2012-13 campus improvement plan for calhoun middle school ... · • advocate and practice true...

Campus Improvement Plan 1 of 33 10/4/12

2012-13

Campus Improvement Plan for

Calhoun Middle School- IB Middle Years Programme

Denton Independent School District


Mission Statement

Denton Independent School District’s Mission Statement …in pursuit of excellence… The mission of the Denton Public Schools, in partnership with home and community, is to provide the best educational opportunities in a challenging yet supportive environment where individuals and cultural diversity are respected, so that our students become knowledgeable and responsible citizens, capable of life-long learning and demonstrate the necessary skills to contribute productively in a complex and ever-changing world.

Calhoun Middle School- IB Middle Years Programme’s Mission Statement The faculty and staff of Calhoun Middle School sucessfully teach all children to become responsible citizens who demonstrate respect for themselves and others. Through a partnership with members of the community, we endeavor to offer challenging educational opportunities that will allow our students to: • Discover individual interest • Cultivate a life-long love of learning, and

• Develop skills to cope with as well as productively contribute to our complex, dynamic, and multicultural society.


Board Goals

Denton Independent School District’s Board Goals I. Vision … In pursuit of excellence, the district will:

• cultivate a network of professional learning communities addressing the educational needs of every child in our district • develop and maintain a culture where learning remains our first priority • remain committed to providing equitable and outstanding opportunities for every student on every campus • establish goals for individual campuses that incorporate both measurable and intangible factors • develop a budget focused on student and professional learning • effectively communicate achievements and recognitions to the Denton ISD community • prepare our students to be successful in a global society while instilling an appreciation for community service

II. Teaching & Learning… In pursuit of excellence, the district will:

• cultivate a consistent, strong, district-wide balanced curriculum based on ongoing needs assessments that supports all students • establish high expectations with a curriculum that fosters inquiry and critical thinking • develop academic skills and interpersonal relationships necessary for student success in college, the workplace and for life. • expect full curriculum implementation on each campus by instructional leaders • establish quality staff development programs that promote professional learning communities • strive to deliver all academic programs through teachers possessing advanced degrees and demonstrable competence in their areas of professional responsibility • stay abreast of and incorporate best practices into teaching, learning, technology and leadership • advocate and practice true accountability based on measurement of individual student progress over time, regardless of external mandates • actively pursue, foster and support an advanced digital learning environment

III. Climate… In pursuit of excellence, the district will:

• celebrate, respect, and promote the value of diversity in our Denton ISD Community. • encourage and nourish a safe learning and compassionate working environment which ensures open and transparent communication and is supportive, cooperative,

and ethical. • establish a high expectation level for success for all students, staff, parents, and community • instill in students a love of life-long learning • motivate and prepare students to embrace their full responsibilities and obligations as active citizens of their community, nation, and world


IV. Parent and Community Involvement…In pursuit of excellence, the district will:

• foster a positive and welcoming environment that encourages parent and community partnerships to achieve success for all our students • work continuously with the community in planning and facility development • utilize citizens’ advisory committees to focus on short and long-term tasks • provide support services and promote health, wellness and safety for students and families • establish and promote programs to develop and enhance parenting skills and participation in the schools • promote child advocacy across the state and nation

V. Human Resources…In pursuit of excellence, the district will:

• develop and expect a consistently high level of, and respect for, professional performance by all staff • recruit, select, employ and retain teachers in every classroom because of substantive experience in the discipline they teach, rather than in auxiliary functions • maintain a diverse workforce with respect to qualifications, expertise, and commitment to excellence • encourage all teachers and staff to pursue advanced professional development and degrees within their specialty area • promote health and wellness in our workforce

VI. Growth, Change & Fiscal Responsibility…In pursuit of excellence, the district will:

• review and adjust policies and procedures as appropriate to address the challenges of rapid growth and changing demographic characteristics while maintaining and enhancing our strong sense of community

• create and continuously modify strategies to mitigate increasing stresses on our children, our schools, and our community • be environmentally responsible and aggressively pursue energy efficiency and conservation principles in building design, transportation alternatives, and operating

procedures • work continuously with our community to adjust and enhance district goals as appropriate • demonstrate effective and efficient management of district resources • provide leadership and/or oversight to ensure District meets all fiscal, legal and regulatory requirements.


