DEVINE INDEPENDENT SCHOOL DISTRICT · Devine Intermediate School 2010-2011 4 Campus Improvement...

DEVINE INDEPENDENT SCHOOL DISTRICT

Campus Improvement Plan for a Schoolwide Program

for

DEVINE INTERMEDIATE SCHOOL 2010 – 2011

Updated November 2010

Devine Intermediate School 2010-2011 2 Campus Improvement Plan

DEVINE INTERMEDIATE SCHOOL

Campus Improvement Plan for a Schoolwide Program

TABLE OF CONTENTS Campus Administration & Site-Based Committee Membership 3

Goals and Objectives 4

Comprehensive Needs Assessment 7

Campus Accountability Data Tables (AEIS & AYP) 23

Campus Improvement Plan 30

Overview of State Compensatory Education 31

Use of Other Resources 54


District SCE Policies and Procedures 56

Campus-Level SCE Services 58

Assessment Results/Collection of Data/NCLB Schoolwide Components 60

Devine Independent School District Mission Statement

Devine ISD fosters respectful lifelong learners and leaders who maximize their potential through optimal educational opportunities offered in an environment

of equality, respect, and competitiveness.


CAMPUS ADMINISTRATION

Scott K. Sostarich—Principal Lee Davis—Assistant Principal for Curriculum & Instruction

Blain Martin—Counselor

DEVINE INTERMEDIATE SCHOOL

Site-Based Decision Making Team

Scott Sostarich Principal

Wendy Carr Grade 3 Teacher

Patrick Chapa Grade 4 Teacher

Kim Bales Grade 5 Teacher

Tim Coyle Central Office Staff

Brenda Castro Parent

Safia Gollrad Parent

Chuck Murphy Business

Tracy Courtade Business

Julie Hope Community

Linda Cole Community


Devine Intermediate School Campus Improvement Plan

Goals and Objectives 2010-2011

District Goal #1: Parent, Community, and State/Local Involvement: Parents and other members of the community will be partners in the improvement of schools.

Campus Objective: To increase community and parental involvement with the school

Campus Goals: • To communicate effectively with all parents and encourage their involvement in the school • To strengthen public confidence in our school • To increase the business community’s understanding and involvement in the educational program of the

school • To include parents and community in decision making • To engage parent and community involvement

District Goal #2: Student Learning: All students will be expected to meet educational performance standards.

Campus Objectives: • To increase student achievement on the TAKS • To reduce the achievement gap among disaggregated student groups on the TAKS • To increase the achievement of special populations students on the TAKS • To increase the number of students meeting the passing standard each nine weeks

Campus Goals: • To increase the percent of all students and disaggregated student groups passing the TAKS Reading test to

90% or higher • To increase the percent of all students and disaggregated student groups passing the TAKS Math test to

90% or higher • To increase the percent of all students and disaggregated student groups passing the TAKS Writing test to

90% or higher • To increase the number of special education students passing the TAKS, on-grade level TAKS A, M, and

Alt to 90% or higher • To maintain the percent of Gifted/Talented students mastering the TAKS at 100% • To increase the number of students passing for each six weeks to 90% or higher, with an annual passing rate

of 95% or higher • To increase the percent of all students and disaggregated student groups passing the TAKS Science test to

90% or higher


District Goal #3: Drop Out Prevention: Through enhanced drop out prevention efforts, all students will remain in school until they obtain a high school diploma.

Campus Objective: To increase student attendance rates

Campus Goal: To increase the campus attendance rate to 97% or higher

District Goal #4: Curriculum: A well-balanced and appropriate curriculum will be provided for all students.

Campus Objective: To provide a well-balanced and appropriate curriculum to meet the needs of the campus community

Provide students with educational opportunities that address safety, health, nutrition, as well as improve on overall wellness of the students, staff, and community members by promoting healthy lifestyles and awareness through a coordinated school health program (CSHP).

Campus Goals: • 95% of students will demonstrate mastery of the TEKS • To meet the educational needs of all students • To improve the campus nutrition environment, ensure student are physically active, and encourage parents

and staff to be positive role models by promoting healthy lifestyles.

District Goal #5: Personnel: Highly qualified and effective personnel will be attracted and retained.

Campus Objective: To attract and retain highly qualified and effective teachers

Campus Goals: • To notify central office of impending vacancy so that the district will recruit highly qualified and effective

teachers • To provide timely orientation for new staff • To assign each new teacher an experienced mentor • To provide quality staff development • To provide administrative support to all personnel

District Goal #6: Student Performance: The district’s students will demonstrate exemplary performance in comparison to national and international standards.

Campus Objective: To improve student achievement on standardized tests

Campus Goals:

• To increase the percent of 3rd grade students passing all sections of the TAKS to 90% or higher • To increase the percent of 4th grade students passing all sections of the TAKS to 90% or higher • To increase the percent of 5th grade students passing all sections of the TAKS to 90% or higher

District Goal #7: Climate: The district’s campuses will maintain a safe and disciplined environment conducive to student learning and to positive public perception in the community.

Campus Objective: To maintain high expectations of student behavior and performance


Campus Goals:

• To build a positive school climate and teamwork among faculty, staff and parents

• To involve district staff, campus staff, parents and community representatives in improving student achievement through shared decision making

District Goal #8: Staff Development, Research, and Evaluation: The campus’ educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Campus Objective: To provide the campus’ educators with the support, tools, and resources to empower them to effectively teach all students

Campus Goals: • To provide pertinent staff development • To utilize appropriate resources and technologies • To allow teachers opportunities for input in the decision-making process involving testing and materials

District Goal #9: Technology: Technology will be used to increase the equity, efficiency, and effectiveness of classroom instruction, instructional management, and administration.

Campus Objective: To integrate technology throughout instruction and management to improve student performance

Campus Goal: To enhance the effectiveness of classroom instruction and student learning through appropriate application of technology

District Goal #10: Finance: The financing of public education will be equitable to all students.

Campus Objective: To focus budgetary allocations on instruction

Campus Goal: To ensure campus expenditures are appropriate to meet or exceed student needs

Comprehensive Needs Assessment


Family and Community Involvement

Family and Community Involvement refers to how these stakeholders are informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievement for all students.

Potential Data Sources: Family and Community Participation Counts by Type of Activity Parent Volunteer Information Parent Activity Evaluations and Feedback Parent and Community Partnership Data Mobility/Stability Demographic Data Community Service Agencies and Support Services

Data Sources Reviewed

Meet the Teacher & Open House Sign In Sheets

PTO Minutes

Parent Survey

Findings/Analysis

Strengths Needs

Parent Learning Center

To reach the small number of parents that do not respond to teacher contacts.

Strong PTO partnership

Good Parent turnout for meetings

Good teacher/parent communication.

Summary of Needs


F&C Need 1

Parent survey indicated parents felt there was good communication between them and their child's teacher, however, teachers still have a small group of parents that are difficult to reach with no phone or any way to get in touch with them. A team approach is being suggested with the teacher, counselor, assistant principal, and principal to attempt home visits to these parents and try to keep them in the loop of information with the school.


Student Achievement

Student Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study.

Potential Data Sources: State Assessment Data TELPAS and AMAO Results SAT/ACT/PSAT Results Advanced Course/Dual Enrollment Data Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures State and AYP Data Tables Texas Success Initiative (TSI) Data Course/Class Grades Graduation, Completion, Dropout, and GED Rates; Diploma Types Promotion/Retention Rates Classroom and Program Assessments and Other Data

Student Work


Progress Monitoring Standardized testing

Progress Reports Teacher created assessments

Student work Benchmark tests

Report Cards Promotion and retention rates

RTI for reading and math AEIS IT

Findings/Analysis


Strengths Needs

80 minute classes in the tested core areas

Interventionist for reading and math for all grade levels

Vertically aligned curricular programs that are TEKS based

Obtain the Extra program from C-Scope for progress monitoring, data retrieval and organization

Supplemental programs such as C-Scope and Study Island

In school and after school tutorial programs

RTI for reading and math

Strong benchmark testing

Summary of Needs

The intermediate campus has a need for an interventionist in reading and math that services all three grade levels.

