3 Marina Reynaga and Cedric Burdett Professional Staff Member4 Jacelyn Martinez X Professional Staff Member4 Jessica Lopez Professional Staff Member4 T. Havlin Professional Staff Member4 Amanda Grantham X Professional Staff Member4 C. Boruck Professional Staff Member with Expertise in Special Education5 Dr. R. Tompkins

Classified Staff Member4 T. Alexander Student (if applicable)4 Rio Esquivel Student (if applicable)4 Joana Casas Community Representative3 Ricardo Zavala Business Representative3 Letty McGarrahan


CAMPUS ADVISORY COUNCIL: CAC Database Information

Email Addresses of CAC Co-Chairs Staff Co-Chair Non Staff Co-Chair

Schedule for Regular CAC meetings: Normal Day of the Month (e.g., 2nd Tuesday): 2nd Tuesday of every month Normal Time: 5:00 – 7:00

CAMPUS ADVISORY COUNCIL: Orientation of New CAC Members

According to CAC Bylaws, the principal shall ensure that new CAC members receive orientation to service. Indicate the type(s) of orientation provided to new CAC members.

Check Any As Applicable

()

Method of Orientation

X Self-Orientation Using Materials on CAC Website X Orientation at CAC Meeting (Provided by Campus) Orientation at CAC Meeting (Provided by Central Office) District-Wide Orientation Session

CAMPUS ADVISORY COUNCIL: Level of Participation in 2013-2014 CIP Development

The CAC must have opportunities for meaningful involvement in CIP development. Indicate the approximate hours spent on 2013-2014 CIP development. At a minimum, this must include: (1) opportunities for the CAC to provide input on the campus needs assessment, the campus objectives and strategies to address identified needs, and the approach to setting campus performance targets; (2) CAC approval of the action plan component pertaining to campus professional development; and (3) CAC review of the complete draft CIP prior to submittal.

Approximate Hours Spent on CIP Development By CAC and/or

CAC Subcommittees By Campus Administration

and/or Leadership Team 4 60


CAMPUS-IDENTIFIED ACTION PLAN FOR 2013-2014

CAMPUS NEEDS ASSESSMENT

The following data were reviewed: 2012-13 Campus Profile AEIS State Accountability Data from TEA MIS request

Based on review of the above data, the following areas of needed improvement were identified:

Literacy across the contents Academic Interventions

ACTION PLAN TO ADDRESS CAMPUS-IDENTIFIED NEEDS Table #CI-1 State: Below safeguard target AYP: Area of low performance Objective: Provide adequate Professional Development on creative learning Applicable Strategic Plan Goal(s):

Specific Improvement Strategy ResponsiblePerson(s)

Needed Resources(Include PD Support)

Evidence of Implementation/Effectiveness

Timeframe for Completion

Status

Use the Any Given Child Grant to provide professional development on creative learning strategies

Ty J. Davidson Tracy Perry

Initial PD Schedule on-going PD Create a vertical team plan for Mindpop Staff from Mindpop to provide staff PD Add info to Observation Protocol Provide feedback on creative learning strategies observed in classrooms

100% of teachers are provided on-going PD and use creative learning strategies at least once a six weeks. Students will know by name the different strategies EOC scores will meet state standards

BoY and on-going

Completed On-going


Table #CI-2 State: Below safeguard target AYP: Area of low performance Objective: Improve the Literacy of all students Applicable Strategic Plan Goal(s):1





Status

All teachers will complete a weekly writing task based on the EOC ELA I/II writing rubric, have a SLO based on writing and go through writing PD. Reading classes for ELA I and II will be divided by Tier I, II and III with students at the Tier III level receiving three blocks of ELAR. ELAR teacher will teach using balanced literacy, gradual release, centers and literature circles.

Ty J. Davidson ELA Dept. will create and model a writing rubric based on EOC Schedule students appropriately based on Lexile, SRI and STAAR data Provide PD for ELAR I and II teachers on classroom strategies Provide PD to campus over writing rubric and writing expectations Provide clear instructions over SLO writing expectation Monitor and evaluate ELAR teachers through daily observations

100% students complete writing tasks assessed through the EOC rubric every week from every teacher, read and write on grade level by the EoY and receive instruction in ELAR based on best practices and aligned curriculum.

All year Certain phases are complete On-going


Table #CI-3 State: Below safeguard target AYP: Area of low performance Objective: Teachers will receive timely and adequate feedback on a weekly basis concerning their pedagogy through the Observation Protocol Applicable Strategic Plan Goal(s): 2,3,4





Status

Teachers will receive a minimum of one of visit every two weeks with two way communication completed either by email or in person. OP will be detailed around pedagogy and student action.

Kori Crawford Meet with cabinet to modify OP Present to campus the modified OP and expectations of 48 hr. response to walk-through.

Teachers will receive a minimum of one of visit every two weeks with two way communication completed either by email or in person. OP will be detailed around pedagogy and student action.

Year round On-going

Table #CI-4 State: Below safeguard target AYP: Area of low performance Objective: 75 % of ELL students will pass the Biology EOC Applicable Strategic Plan Goal(s): 2,3,4





Status

ELL students will be receiving reading support in Tier I, II and III Reading classes. Science will be implementing research based ELL reading strategies.

Vinny Saldana Christina Hantgin

CAST PD ELL Specialist

Implementation will be checked by the ELL specialist. We will see an increase the passing rates of the ELL Biology EOC.

Weekly On going

Table #CI-5 State: Below safeguard target AYP: Area of low performance


Objective: 75% of ELL students will pass the US History EOC Applicable Strategic Plan Goal(s): 2,3,4





Status

ELL students will receive ELL interventions throughout the US History curriculum. ELL students will receive the specific MOY interventions based on their individual data. Dictionaries of students’ native language will be provided to all ELL students. Provide “push-in” support for ELL students.

Vinny Saldana Jillian Lampley

Social Studies ELL District Instructional Specialist will provide 3 days of PD for US History teachers and administrator. ELL Dictionaries

We will have an increase in US History passing rates from MOY I to MOY II for ELL students.

Six weeks Ongoing

Table #CI-6 State: Below safeguard target AYP: Area of low performance Objective: 75% of SPED students will pass the US History EOC Applicable Strategic Plan Goal(s): 2,3,4





Status

SPED students are receiving inclusion support. Students are getting differentiated reading support based on their learning needs. New teacher was assigned to our US History resource class.

Jillian Lampley Inclusion teachers for the classroom. Inclusion teachers are differentiating the readings. District level support surrounding best practices for SPED students.

We will have an increase in US History passing rates from MOY I to MOY II for SPED students.

Daily Ongoing


Table #CI-6 State: Below safeguard target AYP: Area of low performance Objective: 95% of SPED and White students will participate in the ELA EOC Applicable Strategic Plan Goal(s): 2,3,4





Status

Our two new graduation specialist will deliver personal invitations and phone calls to students taking EOC. All of our graduation specialists will conduct home visits to students who are not present at the beginning of the EOC test taking day.

Ty J. Davidson Graduation Specialists with the Americorp grant.

White and SPED students will participate in the ELA EOC at an increased rate.

EOC test date Ongoing


DISTRICT-REQUIRED ACTION PLAN FOR 2013-2014 REQUIRED FOR ALL CAMPUSES Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. Applicable Strategic Plan Goal(s): 1,2





Status

The campus will show evidence of an environmental change using Coordinated School Health materials. 100% of students in grades 3-12 of the identified non-restricted students (under the health classification for physical education) will be assessed using Fitnessgram. Principals will provide campus staff, teachers, and parents the campuses Fitnessgram annual reports. Campuses will comply with nutrition policy (CO, Legal) and wellness policy (FAA, Local).

Vinny Saldana Utilize CATCH posters, flyers, marketing materials. This will occur once in the Fall and once in the Spring. Include distribution of data on school calendar. Principals will share the nutrition memo (dated August 2009) with staff, teachers, PTA, and parents. Principals will communicate contents of the policy across stakeholders. Teachers will use alternative rewards instead of food.