Calhoun Middle School- IB Middle Years Programme Campus Improvement Plan

2012-13 Comprehensive Needs Assessment Summary

In accordance with state and federal legislative requirements, the staff at Calhoun Middle School- IB Middle Years Programme conducted a comprehensive needs assessment for the 2012-13 school year. Data and findings from the comprehensive needs assessment were then used to develop the activities/strategies in the additional sections of the Campus Improvement Plan.


Campus Leadership Team (CLT)

Campus Leadership Team (CLT) Composition

Position of CLT Member Name of CLT Member

1) Classroom Teacher Virgina Ginn, Manny Mallam

2) Classroom Teacher Brian Morrison, Jane Sawyer

3) Classroom Teacher Manuel Guerrero, Nichole Spalding-Watson

4) Classroom Teacher Stacy Archer, Karen Synnett

5) Classroom Teacher Lisa Lippe, James Wilburn

6) Classroom Teacher Myia Cowles

7) Campus-based Nonteaching Professional Amy Metting

8) Campus-based Paraprofessional and Operations Staff Heather Belcher, Alison Flannigan

9) District-level Professional Grace Mc Kay

10) Parent Tangee Rucker

11) Parent Chelsie Buris

12) Community Member Joe Ader

13) Community Member Monica Moen

14) Business Representative Chris Hutton

15) Business Representative

CLT Meetings for 2012-13

# Date Time Location

1 July 30 9:00 - 3:00 p.m. Head of School Home

2 Sept 13 4-5 p.m. CMS Library

3 Oct. 18 4-5 p.m. CMS Library

4 Nov. 15 4-5 p.m. CMS Library

5 Jan. 17 4-5 p.m. CMS Library

6 Feb.21 4-5 p.m. CMS Library

7 April 4 4-5 p.m. CMS Library

8 May 9th 4-5 p.m. CMS Library

Comprehensive Needs Assessment 7 of 33 10/4/12

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

Attendence

Ethnicity

Gender

Mobility/Stability

Special Program Participation

At-Risk by Category

Teacher-Student Ratios

Graduation, Completion, Droupout and GED rates

Course/Class Assignments

College/University/Dual Credit/Advanced Placement Enrollment

Data Sources Reviewed Demographic data are very important for us to understand as they are part of our educational system over which we have no control, but from which we can observe trends and learn for purposes of prediction and planning. – Victoria Bernhardt List the actual data sources reviewed below.

PEIMS Data - All categories Student At-risk Survey Results

AEIS Report 2012 CMS Discipline Referral Study (in-house study)

AYP Report 2012

See page 7 of the guide for probing questions related to demographics.


Findings/Analysis “The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.” Look for patterns in the data that reveals trends or insights about the district/school. A brief statement for each of the dimensions helps introduce or frame the discussion of trends which emerge in the data, particularly across data sources. Identify below statements about the strengths, as well as the priority need areas of the district/school.

Strengths Needs

Linguistically and culturally diverse student population Reduction in discipline referrals and suspensions

Variety of student clubs and organizations School-wide discipline referrals

Community in Schools and 21st Century Programs in place and effective Classroom management program consistency

IB Program - embedded school climate curriculum Bullying prevention programs

Increase number of students in enhanced and Pre-Ap classes

Summary of Needs

The Calhoun overall demographics have changed due to recent realignment of school attendance boundaries which resulted in a net gain of 200+ students. As a result of the change, the Title 1 and special education numbers increased. This change resulted in a need to 1: reduce the number of discipline referrals; 2. implement new school-wide and classroom discipline program. 3. Strengthen Bully Prevention program. 4. Increase the number of students in the enhanced classes and Pre-Ap classes.