The intermediate campus also has need for the program Extra from C-Scope which will aid the teachers with progress monitoring and data retrieval.


School Context and Organization

School Context and Organization refers to the processes, structures, decision-making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning.

Potential Data Sources: School Structure or Make-Up, e.g., Teaming, Looping, etc. Decision-Making Processes Master Schedule Leadership: Formal and Informal Supervision Structure Support Structures: Mentor Teachers Duty Rosters Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc. School Map & Physical Environment

Program Support Services, e.g., Extracurricular Activities, After School Programs,

etc. Communication: Formal and Informal


AEIS IT Report Newsletters-individual teachers

Duty Roster for Campus-Supervision Campus Calendar

Specials Schedule Memos from Administrator

District Website/Campus Mentoring Program

Parent Surveys School Map/Walk through of hallways

Findings/Analysis


Strengths Needs

Meet with lead teachers frequently

Campus Communication-Chain of Command

Bulletin Boards with Honor Roll Names displayed

Student Support Services--Counseling

Commended TAKS Picture Wall

Support Staff needing "substitutes/fill ins" when they cannot do duty

Rich lesson plans with many different choices-week in advance

Reading and Math Interventionist

Grade Level Meetings-twice a month with administrators

Staff/Campus Acknowledgment of Recognition for teachers and support staff

Grade Levels meet as a team once a week

Roles and Responsibilities for each teacher/support staff

Gradual progression from self contained to team teaching to departmentalized

Duty Roster of teachers and support staff

Mentor Program eases the transition

Planning Day for all staff to reflect on the strengths and weakness of the year in review

Summary of Needs

SC & O Need 1

Devine Intermediate needs more consistency in written communication rather than verbal (calendars, memos, and announcements) for both students and staff

Devine Intermediate needs to provide scheduled counseling services for at risk students.

There is a urgent need to have a back up plan for (Cafeteria/Recess Duty/Crosswalk) when support staff is absent or used other places.

Devine Intermediate needs a Math and/or Reading Interventionist per grade level based on the number of at-risk students

Devine Intermediate needs to further their communication between special education and general education teachers to ensure that students' individual needs are met.

Devine Intermediate needs to utilize their staff's talent by using them in professional development programs. (Since we are low on funds)


Demographics

Demographics refer to the characteristics or make-up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs.

Potential Data Sources: Enrollment Attendance Ethnicity Gender Mobility/Stability Special Program Participation At-Risk by Category Teacher-Student Ratios Graduation, Completion, Dropout, and GED rates Course/Class Assignments College/University/Dual Credit/Advanced Placement Enrollment


Campus AEIS Report

TEAs Campus AYP Report

Findings/Analysis

Strengths Needs

Stable student populations

Continue programs for Eco Dis students, ex. United Streaming.

Small LEP populations

Continue mentoring program for new teachers .

Good attendance rate

Maintain lower class size numbers Class size reduction grant.


Achievement gaps have closed in many areas and are closing in other areas between Hispanic and White student sub-pops.

Teacher retention rate

Summary of Needs

The committee feels programs such as United Streaming have an important impact on bringing real world experiences and information to all students but especially our Economically Disadvantaged students who may not have been exposed to many opportunities or had the experience of visiting another city or state.

The committee feels the class size reduction grant is needed to provide another teacher to the 3rd grade team to help maintain the lower students to teacher ratio to help establish the students reading abilities so they are better prepared at the next grade levels.


Technology

Technology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real-world experiences, including post-secondary opportunities.

Potential Data Sources: Enrollment Attendance Ethnicity Gender Mobility/Stability Special Program At-Risk by Category Teacher-Student Ratios Graduation, Completion, Dropout, and GED rates Course/Class Assignments College/University/Dual Credit/Advanced Placement Enrollment


Attendance

Special Programs

At Risk

Findings/Analyses

Strengths Needs

Technology has helped track attendance more efficiently.

Smartboard not used to its fullest potential.

Study Island, Rosetta Stone, Lexia have helped at risk students

Student computer ratio not balanced in the classroom

United Streaming/educational websites available to enhance instruction

Poor internet speed


Use of AR program to help improve reading skills

Updated Rosetta Stone Program

LCD projector and airliner in every classroom to assist with instruction

Certified Teacher to teach Technology TEKS in lab

C Scope curriculum

Use of Palms for TPRI Assessment

Phones in every classroom to help communication

Summary of Needs

Technology Need 1

Smartboard is not being used to enhance academic instruction. It is not allowed to be used in teachers' classrooms as an instructional tool.

Students exceed the number of computers within the classroom.

Poor log on time for computers.

Educational programs such as Rosetta Stone need to be kept up to date.

We are lacking a certified teacher to instruct technology TEKS in the computer lab.


Staff Quality, Recruitment and Retention

Staff Quality, Recruitment and Retention refers to the school organization's level of high-quality, highly-effective staff, particularly in high-poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns.

Potential Data Sources: Teacher Certification/Qualification Data Paraprofessional and Other Staff Qualifications Staff Effectiveness in Relation to Student Achievement PDAS and/or Other Staff Effectiveness Data Staff Mobility/Stability Special Program Qualifications, e.g., Bilingual/ESL, Special Education, etc. Professional Development Data Teacher-Student Ratios Graduation, Completion, Dropout, and GED rates Course/Class Completions, Grades, and Other Data Recruitment and Retention Strategies and Other Data


Highly Qualified Report

Faculty Survey

AEIS Report Student/Teacher Ratio and student performance.

Findings/Analysis

Strengths Needs

100% of Teachers and Teacher Aides are Highly Qualified.

Planning day discussion about teacher release time to view other teachers on what is working on a certain topic or management issue in their classroom.


Mentoring program for new teachers.

Continued training in the area of RTI and what assesments can be used to better monitor progress.

Teacher student ratios are maintained.

There has been no turnover rate at the Intermediate campus for two years.

The Intermediate campus will receive a recognized rating for two consecutive years.

District pays for training and certificate fees for ESL and GT endorsements.

District pays for professional development for teachers who work with Autistic children in their classroom.

Summary of Needs

We will be looking at implmenting ways to provide release time for teachers to view other teachers classrooms.

We will are looking at a portion of the Study Island computer program that is already in place which has an RTI component to address progress monitoring and chart student growth.


School Culture and Climate

School culture refers to the organization's values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system.

Potential Data Sources: Surveys Questionnaires Focus Groups Interviews Feedback Data Classroom and School Walkthrough Data Parent Conferences, Meetings, etc.


Parent Survey

Faculty Survey

Findings/Analysis

Strengths Needs

88.9% of parents surveyed felt the campus' main concerns are student learning and achievement.

Maintain importance of teaching the TEKS and not teaching the test.

92.4% of parents surveyed felt free to call or write their child's teacher.

Continue to provide high quality customer service to parents on communication.

91.4% of parents felt welcome at this campus.

Continue to provide high expectations to maintain a safe and orderly environment.

96.7% of staff felt administrators support me in my work with students


in helping us reach our vision.

100.0% said they enjoy teaching in Devine.

96.7% of teachers felt the campus provides students and teachers a safe and orderly environment for teaching and learning.

Summary of Needs

Maintain systems either by email or sending letters and flyers on school-wide activities and events to keep parents informed.


Curriculum, Instruction and Assessment

The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes.

Potential Data Sources: Standards-Based Curriculum Resources and Materials Scope and Sequence; Pacing Guides; and/or Other Focus Documents Foundation Course/Class Materials Enrichment Course/Class Materials Technology Instructional Design/Delivery; High-Yield Strategies Lesson Study/Delivery Processes Collaborative Horizontal and Vertical Team Alignment Processes Student-Specific/Differentiated Strategies and Processes Common Benchmark Assessments and/or Other Assessments Class, School, and Special Program Schedules


Standards-Based Curriculum Resources and Materials

Collaborative Horizontal/Vertical Team Alignment

Scope and Sequence/Curriculumn Maps

Student-Specific/Differentiated Strategies

Technology

Common Benchmark Assessments

Instructional Design/Delivery

Special Program Schedules (Resource/Dyslexia)

Lesson Study/Delivery Process C-Scope as a supplement

Findings/Analysis


Strengths Needs

Standards Based Curriculumn Resource and Materials

Scope and Sequence per Campus

Technology Instuctional Design and Delivery

Horizontal Teaming Lesson Study/Delivery Processes

Common benchmarks Vertical Teaming

Special Programs Schedule

Student Specific Differentitiated Strategies

Student Specific Differentitiated Strategies

Summary of Needs

The Intermediate will need to make a new scope and sequence for the new Language Arts/Spelling textbook adoption

The Interemediate campus could use more high yield strategies for instructional delivery.