Inclusion of CATCH and health information in campus newsletters, parent correspondence, classrooms, cafeteria, gym, and campus events. All students’ data will be entered in Fitnessgram according to teacher and campus. Spot checks to see if data were received. No compliance issues reported from Texas Department of Agriculture, campus staff, parents, or from food services.

District deadline On-going


Table #DR-1 Objective: Students and staff will achieve health and fitness through, as appropriate: implementation of the Coordinated School Health Program (K-8); student participation in moderate to vigorous physical activity; compliance with the Wellness Policy; and completion of the Fitnessgram testing for all students in grades 3-12. Applicable Strategic Plan Goal(s): 1,2





Status

Principals will identify the three exempted days and email the information to AISD Health Coordinator.


Table #DR-2 Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2





Status

Using R&R as a means of creating a safe environment for all students by allowing all teachers to build relationships with all students. Using FAS as a community support and “safe space” for students. SEL Lessons that help students to develop social skills including problem solving skills which will lead to the avoidance of violence. Using the ROCK as a means of giving a consequence to students, but also allow them time for self-reflection. RIG is a guide for teacher’s to use so that early prevention of possible violent issues occurs. (Buddy Teacher System, when to call home/contact parents, how to give consequences in the classroom and keep kids in the classroom) When there is a possibility of violence, mediation occurs

Principal Assistant Principals Academic Director Counselors CIS

Training for all staff on SEL Lessons and the facilitation of FAS Taking time to go over FAS/SEL protocols during Late Starts R&R will be continually monitored with ongoing adjustments to make sure that we’re using our time effectively Creating a poster summarizing the RIG (excluding consequences) so that students are aware of the expectation.

Teachers use time during RnR to have conversations with students Discipline will be down Mediations will increase 100% of teachers implement SEL 100% of students receive SEL curriculum Social skill development will occur in the ROCK Placements at DAEP will decrease Input in to eCST will increase

All year long

On-going


Table #DR-2 Objective: Effective violence prevention and intervention measures will be in place. Applicable Strategic Plan Goal(s): 1,2





Status

between students with their AP which prevents further violent issues.

Table #DR-3 Objective: Parental involvement will be encouraged. Applicable Strategic Plan Goal(s): 1,2,3





Status

Campus beautification will improve learning environment. Monthly campus community service projects will involve students, parents, and staff to help build ownership of the school

Principal, Assistant Principal, Counselors, Instructional Leaders, Team Leaders, Staff, and Parents.

PALS program will lead marketing efforts and logistics Fund raisers District support Parent Coordinator and community volunteers

Travis is visually more attractive and safer. Increase participation by parents to 25, and increased attendance of students by 5% each month.

2014

On going

Students at risk of failing will be assigned parent and/ or community mentors.

Principal, Assistant Principal, Counselors, Instructional Leaders, Team Leaders, Parents, and Staff

Volunteers Parent Liaison Library Curriculum from Department Chairs Teacher volunteers

Each student tat risk of failing will have an adult mentor. Each person will be assigned an at risk student to meet with every week after school.

2014

On going







Status

Percentage of students increases 10% by month. Students receiving tutoring increase scores.

Family Resource/ Social Services Center

Principal, Assistant Principal, Counselors, Instructional Leaders, Team Leaders, Staff, and Parent Liaison

Meetings of all possible participants to negotiate services. Parent Volunteers and Parent Liaison Money for startup expenses Accounting of money made from sales Reallocated BTO resources Dedicated staff

Number of volunteers Previously retained students will be promoted and percentage of retained students will drop by 10%.

2014 On going

Evening school program Department chairs and Administration

Available classrooms. Redesign funds/

Community members as mentors

2014 On going







Status

BTO Teacher curriculum Community teachers

Increase by 10% each month in attendance.

PTA/ PTO Ty J. Davidson Time Organization

Increase attendance rates by 10% with involvement reaching 100 members by the end of the year.

2014 On going

Parent Coffees Volunteer Principal

Time Organization

Number of parents attending Topics cover college, attendance, discipline and outreach

2014 On going

Academic Celebrations Principal, Assistant Principal, Counselors, Instructional Leaders, Team Leaders, Staff, and Parent Liaison

Time Organization Donuts for Dads Munchies for Moms Redesign/ BTO funds Volunteers

Thank you letters Number of parents dropping off kids. Number of parents staying to talk.

2014 On going

Adult Classes Travis School Community

Facilitator

Increase the number of adults on campus by 10% each six weeks Vertical team web-site

2014 On going

Parents will be provided Principal, Schedule of parent 2013-2014 On going







Status

information about their child’s academic assessments in a language they can understand

Assistant Principal, Counselors, Instructional Leaders, Team Leaders, Staff, and Parent Liaison

teacher conferences, documentation of mailed materials

Table #DR-4 Objective: Adequate and appropriate campus-level professional development will be provided. Note: This action plan component must be approved by the CAC. Applicable Strategic Plan Goal(s): 1,2,3





Status

Use Professional Learning Communities to provide professional development on literacy strategies

Kori Crawford Instructional Specialists

Initial PD through TILT Schedule on-going PD Create campus wide PLC expectations TILT members provide staff PD Add info to Observation Protocol Provide feedback on academic strategies observed in classrooms

100% of teachers are provided on-going PD and using approved academic strategies at least once a six weeks. EOC scores will meet state standards

2013-14 Completed On-going


REQUIRED FOR CAMPUSES THAT MEET CERTAIN CONDITIONS (Conditions in Yellow) Special Education Identification – All Levels Table #DR-5 Performance Objective # 2 Applicable Strategic Plan Goal(s): 1,2,4 Reduce special education identification rate by 5.8%. Source: SPED C-IEP (A) Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4





Status

Review campus level data on SPED representation provided by SPED department.

A.P./Dept Chair of Special Education Dept

1.Utilize data provided by the Data Profile Report during a faculty meeting

1.Agenda from meeting

Continue developing and implementing ECST (Child Study System) process to ensure general education interventions/options are utilized before special education identification.

School Improvement Facilitator, Counselors, Assistant Principals

1.CST meetings held regularly 2.Teachers will conduct interventions for students struggling academically

1.Documentation of meetings 2.Documentation of interventions

Review individual IEPS, grades, progress reports every 6 weeks to make appropriate decisions as to necessary special education needs at Annual ARD/IEP meetings. This provides an opportunity for inclusion of teachers in decisions regarding use of academic assessments.

Dept Chair of Special Education Dept

1.Case manager teachers will review their SPED students’ grades every Friday during FAS to facilitate appropriate IEP decision making in ARDS.

1.Grade reports 2.ARD paperwork


Table #DR-6 Objective: Reduce the rate of African American students identified for special education. Condition: If rate > 1 percentage point above African American enrollment rate Source: SPED C-IEP (B) Does Campus Performance Require Inclusion of This Objective (Yes or No): Yes Applicable Strategic Plan Goal(s): 1,2,4





Status


AP of Special Education Dept.

1.Utilize data provided by the Data Profile Report during a faculty meeting

1.Agenda from meeting

Continue to train and implement strategic Tier II interventions, including effective progress monitoring tools using research based AISD model.

A.P. of Special Education Dept.

CST meetings held regularly Teachers will conduct interventions for students struggling academically Schedule training for teachers regarding Tier II interventions

1.Documentation of meetings 2. Documentation of interventions 3. Agenda, notes, and sign-in sheet from Tier II training

Campus administrators and teachers attend PD that develops necessary teaching skills to meet the needs of diverse learners.

A.P./Dept Chair of Special Education Dept.

1. Schedule training for admin and teachers on a late start.

1.Agenda, notes, and sign-in sheets from training


Special Education Disciplinary Placements– All Levels Table #DR-7 Objective: Reduce the rate of Hispanic students identified for special education. Condition: If rate > 1 percentage point above Hispanic enrollment rate Source: SPED C-IEP (C) Does Campus Performance Require Inclusion of This Objective (Yes or No): NO Applicable Strategic Plan Goal(s): 1,2,4





Status


AP of Special Education Dept.

Utilize data provided by the Data Profile Report during a faculty meeting

Agenda from meeting August 2013 Completed


A.P. of Special Education Dept.

