Farmersville ISD Improvement Plan 2015-2016 · Board Approval: 1/11/16 . ... achieve a designation...

Farmersville ISD Improvement Plan


2015-2016

Mission Statement

Farmersville ISD will provide a well-rounded, quality education in a safe and orderly learning environment for all students. Each student,

teacher, and administrator shall be expected to strive for excellence in all aspects of the curriculum.

Vision Statement

Realizing that each student is unique, Farmersville ISD will strive to guide and educate every student in our school system to be a lifelong learner

and a productive citizen in a constantly changing world.

Board Members: Jeff Hurst, President

Jim Hemby, Vice President Glenn McClain, Secretary

Tommy Monk Dale Pickett Chris Reavis

Kenneth Roose

Board Approval: 1/11/16


FARMERSVILLE ISD MISSION AND ACADEMIC GOALS The mission of Farmersville ISD is to ensure that all children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

FARMERSVILLE ISD EDUCATION GOALS GOAL #1: Successful student performance on the state STAAR tests (Reading/Writing/ELA, Mathematics, Science, Social Studies) to

achieve a designation of a Met Standard school district with all campuses Meeting Standards on all four Indices. GOAL #2: Qualified and highly effective personnel will be recruited, developed, and retained, to maintain 100% percentage Highly Qualified core

academic subject area teachers on each campus. GOAL #3: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. GOAL #4: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. GOAL #5: The district will increase the number of students taking the SAT/ACT to meet the state acknowledgement standard of non-

special education graduates tested. The district will increase the percent of district examinees scoring at or above the criterion score to meet the state acknowledgement standard or higher.

GOAL #6: The district will meet or exceed the recommended attendance rate of 96%. GOAL #7: The District will emphasize parental and community involvement, ensuring that parents will be full partners with educators in

the education of their children.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student

learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff

development, and administration.


District Planning Committee members:

Garry Jameson ............................................................................... District Facilitator, FISD Curriculum Director

Lisa Caldwell ................................................................................... FISD Special Education Director

Frances Mahaffey .......................................................................... FISD Instructional Technology Facilitator

Wayne Callaway ............................................................................. FHS Principal

Josh Martin .................................................................................... FJHS Principal

Becky Goodwin .............................................................................. Farmersville Intermediate Principal

Jerry Calverley ................................................................................ Farmersville Intermediate Assistant Principal

Ginger Ketcher ............................................................................... Tatum Principal

Jill Cooper ....................................................................................... FHS Counselor

Candy Delorantis ............................................................................ FHS Teacher

Ashley Cathey ................................................................................ FJHS Teacher

Mayanin Smart ............................................................................... FJHS Teacher

Lisa Morrison ................................................................................ Farmersville Intermediate ESL/SpEd Teacher

Jon Marie Russmann ...................................................................... Farmersville Intermediate Teacher

Patti Blakemore ............................................................................. Tatum Teacher

Rusty Maze..................................................................................... Business Representative

Vincent Chiappone ......................................................................... Community Member

Jennifer Chiappone ........................................................................ Parent

Sandy Hemby ................................................................................ Parent

Shelley Strawn ............................................................................... Parent


COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR: 2015-2016

Data Sources Reviewed:

2015 STAAR Results

PEIMS Data

Community / Teacher / Student Surveys

Existing Action Plans (Technology, etc.)

TAPR

TELPAS

AMAO Results

Advanced Course / Dual Enrollment Data

Graduation, Completion, Drop-out, Diploma Types

Area Reviewed Summary of Strengths What were the identified strengths?

Summary of Needs What were the identified needs?

Priorities What are the priorities for the campus, including how federal and state program funds will be used?

Demographics

Hispanic population performance on

STAAR

Support for EcDis students and high

mobility group

Bilingual paraprofessional for FIS

ESL Newcomers program - all schools

iPads with Google Translate for

newcomers

Creative schedules to help with

tutoring and struggling students.

Staff hired / trained to support

Hispanic and ELL populations





Student Achievement

Writing and Index 1 increases

LEP scores on STAAR:

3-Rdg = 90.91% met, 18.18 % comd

4-Math = 90% met

6-Rdg = 75% met

7-Rdg = 75% met

Bio / US Hist EOC = 100% met

All subjects commended rates

Increase LEP scores:

HS STAAR EOC - Eng 1 & Alg 1

Grade 8 - all subjects

Grade 7 - math

Grades 4/7 - writing

Challenging, higher level questions

throughout grade levels

Require ESL certification in these

grade levels

Accountability for use of

accommodations

School Culture and Climate

Overall teachers and administrators

easy to work with student issues

Working with families and students on

how to help with their educational needs

Tutorials provided during a variety of

times

Staff Quality/ Professional Development

Math and English PD from Region 10

Most K-5 staff ESL certified

Bilingual Kinder

Increased staff dev at all schools

regarding ELL students

ESL and dyslexia training

Increase ESL certified teachers in grades

6-8

Hire / retain Bilingual teachers in grades

K-1

Several in-depth professional

development sessions on differentiation of

instruction with guidance on

documentation in grades K-12

Bring more ESL PD to all campuses

Have a teacher at Jr. High trained

for dyslexia

Curriculum, Instruction, Assessment

STAAR Test maker and Daily 5

Accommodations in the Gen Ed

classes are being provided on a regular

basis for ELL students in Grades K-5

Commended scores to increase

Newcomer program for upper grades

that can be implement through the aide

iPads with Google Translate needed for

immigrants

Higher level questioning at all grade

levels

Increased student engagement

Support for newcomer ELL students





Family and Community Involvement

Community support of extracurricular

activities

ELL parental attendance to school

functions

Participation at parent/teacher nights

LEP students parent meeting over school

resources available and how to access

them

LEP students parent meeting over state

standardized testing

Parent nights providing information

on testing, and ways to help students

at home

School Context and Organization

Students the number one focus

Helping EcDis, ELL and struggling

students

Professional Development

Scheduling





Technology

Devices available to all teachers:

Teacher computer/ iPad, document

camera, printer - plus technology for

check-out

Most teachers use technology daily

Eduphoria integrates PDAS, lesson

plans, and student data

General proficiency for teachers

Learning@Lunch training with in-

district support

Network bandwidth (wired and

wireless) to meet growing needs

Keyboarding skills for students:

including computer classes / teachers for

elementary and keyboard-enabled

devices for secondary

Updated and additional devices:

including more carts at elem, a JH lab, and

student stations at secondary

A way to support low-income families

and students without technology

/Internet access at home

Tools to support flipped classrooms and

web-based learning: recording

capabilities, YouTube access (or

alternative), training opportunities

Standardized/all-inclusive plan for

student lessons on digital citizenship &

digital literacy

Digital citizenship/digital literacy

Support for low-income families

Updated/additional devices

Tools to support flipped classroom


Title I, Part A

Schoolwide Components:

1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that 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.

3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and 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 teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary 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 achievement 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 required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.


Goal 1. Successful student performance on the state STAAR tests (Reading/Writing/ELA, Mathematics, Science, Social Studies) to achieve a designation of a Met Standard school district with all campuses Meeting Standards on all four Indices.

Objective(s): 1. All students will show growth on state assessments. 2. Students will be encouraged and challenged to meet their full educational potential. 3. A well-balanced and appropriate curriculum will be provided to all students. 4. Students will demonstrate exemplary performance in the comparison to national and international standards. 5. Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. 6. Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration. District Federal Limit on Alternative Assessments 1. The District will work to meet the Federal Limits on Alternative Assessments. 2. The Special Education Director will check to ensure students meet requirements to be assessed with an Alternative Assessment. 3. The Special Education Director and Diagnostician will make sure appropriate accommodations are provided to students in need.

Strategies and Action Steps Person(s)

Responsible Resources Timelines

Evidence of Implementation

Evidence of Impact

Formative/ Summative

Title I Schoolwide

Components (Code by #)

1.1 Teachers/administrators will collaborate and analyze data to identify students needing Math Lab in grades 6-12 for after-school remediation/tutoring

Secondary Administrator; Math tutor

SCE Funds: $13,027

Every 6 weeks Attendance records

STAAR scores; # passing math classes

Local Math benchmarks; Progress reports; Report cards

1, 2, 9

1.2 Use collaboration and data from walk-throughs / student data to determine needed staff development on instructional strategies / teaching practices that enhance success of at-risk students (27%), EcDis (<53%), our growing LEP population (>9.5%), and SpEd (10.5%) students

Principals; Curriculum Director; Technology Director

Region X ESC; Title I; Title II; SSA; SCE Funds: $2,000

Fall 2015; Spring 2016

Staff development attendance

STAAR scores Progress reports; Report cards; Benchmark assessments

1, 2, 4, 9







Evidence of Impact


Title I Schoolwide


1.3 Provide in-school and after-school tutorials for students (grades 2-12) who have not passed the local STAAR benchmarks in Reading, Math, or Writing/ELA

Campus Administrators; Teachers; Title I Staff; ESL Staff

SCE Funds: $27,403


Sign-in sheets STAAR scores Progress reports; Report card grades; Benchmark scores

2, 8, 9

1.4 Train teachers in strategies using technology through research-based technology training

Director of Technology

Local Funds Fall 2015; Spring 2016

Completion certificates; Sign-in sheets; Use of strategies in classroom

Student engagement; # of students passing

Lesson plans; report cards; post-secondary readiness

1, 2, 4

1.5 Principals/teachers collaborate to provide STAAR tutoring to students who were unsuccessful on Math and ELA STAAR, and/or whose current student data shows academic need for tutoring

Administrators; Teachers

Local Funds Every 6 weeks Student schedules

Local benchmarks results; Report card grades

Math/ELA STAAR scores

2, 9







Evidence of Impact


Title I Schoolwide


1.6 Provide Math Models and Algebra III classes for math credit for all students

High School Administrators; Math Models teacher

SCE Funds: $42,528


Class enrollment Benchmark assessments

Math STAAR scores

1, 2, 9

1.7 Provide annual GT 6-hour training update for returning teachers, and 30-hour GT training for new teachers

Campus Administrators; Curriculum Director

Region X ESC Summer 2016 Training certificates

Training; Alignment with TEKS; Identification and placement practices

Lesson plans for all teachers showing GT enrichments

2, 3, 4

1.8 Provide RTI training for GenEd teachers to equip them with pre-referral intervention strategies to utilize with students with academic needs

Campus Administrators; Classroom Teachers

Local Funds Fall 2015 Training Sign-in sheets; Training certificates

Training meetings; Formal/informal principal observations; Number of SpEd and 504 referrals

Grade reports 2, 3, 4, 8, 9







Evidence of Impact


Title I Schoolwide


1.9 SpEd & GenEd teachers will collaborate to support Special Education students (10.5%) through inclusion, resource program, content mastery, and other related services

Administrators; SpEd Teachers; Classroom Teachers

Local Funds; SpEd Funds

Every 6 weeks ARD meeting dates/minutes

Informal observations; Content Mastery log

State assessment; Progress reports; Report cards

2, 7, 8

1.10 Maintain LEAP (Life Skills and Education for Students with Autism and other Pervasive Behavioral Challenges) in grades K-5 and Life Skills for 6-12

Campus Administrator; SpEd Director; SpEd Teacher

Local Funds; SpEd Funds

Every 6 weeks Class enrollment Annual ARDs and assessments

Class roster; IEPs

2, 9

1.11 Provide Reading Eggs / Reading Eggspress for students in Grades 2-5 to help struggling readers and provide additional student data