The Intermediate campus would benefit from additional training on lesson study/delivery process.

The Intermediate campus needs a Reading Coach/Interventionist past the third grade.

Now that the 5th grade is the first SSI year a reading, math and science interventionist is needed to maintain our academic success. It will allow students an opportunity to work in small groups that will focus on areas of concern which will promote and ensure academic success.


July 2010 TEXAS EDUCATION AGENCY PAGE 1 2010 CAMPUS ACCOUNTABILITY DATA TABLES - STANDARD PROCEDURES DISTRICT NAME: DEVINE CAMPUS NAME: DEVINE INTERMEDIATE SCHOOL Campus Rating: Recognized CAMPUS NUMBER: 163901102 Grade Span: 03 - 05 Analysis groups used to determine ratings are highlighted in BLUE. Accountability standards are shown in parentheses. Special formats ('*', >99%, <1%) are used to protect student confidentiality. _____________________________________________________________________________________________________________________________________________________ TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) TABLE Required Status |------------- 2010 -------------||--------- 2009 ---------||----- Improvement -----||-------- 2010 TPM -------|----- by Measure -----| Number Pct Stu Number Pct Met Number Pct Performance Met Number Met Grp Met Number Met Min Act Met Met Std Number Met Results Std Taking Std % Std Taking Std Size Chg RI RI? w/TPM Taking w/TPM STD RI TPM EXCP *** Reading/ELA (70%/80%/90%) All Students 337 390 86% 100% 332 384 86% 0 362 390 93% RE RE EX - EX African Amer * * * * * * * * * * * - - - - - Hispanic 192 229 84% 59% 186 223 83% 1 208 229 91% RE RE EX - EX White 141 156 90% 40% 143 158 91% -1 150 156 96% EX - - - EX Econ Disadv 202 246 82% 63% 174 212 82% 0 225 246 91% RE RE EX - EX Writing (70%/80%/90%) All Students 117 137 85% 100% 108 122 89% -4 132 137 96% RE RE EX - EX African Amer * * * * * * * * * * * - - - - - Hispanic 66 78 85% 57% 61 70 87% -2 75 78 96% RE RE EX - EX White * * 86% 41% 46 51 90% -4 * * 96% RE RE EX - EX Econ Disadv 71 87 82% 64% 57 66 86% -4 83 87 95% RE RE EX - EX Social Studies (70%/80%/90%) All Students * * * * * * * * * * * - - - - - African Amer * * * * * * * * * * * - - - - - Hispanic * * * * * * * * * * * - - - - - White * * * * * * * * * * * - - - - - Econ Disadv * * * * * * * * * * * - - - - - Mathematics (60%/80%/90%) All Students 328 386 85% 100% 318 384 83% 2 350 386 91% RE RE EX - EX African Amer * * * * * * * * * * * - - - - - Hispanic 185 225 82% 58% 176 222 79% 3 199 225 88% RE - - - RE White 139 156 89% 40% 140 159 88% 1 146 156 94% RE RE EX - EX Econ Disadv 196 242 81% 63% 164 212 77% 4 214 242 88% RE - - - RE Science (55%/80%/90%) All Students 114 123 93% 100% 103 114 90% 3 114 123 93% EX - - - EX African Amer * * * * * * * * * * * - - - - - Hispanic 66 74 89% 60% 65 71 92% -3 66 74 89% RE - - - RE White * * 98% * 38 43 88% 10 * * 98% EX - - - EX Econ Disadv 69 78 88% 63% 54 60 90% -2 69 78 88% RE - - - RE *** Summary column: Note that RI, TPM, and EXCP may elevate the rating one level, but only one level. _____________________________________________________________________________________________________________________________________________________ EXCEPTIONS TABLE Number Msrs Number Number Floor(s) Msr(s) Used Evaluated Allowed Needed Met? in 2009? Exceptions Applied 16 1 4 N/A N/A N/A _____________________________________________________________________________________________________________________________________________________ July 2010 TEXAS EDUCATION AGENCY PAGE 2 2010 CAMPUS ACCOUNTABILITY DATA TABLES - STANDARD PROCEDURES DISTRICT NAME: DEVINE CAMPUS NAME: DEVINE INTERMEDIATE SCHOOL Campus Rating: Recognized CAMPUS NUMBER: 163901102 Grade Span: 03 - 05


Analysis groups used to determine ratings are highlighted in BLUE. Accountability standards are shown in parentheses. Special formats ('*', >99%, <1%) are used to protect student confidentiality. ____________________________________________________________________________________________________ COMPLETION RATE I TABLE (Gr. 9-12) (75.0%/85.0%/95.0%) Required |----------- Class of 2009 ------------||--- Class of 2008 ----||------ Improvement ------| Stu Met # Com- # # in Comp Grp # Com- # in Comp Min Act Met pleters Dropouts Class Rate % pleters Class Rate Size Chg RI RI? All Students - - - - - - - - - African Amer - - - - - - - - - Hispanic - - - - - - - - - White - - - - - - - - - Econ Disadv - - - - - - - - - Decreases in completion rates may be due to significant changes in the dropout definition beginning with the 2005-06 school year. Completion data not evaluated for your accountability rating due to grade span, small numbers, or no data. __________________________________________________________________________________________________ ANNUAL DROPOUT RATE TABLE (Gr. 7-8) (1.8%) Required |------------ 2008-09 -------------||--------- 2007-08 ---------||----- Improvement ------| Stu Met # # 7-8 Dropout Grp # # 7-8 Dropout Min Act Met Dropouts Graders Rate % Dropouts Graders Rate Size Chg RI RI? All Students - - - - - - - - African Amer - - - - - - - - Hispanic - - - - - - - - White - - - - - - - - Econ Disadv - - - - - - - - Dropout data not evaluated for your accountability rating due to grade span, small numbers, or no data. __________________________________________________________________________________________________


Devine Intermediate School Campus Improvement Plan

2010-2011

District Goal #1: Parent, Community, and State/Local Involvement: Parents and other members of the community will be partners in the improvement of schools.

Campus Objective: To increase community and parental involvement

Campus Goals: • To communicate effectively with all parents and encourage their involvement with the school • To strengthen public confidence in our school • To increase the business community’s understanding and involvement in the educational program of the school • To include parents and community in decision making

Activities/Strategies Person Responsible

Timeline Resource Allocation Evaluation SW Component

1. Continue to publish four issues of the PTO newsletter for distribution to parents.

Principal, PTO President

September.- May PTO funds Copies of newsletter on file

6

2. Include parents and community in decision-making.

Principal, SBDM Committee

August – May Administrator, Counselor, Teachers, Paraprofessionals

SBDM documentation 6

3. Provide information to families to assist them in understanding and accessing the GT program.

Principal, GT teacher

September - May GT Campus Representative

Agenda and letter on file

6


Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component

4. Provide parents a campus events calendar monthly or each grading period with student activities, SBDM meetings, Board Meetings, and school-sponsored activities. Inform the public of campus/SBDM and DEIC committee members.

Principal, Librarian September- May Principal, Local funds Copies on file 6

5. Address parent involvement in regular LPAC/ARD/teacher conference meetings to develop appropriate goals’ and IEPs.

Principal, Counselor August – May Local funds LPAC Minutes, ARDC Minutes, Sign-in Sheets

6

6. Inform parents of campus and individual discipline plan in the handbook.

Principal, Classroom teachers

August Principal, Teachers Parent Survey, Discipline plans

4

7. Encourage Parent/Teacher conferences throughout the year.


August – June Teachers Letters on file

8. Involve parents through Accelerated Reader, Agriculture Fair, classroom parties, Title I meetings, PTO, field trips, UIL Assembly, volunteering, classroom visits, and working in classrooms.

