2013-2014 district improvement plan - esc region vi

2013 – 2014 DISTRICT

IMPROVEMENT

PLAN

SuperintendentMaxie Morgang

Calvert ISD Board of TrusteesBoard President: Sandra Greaves; Vice President: Louise Grigsby; Secretary:

Nelda Eustace; Members: Beatrice Cephas, Carolyn Rosemond, Volney (Bubba) Alston III, James Greeny ( ) ,

1Calvert ISD District Improvement Plan

MISSION STATEMENTMISSION STATEMENT

2013 ‐ 2014

DISTRICTCALVERT INDEPENDENT SCHOOL DISTRICT

believes in providing a quality education toIMPROVEMENT

PLAN

believes in providing a quality education to all students. Calvert ISD will provide this

through excellent facilities and staff. We will accept the challenge of educating the whole child, in an effort to make each student a productive and contributingstudent a productive and contributing

member of society.


SUPERINTENDENT OF SCHOOLSSUPERINTENDENT OF SCHOOLS

2013 ‐ 2014

DISTRICT

IMPROVEMENT

PLAN

Maxie Morgan, SuperintendentAs parents we want the very best for our children Obtaining a qualityAs parents we want the very best for our children. Obtaining a quality education is most important for them. For children to become the next

generation leaders they must be involved in an educational system that not only provides for exceptional academic, athletic, band/music, fine arts and extra curricular programs but, also provides an exceptional staff that truly

loves and cares for each child they serve.


CALVERT ISD BOARD OF TRUSTEESCALVERT ISD BOARD OF TRUSTEES

2013 ‐ 2014

DISTRICT

IMPROVEMENT

PLAN

Calvert ISD Board of TrusteesBoard President: Sandra Greaves; Vice President: Louise Grigsby; Secretary:

Nelda Eustace; Members: Beatrice Cephas, Carolyn Rosemond,Volney (Bubba) Alston III; James Green


COMMITTEE MEMBERSCOMMITTEE MEMBERS

2013 ‐ 2014

DistrictLynn Ponder PrincipalDan Arnold Counselor/TechnologyBrandi Anderson Kindergarten Teacher

Improvement

Plan

Brandi Anderson Kindergarten TeacherBrenda Krnavek Science and SS TeacherTom Kelly Pre‐K TeacherTyWanisha Laury Community MemberTrikka Brown Community MemberTrikka Brown Community MemberFateral Williams School Secretary/Parent


GOALS & OBJECTIVES

STUDENT LEARNING

GOALS & OBJECTIVES

Goal 1: All students will demonstrate continuous improvement in all subject areas

Objective 1.1: By May 2014, all students participating in the STAAR assessment will meet or exceed standards or meet ARD expectations

Objective 1.2: Implement strategies that increase student awareness and responsibility for completing assigned tasks

Objective 1.3: Strategies in the coordinated fitness program will be implemented

Objective 1.4: High Quality staff will be hired and retained and high quality professional development will be provided.

STAFF PROFESSIONAL DEVELOPMENTGoal 2: All Calvert ISD staff will be professionally trained with emphasis on effective teaching practices, data disaggregation, curriculum alignment and student motivation

Objective 2.1: Staff development for the 2013 – 14 school year will focus on the individual student rather than whole class with teachers being trained in effective teaching strategies, data disaggregation and move to mastery of TEKS in all subjects


GOALS & OBJECTIVES

SCHOOL CLIMATE

GOALS & OBJECTIVES

Goal 3: Provide a positive and safe school environment through prevention and intervention

Objective 3.1: There will be zero incidents involving drugs or weapons

Objective 3.2: Parent communication strategies will be implemented and parent involvement will increase by 10%

Objective 3.3: The school in conjunction with community and parents will work to provide a safe environment for learning

SPECIAL PROGRAMSSPECIAL PROGRAMSGoal 4: Ensure the continued academic progress of students in special programs.

Objective 4.1: Implement instructional strategies, curriculum, and programs to designed to improve the academic performance of special programs students

STUDENT ENROLLMENTGoal 5: Increase Enrollment in the Calvert ISD

Objective 5.1: By 2013, increase enrollment by 10%.


CALVERT ISD DISTRICT IMPROVEMENT PLAN

Comprehensive Needs Assessment

Findings from Identified Areas

Calvert ISD conducted a Comprehensive Needs Assessment for the 2012‐2013 school year. Data was examined and needs were identified from the following 8 areas:

1. Demographics2. Student Achievement3. School Culture and Climate4. Staff Quality, Recruitment, and Retention5 C i l I t ti d A t5. Curriculum, Instruction, and Assessment6. Family and Community Involvement7. School Organization8 Technology8. Technology



1. Comprehensive Needs Assessment Results ‐ Demographics

SOURCE: 2012-2013 PEIMS Data from TxEIS

Summary: Calvert ISD was an Acceptable School District from the TEA School Ratings for the School Year 2010‐2011, the last year of accountability ratings. The prior two years, Calvert was a Recognized District. For the school year of 2012‐2013, Calvert did not meet AYP and was placed in Stage 1, Year 1 for low scores in math and reading. Due to the change from TAKS testing to STAAR testing, the accountability ratings were suspended pending the setting of new standards.

The district currently has 158 students at the end of the 2012‐13 school year. This is a decrease of 9 students from 167 students enrolled at this time last school year. There are currently 36 school employees including: 15 teachers, 1 counselor/technology director, 8 aides, 3 maintenance personnel, 2 administrators, 3 secretaries and 2 food service staff. This is a decrease from 2011‐2012. All teachers meet the highly qualified status. There are also two part time reading specialists. The pupil teacher ratio is 10 to 1 which is much lower than the state average. The attendance rate for 2012‐2013 was 96.46% which is slightly better than last year’s average of 96.37%.

The ethnic breakdown of the student population is 128 African American (81%), 21 white (14%) and 9 Hispanic (6%). More Hispanics left the district than any otherethnic group. Most are attending other schools. There are 22 students in special education which is 14% of the student population. Calvert has 137 out of 158students on free and reduced lunch which is (87%) of the student population. There are 14 students listed as Gifted and Talented (8% of the population) which wasCalvert’s goal from previous years of about 8%, so we are on target for this criteria. However, there is an identified need to enhance the rigor of the G/T program atCalvert ISD and has been identified as a need in the needs assessment. There were 13 graduates in the 2012‐2013 senior class. 1 graduated on the minimum planand 12 on the recommended plan. (92%). No students dropped out in 2012‐2013. There are no bilingual or ESL students enrolled in Calvert schools this year. Thereare no AP classes. Calvert had two Dual Credit classes (Blinn College English 1301 & 1302) in place in Calvert ISD, utilizing distance learning video equipment andhad three students complete the courses for college credit.