Principal; Counselor; Teachers

Local Funds Every 6 weeks Student sign-in Assessments; Lexile levels

Report Cards 2, 9







Evidence of Impact


Title I Schoolwide


1.12 Writing Across the Curriculum continued at all campuses in all subject areas

Curriculum Director; All Teachers; Principals


Writing assignments in lesson plans

Alignment with TEKS

ELA TAKS scores 2, 9

1.13 Encourage reading and document student reading progress by utilizing Accelerated Reader Program in Grades K-5

Principals; Media Specialist; Library Aides; Classroom Teacher

Local Funds Every 6 weeks Student reports of completion

Progress reports; Report cards

STAAR Reading Scores

2, 9

1.14 Provide Linda Mood Bell and Multisensory Teaching Approach programs for students qualifying for the dyslexia program

Principals; Dyslexia Teachers

SCE Funds: $32,605


Staff training certificates

ITBS results; Progress checks

STAAR scores 2, 3, 9







Evidence of Impact


Title I Schoolwide


1.15 Collate / analyze student & course data to update and utilize curriculum maps to ensure mastery of STAAR objectives before STAAR administration

Curriculum Director; Campus Administrators; Teachers

Local Funds Summer 2016 Teacher lesson plans

STAAR scores; ITBS and TPRI results

District benchmarks; STAAR scores; ITBS and TPRI results; End-of-year benchmarks

1, 8

1.16 Utilize Eduphoria to compose and align curriculum maps and lesson plans

Curriculum Director; Campus Administrators; Teachers


Teacher lesson plans; Curriculum Maps

Course completion; Course grades; STAAR results

Curriculum Maps 1, 8

1.17 Encourage student enrollment in career and technology programs to reinforce knowledge, skills, and competencies necessary for a broad range of career opportunities

Campus Administrators; Teachers; Counselors

State CTE Fall 2015; Spring 2016

Sign-in sheets with counselor

Course completion; Course grades; Job placement; STAAR results

Job placement; STAAR results

1, 2







Evidence of Impact


Title I Schoolwide


1.18 Provide Spanish-speaking paraprofessional to “shadow” and support ESL students at K-1 and 6-8

Superintendent; Campus Administrators

Local Funds; Title III Funds: $8,768; State ESL Funds: $9,598

Every 6 weeks Para’s at the campus

ESL student progress reports

LEP STAAR scores 2, 9

1.19 Provide staff development on accommodations to use in the regular classroom for the growing LEP (>9.5%) population in grades K-8

Curriculum Director; Campus Administrators

Region X ESC; ESL staff


Sign-in sheets for meetings

Lesson plans with accommodations noted

Benchmark assessments

2, 3, 4, 9

1.20 Title I teacher will provide intensive/accelerated instruction during the school day for students in academic need in grades K-8 (see individual plans for selection criteria)

Campus administrator; Title I teachers; ARI teacher

Title I Part A: $125,644

Every 6 weeks Student schedules

Student grades per six-weeks

Benchmark assessments; TPRI administration

2, 9







Evidence of Impact


Title I Schoolwide


1.21 Purchase and provide training of the Aware computer program to disaggregate data to personalize instruction for at-risk students

Curriculum Director; Campus Administrator; Counselors

Region X ESC Training in Fall 2016; Use every 6 weeks

Sign-in sheets for training

Teacher tutorials STAAR results; RPTE results

1, 4, 8

1.22 Title I Para will collaborate with teachers and use student data to select students & provide intensive / accelerated instruction during the school day for students in academic need in grades K-8

Campus Administrator; Title I Paraprofessional

Title I Part A: $133,736

Every 6 weeks Schedule for Para Benchmark assessments

STAAR scores

2, 9

1.23 Counselors & CEHI teachers will collaborate to provide intensive / accelerated instruction for pregnant students / new mothers through homebound instruction to ensure academic credit and attendance is maintained

Campus Administrator; Counselors; CEHI Teacher

SCE Funds: $7,000

Every 6 weeks Time Sheets Benchmark assessments

STAAR scores 2, 9







Evidence of Impact


Title I Schoolwide


1.24 CTE teachers will collaborate with core academic teachers in the development of lessons

Campus Administrator; CTE Teachers; Math and Science Teachers

Local Funds Every 6 weeks Lesson Plans Six-weeks grades STAAR results 2, 8, 9

1.25 Update and provide additional devices to utilize iPads/iPods for students at-risk using technology at schools

Campus Administrator; Technology Director

Local Funds Every 6 weeks Sign-out sheets of the iPads/iPods

Lesson plans STAAR test results

2

1.26 Utilize Reading Eggs and Education City at specific campuses to accelerate / remediate reading, and math for all at-risk (25%), LEP (9.5%), & SpEd students (10.5%)

Kinder and 1st Gr Teachers

Local Funds Every 6 weeks

Students sign into the program

STAAR scores; Six- weeks’ exam results; TPRI; ITBS

Individual student progress; Progress reports; Report cards

2, 9

1.27 Provide Science Lab and experiment sessions during Rotation Period at FIS and Tatum

Teacher; Principal

Local Funds; Title I Part A: $49,284

Every 6 weeks Lesson Plans Six Weeks Scores; Science exams

STAAR scores

2







Evidence of Impact


Title I Schoolwide


1.28 Utilize ESL Reading Smart in grades 2-12; Headsprouts in grades K-1 for LEP students (9.5%)

Administrative Staff; FISD Academic Staff

Local Funds Every 6 weeks Teacher lesson plans;

Report cards TELPAS 2, 9

1.29 Provide Inclusion classes for Special Needs students

Principals Local Funds Every 6 weeks Class schedules Student schedule reflects mainstream

STAAR score; Progress on goals

2, 9

1.30 Administrative staff, teachers, & counselors collaborate to provide counseling services for struggling students

Counselors; Principals

SCE Funds: $35,310

Every 6 weeks Counselor logs Reduced AEP; Improved passing rate

Retention rate; Report cards

9, 10







Evidence of Impact


Title I Schoolwide


1.31 Federal Limits on Alternative Limits will be monitored and accommodations will be appropriate to students’ identified needs