Principal, AP, Classroom teachers, Staff, SBDM Committee, UIL Director

September - June Volunteers, PTO, Principal, Counselor, Teachers, Local funds, Title I funds

Letters on file, lists on file, names on file

6

9. Invite parents and community members to attend Student Recognition Assemblies.

Principal, AP, Classroom teachers

September - June Principal, Local funds Names on file

6


District Goal #2: Student Learning: All students will be expected to meet educational performance standards.


10. Parent Learning Network: Conduct parenting workshops to inform parents about special programs, how to help students at home, how to read to students, TAKS strategies they can use at home, health issues, and the AR program.

Parenting committee, Director of Special Programs, PLN Facilitator, Counselor

September - May Title I funds Sign-in rosters, Letters on file

4, 10

11. Parent Training Library provides weekly sessions and activities.

Director of Special Programs

August – May Title I funds Sign-in rosters 10

13. Conduct an annual Title I public meeting to inform parents of Title I programs and review school/parent compact.

Director of Special Programs, PLN Facilitators

Fall 2006-Spring 2008

Title I funds Sign-in rosters Evaluation forms Minutes

6

14. Provide a monthly article by counselor in local newspaper.

Principal, Counselor September – June Counselor Copies of article on file

15. Conduct a parent orientation or open house at the beginning of each school year. Promote Public School Week in March on each campus (Meet-the-Teacher / Open House)

Principal, AP, Teachers, Staff

August and March Local funds Attendance sign-in sheets

6

16. Inform parent and community members of school activities and campus programs through the registration/enrollment packet, district website, and local media.

Principal, Counselor, Glenda Allen

September - June Local funds Published articles 6

17. Distribute a parent satisfaction survey for parental input on an annual basis.

Principal, AP, Counselor

April Local funds Survey responses 1


Campus Objectives:

• To increase student achievement on the TAKS

• To reduce the achievement gap among disaggregated student populations on the TAKS

• To increase the achievement of special populations students on the TAKS

• To increase the number of students meeting the passing standard each six weeks

Campus Goals: • To increase the percent of all students and disaggregated student groups passing the TAKS Reading test to 90% or higher • To increase the percent of all students and disaggregated student groups passing the TAKS Math test to 90% or higher • To increase the percent of all students and disaggregated student groups passing the TAKS Writing test to 90% or higher • To increase the number of special education students passing the TAKS, on-grade-level TAKS M, A, or Alt to 90% or higher • To maintain the percent of Gifted/Talented students mastering the TAKS at 100% • To increase the number of students passing for each six weeks to 90% or higher, with an annual passing rate of 95% or higher • To increase the percent of all students and disaggregated student groups passing the TAKS Science test to 90% or higher


1. Continue to implement C-Scope in Math & Science core subjects.

Principal, TAKS coordinators, Classroom teachers

September - June

Local Lesson plans, classroom visits

2

2. Continue Envision Math program throughout intermediate grade levels.

Principal, Classroom teachers, AP

August – June District funds Lesson plans 2

3. Continue vertical grade level meetings to review and revise curriculum maps and implement core subject programs.

Principal, AP, Classroom teachers, SBDM Committee

August - June Teachers Meeting minutes 8

Activities/Strategies

Person Responsible

Timeline

Resource Allocation

Evaluation

SW


Component

4. Use heterogeneous grouping in all grade levels.

Principal, Counselor August - June Counselor, Teachers Class lists, TAKS scores

5. Continue the Accelerated Reader program.


August - June Local funds AR computer reports 2, 4

6. Continue to target the student expectations/objectives for TAKS at-risk students, and implement TAKS acceleration strategies to ensure that students who experience difficulty mastering levels of academic achievement standards shall be provided with effective, timely additional assistance.

Principal, Classroom teachers, AP, Computer Lab Aide

August - May SCE and Local funds, Study Island

TAKS scores, observation, benchmarks, Tutoring, IRIs

8,

7. Use STAR testing for AR program.

Classroom teachers, computer lab aide

August, December, May

Local funds Computer reports 8

8. Continue to use math and science manipulatives.


On-going Local funds Purchase orders, test results, observation

2

9. Purchase fiction/nonfiction library books for the AR program.

Principal, Librarian August Local funds TAKS scores, purchase orders

2

10. Use Phon-graphix program for Tier II & III struggling readers at 3rd grade.

Principal, Computer Lab Facilitator, Title I Aide

September – May

Local funds Computer reports, TAKS reading scores

2, 9

11. Continue Study Island computer program.

Principal, Classroom teacher

September – May

Local 2, 9

Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW


Component

12. Provide tapes of science and social studies books for special population students.


August - May SCE , Title I funds Assessment results 2, 9

13. Implement Scottish Rite/Take Flight for 3rd and 4th grade students and coordinate/supplement using Lexia for 5th grade.

Principal, Reading Interventionist

September - May

Title I funds SSIG

TPRI, TAKS results 2, 9

14. Monitor TAKS Benchmarks of all students.

Principal, AP, Counselor September - May

Teachers Observation, Assessment results

8

15. Provide an in-school accelerated instruction program for students at risk of not meeting standards.

Principal, AP, Teachers, Classroom Aides

November - April

Local funds Class lists, time cards, retention list, TAKS scores

2, 9

16. Provide in-service to parents that address helping students at home.

PLN, Counselor, Director of Special Programs

September - May

Local, Title I, Headstart funds.

Sign-in sheets, letter on file

17. Sign a school/parent compact to make the school and the parents’ partners in education.


August Title I funds Copies on file

18. Provide accelerated instruction during the school day.

Principal, Classroom teachers.

August - May

Title I funds, SCE funds,

Documentation in classrooms, Report cards, TAKS scores

2, 9

19. Use Title I aides in classrooms to help students.

Principal, Classroom teacher.

August - May

Title I Funds Documentation in classrooms, Teachers Observation.

2, 9

20. Provide the flex calendar schedule for students not passing state assessments, failing EOY averages, and attendance noncompliance.

Classroom teachers, Principal

June - July SCE, , Title I

Documentation, Report cards

2, 9



21. Continue benchmark tests regularly to identify TEKS/SE’s that need further reinforcement for student success.

Principal, Classroom teachers, Asst. Supt./Test Coordinator, AP

October - April Title I, Local Funds Benchmark results, TAKS scores, AEIS-IT

8

22. Incorporate oral language strategies for ESL students through use of ESL materials, software, and staff development.

Principal, ESL teachers, Director of Special Programs

August – June

Local, Title III funds

TAKS, TELPAS, AMOS

2, 9

23. Inclusion of curriculum units on Black History Month, Hispanic Awareness, women’s contributions to society, and awareness of various cultures through literature.

Principal, Classroom Teachers, Vertical Teams

August - June State and Local Funds

Lesson Plans, Teacher Observations

2

24. Teachers will apply research-based reading strategies addressing the priority components, supported by professional development, teacher collaboration, and instructional materials in the Reading First model.

Teachers, Principal, Curriculum director, Asst. Principal

October - June Staff,

Improved student achievement in reading/ provide reading teacher training; observations/walk-throughs indicate improved classroom instruction.

2

25. Identify 3rd grade students determined to be at risk for reading failure, and monitor Tier 2 and 3 interventions.

Principal , AP Reading Interventionist, August - May Local funds TPRI Reports,

Classroom Assessments 8

26. Provide remediation lists generated from TAKS, TPRI, results to appropriate teachers for tutorial purposes.

Staff, Principals, Counselors, Teachers

August - May Remediation lists, State Comp Funds

Remediation lists , Tutorial lists, Teacher time cards of file, Report card

9


27. Monitor student progress on a six week and annual basis.

Principal, AP, Counselor, Teachers

September – May Local funds Report cards and

progress reports 8

28. Implement district special education strategic plan.

Principal, Dir. of SpEd On - going Local funds TAKS A, M and Alt testing

2

29. Provide inclusion and resource to address the needs of special education students in reading and math.

Principal, Special Ed teachers

August - May SpEd funds Class rosters, Progress reports

2

District Goal #3: Drop Out Prevention: Through enhanced drop out prevention efforts, all students will remain in school until they obtain a high school diploma.