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

LEPAS 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, Droupout, and GED Rates; Diploma Types

Promotion/Retention Rates

Classroom and Program Assessments and Other Data

Student Work

Data Sources Reviewed We want to gather and analyze data that will help us understand the system that produces the results we are getting. We also want to move our district continuous improvement efforts from random acts of improvement to focused improvement that centers on our ultimate purpose: improving learning for all students. – Victoria Bernhardt

List the actual data sources reviewed below.

AEIS Report AYP Report

Common Assessment Data Look2Learning Data

Gradespeed data

See page 8 of the guide for probing questions related to Student Achievement



Strengths Needs

AYP - Reading- white sub-group and LEP sub-group incease (+6) AYP Math - White sub-group

AYP Reading - Special Education and LEP subgroups AYP Math- African American and Special Education sub-groups

STAAR Math - 6 grade - Patterns, relationships & algebraic reasoning 7 grade math - Patterns, relationships & algebraic reasoning 8 grade math -Numbers, operations and quantitative reasoning

STAAR Math - 6th grade : Measurement and Numbers, operations and quantitative reasoning 7th grade math: Measurement and probability and statistics 8th grade math: Measurment and geometry and spatial reasoning

STAAR Reading- 6th grade- Understanding/ Analysis across genres 7th grade- Understanding/ Analysis across genres 8th grade- Understanding/ Analysis across genres

STAAR Reading 6th grade- Understanding/ Analysis of Informational Text 7th grade- Understanding/ Analysis of Informational Text 8th grade- Understanding/ Analysis of Informational Text

STAAR Writing (7th only)- Revision

STAAR Writing (7th only)- Composition: Personal Narrative

STAAR Social Studies- History and Economics, Science, Technology, and Society

STAAR Social Studies- Government and citizenship

STAAR 8th Grade Science- Organisms and Environment

STAAR 8th Grade Science- Matter and Energy

Summary of Needs

Math - Measurement for all grade levels and all sub-groups, and targeted areas

Reading - Understanding/ Analysis of Informational Text for all sub-groups





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.

Data Sources Reviewed Culture is the underground stream of norms, values, beliefs, traditions, and rituals that build up over time as people work together, solve problems, and confront challenges. This set of informal expectations and values shapes how people think, feel, and act in schools. – Author unknown. List the actual data sources reviewed below.

IB Parent Survey Student At-risk Survey

Student Referral Study (CMS in-house) Teacher and staff 1-1 meeting with Head of School

Look 2 Learning data

See page 9 of the guide for probing questions related to School Culture and Climate



Strengths Needs

First Five Days Program- Developed program to assist in setting up school rules and procedures

Comprehensive plan for school-wide structure regarding policies and procedures

IB Curriculum- Areas of Interaction Develop AOI by creating schoolwide use of binder organizer called C.O.A.T.

Written Objectvies posted in many classrooms School-wide consistency in use and display of learning objectives

Use of a variety of data to drive program planning and development

Summary of Needs

Creation of school-wide policy and procedures through CHAMPS program. Increase and improve collaboration efforts with parents and community. Implement more surveys to gage school culture strengths and weaknesses.


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 Programs 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

Data Sources Reviewed An empowered organization is one in which individuals have the knowledge, skill, desire, and opportunity to personally success in a way that leads to collective organizational success. –Stephen Covey List the actual data sources reviewed below.

Teacher certification data Paraprofessional data

Teacher Professional Development Self-reports in PDAS Professional Development courses taken

PEIMS data PDAS Walk-through Data

Look2Learning data




Strengths Needs

Informal mentoring of new teachers IB teacher mentorship

Availability and support for staff development opportunities for staff. RTI staff development

In-house Title 1 training for all core teachers Hire quality staff

Site visits to other MYP schools Continue to develop staff development based on teachers' needs assessments

Summary of Needs

Provide revelant, differentiated staff development for the needs of the campus. Continue to work on implementation of IB program and co-teaching practices.


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

Data Sources Reviewed There are three kinds of curricula; they must be considered together and improved together: written curriculum, taught curriculum, and tested curriculum. – Fenwick English List the actual data sources reviewed below.