Identified Needs:

1b More training and certification of GT teachers1c Provide more services to GT students 1d Increase enrollment in Calvert ISD 1e Increase the number of students on the recommended high school plan1f Keep the dropout rate low1g Increase the attendance rate



2. Comprehensive Needs Assessment Results – Student AchievementIn the last year of statewide accountability ratings, Calvert School was an Acceptable district for the 2010‐2011 school year. This was a drop in the rating from Recognized status the previous two years. The Accountability Rating was suspended for the 2011‐2012 and 2012‐2013 school years due to the introduction of the STAAR testing format. The AYP standards are still in place and for the 2012‐2013 school year, Calvert did not meet AYP standards and was placed in Stage 1, Year1 warning due to low math and reading scores.

SOURCES: DMAC DataSOURCES: DMAC DataTitle I, Part A ReportsTPRI ResultsSTAAR Test ResultsAEIS ReportsPEIMS DataDMAC ReportsDMAC ReportsSTAR Reading and Math ReportsPSAT/ACT/SAT Reports

SUMMARY OF STAAR RESULTS:

The 2011‐2012 school year saw the migration from the TAKS Test to the STAAR Test (State of Texas Assessments of Academic Readiness). This new test focusedon higher level thinking skills as well as multiple steps for problem solving particularly in the math tests. In this first year, Calvert’s scores were significantly behindthe rest of the schools in Region 6 as well as the rest of the state. During the 2012‐13 school year, we implemented several steps to help close the gap. Inparticular, we went to the use of standardized benchmarks for grades 3‐8, utilized Study Island to assist teachers and students in grades 3 – 8 and students whohad to take End of Course tests, and also contracted with math and language arts consultants to work with the teachers on strategies to improve student learning,.

Calvert School is a campus which receives Title I funding. For the 2012 – 2013 school year, Calvert is a Stage 1, Year 2 campus and is in school improvement forlow performance in both reading and mathematics. Title I funds were utilized to pay the two consultants. There was significant improvement in grades 8 – 12 mathand reading in the lower grades, however, there has been little improvement in middle school math and grades 7 – 12 language arts scores. Calvert will continueto use the consultants to target teachers in those grades. We will also target all grades and curriculum to emphasize math, reading, and writing skills. There will bean intensive staff development program targeted at improving effective teaching strategies, data disaggregation, and improving classroommanagement skills.



2. Comprehensive Needs Assessment Results ‐ Student Achievement (cont.)Star Reading:The End of the Year STAR Reading Report show that most of our students in Calvert are reading 2‐3 grade levels below their peers

STAR Math:The results of the STAR Math Report shows that our students are doing better in math than in reading but that most of the students are not on grade level. Grades 3‐ 8 were not tested for STAR Math, however from looking at the STAAR test results, we are going to need some targeted strategies to increase the rigor of the3 8 were not tested for STAR Math, however from looking at the STAAR test results, we are going to need some targeted strategies to increase the rigor of the curriculum to match STAAR math skill levels needed for students to pass.

TPRI Summary Data:

The results of the TPRI for 2012‐2013 show that many of our Kindergarten students have gained in reading fluency and comprehension. Most of our 1st and 2nd

grade students are reading at grade level due in part to enhanced assistance from our part time reading specialist. Much more work is need in grades 3‐7 as thosegrade students are reading at grade level due in part to enhanced assistance from our part time reading specialist. Much more work is need in grades 3 7 as those scores are showing that those students are not staying on grade level as they progress through the grades.

ACT/SAT Summary Data:

Most of Calvert’s seniors take the ACT rather than the SAT. The state average is 20.8. In 2012‐13 none of our students scored at or above that level, also, none of our students met the college readiness requirement (the state average is 24%). While our students did show fairly high scores in Math, much work is needed inour students met the college readiness requirement (the state average is 24%). While our students did show fairly high scores in Math, much work is needed in Reading and Writing skills in order for the students in the 2013 ‐14 school year to score at or above the state averages.

The Committee feels Calvert needs to increase its rigor and better utilize programs and tools to help increase student achievement.

NEEDS:2a Increase the Rigor in Core Courses of Mathematics, Reading, Writing, Science and Social Studies2a Increase the Rigor in Core Courses of Mathematics, Reading, Writing, Science and Social Studies2b Staff Development and Training for Math Teachers in areas of Effective Teaching Strategies, Learning Styles Research, and Project Based Learning2c Conduct Benchmark testing in Core Subjects in grades 3‐112d Continue contracts with Math and Language Arts consultants to enhance teaching skills in those areas2e Define and align goals and objectives in Academic Intervention classes to individual student deficiencies based on STAAR test results2f Define and align strategies and material used in the After School Tutoring program to individual student deficiencies based on STAAR test results2g Define and align goals, strategies and activities used in the double blocked math classes to individual student deficiencies based on STAAR test results2g Define and align goals, strategies and activities used in the double blocked math classes to individual student deficiencies based on STAAR test results2h Dedicate up to 10 school days to school calendar to focus on student deficiencies based on STAAR test results with activities for all students2i Bridge the gaps in below grade level reading2j Increase the ACT Scores and College Readiness Requirement2k Students will use the Study Island study guides for ACT and SAT tests prior to test administration2k Increase each student’s reading fluency



2. Comprehensive Needs Assessment Results – Student AchievementMATH STAAR Summary – 2yrs (Percent Passing)

Grade 2011-2012 2012-2013 Change

3rd 15% 31% +16%

4th 0% 25% +25%4th 0% 25% +25%

5th 17% 60% +43%

6th 9% 42% +36%

7th 13% 70% +57%7 13% 70% +57%

8th 15% 71% +56%

Algebra I EOC 63% 93% +30%

Geometry EOC 100% 57% -43%y

Algebra II EOC N/A 100% ~

READING STAAR Summary – 2yrs

Grade 2011 – 2012 2012 – 2013 Change

3rd 8% 69% +61%

4th 11% 50% +39%

5th 8% 70% +62%

6th 27% 42% +15%6th 27% 42% +15%

7th 11% 50% +39

8th 0% 67% +67%

English I Read EOC 33% 13% -20%


English II Read EOC Not Admin 75% ~


2. Comprehensive Needs Assessment Results – Student Achievement

WRITING STAAR Summary – 2yrs

Grade 2011 – 2012 2012 – 2013 Change

4th 0% 42% +42%

7th 0% 70% +70%

English I Writing EOC 56% 33% -23%

English II Writing EOC Not Admin 38% ~

SOCIAL STUDIES STAAR Summary – 2yrs

Grade 2011 – 2012 2012 – 2013 Change

8th 0% 14% +14%

World Geography EOC 13% 44% +21%g p y

World History EOC Not Admin 50% ~

SCIENCE STAAR Summary – 2yrs

Grade 2011 – 2012 2012 – 2013 Change

5th 0% 40% +40%

8th 0% 75% +75%

Biology EOC 80% 57% -23%

Chemistry EOC 23% 100% +77%Chemistry EOC 23% 100% +77%




STAAR Level III Advanced Summary (Number of Students)– 2yrs2011 – 2012 2012 – 2013 Change