Campus Objective: To increase student attendance rates

Campus Goal: To increase the campus attendance rate to 97% or higher



1. Monitor students’ attendance.

Principal, Counselor, Attendance clerk

August - May Teachers PIEMS, letters to parents, letters on file, txGradebook

2. Reward students with perfect attendance at the end of grading periods and the school year.


October – June

Local funds, Community Support

Increased attendance

3. Daily phone calls to parents when students are absent.

Principal, Counselor, Classroom teachers, Attendance Clerk

August - June Teachers, Secretary

School Messenger

Phone logs, Attendance records

4. Reward the class in each grade level with best six week’s attendance.

Principal, AP September – May

Local funds Attendance report

5. District SRO will assist principal in communicating with parents and help enforce compulsory attendance law.

Principal, SRO, Director of Special Programs

October Local funds, City of Devine funding

Improved attendance

6. Target potential drop-out/at risk students through Reading First intervention.

Counselors Teachers Principals

Spring

SCE, Title I,

TAKS, TAKS M, A, and Alt

9

District Goal #4: Curriculum: A well-balanced and appropriate curriculum will be provided for all students. Provide students with educational opportunities that address safety, health, and nutrition as well as improve the overall wellness of the students, staff, and community members by promoting healthy lifestyles and awareness through a coordinated school health program (CSHP).

Campus Objective: To provide a well-balanced and appropriate curriculum to meet the needs of the campus community

Campus Goals:


• 95% of students will demonstrate mastery of the TEKS

• To improve the campus nutrition environment, ensure students are physically active, and encourage parents and staff to be positive role models by promoting healthy lifestyles through semester newsletter, evidence in lessons taught in plans

• To meet the educational needs of all students


1. Monitor lesson plans, which are based on TEKS, weekly.

Principal, AP August - June State and local funds Lesson plans on file 3

2. Provide teachers with the necessary materials.

Principal, AP August - June Title I funds, State and Local funds

Purchase orders on file 3

3. Send out progress reports each three weeks to all students

Principal, AP, Counselor, Teachers

September - May

State and Local funds Reports on file 6

4. Monitor six weeks failure report to ensure that students will receive timely assistance.

Principal AP, Counselor, Teachers

October - May

State and local funds Observation, Reports on file

5. Implement C-Scope curriculum and Kilgo data analysis to reflect TEKS standards.

Principal, AP, Teachers August - June Teachers Lesson Plans 2


6. Use Keystone & Character Building Curriculum for the character education program.

Principal, Asst. Principal, Teachers, and Counselor

August - June State, Local,

Decreased discipline referrals

2


7. Meet federal standards for curriculum alignment and assessment through TEKS & ELPS alignment of campus curriculum.

Principal, AP of C&I, Curriculum coordinators, Asst. Sup of C&I

August 2010- June 2011

Local

CScope

Instructional Focus Doc. (IFD)

Vertical Alignment documentation

Year-At-A- Glance

ITBS, TAKS

2,4,9

8. Provide coordinated health program that includes health services, health and safe school environment, counseling, staff wellness, parent and community involvement, physical ed., health education, and nutrition services.

Principal, AP of C&I,

Health/PE teachers,

SHAC


Local

Lesson plans,

SHAC minutes

Fitnessgram reports

9. Provide library books of high interest and appropriate reading levels that can be incorporated into the ELA curriculum.

Librarian

ELA teachers


Local

Library check out 2


Person

Responsible Timeline Resource

Allocation Evaluation SW Component

10. Ensure that Moderate to Vigorous Physical Activity (MVPA) is implemented in PE class as recommended in the

PE/Health teachersAP of C&I

Aug. 2010-June 2011

PE/Health Curriculum Guides CATCH

Fitnessgram Score Analysis Fitnessgram Curriculum Guides


Physical Education Curriculum Guides.

2, 8, 10

11. Implement the Health Curriculum Guides to include collaboration, communication, and critical thinking skills for student academic performance.


Aug. 2010-June 2011

Curriculum guides Print rich gymnasiums including word walls, bulletin boards, HOTS, instructional posters

Grades Lesson plans

2, 8, 9, 10

12. Improve student fitness, Fitnessgram scores, and student wellness through use of the CSHP/CATCH.


Aug. 2010-June 2011

Curriculum guidesNewsletters No-food fundraisers Campus wide fitness events

Fitnessgram data

10

13. Provide intervention for students needing assistance in reaching the Healthy Fitness Zone in the Fitnessgram (grades 3-8)

PE Teachers

Sept. 2010Every 9 weeks

Fitnessgram Curriculum GuidesFitnessgram Score Analysis Fitnessgram Mini-Assessment (FMA) conducted every 9wks on specific components needing improvement

2, 8. 9, 10

14. Evaluate the CSHP and Fitness gram results with staff and SHAC committee.


Aug. 2010-June 2011

CATCH Fitnessgram Score Analysis Fitnessgram Curriculum guides Minutes of SHAC meetings

2, 8, 10

District Goal #5: Personnel: Highly qualified and effective personnel will be attracted and retained.

Campus Objective: To attract and retain highly qualified and effective teachers

Campus Goals: • To notify central office of impending vacancies so that the district will recruit highly qualified and effective teachers • To provide timely orientation for new staff


• To assign each new teacher an experienced mentor • To provide quality staff development • To provide administrative support to all personnel


1. Provide quality staff development to ensure that all core teachers are highly qualified.

Director of Special Programs, Assistant Supt., Principal

August – June Title II-Part A,

Title I funds

Staff development survey, annual review of teacher certification

4

2. The district will provide reimbursement for the ExCET/TExES test in high needs areas to assist teachers in becoming highly qualified.



Title I funds

Highly qualified teacher certification

5

3. Provide staff development for paraprofessionals that would increase their ability to assist in instruction reading, writing and math.



Title I funds

Sign-in sheets, Certificates

4

4. Provide reimbursement for college tuition/books to help fulfill federal paraprofessional requirements.


July – June

Title II-Part A,

Title I funds

Transcripts

4

5. Provide staff development in motivation

Principal August Local funds, Title II-Part A funds

Program on file 4


6. Provide staff development on PDAS with online training.

Asst. Supt. for Curriculum, Principal, AP

August Local funds Agenda 4

7. Provide staff development in analyzing and disaggregating

Principal, Asst. Principal, Counselor, August -

September Title I, Local, Agenda 4


TAKS scores. Asst. Supt. for Curriculum

8. Provide training in computer/internet use.

Principal, Information specialist

August Local funds Agenda

9. Provide staff development in Special Education workshops/cross grade meetings, SAT, Inclusion.

Principal, Special Education representative, Counselor

May - August Special Education funds, Title I funds

Letter on file 4

10. Provide staff development in crisis prevention and safety plan.

Principal, Special Education Staff

October Special Education funds, Title I funds

Agenda 4

11. Assign all first-year teachers with a mentor and appropriate training.

Region 20, Principal, Director of Special Programs

May - August State and Local funds, Title II-Part A funds

Observation; personnel files

4

12. Provide staff development in conflict resolution

Principal, Counselor Spring SCE funds Agenda 4

14. Provide access to Region 20 workshops including funds for travel, substitutes, & fees and provide funds for attending other curriculum-related workshops.

Principal August - May Local, Title I Part A,

Title II Part A funds

Certificates of Attendance

4, 5


15. Provide mentoring program for new teachers.

Principal, Director of Special Programs, Teacher Mentor, Educational Consultant

August - June Title II Part A funds PDAS 4


16. Maintain personnel in order to reduce the achievement gap between low performing students and all students by providing instruction and remediation in small group settings.

Principal

Classroom teachers

August 2010-June 2011

Local , SCE

Title XIV SFSF:

Interm.-$81, 939

TPRI scores

TAKS results

TELPAS results

2,3,9

District Goal #6: Student Performance: The district’s students will demonstrate exemplary performance in comparison to national and international standards.