IB Self -study Scope and Sequence Curriculum Maps

Common Assessment Data Look2Learning data

AYP Report AEIS report

Campus Technology Usage data report




Strengths Needs

Data from common assessments is used to direct pacing, reteaching and intervention in some departments

Intervention duirng and after school hours for students who are not meeting standards.

UBD staff development and implemention of lesson plans Incease in understanding and application ccommodations and differentiated instruction

Some teachers trained and using the 5E model. Timely targeted staff development

Title 1 support- coaching given found to be very effective Universal understanding and application of RtI progess

IB planner alignment in many subject areas Fundamental grounding of the Professional Learning Community processes and applications

Increase of IB planner implementation and usage of the Learner Profiles

Summary of Needs

Adoption of a school-wide Professional Learning Community practices. Implementing the 6 components of a PLC will address the needs outlined in this needs assessment and of many others in our Campus Improvement Plan.


Family and Community Involvement Family and Community Involvement refers to how these stakeholders and informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievements 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 The family is changing, not disappearing. WE have to broaden our understanding of it, look for the new metaphors. – Mary Catherine Bateson List the actual data sources reviewed below.

Parent Involvment sign in sheets PTA minutes and reports

Parent and community volunteer reports Parent surveys




Strengths Needs

Some programs are exceptionally well supported by parents. More parent involvement activities

Increase parent participation

More volunteerism

Articulated parent invovlement plan

Summary of Needs

Parent and community invovlement is a growth area for CMS. There is a need to provide more opportunites for parents to engage in their children's education and promote on-going communication.


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 and Physical Environment

Program Support services, e.g., Extracurricular Activities, After School Programs, etc.

Communication: Formal and Informal

Data Sources Reviewed Create the kind of climate in your organization where personal growth is expected, recognized and rewarded. – Author Unknown List the actual data sources reviewed below.

Community in Schools of North Texas and 21st Century Master Schedule

Supervision Schedule School Counselor job descriptions

Communication process




Strengths Needs

Committed Campus Leadership Team- duly elected and formal structures in place.

Revised and updated policies and procedures aligned to CHAMPS

After school programs effectively in place and serving students

Faculty Handbook- one-stop for all CMS policies, procedures and school expectations

Supervision schedule aligned to needed areas of supervision

Master Schedule aligned to the needs of students and teachers

Strategic alignment of job duties for admininstrators, counselors and support staff

Summary of Needs

Clear and concise school processes, procedures and expectations are needed from an organizational standpoint. Additionally, school structures need to support the instructional program and school safety processes.


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

Technology Infrastructure, Networks, etc.

Technology Hardware and Software

Classroom Technology Needs by Area, Class, Department, etc.

STaR Chart

Professional Development/Teacher Preparation Needs in Technology

Leadership and Administrative Support Structures for Technology Implementation

Resource Allocations

Technology Policies and Procedures

Technology Plan

Assessment of Technology Skills for Students, Staff and Other Stakeholders

Data Sources Reviewed The traditional way we “do school” will change as students have more access to the worlds around them. If we are producing globally competitive students, we have to adopt to the world they will encounter. – Superintendent List the actual data sources reviewed below.

STAR Chart Report Campus Technology Usage Reports

Campus Technology Usage Plan Technology Committee Reports




Strengths Needs

Improved utilization of technology in the classroom Need more technology tools and hardware

Over 90% of staff are technology proficient. More computers to handle demand of 800+ students

TIA staff attendance Update on software

Staff training on particular programs

Summary of Needs

On-going need to keep our labs up and running with hardware and software needs.


Comprehensive Needs Assessment Summary of Priority Needs Calhoun Middle School

Demographics: Student Achievement:

The Calhoun overall demographics have changed due to recent realignment of school attendance boundaries which resulted in a net gain of 200+ students. As a result of the change, the Title 1 and special education numbers increased. This change resulted in a need to 1: reduce the number of discipline referrals; 2. implement new school-wide and classroom discipline program. 3. Strengthen Bully Prevention program. 4. Increase the number of students in the enhanced classes and Pre-Ap classes.