CST meetings held regularly Teachers will conduct interventions for students struggling academically Schedule training for teachers regarding Tier II interventions

Documentation of meetings Documentation of interventions Agenda, notes, and sign-in sheet from Tier II training

Ongoing On going

Campus administrators and teachers attend PD that develops necessary teaching skills to meet the needs of diverse learners.

A.P./Dept Chair of Special Education Dept.

Schedule training for admin and teachers on a late start.

Agenda, notes, and sign-in sheets from training

Completed On going

Table #DR-8 Objective: Reduce the rate of special education students in discretionary DAEP settings. Condition: If rate > 1 percentage point above rate for all students Source: SPED C-IEP (E) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status


Table #DR-9 Objective: Reduce the rate of special education students in discretionary ISS settings. Condition: If rate > 10 percentage points above rate for all students Source: SPED C-IEP (F) Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

Table #DR-10 Performance Objective # 6 Applicable Strategic Plan Goal(s): 3 Reduce the rate of special education students in discretionary OSS settings by 10%. Condition: If rate > 6 percentage points above rate for all students Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Applicable Strategic Plan Goal(s): 1,2,4

Special Education Service in LRE – All Levels Table #DR-11 Performance Objective # 6 Applicable Strategic Plan Goal(s): 1,2 67% of special education students will be served in the general education population setting 80% of the day or more. Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Source: SPED C-IEP (H) Applicable Strategic Plan Goal(s): 1,2,4 Specific Improvement Strategy

ResponsiblePerson(s)




Status

Review student and campus data provided by SPED department on LRE for targeting 6 week reviews of individual placement decisions and staffing decisions.

Dept Chair for Special Education

Data will be given to SPED teachers in department chair meetings. LRE will be discussed at each ARD meeting Staffing will be discussed regularly with Principal

Agenda, notes, and sign-in sheets from department chair meetings. ARD paperwork

2013-2014 In progress


Special Education STAAR Participation in Regular and Modified Exams – ES and MS Table #DR-12 State: Below safeguard target AYP: Area of low performance Objective: Increase the percentage of special education students who take the regular STAAR test in all subjects (STAAR 3-8). Condition: If rate < 50% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

Table #DR-13 State: Below safeguard target AYP: Area of low performance Objective: Decrease the percentage of special education students who take the modified STAAR test in all subjects (STAAR 3-8). Condition: If rate > 20% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,4





Status

Special Education Measureable Postsecondary Goals - HS Table #DR-14 Performance Objective # 7 Applicable Strategic Plan Goal(s): 1,4 71% of special education students will take the regular STAAR test. Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Source: SPED C-IEP (N) Applicable Strategic Plan Goal(s): 1,2,3,4 Specific Improvement Strategy





Status

Campus administrator/Assistant Principal/Department Chair will annually report the length of instructional day, types of services to the SPED Coordinator and incoming Middle Schools – Data and Compliance.

A.P./Dept Chair Schedule given to faculty at beginning of school year.

SPED Dept Chair will discuss the types of services to faculty

Teachers have copy of schedule Minutes from faculty meeting


Case Managers will continue to monitor student schedules to ensure that they are based on the IEP schedules of services.

A.P./Dept Chair/Case Mgrs

Case managers will review their students IEP and schedules to ensure they match in the fall and spring semester.

ARD paperwork and SPED student schedules.



Table #DR-14 Performance Objective # 7 Applicable Strategic Plan Goal(s): 1,4 71% of special education students will take the regular STAAR test. Does Campus Performance Require Inclusion of This Objective (Yes or No): YES Source: SPED C-IEP (N) Applicable Strategic Plan Goal(s): 1,2,3,4 Specific Improvement Strategy





Status

SPED case managers will distribute relevant portions of the IEPs electronically to instructional and support providers when schedules are finalized, or within five days after the finalization of annual ARD meeting or other ARD meetings where changes were made.


SPED Department Chair will notify SPED teachers of five day distribution timeline. IEPs distributed to necessary providers within five days

Notes from notification of case manager Documentation providers have paperwork within five days


SPED case managers will ensure that faculty members and/or service providers received IEP/BIP’s by tracking electronic receipts within a week of their delivery.


Case managers will send IEPs with return receipt

Return receipt received by providers


Case Managers will provide additional support on a as needed basis for faculty members when reviewing the IEP/BIP’s for specific students.


Training and subs are provided with IEPs are reviewed.

Notes from training 2013-2014 In progress

Campus administrator responds to survey identifying the documentation system specific to that campus to ensure IEP distribution.

Principal Administrators will complete IEP distribution survey

Survey confirmation 2013-2014 In progress

For SPED students living in Residential Facilities (to include shelters, therapeutic foster homes, group homes, etc): Campus Administrators, General ed. and SPED case managers will work together when making individualized student-based decisions concerning the length of the instructional day. SPED Dept Chair will schedule an ARD/IEP to review and consider the justification of the length of instructional time being presented. Appropriate benchmarks/IEP/BIP’s will be reviewed and/or developed to be used to review student progress. Each 6 week grading period, the assigned case manager will review benchmarks developed in ARD of RF student to consider the length of the instructional day and schedule ARD committee meetings as necessary.

A.P./Dept Chair/Case Manager

Annual ARDs will be held with all required stakeholders to review and modify the length of instructional day, BIPs, IEPs, and assessment decisions based on individual student performance data

ARD paperwork Individual student performance data



ELL Proficiency Levels – All Levels Table #DR-15 Objective: Decrease the rate of ELLs who remain at beginning proficiency level on TELPAS Reading over a two-year period (grades 2-12). Condition: If percentage of LEP student at beginning proficiency level over two-year period > 5% Source: AISD CDA Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

a. Ensure ELLs with a proficiency level of beginner in Reading are scheduled in a Reading class doubled blocked with an English class

b. Provide “El Saber” workshop in ESL instructional strategies to support ELLs and teachers

c. Provide Webinar Seminars to support teachers in ESL strategies

Mr. Saldana Dr. Alanis Dr. Ernest

a. TELPAS data b. PD support for

“El Saber” training

c. Ongoing support with webinars

d. Review TELPAS data and indentify ELLs with beginner proficiency levels in Reading and Writing

e. Schedule ELLs who are at the beginner proficiency level in Reading and Writing in a Reading class

f. Double block Reading and English class

g. “El Saber” training (list of teachers who attend)

h. Web Seminars (List of teachers who attend)

Year long Ongoing


Dropout Rates – MS and HS Levels Only Table #DR-16 State: Below safeguard target AYP: Area of low performance Objective: Reduce the special education annual dropout rate. Condition: If SPED annual dropout rate > 2% (MS-grades 7-8; HS-grades 9-12) Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status


Assistant Principals over Special Education and Discipline

Train staff to use ECST to document behaviors, student progress, and interventions. All staff will use the Rebel Discipline Intervention Guide (RIG) to guide interventions inside and outside the classroom. Students will be referred to ECST for family meetings as a first step in intervening. Counselors will adjust schedules in order to best serve student needs. All students’ academic progress will be monitored via grade speed/AISD SCAs and PLC common assessments. Struggling students are adopted and monitored by faculty/staff. Students are placed in reading classes using data on lexiles Advisory teachers will monitor student academic/attendance.

ECST is used as an intervention tool Student schedules support their behavior and academic success Students grades and behavior are monitored and discussed in academies


Campus administrators and teachers attend PD that develops personal awareness of their own culture, values,

Principal and Assistant Principals

Use late start days to focus PD on relationship building and culturally

Agendas from meetings and decrease in referrals to DAEP settings.



beliefs, and the impact on the classroom environment.

responsive pedagogy. Book studies on Culturally responsive pedagogy Struggling/new teachers and administrators will attend Capturing Kids Hearts training Bring in an AISD behavior trainer to train staff at a campus wide PD day.

Agendas from meetings and decrease in referrals to DAEP settings. Selected participants attend Capturing Kids Hearts by end of fall semester. AISD behaviorist trains staff by end of fall semester.