ELA/Reading 1 2 +1Math 0 3 +3

Writing 0 2 +2Science 0 1 +1

Social Studies 1 0 -1




STAR Reading DataGrade Level Class Average

Reading LevelPercent Below 25th

PercentilePercent 25th to 49th

PercentilePercent in the 50‐74th Percentile

Percent above 75th percentile

1st G d 1 8 7 7 15 4 69 2 7 71st Grade 1.8 7.7 15.4 69.2 7.72nd Grade 2.2 38.5 46.2 15.4 03rd Grade 3.3 14.3 57.1 21.4 7.14th Grade 3.4 30.0 60.0 10.0 05th Grade 3.8 70.0 20.0 0 10.05 Grade 3.8 70.0 20.0 0 10.06th Grade 3.6 81.8 18.2 0 07th Grade 6.0 50.0 40.0 10.0 08th Grade N/T N/T N/T 0 0

STAR Math DataGrade Level Class Average

Math LevelPercent Below 25th

percentilePercent Below the 50th percentile

Percent in the 50‐74th percentile

Percent Above 75th

percentile2nd Grade 2.4 30.8 30.8 38.5 0

3rd Grade 3.8 16.7 33.3 33.3 16.7

4th Grade N/T N/T N/T N/T N/T


6th Grade N/T N/T N/T N/T N/T6 Grade N/T N/T N/T N/T N/T





3. Comprehensive Needs Assessment Results – School Culture and Climate

SOURCES: Student, Staff, and Parent SurveysDiscipline PEIMS reports

The Discipline at Calvert School has been about the same as last year. The Discipline referrals increased slightly from 298 last year to 309 referrals this year. A survey was sent out to parents, staff, and students in the spring of 2011 to assess the school culture and climate. The results of the survey are as follows:A survey was sent out to parents, staff, and students in the spring of 2011 to assess the school culture and climate. The results of the survey are as follows:

The biggest areas of concern for the Staffwere:

1) Students treat staff members with respect2) The School has a consistent approach to behavior management and discipline3) I receive sufficient support when I have to deal with difficult students and/or3) I receive sufficient support when I have to deal with difficult students and/or

Discipline problems 4) Students treat each other with respect in the classrooms, hallways, and

Cafeteria

The biggest areas of concern for the Students were:

1) I feel safe around the outside of my school2) Students in this school tease and pick on me3) Students treat each other with respect4) School rules are enforced fairly

The biggest areas of concern for the Parents were:The biggest areas of concern for the Parents were:

1) Parents feel free to communicate with the principal2) The school facilities and classrooms are well maintained and kept clean3) The school has clear rules that are consistent4) Students are treated fairly regardless of their academic achievement level



3. Comprehensive Needs Assessment Results – School Culture and Climate (cont.)

NEEDS:

3a Decrease discipline referrals3b Develop clear, consistent rules that are enforced fairly3c Enforce zero tolerance policy on bullying3c Enforce zero tolerance policy on bullying3d Improve supervision of students in all school areas (cameras, extra personnel, etc)3e Provide Character Development lessons in areas such as respect, bullying, etc3f Provide staff development on Classroom Management Techniques3g Provide clean and safe restrooms, cafeterias, classrooms etc3h Develop a more defined policy for Campus Visitors3i Assign 5 students to each staff member on campus to act as mentors for grades, support, and role models3i Assign 5 students to each staff member on campus to act as mentors for grades, support, and role models



4. Comprehensive Needs Assessment Results – Staff Quality, Recruitment, and Retention

SOURCES: Human Resource PEIMS DataHighly Qualified Teacher Report

Calvert ISD currently has 36 full time school employees including: 15 teachers, 1 counselor/technology director, 8 aides, 3 maintenance personnel, 2 administrators, 3 secretaries, 2 food service staff, and 2 part time reading specialists. This is a decrease from 2011‐2012. All teachers meets the highly qualifiedadministrators, 3 secretaries, 2 food service staff, and 2 part time reading specialists. This is a decrease from 2011 2012. All teachers meets the highly qualified status. The turnover rate is minimal‐Calvert is replacing two teaching positions. There are no new positions being added.

Calvert ISD participates in many job fairs and advertises its vacancies on the TASA website. The superintendent, principal and the curriculum interventionist screen the applications and then get together committees made up of different teachers to interview the applicants.



5. Comprehensive Needs Assessment Results – Curriculum, Instruction and Assessment

SOURCES: CSCOPESTAAR Results in DMACTPRI ResultsSTAR Math and Reading Results (from Renaissance Place)

Currently CSCOPE is the adopted district curriculum. CSCOPE is available to all core teachers for lesson planning. Teachers are required to use the Year at a Glance(YAG), Vertical Alignment Documents (VAD), and Instructional Focus Documents (IFD) from the online CSCOPE curriculum

Learning software programs such as Study Island, A+, iStation, Think through Math and Accelerated Reader are being utilized when the students go to the computer labs for Study Skills or Tutorials. These programs differentiate instruction according to each individual student’s needs. TPRI is used for grades K‐2 and STARMath and STAR Reading Diagnostic tests were given to all students in grades 2‐8.STAR Math and STAR Reading Diagnostic tests were given to all students in grades 2 8.

DMAC continues to be used for benchmarking and tracking student’s progress throughout the year as well as the STAR Math and STAR Reading reports for tracking growth and progress. The new EOC and STAAR testing may require changes in the district’s curriculum.