Math - Measurement for all grade levels and all sub-groups, and targeted areas

Reading - Understanding/ Analysis of Informational Text for all sub-groups




School Culture and Climate: Teacher Quality:

Creation of school-wide policy and procedures through CHAMPS program. Increase and improve collaboration efforts with parents and community. Implement more surveys to gage school culture strengths and weaknesses.

Provide revelant, differentiated staff development for the needs of the campus. Continue to work on implementation of IB program and co-teaching practices.

Curriculum, Instruction and Assessment: Family and Community Involvement:

Adoption of a school-wide Professional Learning Community practices. Implementing the 6 components of a PLC will address the needs outlined in this needs assessment and of many others in our Campus Improvement Plan.

Parent and community invovlement is a growth area for CMS. There is a need to provide more opportunites for parents to engage in their children's education and promote on-going communication.

School Content and Organization: Technology:

Clear and concise school processes, procedures and expectations are needed from an organizational standpoint. Additionally, school structures need to support the instructional program and school safety processes.

On-going need to keep our labs up and running with hardware and software needs.


Campus Improvement Plan Calhoun Middle School- IB Middle Years Programme

WIG 1

By June 30, there will be a 10% improvement in all subject areas’ summative assessments.

Lead (Action Steps) Resources Fund Source

FTE Evidence of

Implementation Evidence of

Impact

Title I Components

Title I, A SCE SW TA

Develop and implement Professional Learning Communities processes across all disciplines Person(s) Responsible: All staff Completion Date: June 30, 2013 Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [X] Final (Summative)

Campus Leadership Team, training, staff development

[ ] [X] Staff development documents, training certificates, established PLC documents

Positive student achievement gains

[ ] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C

[X] RMS [X] P [X] SBR [X] C [ ] IHQ [X] PD [ ] PI [X] PCI

Provide after school and Saturday School tutorials for targeted students Person(s) Responsible: Administrative Team Completion Date: May 11, 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Tutors, tutoring supplies and materials

[ ] [X] Attendance records, progress monitoring

Increase in targeted assessments


[X] RMS [X] P [ ] SBR [ ] C [ ] IHQ [ ] PD [ ] PI [ ] PCI

Participate in SCE/ Title 1 Professional Development Person(s) Responsible: All teachers Completion Date: May 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Conferences, training, training supplies and materials

[ ] [X] Attendance logs Training certificates

Increase in targeted tested areas


[ ] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [X] PD [ ] PI [ ] PCI



FTE Evidence of


Impact

Title I Components


Fully implement DISD Scope and Sequence as planned by departments. Person(s) Responsible: All teachers Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Supplies and materials [ ] [X] Common Assessments Increase in common assessment scores


[X] RMS [ ] P [ ] SBR [X] C [X] IHQ [ ] PD [ ] PI [ ] PCI

Implement Cougar Time for targeted instruction and enrichment. Person(s) Responsible: Administrative team, teachers, support staff. Completion Date: June 6 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Tutors, supplies and materials [ ] [X] Common assessments, teacher assessments

Increase in passing grades and assignments


[X] RMS [ ] P [ ] SBR [X] C [X] IHQ [ ] PD [ ] PI [X] PCI

All teachers will implement two IB planners. Person(s) Responsible: IB Coordinator Teachers

Completion Date: June 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Training, supplies, materials, consultants

[ ] [X] IB rubrics IB meetings with IB coordinators

IB assessment binders [ ] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C

[ ] RMS [X] P [X] SBR [X] C [X] IHQ [ ] PD [ ] PI [X] PCI



FTE Evidence of


Impact

Title I Components


Support reading in all content areas with culturally diverse reading materials. Person(s) Responsible: English Language Arts teachers Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Training, supplies, materials [ ] [X] Lesson plans Common assessment scores