Provide PD for general and special education staff in the following areas to promote integration of executive functioning and social skills into instruction: Conflict management Reflection journals Self-regulation (setting reasonable goals, reflect on prior experience, derive a plan, initiate behavior, inhibit behavior that interferes, monitor and evaluate behavior outcomes) How to maintain academic rigor while reducing behaviors

Assistant Principals over Special Education and Discipline

Beginning of the year PD session for entire staff on PBS/Discipline procedures Use late starts for academies to focus on relationships with students Use advisory to implement district SEL lessons on a weekly basis. CHAMPS training for staff by end of fall semester

All staff is aware of PBS/Discipline procedures and follows them with fidelity. Late start days are set aside for safety net and relationship activities and training. Advisories start by end of first six weeks with AISD lessons provided to all staff.


Implement the campus Learning Support Center to support students who would otherwise be removed for discretionary reasons.

Assistant Principals over Special Education & Discipline

Identify the most conducive environment for FOCUS Identify the most conducive environment for The ROCK Ensure technology is in place for both learning centers. Assign lead FOCUS teacher and teaching assistants for support. Assign lead ROCK teacher and support teachers/staff for support. Coordinate with AISD LSS providers

Relocate FOCUS room. 300 is now The ROCK The ROCK has a working desktop in every student station (30). FOCUS has 4 desktops available for student use. Lead FOCUS teacher and teaching assistants are assigned. Lead ROCK teacher, two assisting teachers and security support are assigned.



Table #DR-17 State: Below safeguard target AYP: Area of low performance Objective: Reduce the ELL annual dropout rate. Condition: If LEP annual dropout rate > 2% (MS-grades 7-8; HS-grades 9-12) Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

a. Counselors use ELL Academic Plan to ensure students have course options when meeting with ELLs.

b. Identify ELLs who require STAAR/EOC remediation and/or accelerated instruction and provide planned interventions

c. Parent/Student conferences to discuss/create plan of action to ensure student(s) remain in school

d. Provide mentors for students to encourage students to stay in school

e. Have all teachers professionally developed in research based ELL strategies

Mr. Saldana Counselors Mr. Siejas Mr. Torres

a. Training by ESL/Bilingual Department on ELL Academic Plan

b. List of students who did not pass

c. STAAR/EOC Contract with Region 13 to being in a webinar series.

d. Confirm datese. Introduce

plan into PLC expectations

f. Monitor ELL progress

g. Add Sheltered courses

a. Counselors are trained on ELL Academic Plan

b. EOC prep classes offered

c. Tutorials are provided by teachers during lunch/after school (List of students who attend)

d. Parent/Student conferences (list of students and parents attending conferences)

e. Home visits f. 100% of

teachers are provided strategies for ELL students and that these strategies are planned for and used in classrooms.

All year Ongoing


4-Year Graduation Rates – HS Level Only Table #DR-18 State: Below safeguard target AYP: Area of low performance Objective: Increase the rate of special education students who graduate within four years. Condition: If special education student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

Continue to train and implement strategic Tier II interventions, including effective progress monitoring tools using research based AISD model Monitor graduation plans through credit checks and Naviance

Assistant Principals over Special Education Counselors

Train staff to use ECST to document academic progress and interventions. All staff will use credit checks or Naviance Students will be referred to ECST for family meetings as needed for interventions Counselors will adjust schedules in order to best serve student needs. All students’ academic progress will be monitored via gradespeed/AISD SCAs and PLC common assessments.

ECST is used as an intervention tool 90 % of students graduate on the recommended plan Student schedules support their academic success Students grades and behavior are monitored and discussed in academies



Table #DR-18 State: Below safeguard target AYP: Area of low performance Objective: Increase the rate of special education students who graduate within four years. Condition: If special education student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

Struggling students are adopted and monitored by faculty/staff. Students are placed in intervention classes Advisory teachers will monitor student academic/attendance.


Table #DR-19 State: Below safeguard target AYP: Area of low performance Objective: Increase the rate of ELLs who graduate within four years. Condition: If LEP student rate < 75% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

a. (HS) Continue to use LUCHA for transcript analysis of credits

b. Promote the credit recovery programs such as Twilight, Delta, and Summer School

c. Review transcripts to ensure students are on track to graduate within four years.

d. Monitor grades every grading period to ensure students are passing

e. Parent conferences to include parents in monitoring of grades

f. Provide workshops on Parent Connection

Mr. Saldana Registrar Mr. Reyna APs Counselors Mr. Garza

a. Transcripts are sent for analysis

b. Provide Saturday tutorials

c. Lunch tutorials d. Provide Twilight e. Provide Summer

School opportunities (vouchers)

f. Grades are monitored each six weeks

g. Counselors implement credit checks

h. Parents are signed up to Parent Connection (list)

All year Ongoing


Graduation Plans – HS Level Only Table #DR-20 Objective: Increase the rate of special education students who graduate on RHSP or DAP high school plans. Condition: If special education student rate < 20% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

Increase Awareness Avoid focus on the minimum

plan. Hold the standard to the RHSP and DAP.

Let student’s understand the requirements of the RHSP/ DAP

Show the advantages of graduating under higher plans

Make sure that students and parents know about the plans when registering freshman year

Expand the category of “at risk seniors” to include seniors that are not only failing but also falling beneath their designated plan

Begin looking at this after the first 6 weeks

Students are usually dismissed from SPED category if they are graduating on the higher plans, so they are not included in the numbers.

Stephanie House Categorize and monitor labels of student who wereformally SPED and include them in the SPED graduation rate Evidence of counselor's registering program that show what path the students are on every year by looking at their class history and their requested classes for the upcoming year. Monitor that students are accumulating the appropriate number of credits for their plan

Every 3 weeks On-going


Table #DR-21 Objective: Increase the rate of ELLs who graduate on RHSP or DAP high school plans. Condition: If LEP student rate < 70% Source: AISD Acct/PEIMS Report Does Campus Performance Require Inclusion of This Objective (Yes or No): Applicable Strategic Plan Goal(s): 1,2,3,4





Status

Travis HS will move all core classes at the Freshmen and Sophomore level to sheltered instruction

Vinny Saldana Master Schedule Certified Staff PD from Dr. Alanis either through Region 13 or another source

Sheltered classes built and populated in 9th and 10th grade core classes. PD strategies being implemented Observation protocol being used for two way communication Weekly check on grades, attendance and discipline Overall campus monitoring of graduation plans Graduation plans dropped to the minimum plan must be approved by principal

All year long On-going


APPENDIX A Use of State Compensatory Education Funds for Improved Student Achievement

Programs and services currently being implemented on this campus that are partially or fully supported through State Compensatory Education (SCE) or grant funding include the following:

Programs/Services Use

After-School Tutorials After school extra duty pay for tutors working with students identified as at risk of not meeting state level performance criteria on EOC assessments, students performing below

grade level on assessments.

General Supplies for at-risk students Supplies and instructional materials for interventions. Services for students identified as at risk of not meeting state achievement

goals on EOC

Transition Services Transition to high school for targeted students at risk of drop out: not performing at grade level, truancy, poor attendance,

participation in the juvenile justice system, etc.

Dropout prevention services Student supports and tracking of students identified as at risk of dropping out: poor attendance, truancy, performing below

grade level. Etc.

9th Grade Initiatives Transition to high school for targeted students at risk of drop out: not performing at grade level, truancy, poor attendance, etc.

TOTAL $57200 The figures above include the salaries (in part or whole) of the equivalent of [number] full-time staff members (FTEs), added to the faculty in order to support the supplemental programs and services funded through State Compensatory Education.