Campus Objective: To improve student achievement on standardized tests

Campus Goals:

• To increase the percent of 3rd grade students passing all sections of the TAKS to 90% or higher • To increase the percent of 4th grade students passing all sections of the TAKS to 90% or higher


• To increase the percent of 5th grade students passing all sections of the TAKS to 90% or higher


1. Provide opportunities for teachers to discuss the TAKS and other testing measures in staff development meetings.

Principal, AP On-going Staff Agenda

8

2. Schedule one faculty meeting per year to gather input and inform teachers of new assessment instruments and techniques.

Principal, AP, Asst Supt.

August – September

Local funds Agenda, sign-in sheet

8

3. Coordinate the administration of the TAKS, RPTE and TELPAS for ESL students, and TAKS A, M, and Alt test for Special Ed. students.

Asst. Supt., Counselor, Asst. Principal

October, February, April, May

Local funds TAKS, RPTE, TELPAS, TAKS A, M, and Alt results by district, campus, and teacher

8

4. Conduct small group instruction and remediation for students that qualify for RTI grades 3-5.

Teachers, Paraprofessionals, Dir. of Special Programs

August – May SCE, Local funds ITBS, TPRI, TSDS, TMDS, TAKS report cards

9

See activities/strategies for Goal 2.


5. Train campus staff to review, interpret, and update the test data and give input into the choices of assessments and the use of assessments.

Asst. Supt. for Curriculum, Principal, AP, ESC 20 Training

September Local funds Agenda, Sign-in Sheets

2

6. Disaggregated TAKS, TAKS M, A, Alt will be used to

Principal, AP, Counselor August - June Local funds Data from state assessments and

2


determine the instructional needs of third, fourth, and fifth graders

benchmark tests

7. Students will participate in a math program targeted to improve TAKS, TAKS A, M, Alt scores. Opportunities for parent/teacher conferencing regarding TAKS scores will be provided.

Released TAKS tests, Principal, AP, Counselor

August - June Local funds Lesson Plans, Benchmark Results

2

8. Math instruction will be aligned with the TEKS for all state assessments.


August - June Local funds Lesson plans,

Observations

2

9. Daily math activities that include problem-solving activities appropriate to each grade level will be used to improve TAKS, TAKS A, M, Alt math skills

Classroom teachers August - June Local funds Lesson plans,

Observations

2

10. Reduce the achievement gap between low performing students and all students by providing instruction and remediation in small group settings with the use of instructional aides.


Local, SCE

Title I—Part A:

Interm-$91,223

Title I Part A

ARRA:

Interm.-$122,354

Title II-Part A:

Interm.-$107,713


TPRI scores, ITBS scores, TAKS results

TELPAS results

2,9


11. Implement student assessment data management system (AWARE) for analyzing TAKS/testing, data, developing benchmarks, and building TEKS-aligned assessments.

Curriculum Director, Principals, AP of C&I, Curriculum coordinators

Title I-Part A,

ARRA:

Interm.-$1,950

September 2010- June 2011

TPRI scores

TAKS result

TELPAS results

1,2,8

12. Implement plan and procedures for meeting AYP in special ed. reading and math performance measures.

Principal AP of C&I Counselors Special Ed. Director Diags Teachers ESC 20

Local

Title II-A

September 2010-June 2011

TAKS scores

Monitor number of LEP students enrolled and reported number of student assessment answer documents in order to reduce PBMAS indicator # 7.

Principal AP of C&I Counselors ESL teachers Director of Spec. Prog.

Local Spring 2011 Student answer documents Performance Indicator Level-Performance Based Monitoring Analysis System.

District Goal #7: Climate: The district’s campuses will maintain a safe and disciplined environment conducive to student learning and to positive public perception in the community.

Campus Objective: To maintain high standards and expectations of student’s behavior and performance

Campus Goals:

• To build a positive school climate and teamwork among faculty and staff

• To involve district staff, campus staff, parents and community representatives in improving student achievement through shared decision making


1. Develop, monitor, and revise the campus plan.

SBDM Committee August - June Local funds Campus plan, minutes, sign-in

10


sheets

2. Plan activities that will improve climate, provide opportunities for teachers to demonstrate educational strengths, and build teamwork among faculty.

Principal, Staff August - June State and Local funds Announcements, Agenda, Luncheons

3. Provide information on good hygiene and growth.

Counselor, Nurse August - June Teachers, State and Local funds

Agenda, Lesson plans

2

4. Participate in Red Ribbon Week in order to inform all students of the dangers of taking drugs.

Principal, Counselor, Teachers, Director of Special Programs

October Local Agenda, SDFSC survey

2

5. Promote career awareness. Counselor, teachers, Paraprofessionals

August - June State and Local funds Classroom visitations

2

6. Use appropriate programs from NCI.

Core Team August - June Special Ed Funds PEIMS Discipline Reports

7. School resource officer will be visible in parking lots and hallways to ensure students safety.

Director of Special Programs, Principal, Superintendent, SRO

August - June City of Devine DISD

SRO Reports


Person Responsible Timeline Resource Allocation Evaluation SW Component

8. Recognize Teachers for Exemplary Performance.


June 2011 Local funds TAKS scores, AEIS rating

5

9. Implement specific selected Teach-To’ by Discipline Committee to improve in areas of campus needs.

Teacher Committee August - June Local funds Referrals


District Goal #8: Staff Development, Research and Evaluation: The campus’ educators, including paraprofessionals, will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Campus Objective: To provide the campus’ educators and paraprofessionals with the support, tools, and resources to empower them to effectively teach all students

Campus Goals: • To provide pertinent staff development • To utilize appropriate resources and technologies • To allow teachers opportunities for input in the decision-making process involving testing and materials • To engage parent and community involvement



1. Provide staff development in formative evaluation of campus plan.

SBDM Committee November and May

SCE funds Sign-in sheet, minutes

2. Provide staff development in state assessment data, AEIS-IT data disaggregation through Grade-Level Meetings.

Principal, AP, Teachers September, January, March

Local funds Agenda 2, 8

3. Provide staff development to address parent involvement in events such as LPAC meetings, parent/teacher conferences, Texas Public School Week, classroom visitations, and grade level meetings.


August – June Local funds Minutes


4. Provide staff development to address parent involvement through student/parent compacts.

Classroom teachers, parents

August – June Local, Title I funds Copies on file 6

5. Provide staff development to address parent involvement through parent workshops.


September – June

Title I funds Sign-in sheets 6

6. School-wide Discipline Plan Discipline Committee August Local funds Office referrals 3

7. Writing Academy The Writing Academy, Seabrook TX October-

January Title I funds TAKS Scores 4


8. Kilgo Training Kilgo Workshops October-January

Local Funds TAKS Scores 4

9. Teach To’s Dr. Dave Cotti August Local Funds Discipline Report 4

District Goal #9: Technology: Technology will be used to increase the equity, efficiency, and effectiveness of classroom instruction, instructional management, and administration.

Campus Objective: To integrate technology throughout instruction and management to improve student performance

Campus Goal: To enhance the effectiveness of classroom instruction and student learning through appropriate application of technology


1. Continue Study Island program in grades 3-5.

Principal September – June ARI/AMI Class reports 2

2. Use the Accelerated Reader program in grades 3-5.

Principal, AP, AR Grade-level Reps

September – June State and Local funds Class reports

3. Provide training covering Principal, AP, August – June Title I, Sign-in sheets


internet use. Informational Specialist

State and Local funds

4. Use technology to access information and enhance instruction; i.e., United Streaming Video, InFocus Projectors, Airliners

Principal, AP, Teachers

September – June Title I State and Local funds Observation,

e-mail

2

5. Maintain number of computers in classrooms.

Principal, IT September – June Title I State and Local funds Purchase orders

6. Continue Envision math program to enhance classroom instruction. Students can access from home if they have internet access.

Classroom teachers August – June Local funds TAKS Scores 2,9

District Goal #10: Finance: The financing of public education will be equitable to all students.