NEEDS:5a All core course teachers will follow the CSCOPE curriculum with the following components required: Year at a Glance(YAG), Vertical Alignment5a All core course teachers will follow the CSCOPE curriculum with the following components required: Year at a Glance(YAG), Vertical Alignment

Documents(VAD) and Instructional Focus Documents(IFD)5b Purchase more Computers for Student Labs or a portable lab for teachers to use5c Increase the use of technology in the classroom with Smart Boards, IPAD’s, Kindles, computers etc, to utilize learning software more effectively. 5d Provide differentiated instruction for all students5e Provide information and training on the new STAAR and EOC requirements5f Provide staff development on Effective Teaching Strategies5f Provide staff development on Effective Teaching Strategies5g Core teachers will use benchmark tests, one of which will follow all STAAR format, rules and constraints, to determine progress toward TEKS mastery5h Teachers will identify in lesson plans all strategies used as meeting Readiness or Supporting Standards5i RTI (Response to Intervention) program will be stressed to target all students who are low performing or at risk5j Think Through Math , iStation and Study Island programs will be used to provide additional reinforcement for students in grades K – 125k Students who are taking End of Course tests will be enrolled in the Study Island EOC review courses5l Students will be encouraged to participate in Science Fair, History Fair, Spelling Bee, and UIL Academic Competitions5l Students will be encouraged to participate in Science Fair, History Fair, Spelling Bee, and UIL Academic Competitions5m Students will be enrolled in the ESTAR and MSTAR programs which will provide additional assessments and analysis of STAAR mastery5n Students will continue to have access to A+ program for credit recovery , Spanish I & II, Physics, and Government/Economics



6. Comprehensive Needs Assessment Results – Family and Community Involvement

SOURCES: Parental Sign‐In Sheets at School EventsParent Survey Responses

Many efforts are being made to involve parents and community members in the Calvert ISD school. The district Superintendent is very active in meeting with members of the community and has involved them in budget meetings and other affairs of the school. The district has a well establish Student Council and theirmembers of the community and has involved them in budget meetings and other affairs of the school. The district has a well establish Student Council and their members provide several community service acts throughout the school year. The National Honor Society was formed for the first time in the 20111‐12 school year and has community service as one of its components. A PTO organization called the Trojan Booster Club was created this school year to further involve parents and community members. They have raised money for the school (for example they bought Calvert school flags and “Recognized School” signs to display in the front of the buildings, helped out at school and community functions such as the Little Dribbler’s tournament that Calvert ISD sponsored, and have held many meetings to involve parents in the schools. During the 2012‐13 school year Calvert also had two of their students featured on KBTX. One student, a senior, was selected “Classroom Champion” and the other, an elementary student was featured as a “First Time Forecaster”. Calvert ISD will continue to nominate studentsselected Classroom Champion and the other, an elementary student was featured as a First Time Forecaster . Calvert ISD will continue to nominate students for recognition in this manner.

Besides open houses and awards assemblies, parents have been invited to Holiday events such as the Christmas program, Veteran’s Day program, Cinco De Mayo program, and Martin Luther King Jr Day events. Most of these programs at during the school day, and therefore not all parents can attend. Our sign in sheets fromparental activities indicate that only a handful of parents have attended our events. Some parents have complained that they did not know that the school had a function for them to attend. Therefore more communication with parents is needed.function for them to attend. Therefore more communication with parents is needed.

Although the school district is small and word travel’s fast, there still needs to be some better communication. In addition to traditional home mailings, Calvert does post significant events on the school’s website and post flyers in the post office. However, an electronic phone calling system would benefit the school and allow important information to reach the parent’s without having to rely on the students bringing notes home. Elementary students bring home folders every day to their parents with important information from the teacher and the school, however after 5th or 6th grade, the notes seem to stop getting home to the parents. The new parent portal system from Texas Assessment and Gradebook will also help to keep parents informed of their child’s academic progress.The new parent portal system from Texas Assessment and Gradebook will also help to keep parents informed of their child s academic progress.

NEEDS:6a Update school’s website more often6b Implement Electronic Phone Calling System6c Purchase new Marquee or fix the old one in front of the school6d Provide more Parental Involvement Activities at night6d Provide more Parental Involvement Activities at night6e Provide and maintain a social media presence – Facebook and Twitter



7. Comprehensive Needs Assessment Results – School Organization

SOURCES: Master ScheduleSite Based Committee Meeting MinutesSchool Survey from Staff on Safety and School Climate

Calvert ISD currently operates an 8 period day. School is from 7:45‐2:45 for PK‐6 and 8:15‐3:15 for grades 7‐12. One of the periods in grades 4‐11 is set aside forCalvert ISD currently operates an 8 period day. School is from 7:45 2:45 for PK 6 and 8:15 3:15 for grades 7 12. One of the periods in grades 4 11 is set aside for Study Skills or STAAR tutorials. These classes rotate every six weeks between ELA, Math, Reading, and Science as needed. Each period is approximately 45 minutes long.

Calvert ISD elementary staff meets once a week on Wednesday afternoons. The Site Based committee meets as needed. Decisions are made with input from the Site Based Team. The Site Based Team is made up of elementary, middle school, and high school teachers as well as the counselor, principal, and school secretary.

Currently Calvert ISD does have an all call capability with the new phone system installed in March of 2013. However, Calvert ISD does not have a PA system to communicate with the entire campus in areas such as playgrounds, etc. The site based committee feels that this is dangerous in case of an emergency. Therefore a school wide PA system is needed.

NEEDS:NEEDS:7a. Increase communication during emergency situations by implementing a PA system7b. Increase communication between staff members and administration via email and faculty meetings



8. Comprehensive Needs Assessment Results – TechnologySOURCES: Calvert ISD Technology Plan

STAR Reports for teacher proficiency with technologyTechnology Inventory Reports

Each teacher in Calvert ISD has a Smart Board set up in their classrooms for instructional use. 75% of the teachers utilize the Smart Board on a daily basis. The site based feels that more teachers need to utilize their Smart Boards more often. The school currently has one computer lab at the middle and high school campusbased feels that more teachers need to utilize their Smart Boards more often. The school currently has one computer lab at the middle and high school campus and one computer lab at the elementary campus. The elementary computer lab is used for classes PK‐6 on a daily basis. The middle school and high school lab is used for credit recovery and classes and teachers can sign up to use the lab for research papers, etc.