APPENDIX B Highly Qualified Teacher Recruitment and Retention Plan

Area 1: Increase percentage of highly qualified (HQ) teachers to meet and/or maintain 100%. Strategies (check all that apply, but check at least one):

X Work with staffing coordinator, identify staff not meeting HQ standards X Notify staff of deficit area(s) Agree with staff on appropriate ways to meet the standard

X Provide adequate time for staff to attend trainings and/or take needed exams Other:

Area 2: Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ. Strategies

(check all that apply, but check at least one):

Offer early-bird signing bonuses to teachers at Title I campuses X Provide bilingual and special education stipends X Collaborate with HR to identify staffing needs so that qualified candidates are available Other:

Area 3: Attract and retain HQ teachers. Strategies (check all that apply, but check at least one):

X Participate in district-sponsored job fairs Participate in recruiting trips

X Provide mentors to first and second year teachers X Offer high-quality professional development X Provide leadership opportunities for teachers X Encourage participation in National Board program X Meet on a regular basis with new teachers to review needs/issues Other:

Area 4: Assist teachers not currently HQ to meet the HQ requirements in a timely manner. Strategies (check all that apply, but check at least one):

X Assign teachers to areas in which already meet HQ X Provide high-quality professional development in area(s) needed Pay for study courses for required exams Pay for passed exams

X Provide substitutes or stipends for professional development Other:


APPENDIX C Components for Title I Schools

(All Title I Schools) For all Title I schools, indicate the pages of the plan where the following components can be found:

Components Pages

Comprehensive needs assessment 6-10

School wide reform strategies that provide opportunities for all students to meet state standards and advanced levels of achievement, and that use effective methods/strategies based on scientifically based research 10-22

Instruction by highly qualified staff 17, 34

High quality/ongoing professional development for teachers, principals, and paraprofessionals to enable all students to meet state standards 6, 17, 19

Strategies to attract highly qualified teachers to high-need schools 34

Strategies to increase parental involvement 14,15,16

For Elementary: Transition to K assistance to Pre-K/EC students N/A

Inclusion of teachers in decisions regarding use of academic assessments (activities such as benchmark or other testing, use of data, etc.) 18

Effective, timely additional assistance (e.g., interventions, tutorials, summer programs, etc.) to ensure struggling students meet state standards 6-20

Coordination and integration of federal, state, and local services and programs 6-10,34,37-40

Description of how campus will provide individual student academic assessment results to parents in a language they understand, including an interpretation of the results 16


APPENDIX D Components for Title I Schools

(For Title I Schools in Stages 1-5 Needs Improvement) * In February 2013, The Texas Education Agency (TEA) submitted a request to the United States Department of Education (USDE) to waive specific provisions of the Elementary and Secondary Education Act of 2001. The waiver was intended to provide all 1,200 Texas public school districts greater flexibility in budgeting and in providing high quality education services to students. The waiver request was granted conditionally by Arne Duncan, U.S. Secretary of Education on September 30, 2013. Because the waiver was granted, districts were not required to comply with many of the AYP School Improvement requirements in the 2013-2014 school year.

For Title I schools in Stages 1-5 Needs Improvement, indicate the sections and pages of the plan where the following components can be found:

Components Pages CIP must be for two years N/A Strategies are based on scientifically based research that will strengthen the core academic subjects at the campus

N/A

Plan addresses the specific academic issues that caused the campus to not meet AYP N/A Plan reflects policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring all groups will meet the state’s proficient level of achievement by 2013-2014 (included in SIP addendum)

N/A

Details of how the campus will spend not less than 10% of Title I, Part A campus allocation for providing teachers and the principal high-qualify professional development that: directly addresses the academic achievement problem that caused the campus to not meet AYP; meets the requirements for of high-quality professional development under Section 1119; and is provided in a manner that affords increased opportunity for participating in that professional development

6, 17, 19, 34

Establishes specific annual, measurable objectives for continuous and substantial progress by each NCLB group of students to meet state’s standards by 2013-2014

N/A

Describes how the school will provide written notice about Needs Improvement status to parents in a format, and to the extent practicable, in a language that parents understand (included in SIP addendum)

N/A

Specifies the responsibilities of the school and district, including the technical assistance that the district provides under Section 1120A (included in SIP addendum)

N/A

Includes strategies to promote effective parental involvement in the school N/A Incorporates, as appropriate, activities before school, after school, during the summer, and during any extension of the school year

N/A

Incorporates a teacher mentoring program N/A


APPENDIX E Explanation of Title I, Part A Expenditures for Improving Student Performance

(All Title I Schools)

For all Title I schools, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed.

Travis High School School Year 13.14 This table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessment and corresponding strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (i.e., rather than simploy listing "Field Trip," list "Field Trip to Art Museum"). Please insert additional rows in the table as needed.

Type of Expenditure How will Expenditure Improve Student Performance? Amount of Summative

Needs Assessment Action Plan Strategy Expenditure Assessment of Impact Personnel ISS Monitor Home school suspensions and

discretionary removals are still above the suggested district rate

Travis HS would like to decrease the number of students who are sent home and miss instruction. In addition, schools need to be prepared to house discretionary removals as the Alternative Learning Center requirements are changing.

$34,794.00 Attendance will increase to 90% and discipline referrals to the ALC and HSS will drop by 10%

Math Teacher Prepare for more rigorous standards and accountability for EoC exams

85% of students will meet the EoC threshold in tested core.

$55,303.00 EoC scores will be 5% higher than the district average. HERC scores will increase by 10 %

ELAR Teacher ED students are disciplined at a higher rate and fail more classes than non-Sped students.


$55,303.00 10% reduction in discipline and 25% increase in passing grades.

Science Teacher Prepare for more rigorous standards and accountability for EoC exams




Social Studies Teacher Prepare for more rigorous standards and accountability for EoC exams



Director of Academics Connect instructional strategies across the campus' curriculum as well as lead campus based professional development.

Coordinate Instructional Fridays, Professional Learning Communities, Department Chairs, Instructional Specialists and Administration in campus wide PD plan.

$104,786.00 Achievement Gap will be reduced by 50%. TAKS scores will increase by 5%, while Commended and HERC scores will increase by 10 %

Bilingual TA Support ELL students in core classrooms

10% increase of ELL students passing EOC

$33,092.00 ELL students will pass EOC at state level

Library Assistant Assist librarian in providing literacy standards to all students


$47,000.00 ELAR scores in Reading will improve by 25%

Technology Specialist Provide support and PD for campus staff

100% preparation for on line testing

$48,000.00 100% of students taking retest will do so without technical issues. 100% of staff will be provided PD on data systems.

Parent Support Specialist Provide community support 25% increase in parent participation in on campus events

$20,000.00 Parent survey will show positive feedback

Salary Cushion 5%= $25,444 Instructional Supplies, Materials, and Equipment

Reproduction Instructional materials utilized for core departments as well professional development.

Purchase ink, paper and service copier

$5,000.00 Improve student success and retention rates will decrease by 25%

Reading Materials Reading program materials such as books and testing.

Software and ancillaries for Reading program, including fluency and language

$3,000.00


development

Software Achievement gaps and Recognized rating.

Purchase Kuta Software license for Math Department and Rosetta Stone for the ESOL Department.

$3,000.00 Acheivement Gap will be reduced by 50%.

Advanced Academics Materials Support advanced academic courses with software, books and materials to build projects.

Materials to create engineering projects for SciTech class and ChemBridge textbooks

$2,500.00

Academic Materials Support our district's only Academic Decathalon as well as the Robotics and Speech/Debate Teams

Entrance fees, supplies and study materials

$4,500.00

General Supplies Provide instructional materials, technology items, and post-secondary materials (AVID) for curriculum delivery including AP Prep.

All campus goals and strategies $7,500.00 Achievement Gap will be reduced by 50%. TAKS scores will increase by 5%, while College Readiness, Commended and HERC scores will increase by 10 %

Staff Training Employee travel Professional growth connected

to site based instructional professional development

Faculty/staff will increase knowledge of best practices at conferences such as ASCD

$5,000.00 100% of faculty/staff will utilize skills, activities, and knowledge of training(s).

Academic Prep Sessions/Testing Sites

AP Prep Sessions/Testing Sites Prepare AP students for AP tests and schedule off campus testing sites due to school constraints

$5,000.00

Professional Development College Board and AVID Train all new AP teachers and AVID program facilitators

$5,000.00

Professional Development Pre AP and AP Strategies. Professional Learning Communities training.

Engaging instructional strategies presented by Laying the Foundations and Solutions Tree.

$12,000.00 Increase college readiness and improve ELL scores on TAKS and TELPAS.

Community Services (Function 61) Reproduction Informational materials to be

distributed to parents and community.

Send newsletters/flyers to parents notifying them of school events.