SpEd Director; Diagnostician

Local Funds Every 6 weeks ARD’s documentation

Meet Standard on School Report Card

Students taking the Alternative assessment will meet the requirement and all accommodations will be appropriate for each student

1, 8







Evidence of Impact


Title I Schoolwide


1.32 Campus staffing to allow collaboration between principals/teachers to work on Increasing levels of higher-order thinking skills and student engagement through questioning techniques in class and on assessments

Teachers; Principals

Question stem lists; STAR test-maker leveled questions; Eduphoria question bank

Every 6 weeks Question stems and essential questions in lesson plans; Level 2-3 questions on assessments

Success with higher level questions

Benchmark and STAAR test scores

2

1.33 Provide Head Start program with a HQ teacher to implement instruction

Administrators, Teachers, Region X support

Local Funds, Federal Funds

Every 6 weeks Certification, Professional Development

Student readiness for Kindergarten

CLASS Assessment

3, 5, 7


Goal 2. Qualified and highly effective personnel will be recruited, developed, and retained, to maintain 100% percentage Highly Qualified core academic subject area teachers on each campus.

Objective(s): 1. Increase the percentage of core academic subject area classes taught by highly qualified teachers on each campus to 100%. 2. Attract and retain highly qualified and certified teachers. 3. Continue to have 100% of teachers receiving high-quality professional development on each campus.




Evidence of Impact


Title I Schoolwide

Components

2.1 Participate in job fairs at ESC and local universities and hire only certified teachers

Superintendent; Curriculum Director; Campus Administrators

Local Funds Spring 2016 Number of certified applicants

100% highly qualified teachers

Number of newly hired certified personnel

3, 5

2.2 Provide teachers in need of additional certification with TExES administration dates and registration information

Curriculum Director

Local Funds Fall 2015; Spring 2016 TExES admin

Communications (emails / flyers)

Current staff filling areas of need

TExES tests passed; Certificates received

3, 4, 5

2.3 Provide support to new teachers through mentors and district teacher facilitator

Curriculum Director

Local Funds; Title I, Part A: $32,534

Every 6 weeks New Teacher in-service sign-in

Assigned mentor Number of new teachers retained by district

3, 4, 5, 8

2.4 Pay retention and recruitment stipends to Spanish teachers

Superintendent; Director of Finance

Title II Part A: $11,015

Each pay period Stipend paid to Spanish teacher

Number of new teachers retained by district

Number of teachers in high needs area staying

3, 5

2.5 Provide professional development based on performance data and teacher input

Principal; Teachers


Teacher sign-in sheets

Lesson plans Student performance

3, 4, 8

2.6 Provide opportunity and reimbursement for professional development for ESL certification test and certification endorsement

Principal; Teachers


Teacher sign-in sheets

# of teachers ESL cert

ESL certified teachers in all campuses

3, 4, 5


Goal 3. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Objective(s) 1. Procedures in place for any emergency. 2. Drug and violence prevention programs to reduce incidences. 3. School campuses will maintain a safe and disciplined environment conducive to student learning.




Evidence of Impact


Title I Schoolwide


3.1 Conduct crisis drills on a regular basis

Campus administrators; Crisis Committee Members

Local Funds Monthly; Semesterly

Schedule of drills Documentation of crisis drills

Timed drills documentation

1, 10

3.2 Provide JJAEP placement services with McKinney

Campus Administrators

SCE Funds: $30,000

Every 6 weeks Contract of service with each

Discipline referrals; Princeton AEP assignments; JJAEP placements

Annual discipline referrals

2

3.3 Maintain SSA with Princeton to provide an AEP facility

Superintendents; Campus Administrators; AEP Admin./ Teacher

SCE Funds: $47,000

Every 6 weeks Contract of service

Discipline referrals; AEP assignments

Annual discipline referrals

2

3.4 Conduct unscheduled drug dog searches of campus buildings and premises

Campus Administrators; Superintendent

Local Funds Monthly, Fall 2015 & Spring 2016

Dog search documentation

Reduced drugs on campus

Drug-free report or incident report

1, 10

3.5 Conduct and analyze annual survey of students, and teachers for tobacco, alcohol, and drug use

Campus Counselors

Local Funds Spring 2016 Number of surveys returned and calculated

Survey results Informed students and reduced use

1, 10







Evidence of Impact


Title I Schoolwide


3.6 Provide Drug-Free Curriculum and Instruction for students and parents/community

Counselors Local Funds Monthly; Every 6 weeks

Counselor documentation and schedule of activities

Reduced incidents of drugs

Number of participants in Red Ribbon Week and Drug Awareness Week

1, 6, 10

3.7 Provide safety planning, school based alternatives to protective orders, training for teachers and administrators, counseling for affected students and awareness for students and parents on dating violence (the intentional use of physical, sexual, verbal, or emotional abuse by a person to harm, threaten, intimidate, or control another person in a dating relationship)

Counselors; Administrators

Local Funds Every 6 weeks Sign-in sheets Awareness for staff, parents, and students

Number of incidents reported

1, 4, 10

3.8 Train Crisis Prevention Institute (CPI) team for each campus

Campus Administrators; CPI Team


Number completing CPI course

Reduced restraints

Number of documented times

4







Evidence of Impact


Title I Schoolwide


3.9 Maintain the Behavior Adjustment Unit

Campus Administrators, SpEd Dept

Local Funds Every 6 weeks Schedule at each campus

Safe environment to build social skills for struggling students that warrant this environment

ARD decision; IEP documentation

3.10 Provide district In-School Suspension (ISS) and AEP for students demonstrating inappropriate behavior in order for them to succeed