[X] RMS [ ] P [ ] SBR [ ] C [X] IHQ [ ] PD [ ] PI [ ] PCI

Provide parent evening meetings in partnership with the PTA, and a college and career parent presentation in the Spring Person(s) Responsible: Administrative team Completion Date: May 2013 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Food, drinks, supplies and materials

[ ] [X] Parent sign in sheets Increase in parental participation


[X] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [ ] PD [ ] PI [ ] PCI

Provide ongoing IB training to include off-site, on-site provided by IBO and TIBS. Person(s) Responsible: All staff Administrative team

Completion Date: May 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Travel, registration, consultants, supplies and materials

[ ] [X] Certificates, sign in sheets, reflection logs,

Completion of IB evaluation requirements


[X] RMS [X] P [X] SBR [ ] C [ ] IHQ [ ] PD [ ] PI [ ] PCI



FTE Evidence of


Impact

Title I Components


Teachers new to IB will be assigned an IB mentor in their content area. Person(s) Responsible: IB Coordinator Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

IB Coordinator [ ] [ ] Meeting minutes Successful implementation of planners


[ ] RMS [X] P [ ] SBR [ ] C [X] IHQ [X] PD [ ] PI [ ] PCI

Post signage and related materials to identify and support IB program. Person(s) Responsible: Administrative team Completion Date: May 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Materials [ ] [X] Signage posted in various locations

Evidence of IB program at CMS


[ ] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [ ] PD [X] PI [ ] PCI

Communities in Schools will case manage up to 100 at-risk students and provide on-going services in the 6 components, and provide an afterschool program. Person(s) Responsible: CIS Program manager CIS Interns CIS volunteer mentors

Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [ ] Final (Summative)

Materials to mentors for meetings [ ] [ ] All supportive guidance services provided by the case manager, interns, mentors will be documented using CISNT database which is monitored by the TEA

STAAR, report cards, common assessments

[ ] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C

[ ] RMS [X] P [ ] SBR [X] C [ ] IHQ [ ] PD [ ] PI [ ] PCI



FTE Evidence of


Impact

Title I Components


Students, through CIS, will recieve assistance with clothing and/or school supplies to address low SES. CIS will also assist with Red Ribbon Week activities to raise drug awareness to a minimum of 75% of the student body. Person(s) Responsible: CIS program manager Completion Date: June 1, 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Donations [ ] [ ] Documented through progam manager and CISNT database

Attendance records, donations tracking and reports

[X] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [X] AA [ ] C

[ ] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [ ] PD [ ] PI [X] PCI

CIS tutors will work with targeted students. Person(s) Responsible: CIS program manager Interns Tutors

Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Tutoring supplies [ ] [ ] Documented through progam manager and CISNT database

Attendance records, donations tracking and reports


[ ] RMS [ ] P [ ] SBR [X] C [ ] IHQ [ ] PD [ ] PI [X] PCI

21st Century Program will use AES2's to improve reading comprehension and math skills for all grades during afterschool hours. Person(s) Responsible: 21st Century Coordinator 2 AES2

Completion Date: Summer (July 2013) Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [X] Final (Summative)

Various supplies and materials [ ] [ ] Lessons, homework assistance, tutoring

Report cards, progress reports, and end of year survey


[ ] RMS [ ] P [ ] SBR [X] C [ ] IHQ [ ] PD [ ] PI [ ] PCI



FTE Evidence of


Impact

Title I Components


Use interactive methods to teach writing skills. Person(s) Responsible: ELA teachers Completion Date: June 213 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Materials, supplies, training and hardware

[ ] [X] Use of new technology tools in a variety of disciplines

Completed IB projects and increase usage of multimedia



Use multiple texts to teach analysis of informational text as measured by the STAAR. Person(s) Responsible: ELA teachers, department heads, administration Completion Date: June 2012 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [ ] Final (Summative)

Books, resource materials and supplies

[ ] [X] Summative Common Assessment

Increase in scores [ ] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C

[ ] RMS [ ] P [ ] SBR [X] C [ ] IHQ [ ] PD [ ] PI [ ] PCI

Increase understanding/analysis of literary text to improve reading skills by providing access to a variety of reading levels and topics. Person(s) Responsible: Reading teachers Completion Date: June 2012 Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [ ] Final (Summative)