$500.00 Parental involvement at events will increase by 25%.


Reading Materials For parent center. Provide family/community with information and resources on topics concerning their students.


General supplies Support parent center To provide smooth operation of office for parents/community member to visit and get information.

$1,000.00 The number of parents volunteering will increase.

Refreshments For parental and community meetings.

Increase parental/community members at school functions.


Subtotal Other Requests Reproduction (Admin) Provide instructional and district

information to faculty/staff; plus parents.

Create brochures, packets, flyers, about school information and career cluster programs.

$4,000.00 Community knowledge of district/campus initiatives will increase as well as best practices to improve student success.

Extra Duty Targeted tutorials based on students’ needs and Professional Learning Community meetings

ELL Saturday School (EPELL), TAKS prep, SCA interventions

$13,000.00

Employee travel (Admin) Attend training and professional development on PLC, RtI and Culturally responsive teaching.

Improved understanding of best practices, interventions and data.

$4,000.00 Increased data driven instruction.

Field Trips College/university visits to improve HERC and college success.

Travis faculty/staff will coordinate with Go Center and core teachers for academically focused field trips

$5,627.00 10% increase of students attending post secondary education.

$592,906.00Total (Must Match BTO Total)

Principal Approval Date:


APPENDIX F

Explanation of Title I, Part A Expenditures for Improving Student Performance (Stages 1-5 Needs Improvement)

* In February 2013, The Texas Education Agency (TEA) submitted a request to the United States Department of Education (USDE) to waive specific provisions of the Elementary and Secondary Education Act of 2001. The waiver was intended to provide all 1,200 Texas public school districts greater flexibility in budgeting and in providing high quality education services to students. The waiver request was granted conditionally by Arne Duncan, U.S. Secretary of Education on September 30, 2013. Because the waiver was granted, districts were not required to comply with many of the AYP School Improvement requirements in the 2013-2014 school year.

For Title I schools in Stages 1-5 Needs Improvement, this table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessments and corresponding Improvement Strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (e.g., rather than simply listing “Field Trip,” list “Field Trip to Art Museum”). Please insert additional rows in the table as needed. Travis High School School Year 13.14 This table provides an executive summary of Title I, Part A expenditures, and ties them directly to improving student performance, as identified in the Needs Assessment and corresponding strategies of the Action Plan. As appropriate to ensure clarity, please provide a brief description for line items (i.e., rather than simploy listing "Field Trip," list "Field Trip to Art Museum"). Please insert additional rows in the table as needed.

Type of Expenditure How will Expenditure Improve Student Performance? Amount of Summative

Needs Assessment Action Plan Strategy Expenditure Assessment of Impact Personnel ISS Monitor Home school suspensions and

discretionary removals are still above the suggested district rate

Travis HS would like to decrease the number of students who are sent home and miss instruction. In addition, schools need to be prepared to house discretionary removals as the Alternative Learning Center requirements are changing.

$34,794.00 Attendance will increase to 90% and discipline referrals to the ALC and HSS will drop by 10%

Math Teacher Prepare for more rigorous standards and accountability for EoC exams



ELAR Teacher ED students are disciplined at a higher rate and fail more classes than non-Sped students.


$55,303.00 10% reduction in discipline and 25% increase in passing grades.


Science Teacher Prepare for more rigorous standards and accountability for EoC exams



Social Studies Teacher Prepare for more rigorous standards and accountability for EoC exams



Director of Academics Connect instructional strategies across the campus' curriculum as well as lead campus based professional development.

Coordinate Instructional Fridays, Professional Learning Communities, Department Chairs, Instructional Specialists and Administraion in campus wide PD plan.

$104,786.00 Achievement Gap will be reduced by 50%. TAKS scores will increase by 5%, while Commended and HERC scores will increase by 10 %

Bilingual TA Support ELL students in core classrooms

10% increase of ELL students passing EOC

$33,092.00 ELL students will pass EOC at state level

Library Assistant Assist librarian in providing literacy standards to all students


$47,000.00 ELAR scores in Reading will improve by 25%

Technology Specialist Provide support and PD for campus staff

100% preparation for on line testing

$48,000.00 100% of students taking retest will do so without technical issues. 100% of staff will be provided PD on data systems.

Parent Support Specialist Provide community support 25% increase in parent participation in on campus events

$20,000.00 Parent survey will show positive feedback

Salary Cushion 5%= $25,444 Instructional Supplies, Materials, and Equipment


Reproduction Instructional materials utilized for core departments as well professional development.

Purchase ink, paper and service copier

$5,000.00 Improve student success and retention rates will decrease by 25%

Reading Materials Reading program materials such as books and testing.

Software and ancillaries for Reading program, including fluency and language development

$3,000.00

Software Achievement gaps and Recognized rating.

Purchase Kuta Software license for Math Department and Rosetta Stone for the ESOL Department.

$3,000.00 Achievement Gap will be reduced by 50%.

Advanced Academics Materials Support advanced academic courses with software, books and materials to build projects.

Materials to create engineering projects for SciTech class and ChemBridge textbooks

$2,500.00

Academic Materials Support our district's only Academic Decathalon as well as the Robotics and Speech/Debate Teams

Entrance fees, supplies and study materials

$4,500.00

General Supplies Provide instructional materials, technology items, and post-secondary materials (AVID) for curriculum delivery including AP Prep.

All campus goals and strategies $7,500.00 Achievement Gap will be reduced by 50%. TAKS scores will increase by 5%, while College Readiness, Commended and HERC scores will increase by 10 %

Staff Training Employee travel Professional growth connected

to site based instructional professional development

Faculty/staff will increase knowledge of best practices at conferences such as ASCD

$5,000.00 100% of faculty/staff will utilize skills, activities, and knowledge of training(s).

Academic Prep Sessions/Testing Sites

AP Prep Sessions/Testing Sites Prepare AP students for AP tests and schedule off campus testing sites due to school constraints

$5,000.00

Professional Development College Board and AVID Train all new AP teachers and AVID program facilitators

$5,000.00

Professional Development Pre AP and AP Strategies. Professional Learning Communities training.

Engaging instructional strategies presented by Laying the Foundations and Solutions Tree.

$12,000.00 Increase college readiness and improve ELL scores on TAKS and TELPAS.

Community Services (Function 61)


Reproduction Informational materials to be distributed to parents and community.

Send newsletters/flyers to parents notifying them of school events.


Reading Materials For parent center. Provide family/community with information and resources on topics concerning their students.


General supplies Support parent center To provide smooth operation of office for parents/community member to visit and get information.


Refreshments For parental and community meetings.

Increase parental/community members at school functions.


Subtotal Other Requests Reproduction (Admin) Provide instructional and district

information to faculty/staff; plus parents.

Create brochures, packets, flyers, about school information and career cluster programs.

$4,000.00 Community knowledge of district/campus initiatives will increase as well as best practices to improve student success.

Extra Duty Targeted tutorials based on students’ needs and Professional Learning Community meetings

ELL Saturday School (EPELL), TAKS prep, SCA interventions

$13,000.00

Employee travel (Admin) Attend training and professional development on PLC, RtI and Culturally responsive teaching.

Improved understanding of best practices, interventions and data.

$4,000.00 Increased data driven instruction.

Field Trips College/university visits to improve HERC and college success.

Travis faculty/staff will coordinate with Go Center and core teachers for academically focused field trips

$5,627.00 10% increase of students attending post-secondary education.