Campus Administrators

Local Funds Every 6 weeks Schedule of placements

Discipline referrals; ISS placements; AEP placements

Annual discipline report

3.11 Provide Digital Citizenship / CyberSafety Curriculum and Instruction for students and parents/community

Counselors; Teachers

Learning.com curriculum; Common Sense Media curriculum; Local Funds

Monthly; Every 6 weeks

Counselor / Teacher documentation and schedule of activities

Reduced incidents of inappropriate online behavior

Student scores on CyberSafety lessons / assessments

6, 10


Goal 4. Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective(s):

1. All students will be monitored for attendance and completion. 2. Academic monitoring of students to ensure success.




Evidence of Impact


Title I Schoolwide

Components

4.1 Reduce/prevent pregnancy-related drop-outs by continuing to offer Child Development course for instruction and parent education and by utilizing pregnancy-related services

Principals; Counselors; FCCLA Teacher; Home-bound Teacher

Local Funds Every 6 weeks # enrolled in course

Number of pregnancies reduced, Support for those that are pregnant

Dropout rate; Attendance rate

1, 9

4.2 Attendance and student performance of at-risk students (27%) will be monitored, retention rates of all students will be examined at each grade level, & parent conferences for possible retention in Grades K-4 and 5-8 will be scheduled

Campus Administrators; Counselors; Teachers; Attendance Clerks

Local Funds Every 6 weeks (grade reports) and 3-weeks (progress reports); spring 2016 (conferences)

At-risk list Progress reports; Report cards; Failure rate; Retention rate; Conference notes

Annual retention rate; Dropout rate; Graduation rate; STAAR scores; Attendance rate; AEIS report

1, 2, 6, 9

4.3 Administrators and teachers will collaborate to maintain and follow district truancy plan

Campus Administrators; Counselors; Teachers

Local Funds Monthly Students meeting with truancy team

Attendance Records

Dropout rate; AEIS; Graduation rate; Attendance rates;

1, 9

4.4 Provide summer school for remediation and credit recovery for grades PK-12

Administrators; Counselors; Teachers

SCE Funds: $10,000; Title I Part A: $35,000

Summer 2016 Summer school roster

Number of students retained

TAPR 1, 2, 7, 9, 10

4.5 Provide Credit Recovery at FHS & FJHS for excessive absenteeism, in the form of detentions / Saturday School

Principals; Teachers


Attendance from detention, Saturday School

Loss of Credit / Credit Denial Totals

Attendance Records, Credit Recovery Completion

1, 9


Goal 4. Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective(s):

1. All students will be monitored for attendance and completion. 2. Academic monitoring of students to ensure success.




Evidence of Impact


Title I Schoolwide

Components

4.6 Utilize Odyssey Ware computer instruction for drop-out recovery program and after-school credit recovery

Campus Administrators; HS counselor; Teachers

SCE Funds: $13,500

Every 6 weeks Number of participating students

Number of students completing coursework

Students graduating

1, 9

4.7 Monitor progress of ESL students exited from ESL Program and provide time for teachers to collaborate on student results

Campus Administrators; ESL teachers; Classroom Teachers

Local Funds Every 6 weeks Six-weeks report card; End of semester grades; Attendance and Discipline reports

End of Year grades; STAAR results

ESL students passing

2, 9

4.8 Identify, provide, and monitor programs for 504 students and provide time for teachers to collaborate on student results

Principals; Counselors; Teachers; District 504 Coordinator

Local Funds Every 6 weeks Six weeks report card; End of semester grades

End of Year grades; STAAR results

504 students passing

2, 8, 9

4.9 Utilize Aware computer program to develop Personal Graduation Plans for each secondary student at-risk of dropping out

Secondary Counselors; Secondary Teachers

SCE Funds; Local Funds


Number of PGP’s created; Results of benchmarks of identified students

STAAR results; Number of courses passed / credits received

Graduation rate 2, 9

4.10 Use technology and other resources to provide materials for absent students to make up work (“flipped classroom” materials, etc.)

Principals; Technology Dept.; Teachers

Promethean Boards, Google Classroom, Edmodo

Every 6 weeks Videos, web resources, and other materials provided for students

Decrease in number of students with incomplete work

Student grades; Course completions

2, 9


Goal 5. The district will increase the number of students taking the SAT/ACT to meet the state acknowledgement standard of non-special education graduates tested. The district will increase the percent of district examinees scoring at or above the criterion score to meet the state acknowledgement standard or higher.

Objective(s): 1. All students receive information and help with ACT/SAT testing.




Evidence of Impact


Title I Schoolwide


5.1 The counselor will provide SAT / ACT information to teachers and students and encourage use of fee waivers granted to EcDis senior students

High School Administrators; HS Counselor

Local Funds: $1200 FISD pays for PSAT for Jr’s


Meetings with classes & SAT/ACT registrations

SAT/ACT district results

Increased participation

2, 9

5.2 Counselor will work with students to develop course offerings for HS / college level courses, including AP Spanish 4, and AP Biology, English, College Algebra, Trigonometry, Government and Economics, Medical Terminology and Management, and US History courses through Collin County Community College for high school / college credit

HS Administrators; Counselor; HS and CCCC Teachers; Technology Director

CCCC / High School Schedules; Teachers; Counselor


Number of students enrolled in concurrent courses

Number of students receiving college credit

Number of students entering college

2, 9

5.3 All students in grade 11 take the PSAT test

HS Counselor; Teachers

Local Funds; PSAT review materials

Fall 2015 PSAT registration list

Number of students college-ready

Increased number of students entering college

2

5.4 Offer on-line dual credit course through Texas Virtual School Network

HS Counselor; Principal

Local Funds

Spring 2016 Number of students enrolled

Number of students receiving college credit

Increased number of students entering college

2







Evidence of Impact


Title I Schoolwide


5.5 Present information to eligible seniors and parents regarding TEC 51.803 that requires higher education to automatically admit students who are in the top 10% based on GPA.

HS Principal; Counselor; Senior Class Advisors

Local Funds Spring 2016 Written notices sent to seniors

Number of scholarships granted based on GPA.