In February of 2013, utilizing 90% E‐RATE Funds and 10% local funds, Calvert installed a new wireless access to the Internet through a project with Texas A&M University and Region 6 ESC. This process involved placing a wireless receiver on the main building at Calvert School with the transmitter placed on the water tower in the center of the city of Calvert. From there the signal goes through Hearne and then to a main transmitter at Kyle Field at Texas A&M. At that locationtower in the center of the city of Calvert. From there the signal goes through Hearne and then to a main transmitter at Kyle Field at Texas A&M. At that location the signal goes by fiber optic cable to Region 6 ESC in Huntsville giving the district direct contact with the Service Center. The resulting connection gives Calvert a 15‐20mb Internet connection thus enhancing our Internet based programs such as Accelerate Reader, Study Island, Distance Learning, etc.

In March of 2013, also utilizing 90% E‐RATE funds and 10% local funds, the NOC (Network Operations Center) was completely rebuilt with a new main switch, servers, battery backups, and new racks were installed. Additionally, 12 new wireless access points were purchased and are being rolled out to the campus as needed. Also completed was a rewiring project to upgrade bad or insufficient wiring in many areas of the campus. Still needed are more high speed switches inneeded. Also completed was a rewiring project to upgrade bad or insufficient wiring in many areas of the campus. Still needed are more high speed switches in remote parts of the campus in order to have a high speed and reliable network across the campus.

Also in March of 2013, a new phone switch was installed in the district providing a much more reliable phone connection. The system is also on a battery backup system in case of power outages and has an all call paging system providing us the capability to call all classrooms simultaneously in the event of an emergency.Thissystem was also funded with the same 90%/10% E‐RATE funds.

Calvert does have many worn out computers that need replacing. Also teachers need additional computers in their classrooms to utilize AR, Study Island, and conduct research etc. Some teachers have more than one computer in their classroom, however we would like to see a minimum of 3 student computers in each classroom. The school website has been completely upgraded and visually enhanced but does need to be updated more frequently.

IDENTIFIED NEEDS:8a. Replace or repair old worn out computers8a. Replace or repair old worn out computers8c. Provide three student computers in all classrooms for AR, Study Island etc.8d. Increase usage of the Smart Boards by teachers not using them on a daily basis8e. Provide staff development on new technological advances for the classroom8f. Update School’s Website weekly 8g Increase bandwidth based on amount of utilization8i Need additional training on CSCOPE and DMAC integration


8i Need additional training on CSCOPE and DMAC integration8j Update switches in elementary building, 2nd floor, 3rd floor, portables, Ag shop, band hall to Power over Ethernet capability with battery backup

CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 1. All students will demonstrate continuous improvement in all subject areas

Objective 1 1: By May 2014 all students participating in the STAAR assessment will meet or exceed standards or meet ARD expectations

Activity/Strategy Person(s)Responsible

Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Disaggregate AYP Campus Principal Local Funds Each Semester Teacher meetings Accountability Summary Teachers will have

Objective 1.1: By May 2014, all students participating in the STAAR assessment will meet or exceed standards or meet ARD expectations NCLB Goal(s) Goal 2 , Goal 3, Goal 5

gg gand AEIS data and develop strategies / expectations with STAAR teachers

p pSTAAR Teachers AEIS and AYP

data tablesBenchmark DataDMAC Data (TEK Score)

After each benchmark

gOn‐going informal classroom observations Grade Reports

y yTablesSTAAR Test ResultsFinal Grade Reports

specific data to enable them to develop strategies to increase student STAAR performance

2 Provide credit Campus Principal A P Each semester R t d Credits gained Credits gained2. Provide credit recovery program for at‐risk students

Campus Principal A+ ProgramLocal Funds

Each semester Report cardsGraduation plan

Credits gainedReport cards

Credits gainedCompletion rate increased

3. Compile past STAAR tests by TEKS mastery to identify d f di l

Campus PrincipalSTAAR Teachers

Local FundsDMAC Data

Each Semester STAAR Teacher Meetings STAAR Training sessionsTeam meetings

Accountability Summary tablesSTAAR Released Tests/Test Results

Individualized remediation and Improved STAAR performance for alland focus remedial

efforts

Tests/Test ResultsGrade Reports

performance for all students

4. Provide in‐school reading tutorials

PrincipalTeacher

Each semester Report cardsProgress reports

STAARReport cards

Improved academic success in reading

5 After school Campus Principal Oct April Progress Reports Improved STAAR scores5. After school tutorials and summer school will be provided for at‐risk students

Campus PrincipalTeachers

Title ITitle IIA (REAP)

Oct. ‐ April Progress Reports,Report cards

Improved STAAR scoresImproved report cards

Improved student achievement

6. Academic Intervention goals

Curriculum Interventionist

Title I August 2013 Staff development scheduled

Curriculum will be in place

Students assigned to Intervention goalsand sequence will be defined and aligned to TEKS objectives

InterventionistPrincipalAcademicIntervention teachers

scheduled place Academic Intervention will show a 90% passing rate on STAAR/EOC





Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

h l h l d d ll b

Objective 1.1: By May 2014, all students participating in the STAAR assessment will meet or exceed standards or meet ARD expectations NCLB Goal(s) (PI 1, 2, 3), Goal 2 (PI 1, 2, 3), Goal 3 (PI 1, 2, 3), Goal 5 (PI 1, 2) P.L. 107‐100, Section 114(b)(1)‐‐#2, 3, 4, 8, 9, 10

7. Contract with Region VI ESC to ensure Federal Title I funds are allocated correctly

Campus PrincipalSuperintendentBusiness Manager

Title I Each semester Meeting with Region VI ESC staff

Application approved and funds allocated correctly

District will be in compliance

8. District District Chairl

N/A Each semester Annual Report July Board Report Campus lImprovement

Committee will evaluate the DIP and report their findings

Campus PrincipalCampus Improvement Committee

Improvement Plan will be updated and revised on a continual basis

9. Ensure that HQ teachers are

Campus PrincipalProfessional Staff

On going SBEC On‐line Teacher Transcripts

All faculty meet NCLB Highly Qualified Teacher

Professional and paraprofessional staff

recruited, trained and retained for CISD classrooms

Paraprofessional Staff

TExES Results requirements will meet NCLB requirements

10. Provide a supplemental curriculum and a data

PrincipalInstructional Specialist

C Scope materials and trainingDMAC Data

Each six weeks Weekly meeting with CISD adminCIT Meetings

Lesson plansWalk throughsC Scope

Improved scores on STAAR tests

disaggregation tool with training for use in all content areas.

Region VI Staff ReportsTitle ITitle IIA (REAP)

11. STAAR classes for accelerated instruction will be

PrincipalTeachers

Title I Each six weeks Progress reportsReport cards

STAAR Test results Successful students

provided for all at‐risk students at the secondary level.