Books, resource materials, training and supplies

[ ] [X] Unit assessments and common assessments

Meeting of SMART Goals


[X] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [X] PD [ ] PI [X] PCI



FTE Evidence of


Impact

Title I Components


Increase the ability to compose a personal narrative by teaching different forms of writing. Person(s) Responsible: ELA teachers Completion Date: May 2012 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)



Meeting of SMART goals


[ ] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [X] PD [ ] PI [ ] PCI

Implement lessons to teach students to better understand informational text. Person(s) Responsible: ELA teachers Completion Date: June 2012 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)



Meeting of SMART goals



Implement lessons to teach students how to analyze all the genres of literature. Person(s) Responsible: ELA teachers Completion Date: Jan. 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Resource materials, supplies, training, and books

[ ] [X] Lesson plan review Completion of scope and sequence





FTE Evidence of


Impact

Title I Components


Implement lessons to help students to become better writers. Person(s) Responsible: ELA teachers Completion Date: June 2012 Benchmark Timeline: [X] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Resources materials, supplies, training and books

[ ] [X] Lesson plan review Increase in writing common assessments



Teachers will attend staff development trainings in areas identified in SMART Goals Plans. Person(s) Responsible: All departments Completion Date: September 2012 Benchmark Timeline: [X] Initial (Beginning) [ ] Interim (Formative) [ ] Final (Summative)

Training [ ] [ ] Completion of SMART Goals

Progress monitoring of SMART Goals


[X] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [X] PD [ ] PI [ ] PCI

Purchase supplies, materials and resources identified in SMART Goals Plans. Person(s) Responsible: Administrative team, Department Heads Completion Date: May 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Supplies, materials, books, training and tutors

[ ] [X] Implementation of SMART Goals

Progress monitoring of SMART Goals





FTE Evidence of


Impact

Title I Components


Teachers will implement 5E lessons that address mathematical readiness standards using the supporting standards, underlying processes, as well as the English Language Proficiency Standards. Person(s) Responsible: Math Teachers Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [ ] Final (Summative)

Training materials, books, tutors, resources,

[ ] [X] Implementation of Smarts Goals

Progress monitoring of [ ] CNA [ ] RS [ ] IHQ [ ] OPD [ ] AHQ [ ] PI [ ] T [ ] A [ ] AA [ ] C


Teachers will implement lessons that ask students to justify their mathematical thought processes using mathematical vocabulary. Person(s) Responsible: Math Teachers Completion Date: Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [ ] Final (Summative)

Supplies, resources, and materials [ ] [X] Lesson plan reviews and feedback

Walkthrough data, L2L walk-throughs


[X] RMS [ ] P [ ] SBR [X] C [ ] IHQ [ ] PD [ ] PI [ ] PCI

All science teachers will use models, academic vocabulary, 5E framework, weekly assessments, tutors, and attend PLC meetings. Person(s) Responsible: Science teachers Completion Date: May 2013 Benchmark Timeline: [ ] Initial (Beginning) [ ] Interim (Formative) [ ] Final (Summative)

Supplies, materials, training, resources, and books

[ ] [X] Completion of SMART Goals plan

Increase in science common assessment scores.


[ ] RMS [ ] P [ ] SBR [ ] C [ ] IHQ [X] PD [ ] PI [X] PCI



FTE Evidence of


Impact

Title I Components


Participate in all elements of the ESL Project Nexus Grant. Person(s) Responsible: ESL Department Head All ESL teachers Identified teachers

Completion Date: June 2013 Benchmark Timeline: [ ] Initial (Beginning) [X] Interim (Formative) [X] Final (Summative)

Supplies, resources, substitutes, books

[ ] [X] Completion of NEXUS requirements

Increase in ELL STAAR scores


[ ] RMS [ ] P [ ] SBR [ ] C [X] IHQ [X] PD [ ] PI [ ] PCI