Number of students attending college

2, 6

5.6 Inform 7-12 students about Texas Grant available to students with financial need who graduate “Recommended” or “DAP”

Counselors Local Funds Fall 2015; Spring 2016

Newspaper articles; Registration packet; Memos to Parents; FISD Website

Number of students who receive Texas Grant

Number of students attending college

2

5.7 Teach vocabulary, higher-level thinking skills, and awareness for preparation for SAT / ACT in ELA classes in grades 7-12

7-12 Language Arts Teachers

Local Funds Every 6 weeks Lesson Plans SAT / ACT scores Student scores increase

2

5.8 Encourage enrollment of students in 4-5 years of Math and 4 years of Science to increase numbers of students graduating Recommended or Distinguished Achievement Program

JH and HS Principals; Counselors; Math / Science Teachers


Registration packets; Enrollment in classes

Number of students taking advanced Math / Science courses

Number of students graduating Recommended or DAP

2







Evidence of Impact


Title I Schoolwide


5.9 Expand and rotate science course offerings at FHS to meet graduation plans

HS Principals; Counselors; Science Teachers


Registration packets; Enrollment in classes

Number of students taking science courses

Number of students graduating DAP

2

5.10 Provide a College and Career Day for High School and Jr. High

FHS Staff; FJH Staff

Local Funds Spring 2016 Sign-in sheets and student feedback

Number of colleges and professionals who participate

Students graduation and college or career knowledge

10


Goal 6. The district will meet or exceed the recommended attendance rate of 96%.

Objective(s):

1. All students will be monitored on attendance.




Evidence of Impact


Title I Schoolwide

Components

6.1 Provide parent education concerning importance of daily attendance with notice of absences sent to parent


Local Funds Every 6 weeks Returned forms signed by parent

AEIS (attendance rate)

ADA 2, 6, 9

6.2 Reward perfect attendance with certificates / awards, semester test exemptions, and positive publicity



Lists of Awards, exemptions


ADA; Number of students receiving certificates and / or rewards.

2, 9

6.3 Meet with students after 4th

unexcused absence and begin Truancy Plan

Principals; Counselors

Local Funds Every 6 weeks Counselor and Truancy Plan meetings


ADA 1, 2, 9

6.4 Provide Saturday school for students needing to make up for attendance.

Principals; Attendance Committee

SCE Funds: $4,250

Every 6 weeks Sign in sheets PEIMS; Report cards

Students promoted

1, 2, 9


Goal 7. The District will emphasize parental and community involvement, ensuring that parents will be full partners with educators in the education of their children.

Objective(s): 1. Provide information via multi-media to help increase parent / community participation. 2. Provide information and assistance for all parents to help their child succeed.




Evidence of Impact


Title I Schoolwide


7.1 Maintain participation in community activities

Superintendent; Counselors; Administrators; Teachers


Participation in the following: Old Time Saturday; Chamber of Commerce activities; Christmas Parade; Angel Tree; Newsletters; Teacher Appreciation Week; Mentoring Program at FIS

Number of participants in community projects

Increased attendance at events

1, 6

7.2 Host Open House Administrators; Teachers; Staff


Sign-in sheets for each teacher’s room

Number of parents attending Open House

Positive responses from surveys

1, 6

7.3 Implement activities to increase parent involvement in school environment

Campus Administrators; PTO Officers

PTO Funds Fall 2015; Spring 2016

Sign-in sheets Increased PTO memberships; Increase in parent involvement

PTO membership; Newspaper articles

1, 6







Evidence of Impact


Title I Schoolwide


7.4 Provide Texas Connect access for parents of students in grades 1-12 to check grades

Campus administrators; Technology director; Teachers

Local Funds Every 6 weeks Request for access

Parent input Parent use of gradebook / homework program

1, 6

7.5 Provide free admission passes to community senior citizens ages 60 and over for home athletic events

Athletic Director; FISD Administrative Secretary


Sign-up sheets Number of passes distributed

Attendance at athletic events

1, 6

7.6 Provide calendar of school events through district website and local newspaper; report card notes, newsletters, and progress reports

Athletic Director; FISD Administrative Secretary

Local Funds Monthly Postings Increased attendance

Attendance at athletic events

1, 6

7.7 Provide Parent Guide: “ Put Reading First” in both English and Spanish for parents of elementary students

Title I Teachers Local Funds Fall 2015; Spring 2016

Title I Parent Meeting

Parent feedback Mid-year TPRI benchmark assessments

1, 6

7.8 Communicate with parents and community through Facebook social media pages

Principal Local Funds Every 6 weeks Facebook page with updates posted

Number of parents at events

Parent survey responses on communication

1, 6

7.9 Host parent night at Intermediate to help parents of ELL students with testing and homework

Principal; ESL Coordinator

Local Funds Spring 2016 Sign in sheets Student report cards

STAAR scores 1, 6, 9

7.10 Host Title I Parent Night meeting at K-8 campuses

Title I Coordinator; Principals

Local Funds; Title I Funds


Sign-in sheets Increased attendance

Increased attendance and scores

1, 6, 9







Evidence of Impact


Title I Schoolwide


7.11 Partner with Rike Public Library to advertise free use of computers and Internet access for community

Instructional Technology Facilitator; Library Staff; Teachers

Materials from Rike Library

Every 6 weeks Library advertising materials distributed

Student use of public library resources

Decreased incidences of students unable to complete work due to lack of Internet / computer access

1, 6


Region 10 ESC Migrant Education Program PFS/Migrant Plan of Action

2015-2016

PROGRAM AREA: Migrant Education Program

Planning Committee Members

Data Sources (Reporting

Instruments or Tools, etc.)