Activity/Strategy

Person(s)Responsible

Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

/


12. High quality instructional assistants will be provided to facilitate small group instruction.

PrincipalInstructional assistants

Title ILocal

Fall/Spring semesters

Progress ReportsBenchmarks

TAKS Test results Improved STAARscores

13. Provide staff with additional instructional resources and training

PrincipalTeachers

LocalTitle ITitle IIA (REAP)

Both semesters Benchmark data, progress reports, report cards

STAAR scores, TPRI data, AEIS data

Improved student achievement

/14. Academic Interventionist will provide services for at‐risk students when needed

Interventionist LocalTitle I

Fall/Spring Counselor reportsTeacher referrals

Counselor recordsStudent needs met

Successful at‐risk students

15. Make sure all Principal Local On‐going Graduation Plan Forms in Student Folders 100% graduation on students are on 4X4 plan except Special Ed students who are mandated minimum plan

Counselor State 4X4 plan with exception of Special Ed sub‐population

16. Increase Internet Director of E‐RATE = 90% On‐going as Contracts and applications Internet circuits in place Access to more connection to allow access to more web‐based instructional materials

Technology Local = 10% needed created and submitted and tested resources than current connection will allow

17. Upgrade switches in remote areas of

Director of Technology

E‐RATE=90%Local = 10%

On‐going asneeded

Contracts and applications created and submitted

Switches in place High speed network throughout the


campus to gigabit campus




Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

17. Dedicate up to 10 Principal Beginning in Oct Schedule and activities are Review of students 90% of students who


days to STAAR review/motivation for students who did not pass the tests

Curriculum Interventionist,Teachers

thru early March

in place STAAR test scores did not pass in 2012‐13 will pass STAAR in 2013 ‐ 2014

18. Revise and align curriculum and

Principal,Curriculum

Title I, Part A August, 2013 Curriculum designed and staff development in place

Curriculum in place, staff development sign‐in

Students in double block math classes

classroom processes used in double blocked math classes

Interventionist, contracted consultants

sheets will show a 90% passing rate on STAAR tests

19. Revise and alignmaterials for students who are in

Classroom teachers, principal

Title I, Part A On‐going Materials in core classes prepared and tutoring teachers trained in

Materials in place, staff development sign in sheets

Students participating in after school tutoring will

after school tutoring tutoring procedures show a 90% improvement in STAAR test scores

20. Benchmarks for core courses will be given at intervals for

Principal, Curriculum Interventionist,Teachers

Local funds Early Sept,December, Early March

Test materials created and correlated to STAAR standards and objectives

Test materials created Data will be analyzed and lessons adjusted according to

data analysis individual student scores on benchmarks

21. Students will participate in UIL Academics, History

Classroom teachersPrincipalCurriculum

Local funds On‐going Teacher mentors assigned and students are given timelines for submissions

Student sign‐up sheets are completed

Participation in these activities will increase students’ core

Fair, Science Fair, Spelling Bees, etc

Interventionist or participation subject skills and will contribute to an increase in STAAR test scores



Objective 1.2: Implement strategies that increase student awareness and responsibility for completing assigned tasks


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Identify student Campus Principal Time Monthly as Student‐teacher Report cards Students supported

Objective 1.2: Implement strategies that increase student awareness and responsibility for completing assigned tasksNCLB Goal(s) P.L. 107‐100, Section 114(b)(1)‐‐#2, 10

behavioral objectives. Counselor needed interaction Benchmark TestsAEIS Reports

with motivational strategies.

2. Stress the importance of homework.

Faculty Staff Daily as needed Core classes will utilize homework as part of the daily curriculum.

Grade bookLesson Plans

Students will have the opportunity for remediation and practice.

3. Utilize discipline alternatives to keep students in the classroom learning environment.

Campus PrincipalAsst. PrincipalFaculty

Fred Jones ProgramHarry Wong Program

As Needed Discipline Referrals Discipline ReferralsCampus Meetings

Decreased occurrence of missed instruction.

4. All students will be Principal, Local funds August, 2013 5 students to be assigned List created and sent to Student motivation assigned a mentor from all CISD staff members

CurriculumInterventionist

and then at the end of every six week grading period

to all 33 staff members at CISD

all staff members, 1st

meeting will begin at end of 1st 6 weeks grading period

will increase as all students will have a mentor for assistance and inspiration.



Objective 1.3: Strategies in the coordinated fitness program will be implemented


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. All students will be Campus Principal Local Budget Fall semester Student Records Completed Student Measurements will

Objective 1.3: Strategies in the coordinated fitness program will be implementedNCLB Goal(s) P.L. 107-100, Section 114(b)(1)--#2, 10

weighed and measured annually

PE Coach Records establish a baseline to begin fitness program.

2. Drills and exercises will be designed for all

PE Coach N/A Each PE period Development of drills and exercises

Students participating in drills and exercises

Students weights and measurements will improve

students3. Students will learn about healthy food groups

PE Coach Lesson Plans Each PE period Teacher lesson plans Students will recognize healthy foods

Students will learn to eat healthy foods



Objective 1.4: High quality staff will be hired and retained and high quality professional development will be provided


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Provide training on f CSCOPE d

ESC VI StaffF lt

Local BudgetR i VI ESC

Each semester Faculty and team meetingsP i i l ti

End of year evaluation of t i i d d

Improved STAAR resultsAli d i l d

Objective 1.4: High quality staff will be hired and retained and high quality professional development will be provided.NCLB Goal(s) 3 P.L. 107‐100, Section 114(b)(1)‐‐#6, 10 PBMS Indicator 2B

use of CSCOPE and on use of all new technology, including smart boards

Faculty Region VI ESC Principals meetings trainings and needs assessment

Aligned curriculum and instruction.