Campus Objective: To focus budgetary allocations on instruction

Campus Goals: To ensure campus expenditures are appropriate to meet or exceed student needs


1. Allocate available funds to meet all student and staff needs.

Principal, SBDM Committee, Director of Special Programs

July- June Federal, State and Local funds

Budget and purchase orders on file

2. Monitor expenditures to achieve equitable distribution of available resources and

Principal, SBDM Committee

August - June Teachers, SBDMC, Federal, State and Local funds, TECS

Purchase orders, expenditure reports


coordinate and integrate federal, state, and local funds to ensure efficient use.


1 Use of Other Resources 2

3

1. Individuals with Disabilities Education Act (IDEA) – Special Education. This is state and federally funded program designed to meet the 4 special needs of children with disabilities. Only students that have been identified by the Admissions, Review, and Dismissal (ARD) 5 committee can participate in this program. Devine ISD participates in a special education cooperative to provide special services which 6 include a resource room, speech therapy, occupational therapy, physical therapy, a diagnostician, and a counselor. 7

2. State Compensatory Education (SCE). Funds from this state-funded program are currently being used to fund tutorials to provide accelerated 8 and more individualized instruction to students at risk. 9

3. NCLB, Title I, Part A and Title I-Part A ARRA – Devine ISD uses its Title I funds to implement school wide programs at Ciavarra 0 Elementary, Devine Intermediate and Devine Middle Schools. The programs at each campus are designed to upgrade the entire instructional 1 program at the school. The programs provide supplemental reading and math instruction, and are enhanced with special materials and 2 equipment. The programs also support intensive and sustained professional development and parental involvement. 3

4. NCLB, Title II, Part A: Teacher and Principal Training and Recruiting Fund – Devine ISD uses these federal funds to create a district-wide 4 teacher mentoring program and to provide professional development activities taking place both on and off its campuses. These funds are 5 also used for personnel to reduce class size at Ciavarra Elementary, Devine Intermediate and Devine Middle Schools. 6

5. NCLB, Title III: English Language Acquisition, Language Enhancement, and Academic Achievement Act – These federal funds are used to 7 support limited English proficient and immigrant children to attain English proficiency, with emphasis on academic proficiency. 8

6. Career and Technology Education – Computers and software are purchased through the federal career and technology education program at 9 the high school campus. With the assistance of the software, career awareness and guidance are offered to enable students to follow career 0 pathways and learn the skills necessary to be successful in the modern day workplace upon graduation. Funding also pays for program 1 coordination and professional development activities for faculty. 2

7. English as a Second Language (ESL) – A certified teacher uses the ESL methodology in a variety of settings for the limited English 3 proficient (LEP) students identified by the language proficiency assessment committee (LPAC). This funding is used as salary for a certified 4 teacher and special supplies and materials used to enhance the instruction. 5

8. Optional Extended Year (OEY) – State funds generated by students in at-risk situations in grades Kindergarten through 8 support a summer 6 program designed for those students in grades K-12 who are retained. In this initiative, teachers and aides provide intensive, half-day 7 sessions for students for a 20-day period during 4 weeks in the summer. 8

9. Student Success Initiative Grant (SSIG)-These state funds can be used to pay or accelerated instruction in any core content area and support 9

In addition to the regular instructional program, the school provides a variety of special programs to meet the needs of all students who attend the school. Some of the special programs include the following:


students who have failed the TAKS, who are at risk of failing the TAKS, and those who have previously failed the TAKS but are promoted 0 to the next grade level based on other factors. 1

10. Title XIV-State Fiscal Stabilization Fund-The district shall address the four reforms areas when using SFSF funds: adopting rigorous 2 standards and high quality assessments, establishing data systems and using data for improvement, increasing teacher effectiveness and 3 equitable distribution of effective teachers, and truing around the lowest performing schools. 4

5


State Compensatory Education (SCE) is the state's means for addressing the unmet needs of students in "at-risk" situations, i.e., are 7 not functioning at grade level. These funds are to be used to improve and enhance the programs funded under the regular educational 8 program by addressing the needs of students who are at risk of failure and/or of dropping out of school. 9

0 Students Eligibility 1 The Texas Education Code (TEC §29.081) provides criteria for identifying students who are "at risk," that is, those who are eligible to 2 receive the SCE services. As amended by S.B. 702, "student at risk of dropping out of school" includes each student under 21 years of 3 age who: 4

(1 ) was not advanced from one grade level to the next for one or more school years; 5

(2) if the student is in grade 7, 8, 9, 10, 11, or 12, did not maintain an average equivalent to 70 on a scale of 100 in two or more 6 subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average 7 in two or more subjects in the foundation curriculum in the current semester; 8

(3) did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who 9 has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level 0 equal to at least 110 percent of the level of satisfactory performance on that instrument;, 1

(4) if the student is in pre-kindergarten, kindergarten, or grade 1, 2, or 3, did not perform satisfactorily on a readiness test or 2 assessment instrument administered during the current school year; 3

(5) is pregnant or is a parent; 4

(6) has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school 5 year; 6

(7) has been expelled in accordance with Section 37.007 during the preceding or current school year; 7

(8) is currently on parole, probation, deferred prosecution, or other conditional release; 8


(9) was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school; 9

(10) is a student of limited English proficiency, as defined by Section 29.052; 0

(11) is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been 1 referred to the department by a school official, officer of the juvenile court, or law enforcement official; 2

(12) is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or 3

(13) resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including 4 a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home. 5

6

In addition to the above list, the local education agency may establish local criteria for identifying students who are at risk. However, 7 the number of students served using local criteria during a school year may not exceed ten percent of the number of students served 8 using state-defined criteria during the preceding school year. Students identified solely under local criteria are not included in the 9 PEIMS count. 0

Local Criteria: On November 15, 2004, the DISD School Board approved Dyslexia as a local criteria for at-risk according to House Bill 1 1691 that allows charges to SCE allotment for dyslexia students. 2

Module 9 of the Financial Accountability System Resource Guide (FASRG) clearly states that the SCE funds "are intended for the 3 primary benefit of students in at-risk situations, as defined in Texas Education Code Section 29.081" [FASRG, §9.2.3.1]. In addition, 4 students who do not meet the criteria in TEC (e.g., those identified solely under local criteria) may receive an incidental benefit. 5 "Incidental inclusion" of students generally means that (1) their inclusion does not increase the cost of the program, and (2) students 6 identified under the TEC criteria are not denied SCE services. In any case, SCE services may not be used to provide services to 7 students identified solely by the local criteria in the absence of students who meet the criteria established in the TEC. The defense of 8 the local criteria and the inclusion of students are the responsibility of Devine ISD. 9

0 1 District SCE Policies and Procedures 2

3

The Devine ISD has adopted the following administrative policies and procedures for identifying students: 4

(1) Students shall be identified as meeting one or more of the at-risk criteria as defined in TEC Section 29.081 annually when that 5 information is accumulated for the Public Education Information Management System (PEIMS). 6

(2) The district does one use local criteria to identify students in at-risk situations; dyslexia. House Bill 1691 allows charges to SCE 7 allotment for dyslexia students. However, the number of students receiving services under this subsection during a school year may 8


not exceed 10% of the number of students who met the State criteria under Section 29.081 of the Texas education code who receive 9 services from the district during the preceding school year. Dyslexia cannot be used for PEIMS coding as at risk. 0

(3) Students meeting one or more of at-risk criteria as defined in TEC Section 29.081 will be considered for placement in one or more 1 of the programs and/or services currently being implemented with funds under the State Compensatory Education (SCE) program. 2 Students most in need based on their performance on the various assessment instruments administered by the district, number of 3 years retained, etc., and upon the recommendation of the campus contact, in consultation with the principal and/or appropriate staff, 4 will be entered into a program or service that best addresses their individual needs. 5

(4) Students who demonstrate sustained success in mastering the success criteria defined in the summative evaluation for the SCE 6 program and/or service to which they have been assigned may be exited from the program and/or service upon the recommendation 7 of the campus contact and/or appropriate staff. 8