Data Findings

Expected Results/Goals

(Performance Indicators)

Activities and Person Responsible

Timeline Resources Needed

(Funds, Materials, Time, Personnel)

Evaluation (Formative and Summative or Performance Indicators)

ESC 10 MEP Coordinator and Consultants

Texas Statewide Service Delivery Plan

Office of Migrant Education 7 Areas of Concern

NGS Drop Out Report

MSIX Report

Attendance Reports

Grades

Educational Continuity: As migrant students move outside school district or state during the school year, they often experience differences in curriculum, academic standards, policies or expectations. This lack of continuity

Maintain and identify resources that are adaptable to the highly mobile lifestyle migrant students, particularly PFS students

ESC 10 NGS Specialist will identify PFS students by generating monthly NGS PFS reports. ESC 10 MEP Consultants and District MEP Contacts will review the NGS PFS report on a monthly basis.

9/1/15-8/31/16

NGS PFS report

Retention Report

100% of PFS students will be identified and 100% of District Migrant Coordinators will receive the report.

ESC 10 MEP staff with input from District MEP Contacts as appropriate will develop a Priority for Service Plan of Action for identified Priority for Service students.

Prior to 8/26/2015

Local Needs Assessment

Program Evaluation

Student Performance Logs

Priority for Service Action Plan completed/distributed

Compliance reports





Data Findings







NGS Graduation Plan Report

NGS Retention Report

NGS Partial

Credit Report

PEIMS Reports

Home Visits

School Visits

Local Needs Assessment

presents barriers to academic achievement.

ESC 10 MEP Consultants, during Migrant Quarterly Meetings and/or during consultations, will provide information to District MEP Contacts regarding PFS criteria and discuss the utilization of PFS reports in order to accurately serve PFS students.

9/1/15-

8/31/16

NGS Priority for Service Report

Annual ID&R meeting agenda, Quarterly meeting agenda

Program evaluation


ESC 10 MEP Consultants, District MEP Contacts, and/or District Counselors will review NGS reports to determine migrant students who are entering late and withdrawing early and communicate with counselors to provide students an opportunity to continue classes from previous schools to maintain credits

9/1/15-

8/31/16

NGS report, student transcripts

NGS Grade/credits reports

NGS Graduation Plan reports

NGS Retention report


PFS Intervention Plan





Data Findings







ESC 10 MEP Consultants, District MEP Contacts, and /or District Counselors will facilitate access for migrant students to TMIP-Texas Migrant Interstate Program, a special project of the TEA Division of NCLB program that coordinates out of state assessments and provides assistance with credit accrual issues

9/1/15-

8/31/16

TMIP Program contact information

Unique Student Report

PFS Report

Student grade reports and /or and testing results


ESC 10 MEP Consultants in collaboration with District Contact will complete a PFS Intervention Plan for PFS students to determine specific academic needs.

9/1/15-

8/31/16

PFS

Intervention

Plan

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants/District Contacts

Student Performance

Logs





Data Findings









MSIX Report

NGS Drop Out Report

Attendance Reports

Grades



NGS Partial

Instructional Time: Migrant children's mobility impacts the amount of time they spend receiving instruction and their attendance patterns.

Maintain and identify resources that are adaptable to the mobile lifestyle and resulting attendance patterns of migrant students.

ESC 10 MEP Consultants and District MEP Coordinators will facilitate access by PFS students (and if funds remain, by all migrant students) to appropriate programs designed for students not meeting the state content standards and mastering TEKS objectives such as:

Additional software and/or hardware

Home-based tutoring

On line tutorials

Individual tutoring on campus

Migrant summer programs or services

9/1/15-

8/31/16

Software and/or hardware and/or tutor based on individual needs assessment

PFS Report


Retention Report

Report on Assessment Results

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants or District Contact


NGS State Assessment History with Scores


PFS Intervention Plans

Report On-time For Graduation





Data Findings







Credit Report

PEIMS Reports

Home Visits

School Visits

Needs Assessment

Identified school personnel will make school, community, and /or home visits to update parents of PFS students on academic progress of their children and to identify specific needs. ESC 10 MEP Consultants will provide support as needed.

9/1/15-

8/31/16

Calendar of school and/or community meetings for parents


NGS reports, academic reports

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants or District Contact


Federal Office of Migrant Education 7Areas of Concern

MSIX report

NGS Drop Out Report

Attendance

School Engagement: With frequent adjustments to new school settings, migrant students often face difficulty making new friends and gaining social acceptance, which can inhibit their

Maintain and identify resources that meet the behavioral, emotional and/or cognitive needs of migrant students, particularly PFS students that result from their highly mobile lifestyle.

ESC 10 MEP Consultants and/or District MEP Contacts, and/or District Counselors will provide families of all MEP students with information regarding school-based services or social agencies available to them when a need for those services has been identified.

9/1/15-

8/31/16

Area lists of social agencies and services


PFS Report

Graduation and promotion rates

NGS reports

School Club Rosters





Data Findings







Reports

Grades



NGS Partial Credit Report

PEIMS reports

Home Visits

School Visits

Needs Assessment

ability to do well in school. A student's school engagement can be affected by three types of factors, which can be grouped according to behavioral, emotional and cognitive engagement.

ESC 10 MEP Consultants and/or District MEP Contacts and Counselors will complete and/or review a completed PFS Intervention plan for PFS student to determine specific behavioral, emotional and cognitive engagement needs in order to meet those needs with additional software, hardware, and/or tutoring and or other services

9/1/15-

8/31/16

Area lists of social agencies and services

PFS Intervention plan

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants and/or District Contacts

ESC 10 MEP Consultants will coordinate with District MEP Contacts to facilitate the Migrant Education Student Alliance (MESA) program for Middle/High School students to promote leadership skills and sponsor leadership activities for MEP youth.

9/1/15-

8/31/16

PFS report



Attendance rosters

Flyers

Correspondence

Agendas






Data Findings







ESC 10 MEP Consultants

will coordinate with

District MEP Contacts to

support PFS involvement

(and all migrant students

if resources remain

available) in existing

school/social activities.