$592,906.00Total (Must Match BTO Total)

Principal Approval Date:


APPENDIX G Additional NCLB Requirements

Parent Notice By the date required by the Texas Education Agency, all parents will be informed of individual student academic assessment results and AYP status via letters sent home in both English and Spanish. Assistance to families seeking choice and/or SES options will be provided. Student assessment results will be shared with parents in both English and Spanish whenever possible. Support This Campus Improvement Plan was developed collaboratively with Campus Advisory Council members and central office support. The district is committed to providing the campus support in school improvement efforts. Support includes but is not limited to: Guidance, Leadership, and Monitoring Associate Superintendent Compliance and Fiscal Monitoring as per Section 1120A Departments of State and Federal Accountability and Finance Data Analysis Campus and District Accountability Curriculum and Benchmark Data, Professional Development Department of Curriculum Professional Development and Support in Determining Student Needs Department of Special Education and Bilingual Education Dropout Recovery School Community Liaisons Parental Involvement Planning and Training Opportunities Family Resource Center TEA, through the School Improvement Resource Center, provides technical assistance in the areas of needs assessment, scientifically based research, and best practices. The technical assistance provider (TAP), approved by SIRC, will support the principal in improvement efforts. As evidenced throughout this plan, the campus, in working with central office support, is implementing policies and practices that have the greatest likelihood of ensuring that all groups of students will meet proficiency levels of achievement as set by the state by no later than 2013-2014. Programs and practices are based on current scientifically based research. Enhancing rigor and relevance in [specify subject(s) missed in AYP] especially for [specify the student group(s) that missed the standards] is critical since performance was not within NCLB standards. Also, the participation rates and/or attendance rate, or graduation rate was/were below standard so it will be essential to focus on this/these area/areas as well. Evaluation and Outcomes The ultimate goal for this plan is to significantly improve student achievement for all students, including those served in special programs. The principal, CAC, and campus staff will monitor action plans and strategies on a regular basis to determine the level of implementation and the effectiveness in bringing about desired student outcomes. These outcomes target closing any disparity in achievement levels among student groups. Strategies, if successful, will create a positive learning environment in which all students are actively engaged in a challenging meaningful curriculum, based on TEKS and Principles of Learning. Specific evaluation measures and performance targets are included in the Long-Range Matrix for Student Achievement and in the Action Plan.


APPENDIX H Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or

licensed physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

2) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

3) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

4) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant

remains hospitalized after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

At the district level, compensatory education funds are used to fund teacher units for the Pregnancy Related Services program.


APPENDIX I Strategic Performance Measures and Improvement Targets

Campus Scorecard 2013-14

For ALL levels, the following performance indicators are included:

- STAAR/EOC (including retesters) - Attendance - Discipline - TELPAS - Student Fitness

For the ELEMENTARY SCHOOL level, the following performance indicators are included:

- Primary Reading Assessment

For the MIDDLE SCHOOL and HIGH SCHOOL level, the following performance indicators are included:

- Annual Dropout Rate (9-12) (with exclusions)

For the HIGH SCHOOL level, the following performance indicators are included:

- Recommended or Distinguished Program Participation - Graduation Rate (with exclusions) - SAT/ACT Participation and Performance - Advanced Placement/IB Exam Participation and Performance - Advanced Course/Dual Enrollment

Improvement goals and end goal targets for STAAR/EOC are pre-populated at district growth rates, but may be set at higher rates.Improvement goals and end goal targets for other indicators must be set by the campus. All improvement goals and end goal targetsmust be approved by the Associate Superintendent for the campus.

STAAR/EOC tables based on estimated accountability subset. Students in U.S. schools Year 1 through Year 3 are excluded.

STAAR/EOC Reading/ELA at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

Safeguard n/a n/a n/a n/a

All Students 22 25 50.00 40

Asian n/a <1 50.00 20

AA 26 30 50.00 44

Hispanic 21 24 50.00 39

White * 64 72.00 71

2 or More <1 <1 50.00 20

EcD 20 25 50.00 40

ELL * * 50.00 *

Spec Ed 14 17 50.00 33

9th Grade 22 21 50.00 37

10th Grade 28 50.00 42

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

Office of Campus and District Accountability

Travis Page 2 June 2013

STAAR/EOC Math at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



Asian n/a <1 50.00 20

AA * * 50.00 *

Hispanic 24 21 50.00 37

White * <1 50.00 20

2 or More <1 <1 50.00 20

EcD 24 20 50.00 36

ELL 15 9 50.00 27

Spec Ed * 27 50.00 41

9th Grade 24 24 50.00 39

10th Grade <1 50.00 20

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test



STAAR/EOC Writing at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



Asian n/a <1 50.00 20

AA * * 50.00 *

Hispanic 9 8 50.00 27

White * * 50.00 *

2 or More <1 <1 50.00 20

EcD 8 7 50.00 26

ELL <1 * 50.00 *

Spec Ed * * 50.00 *

9th Grade 9 9 50.00 27

10th Grade 8 50.00 26

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests



STAAR/EOC Science at Level II - Final

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target



Asian n/a <1 50.00 20

AA * 28 50.00 43

Hispanic 16 18 50.00 34

White * * 50.00 *

2 or More <1 <1 50.00 20

EcD 17 17 50.00 34

ELL * 7 50.00 25

Spec Ed * 20 50.00 36

9th Grade 17 23 50.00 38

10th Grade <1 50.00 20

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test



STAAR/EOC Reading/ELA at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target


Asian n/a <1 15.00 10

AA * * 15.00 *

Hispanic 3 3 15.00 13

White <1 <1 15.00 10

2 or More <1 <1 15.00 10

EcD 3 2 15.00 12

ELL * <1 15.00 10

Spec Ed * <1 15.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Reading, English II Reading, English I, and English II EOC tests

STAAR/EOC Math at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target


Asian n/a <1 15.00 10

AA <1 * 17.00 *

Hispanic 6 5 15.00 15

White <1 <1 15.00 10

2 or More <1 <1 15.00 10

EcD 6 5 15.00 14

ELL * <1 15.00 10

Spec Ed * * 15.00 *

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Algebra I EOC test



STAAR/EOC Writing at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students <1 <1 15.00 10

Asian n/a <1 15.00 10

AA <1 <1 15.00 10

Hispanic <1 <1 15.00 10

White <1 <1 15.00 10

2 or More <1 <1 15.00 10

EcD <1 <1 15.00 10

ELL <1 <1 15.00 10

Spec Ed <1 <1 15.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes English I Writing and English II Writing EOC tests

STAAR/EOC Science at Level III

2011-12

Est

2012-13

Est

2013-14

Improvement

Goal

2013-14

Target

All Students * 2 15.00 12

Asian n/a <1 15.00 10

AA * <1 15.00 10

Hispanic * 2 15.00 12

White <1 <1 15.00 10

2 or More <1 <1 15.00 10

EcD * 2 15.00 12

ELL * <1 15.00 10

Spec Ed * <1 15.00 10

Data Source: Contractor's Electronic FilesIncludes EOC taken in Middle SchoolIncludes Biology EOC test



Estimated Attendance

Estimated Improvement Goal

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

All Students 84.5% 85.2% 86.6% 88% 87.7% 90% 91.00

African American 85.3% 86.5% 87.3% 87.9% 87.5% 89.4% 91.00

Asian 96.3% 94.7% 94.6% 93% 93.6% 95.3% 96.00

Hispanic 84.2% 84.9% 86.5% 88.1% 87.6% 89.8% 91.00

Native American 81.2% 77.9% 64.7% 83.6% 85.8% 89.9% 91.00

White 85.7% 84.5% 85.9% 86.4% 88% 92.1% 93.00

2 or More 83.8% 85.9% 92.1% 93.00

EcD 85.6% 85.2% 87.2% 89.5% 87.6% 89.9% 91.00

Data Source: AISD Student Information System

State Recommended High School Program or Distinguished Achievement Program Participation

AEIS Improvement Goal

2007-08 2008-09 2009-10 2010-11 2011-12 2013-2014

All Students 70.9% 67.2% 69% 55.7% 57.1%

African American 51.9% 55% 55.9% 50% 51.9%

Asian * * * *

Hispanic 75% 70.4% 71.7% 57.1% 57.9%

Native American * * *

White 52.6% 53.8% 55% 30% 66.7%

2 or More 75% 50% 50%

EcD 75.7% 69.4% 71%

Data Source, PEIMS Submission 1



Graduation Rate (with exclusions)

Improvement Goal

Class of 2011 Class of 2012 Class of 2013

All Students 76.4% 81.7% 83.00

African American 75.0% 79.3% 83.00

Asian 80.0% * 83.00

Hispanic 78.4% 83.3% 84.00

Native American * * 83.00

White 52.6% 78.6% 83.00

2 or More 85.7% * 83.00

EcD 81.1% 84.5% 85.00

ELL 68.9% 73.8% 83.00

Spec Ed 77.6% 63.3% 83.00

Data Source: Based on preliminary TEA data tables

Annual Dropout Rate (9-12) (with exclusions)