2. Quality professional development will be provided all staff

PrincipalTeachersParaprofessionals

Local BudgetTitle ITitle IIA (REAP)

Each semester Staff registration Professional Development Certificates

Increased academic achievement for all studentsprovided all staff Paraprofessionals Title IIA (REAP) students

3. Supplemental instructional software will be purchased and staff will receive training on how to

Campus PrincipalTeachers

Title I Aug. Lesson Plans Student report cardsProgress reports

Improved achievement of at‐risk students

implement it in classrooms

4. District personnel will attend job fairs in order to recruit and hire HQ staff.

PrincipalSuperintendent

Spring Recruiting effortsAttendance at job fairs

Hiring HQ staff Improved classroom instruction

5. CISD will continue to have small teacher/student ratios in classrooms.

SuperintendentPrincipal

Local Each semester Class schedules/rosters Class schedulesStaff retention rates

Improved student achievementMore teaching staff retained

6. Provide staff with training on

/ f

Principal Local August Teacher sign‐in sheets Incidents of bullying and sexual abuse reported to d

Staff interventions in incidents of bullying d l bsigns/symptoms of

bullying and sexual abuse

administration and sexual abuse

7. Develop and implement a multi‐level staff development program that promotes

Technology Director Local Each semester Committee formed Classes createdSchedules/rosters

Classes scheduled PDAS observations show teachers using technology integrationHigher standardized


program that promotes technology integration

Higher standardized test scores

CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 2: All Calvert ISD staff will be professionally trained with emphasis on effective teaching practices, data disaggregation, curriculum alignment and student motivation

Activity/Strategy Person(s) Resources Time Formative Summative Expected

Objective 2.1: Staff development for the 2013 – 14 school year will focus on the individual student rather than whole class with teachers being trained in effective teaching strategies, data disaggregation and move to mastery of TEKS in all subjects NCLB Goal(s) Goal 4 (PI 1) P.L. 107‐100, Section 114(b)(1)‐‐# 10


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Schedule staff training on student discipline/classroom management

Campus PrincipalSafety Coordinator.Asst. Principal, Region 6 personnel

Local Budget As needed Staff sign‐in listSemester discipline reports

Staff evaluation reportEvaluation of PEIMS Discipline Reports

Reduced number of student discipline referrals

2. Teachers will be trained on current effective teaching practices

CurriculumInterventionist,Principal

Local Budget Staff Inservice –August 2013

3. All teachers will be trained on G/T

Principal Local Budget On‐Going Staff registration forms Completiondocumentation on file

100% of a teacherstrained

Certification4. Concentrated staff development on data disaggregation

Curriculum Interventionist,Principal

Local BudgetDMAC

Staff Inservice –August 2013 and on‐going

All student data placed in DMAC, staff development training schedule in place

Staff sign‐in sheets Staff members will document data disaggregation for each student they teach for 2013‐14

5. Training sessions will focus on strategies to increase the rigor of lessons taught

CurriculumInterventionist,Principal

Local Budget Staff Inservice‐August 2013

Training session on staff development calendar

Staff sign‐in sheets Teachers will be trained on the use of upper level thinking skills and incorporate into lessons

6. Core teachers will Curriculum Staff Inservice – Meeting schedule Teacher documentation All core teachers will meet with Curriculum Interventionist to discuss data disaggregation for each of their

Interventionist,Principal

August 2013 thru 3rd week of 1st six weeks of school

established of student data be able to correlatestudent data to lessons taught and readiness/supporting standards to be individually


students. emphasized.

CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 2: All Calvert ISD staff will be professionally trained with emphasis on effective teaching practices, data disaggregation, curriculum alignment, technology integration and student motivation

Activity/Strategy Person(s) Resources Time Formative Summative Expected

Objective 2.1: Staff development for the 2013 – 14 school year will focus on the individual student rather than whole class with teachers being trained in effective teaching strategies, data disaggregation and move to mastery of TEKS in all subjects NCLB Goal(s) Goal 4 (PI 1) P.L. 107‐100, Section 114(b)(1)‐‐# 10


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

7. Contracted Math and Reading Consultants will develop common

Principal Contracted Math &Reading Consultants

Title I, Part A fundsLocal Funds

August 2013 in‐service and on‐going

Curriculum designed and approved, schedule in place

Sign‐in sheets, All instructional staff will utilize common strategies to enhance students reading,

staff development components for all core teachers

writing and math skills across all curriculum

8. Teachers will be trained to focus on creating a teaching

Curriculum Interventionist, Principal,

DMACCSCOPE

August 2013 in‐service and on‐going

Teachers will gather data from multiple sources to create a profile for each

Folders for each student are in place, Lesson plans in CSCOPE

Teachers will demonstrate extensive knowledge

approach that focuses on the individual rather than whole class

Core Teachers individual student of individual student data and incorporate into lesson plans

9. All teachers will receive training in

Curriculum Interventionist

CSCOPE August 2013 in‐service and on‐

Staff development session scheduled

Staff sign‐in sheets, CSCOPE lessons

All teachers will utilize CSCOPE to

CSCOPE components going developed develop an aligned curriculum

10. All staff willreceive update training on STAAR and EOC changes and

Principal Local August 2013 in‐service

Staff development sessionscheduled

Staff sign‐in sheets All staff will be familiar with changes to testing and the new accountability

changes to the accountability rating

standards.

11. All Staff will receive training on RTI

CurriculumInterventionist

Local August 2013 in‐service

Staff developmentscheduled

Staff sign‐in sheets All staff will be proficient in RTI concepts in order to boost student


success.12. Teachers will receive training on new technology integration strategies

Technology director Local August 2013 in‐service and on‐going

Staff developmentscheduled

Staff sign‐in sheets Staff will be familiar with new technologyintegration strategies

CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 3. Provide a positive and safe school environment through prevention and intervention

Objective 3.1: There will be zero incidents involving drugs or weapons


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Schedule staff Campus Principal Local Budget As needed Staff sign‐in list Staff evaluation report Reduced number of

Objective 3.1: There will be zero incidents involving drugs or weaponsNCLB Goal(s) Goal 4 (PI 1) P.L. 107‐100, Section 114(b)(1)‐‐# 10

training on student discipline/classroom management

Safety Coordinator.Asst. Principal, Region 6 personnel

Semester discipline reports

Evaluation of PEIMS Discipline Reports

student discipline referrals

2. Implement district plan/policy to deal with reports of sexual

/

Superintendent, PrincipalRegion 6 ESC

Local Each semester Plan visible in district policy and DIP

Parent/student survey Increased awareness by students and parents of bullying

abuse/bullying. Specialists and sexual abuse policies.

3. Schedule staff training on Crisis Management and Restraint training

Campus PrincipalSelected Staff, Region 6 Personnel

Local Budget October Staff sign‐in list Staff Evaluation ReportEvaluation of PEIMSDiscipline Reports

Staff members will be trained to respond effectively and efficiently to any crisis

4. Schedule Alcohol/Drunk driving student assembly

Lead Teacher Campus PrincipalDARE OfficerGuest speaker(s)

Local Budget Spring Student participation Staff/student evaluation report

Real‐world awareness of the harmful effects and consequences of alcohol & drunk driving.