9/1/15-

8/31/16

PFS Report



Student Performance logs

Correspondence



MSIX Report

NGS Drop Out

Education Support in the Home: While many migrant parents value education for their children, they may not be able to support their children as the school expects or may not

Improve communication with parents of migrant students, particularly PFS students, so that parents will be informed of resources/services available to them to support the academic needs of

ESC 10 MEP Consultants and/or District MEP Contacts will provide opportunities for parents to learn about expectations and how to help their students at home during Migrant PAC meetings. ESC staff will send notice of meeting times by mail to parents of PFS students.

9/1/15-

8/31/16

Migrant Parent Advisory Council meetings dates and times

Meeting attendance rosters

Agendas

Flyers





Data Findings







Report

Attendance Reports

Grades

Home Visits

School Visits

Needs Assessment

have the means to offer an educationally rich home environment.

their children. ESC 10 MEP Consultants

and/or District MEP

Contacts, and/or District

Counselors will provide

information to parents of

PFS and all migrant

students about local and

state requirements for

promotion and

graduation during parent

meetings throughout the

year.

9/1/15-

8/31/16

Local and state graduation and promotion requirements

Meeting attendance records and agendas

Identified school personal

and/or ESC 10 MEP

Consultants will facilitate

communication of

academic progress of

students as needed

between school and

parents of PFS migrant

students.

9/1/14-

8/31/16

Parent/teacher conference dates

PFS Reports

Conference attendance records


ESC 10 MEP Consultants will provide opportunities for parent/student involvement through activities held at Region 10 ESC

Sept.2015-

May 2016

ESC 10 offerings for parents

Flyers, agendas and attendance rosters





Data Findings







ESC 10 MEP Consultants

and District MEP staff will

coordinate services or

provide home-based

educational services to 3

and 4 year old migrant

children.

Sept 2015-

May 2016

Bright Beginnings Early Childhood Program or coordination with Local Head Start and other Early Childhood programs

Unique

Student Report

Phone logs

Consultation logs

Home visit logs

Number of students

attending Early

Childhood programs

Statewide Service Delivery Plan


MSIX Report

Attendance Reports

Grades

Home Visits

School Visits

Needs

Health: Migrant students have higher proportions of acute and chronic health problems. They are at greater risk due to pesticide poisoning, farm injuries, heat-related illness and poverty. Migrant families are less likely to have health

Maintain and improve access to health services by parents of migrant students to address the health related needs of their children.

District MEP Contacts, District Counselors, and/or District nurses, and/or ESC 10 MEP Consultants/Recruiter will provide parents of migrant students with list of supplemental health services and assistance with acquiring those services as needed.

9/1/15-

8/31/16

List of area providers


PFS Report

Attendance records

NGS Referred Services Reports

NGS Medical Alert and Immunization data received from districts





Data Findings







Assessment insurance and more likely to have difficulty accessing services to address health-related needs.



Attendance Reports

Grades

Home Visits

School Visits

Needs Assessment

Access to Services: Migrant families often have a newcomer status and a home language other than English. These factors often limit their access to educational and educationally-related services available in the school and community

Maintain and improve access to educationally-related services available for migrant students, particularly PFS students, in school and in the community.

District MEP Contacts, District Counselors and/or ESC 10 MEP Consultants will facilitate communication of educationally-related services available to PFS students as needed between school and parents of PFS migrant students.

ESC 10 MEP Consultants, District MEP Contacts, and/or District Counselors will provide parents with a list of educationally-related services available to migrant students as needed such as:

TMIP-Texas Migrant Interstate Program, coordinates out of state assessment and provides

9/1/15-

8/31/16

Calendar of conference times between school and PFS students’ parents

List of area providers

PFS report

NGS Grade report

NGS On time for Graduation Report

NGS health records


PFS Intervention Plan documentation by ESC 10 MEP Consultants

Graduation and promotion reports

PFS Intervention Plans

NGS Grade

Reports

Student Logs





Data Findings







assistance with credit accrual issues

On-line Migrant Student Graduation Enhancement Programs assists Texas migrant students graduate from high school by providing opportunities to earn credit with distance learning.


TO BE REMOVED BEFORE SUBMISSION -

PLANS TO ADDRESS MISSING PRIORITIES

Student Achievement:

1. Challenging, higher level questions throughout grade levels [add new item 1.32 - "Increase levels of higher-order thinking skills and student engagement through questioning techniques." ??? - or something like that?]

Curriculum/Instruction/Assessment:

2. Higher level questioning at all grade levels [new item 1.32]

3. Increased student engagement [new items 1.32] School Context / Organization:

4. As the ELL population grows, form a committee on each campus to oversee the needs and requirements for the ELL students [maybe remove this one for now?]

Technology:

5. Network bandwidth issue [set for next year, but not in this year's DIP - maybe remove this one for now?]

6. Digital citizenship/digital literacy [add new item 3.11 to address this]

7. Support for low-income families [add new item 7.11 - "Partner with Rike Public Library to advertise free use of computers and Internet access for community." - or words to that effect. I already have info from Trisha Dowell for this.]

8. Updated/additional devices [add "Update and provide additional devices to..." to beginning of 1.25 sentence]

9. Tools to support flipped classrooms [add new item 4.10]

10. Keyboarding skills for students [we’ve started this at the Int Sch, but I’m not sure where it would fit in the DIP - maybe remove this one for now?]

Stats:

added 4 new items: 1.32, 3.11, 4.10, 7.11

added a phrase to 1 item: 1.25

covered 7 of the 10 uncovered priorities

dropped 3 priorities: 4, 5, 10

Farmersville ISD Improvement Plan 2015-2016 · Board Approval: 1/11/16 . ... achieve a designation...

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Transcript of Farmersville ISD Improvement Plan 2015-2016 · Board Approval: 1/11/16 . ... achieve a designation...