Improvement Goal

2010-11 2011-12 2013-14

All Students 6.9% 4.0% 2.00

African American 8.1% 1.8% 1.50

Asian 25.0% 0.0% 0.00

Hispanic 6.4% 3.9% 3.00

Native American 37.5% 0.0% 0.00

White 6.7% 9.2% 2.00

2 or More 5.6% 11.8% 2.00

EcD 5.0% 3.3% 2.00

ELL 8.3% 7.0% 2.00

Spec Ed 7.6% 3.6% 2.00

Data Source: Based on preliminary TEA data tables



SAT/ACT Exam Participation & Performance by 11th and 12th Grade Students

ParticipationAEIS

End Goal Target PerformanceAEIS

End Goal Target2008-09 2009-10 2010-11 2008-09 2009-10 2010-11

All Students 60.3% 55.6% 63.5% >=70% All Students 3.8% 3.4% 5.2% >=40%

African American 72.4% 80% 68.2% >=70% African American 0% 0% 0% >=40%

Asian ? * ? >=70% Asian * * 20% >=40%

Hispanic 55.1% 51.2% 62.9% >=70% Hispanic 2.1% 3.6% 5.5% >=40%

Native American * >=70% Native American * >=40%

White 75% 60% 57.1% >=70% White 33.3% 11.1% * >=40%

2 or More ? 33.3% >=70% 2 or More * * >=40%

Data Source: AEIS

Advanced Placement/International Baccalaureate Exam Participation & Performance by 11th and 12th Grade Students

ParticipationAEIS

End Goal Target PerformanceAEIS

End Goal Target2008-09 2009-10 2010-11 2008-09 2009-10 2010-11

All Students 19.2% 28.7% 36.1% >=15% All Students 9.1% 23.6% 14.6% >=50%

African American 20% 17.3% 15.6% >=15% African American 0% 6.3% 7.1% >=50%

Asian * 71.4% 41.7% >=15% Asian 0% 14.3% 6.7% >=50%

Hispanic 19.1% 29% 37.3% >=15% Hispanic 9.1% 23.9% 15% >=50%

Native American * * * >=15% Native American * * >=50%

White 11.5% 36.8% 47.1% >=15% White 60% 46.7% 14.3% >=50%

2 or More 20% 33.3% >=15% 2 or More * * >=50%

Data Source: AEIS



Advanced Course / Dual Enrollment

AEIS End Goal Target

2008-09 2009-10 2010-11

All Students 19% 21.6% 23% >=30%

African American 16.5% 15.7% 13.1% >=30%

Asian 38.9% 61.5% 29.2% >=30%

Hispanic 19% 21.3% 23.9% >=30%

Native American * * 30% >=30%

White 20.9% 29.2% 23% >=30%

2 or More 35.3% 27.8% >=30%

Data Source: AEIS



All A-A Asian Hisp N-A White

12%

21%

4% 10%

21%

8%

0

20

40

60

80

100


HS 12% 21% 4% 10% 21% 8%

Campus Suspension to HomeStudent Discipline Aggregate CountsStudent Group Enrollment 2012-13

All Students 1629

African American 178

Asian 27

Hispanic 1338

Native American 14

White 59

Counts as of discipline report date, June 2013.Includes both active and inactive students.


1% 3% 1%0

20

40

60

80

100


Removals 1% 3% - 1% - -

Campus Discretionary Removals


5% 10%

4% 7%

0

20

40

60

80

100


ISS 5% 10% - 4% - 7%

Campus ALC/EDAP or ISS



Discipline Targets

Campus Discretionary Removals


2010-11 2011-12 2012-13 2013-14

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

# Discretionary

Removals to

Alt. Ed. Program

% Ethnic

Group

Removed

% Ethnic

Group

Removed

All Students 29 1.88% 33 1.88% 12 .74% 0.60

African American 8 5.56% 9 4.97% 5 2.81% 2.50

Asian 0.10

Hispanic 18 1.42% 23 1.61% 7 .52% 0.40

Native American 1 6.67% 0.10

White 1 1.49% 1 1.27% 1.00

The rate reflects the number of students in each ethnic group receiving the stated disciplinary action divided by the number of students in the ethnic group active and inactive when this report was run.Source: DEEDS Discipline Data for PEIMS. 2012-2013 data are draft. Final data reports will be disseminated in August 2013.

Campus Suspensions to Home


2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

# Campus

Suspensions

to Home

% Campus

Suspensions

to Home

% Ethnic

Group

Removed

All Students 213 13.84% 250 14.24% 188 11.54% 8.00


Asian 1 4% 1 3.7% 3.00

Hispanic 164 12.9% 200 13.97% 139 10.39% 8.00

Native American 2 13.33% 2 9.52% 3 21.43% 8.00

White 12 17.91% 8 10.13% 5 8.47% 8.00




Campus ALC/EDAP or In School Suspensions


2010-11 2011-12 2012-13 2013-14

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

# Campus

Suspensions

to ISS

% Campus

Suspensions

to ISS

% Ethnic

Group

Removed

All Students 36 2.34% 35 1.99% 78 4.79% 4.00


Asian 1 4% 0.10

Hispanic 32 2.52% 29 2.03% 54 4.04% 4.00

Native American 0.10

White 1 1.49% 1 1.27% 4 6.78% 4.00


Fall Enrollment (PEIMS Snapshot)

2008-09 2009-10 2010-11 2011-12 2012-13

All Students 1419 1344 1362 1470 1358

African American 176 154 121 137 137

Asian 15 15 22 21 24

Hispanic 1163 1109 1091 1166 1086

Native American 2 1 9 15 10

White 63 65 57 57 40

2 or More 62 74 60

Data Source: PEIMS Submission 1.



TELPAS - Students Testing Over Two Years Test at Beginner Level in Second Year

Group

2011-12 2012-13 2013-14 End Goal

# Tested

2 Yrs

# Beginning

2012%

# Tested

2 Yrs

# Beginning

2013% Improvement Goal Target

All Students 212 14 7% 190 9 5% 3.00Decrease % ELL

students scoring

at beginning

level on

TELPAS Reading

African American * * * * * * 0.00

Hispanic 186 8 4% 167 6 4% 3.00

White * * * * * * 0.00

EcD 201 12 6% 180 9 5% 3.00

Special Ed 18 3 17% 17 2 12% 3.00

Data Source: Contractor's Electronic Files

Student Fitness

Sex Ethnicity

2010-11 2011-12 2012-13

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

Body Composition:

Body Mass Index

Cardiovascular:

Mile Run/Pacer

TestedHealthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone% Tested

Healthy

Zone%

F Asian - - - - - - - - - - - - - - - - - -

F African American 12 4 33% 11 7 64% 42 26 62% 39 24 62% 36 16 44% 35 20 57%

F Hispanic 191 111 58% 186 118 63% 422 241 57% 413 253 61% 340 186 55% 338 205 61%

F White 7 5 71% 7 5 71% 11 7 64% 10 4 40% 10 2 20% 10 2 20%

F 210 120 57% 204 130 64% 475 274 58% 462 281 61% 386 204 53% 383 227 59%

M Asian - - - - - - - - - - - - - - - - - -

M African American 24 15 63% 23 15 65% 57 37 65% 56 45 80% 65 43 66% 63 44 70%

M Hispanic 245 136 56% 238 164 69% 447 270 60% 440 329 75% 426 235 55% 418 290 69%

M White 11 6 55% 10 4 40% 26 18 69% 25 18 72% 19 11 58% 18 14 78%

M 280 157 56% 271 183 68% 530 325 61% 521 392 75% 510 289 57% 499 348 70%

total 490 277 57% 475 313 66% 1005 599 60% 983 673 68% 896 493 55% 882 575 65%

Data Source: AISD Fitnessgram

2013-2014 Campus Improvement Plan

Documents

Transcript of 2013-2014 Campus Improvement Plan