(5) The district has established staffing ratios and financial allocation standards for basic education programs to ensure that all SCE-9 funded activities are supplemental. Devine ISD uses all SCE funds to supplement services beyond those offered through the regular 0 education program, less 15 percent indirect costs and the 18 percent allowable to provide base services at the DAEP. 1

(6) Devine ISD combines its SCE funding with Title I School wide funding on two campuses: Ciavarra Elementary and Devine 2 Intermediate. Devine Middle School and Devine High School are not a Title I campuses. According to interpretations of Senate Bill 702 3 by the Texas Education Agency, a campus using SCE funds to support a Title I school wide program (on a campus with over 50% 4 students from low-income families) is not responsible for meeting the intent and purpose of SCE; or for providing supplemental 5 services to children identified as at risk of dropping out of school under the state at-risk criteria; or for reporting supplemental SCE 6 FTEs in the CIP; or for implementing the policies and procedures required under SCE; or for evaluating the SCE program. 7

When using SCE funds to support a Title I school wide program, the SCE funds are monitored according to the audit requirements and 8 the rules and regulations that govern the Title I, Part A school wide program. Combining SCE funds on a school wide campus allows 9 schools to address needs in an integrated way and relieves schools from the burden of documenting that a specific program dollar was 0 expended for a specific program activity. In other words, the SCE funds lose their “program” identity. However, the SCE funds do NOT 1 lose their “fiscal” identity, and these funds are riot fiscally combined with Title I, Part A for accounting and reporting purposes. SCE 2 expenditures must be tracked back to the SCE fund code, and all generally accepted accounting principles must be followed. 3

Devine ISD conducts an annual needs assessment to identify students who have not made, or are not making satisfactory academic 4 progress and students with non-academic problems that may inhibit academic success. This information is used to set priorities and 5 goals, to allocate available financial and support resources, and to determine whether the redirection of the SCE programs and 6 services is needed. 7

8 9

0


Campus-Level SCE Services, 2010-2011 1 Based upon students’ qualifying criteria, the following tables outline each campus specific service funded by State Compensatory dollars. As 2 additional students are identified and student needs are determined, additional services may be added, and others may be modified or deleted. 3

4 Devine Intermediate School 5

6

Objective: To have 90% of all students disaggregated by ethnicity, gender and income pass all parts of the TAKS.

Strategy/Activity Resources Staff

Responsible

Timeline & SW

Component Formative Evaluation Summative

Reading and Math Intervention – (3-5) Implement effective reading and math intervention strategies for at-risk students and monitor student performance to ensure increased student achievement.

Certified teachers-21(0.13 FTEs) SCE-$123,544 Instructional aides Title I Part A

Principal AP of C&I Dir.Sp.Prog/Personnel

August 2010-June 2011 SW Comp-2,9

Lesson Plans Teacher tests Grade reports

Passing applicable component of TAKS

Tutorials- Proved in-school and after-school tutorials for students not meeting objective/standard in order to reduce the gap between “all students” and EcoDis/LEP/Special Ed.

Certified teachers SCE-$2,500

Principal AP of C&I


Benchmarks Teacher tests Grade reports

Passing applicable component of TAKS

Dyslexia (Grade 2) – Provide dyslexia intervention for dyslexic students using Phono-Graphix and Tier II/Tier III Reading First interventions as well Take Flight/Scottish Rite strategies and Lexia computer program for additional support.

SCE-$500 Title I Part A SSIG Local

Principal Reading Interventionist


DRA Reports TPRI Reports Classroom Assessments

Reading/ELA grades List of exited students

Staff Development –Provide at risk staff development for extended year teachers.

SCE -$250 Title I Part A Title II Part A

Dir.Sp..Prog/Personnel Principals

May/June 2011 SW Comp-4

Sign-in sheets Observation of at- risk strategies used during summer school.


Devine Intermediate School--SCE Services 2010-2011

Objective: To have 90% of all students disaggregated by ethnicity, gender and income pass all parts of the TAKS.

Strategy/Activity Resources Staff

Responsible

Timeline & SW

Component Formative Evaluation Summative

TAKS Materials-Augment core curricula instruction by using TAKS materials to help students achieve TAKS objectives.

Certified teachers SCE-$1,000

Principal August 2010- June 2011 SW Comp-2

Teacher test Grade cards

Passing reading and math TAKS

Homebound-Provide homebound academic instruction to identified students as appropriate.

Certified teachers SCE-$250

Principal August 2010-June 2011 SW Comp-2,9

Tests and quizzes provided by classroom teacher. Grade card

Passing grades Promotion

Additional Services available to support At-Risk Students (not funded by SCE) Reading Intervention- Provide reading intervention to low achieving students by offering an alternative to traditional reading practices for Eco.Dis/LEP/Special Ed/struggling readers.

Reading Interventionist Title I - ARRA Title XIV-SFSF

Principal August 2010- June 2011 SW Comp-2,3

Benchmarks Teacher test Grade reports Progress monitoring Running records

Passing reading TAKS

Optional Flex Year Program- In lieu of summer school, provide accelerated instruction in small groups the last nine days of school for students that failed TAKS or are in danger of failing a grade level and/or did not meet attendance requirements in order to maintain grade level equivalency and pass specific subject areas.

Local

Principal APs AP of C&I, Teachers

May 23- June 3, 2011

Benchmarks TAKS Report cards

EOY Assessments Report Cards

Summer School-Provide accelerated instruction for fifth grade students that did not pass the first or second administration of the reading or math TAKS test as outlined in SSI guidelines.

SSIG OEYP Title I-Part A

Principal, Certified Teachers GPC

June- 2010

Teacher tests Grade cards AIP (Accelerated Instruction Plan)

Promotion AIP


Assessment Results

The school will use the Academic Excellence Indicator System (AEIS) to assess the overall performance of the school. The Texas Assessment of Knowledge and Skills (TAKS) results together with the other indictors of attendance and dropout rates will be sent to parents and made available to the public at the school. The school will also hold at least one meeting for parents during which the results of the school as a whole will be discussed. Parent-teacher conferences will also be scheduled during which the results of the school as a whole will be discussed. Parent-teacher conferences will also be scheduled during which individual student performance will be discussed by the teacher with the parents. Conferences with parents of students identified as being in an at-risk situation are mandatory. Home visits may be scheduled in extreme cases when parents do not come to the school for a requested conference.

Collection of Data The state Academic Excellence Indicator System (AEIS) does not measure student performance below the third grade; hence, there currently is no data available from the state system for this school reflecting student performance. Beginning with the 1998-99 school year, the Texas Primary Reading Inventory will be administered at grades kindergarten through second. This data will be disaggregated to enhance reading instruction.

No Child Left Behind Schoolwide Components

TEN COMPONENTS of a Title I, Part A Schoolwide Program from No Child Left Behind [P.L. 107-110 (§1114)] (Taken from TEA's NCLB Program Coordination website): In general, a schoolwide program shall include the following components:

1. A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children) that is based on information on the performance of children in relation to the state content and student performance standards.

2. Schoolwide reform strategies that—

• provide opportunities for all children to meet the state’s proficient and advanced levels of student performance;


• use effective methods and instructional strategies that are based on scientifically based research that—

-–strengthen the core academic program in the school;

-–increase the amount and quality of learning time, such as providing an extended school year, before- and after-school and summer programs, and help provide an enriched and accelerated curriculum; and

-–include strategies for meeting the educational needs of historically underserved populations.

--include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include—

-–counseling, pupil services, and mentoring services;

-–college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

-–the integration of vocational and technical education programs; and

-–address how the campus will determine if such needs have been met; and

-–are consistent with, and are designed to implement, the state and local improvement plans, if any.

3. Instruction by highly qualified teachers.

4. High-quality, ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the performance of individual students and the overall instructional program.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.


10. Coordination and integration occurs between federal, state, and local services and programs, including programs under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

DEVINE INDEPENDENT SCHOOL DISTRICT · Devine Intermediate School 2010-2011 4 Campus Improvement...

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Transcript of DEVINE INDEPENDENT SCHOOL DISTRICT · Devine Intermediate School 2010-2011 4 Campus Improvement...