5. Provide counseling for students who are victims of bullying, sexual abuse or harassment or dating

CounselorRegion 6 ESC Specialists

Local Budget Each semester Counseling logs Student survey Students receive assistance in coping with violence

violence6. Provide materials and student training on dating violence and bullying.

CounselorRegion 6 ESC Specialists

Local Each semester Counseling lesson plans Student survey and reduced number of incidents

Zero incidents of bullying and dating violence



Objective 3.2: Parent communication strategies will be implemented and parent involvement will increase by 10%


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Parents will be Teachers Local August Letters prepared Letters sent Informed parents

Objective 3.2: Parent communication strategies will be implemented and parent involvement will increase by 10%NCLB Goal(s) NCLB Goal 4 (PI 1) P.L. 107‐100, Section 114(b)(1)‐‐# 10

sent a Parent Right to Know Teacher Qualification letter

District in compliance

2. Review by Attendance Review Committee on

Attendance Review Committee MembersAttendance Clerk

Daily attendance reports

As needed per semester

Daily attendance reports Weekly attendance reports

Improved attendance

student absences beyond 5 days

Truancy Officer

3. Student recognition at campus ceremonies for attendance, UIL,

Campus PrincipalAttendance clerk

CertificatesEnd of Year Attendance reports

May of each year

Semester attendance reports

End of Year attendance report

Improved attendance

Honor Roll, Student Achievement –some to be held in evenings for parents4. Conduct Parent surveys on school

Campus PrincipalAsst. Principal Paper & postage

May Survey Instruments Cumulative DataReturned surveys

Parental input in school improvement

improvement. expense process.5. Parents will come to school to sign for their child’s report card, school/parent compact and to

Campus staff Notification in newspaper, letter sent home and word of mouth

Jan. Report cards Report cards Parents will come to school to meet teachers.

attend teacher/parent conf. 6. Parents will be invited to attend various open house events including a

TeachersPrincipal

LocalTitle I

Fall/Spring Notes sent homeNewspaper notificationPosted to website,Facebook and Twitter

Parent sign in sheets Improved parent involvement


curriculum night to be held every six weeks

pages


Objective 3.3: The school in conjunction with community and parents will work to provide a safe environment for learning


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Teachers will be Staff – monitored by Local On‐going Faculty meetings, memos, Teachers evaluations Decrease in # of

Objective 3.3: The school in conjunction with community and parents will work to provide a safe environment for learning .NCLB Goal(s) NCLB Goal 4 (PI 1) P.L. 107‐100, Section 114(b)(1)‐‐# 10

present in halls and supervise students at all times

principal emails, faculty handbook student referrals

2. Utilize student council and awards ceremony to reward

TeachersStaff

Local Minimum of once every six weeks

Increase in the number of students exhibiting good

good behavior/character

behavior

3. Have all parents and visitors sign in at office and wear badges to increase

/

Administration Local On‐going Safe School Climate Eliminate drop‐by visitation and control who is allowed to visit classrooms

campus/classroom security4. Improve maintenance of building and replace old/worn furniture

StaffAdministration

Local On‐going Safe School Climate A clean and secure facility that enhances learning possibilities

and equipment when possible5. Utilize a discipline policy that treats all students equally

StaffAdministration

Local On‐going Discipline Referral Policy


CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 4. Ensure the continued academic progress of students in special programs.

Objective 4.1: Implement instructional strategies curriculum and programs to designed to improve the academic performance of special programs


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1 I t C P i i l TAKS R l d D il L Pl G d F il R t TAKS T t S i l P

Objective 4.1: Implement instructional strategies, curriculum, and programs to designed to improve the academic performance of special programsstudentsNCLB Goal(s) (PI 1, 2, 3), Goal 2 (PI 1, 2, 3), Goal 3 (PI 1, 2, 3), Goal 5 (PI 1, 2) P.L. 107‐100, Section 114(b)(1)‐‐#2, 9, 10, PBMS Indicator 2A, 2B, 3, 5

1. Incorporate instructional strategies and curriculum to increase academic achievement of ESL, S i l Ed D l i

Campus PrincipalCounselorSpecial Education TeachersRegular Education Teachers

TAKS Released TestsIEPsLocal Special Ed FundsCTE FundsESL F d

Daily Lesson Plans, Grade Books, Six Weeks Grade Reports

– Fail Reports, TAKS Test results

Special Program students will improve their academic achievement

Special Ed, Dyslexia, G/T and CTE students

ESL FundsG/T Funds

2. A Special Education Referral Committee will be d l d d

Campus PrincipalDiagnosticianCounselorR Ed d S i l

PrincipalTeachersCounselor

As needed Classroom notesInterview data from parents, teachers, di ti i t

ARD Referral Reports, –Fail Reports

Committee will decide if continuation of the referral

f i ldeveloped and implemented.

Reg. Ed. and Special Ed. Teachers

diagnostician etc. process for special services is appropriate

3. Special Program and Regular Education Personnel h ll h ld ARDS t

Campus PrincipalDiagnosticianCounselorS i l P

Teacher workdayAdditional time to meet

As required(At least annually)

Student gradesIEP’sDiscipline referralsP t ARDS

Pass – Fail ReportsPEIMS Discipline ReportsSTAAR T t lt

Parents will be better informed regarding student progress and b tt d i i illshall hold ARDS to

meet with parents to regularly review data regarding ability, behavior, and student progress

Special Program TeachersRegular Education Teachers

Past ARDS STAAR Test results better decisions will be made concerning each student’s instructional need

4 Q lit t h P i i l S i l Ed ti E h i k B h k STAAR T t R lt St d t ill b4. Quality teachers and support staff will deliver high quality instruction to all special education students

PrincipalTeachersParaprofessionals

Special Education FundsLocal

Each six weeks BenchmarksProgress ReportsReport Cards

STAAR Test ResultsARD Reports

Students will be successful and will meet all ARD expectations


CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 4. Ensure the continued academic progress of students in special programs.

Objective 4.1: Implement instructional strategies curriculum and programs to designed to improve the academic performance of special programs


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

Objective 4.1: Implement instructional strategies, curriculum, and programs to designed to improve the academic performance of special programsstudentsNCLB Goal(s) (PI 1, 2, 3), Goal 2 (PI 1, 2, 3), Goal 3 (PI 1, 2, 3), Goal 5 (PI 1, 2) P.L. 107‐100, Section 114(b)(1)‐‐#2, 9, 10, PBMS Indicator 2A, 2B, 3, 5

5. CISD will continue to receive services and updates from the Robertson County Coop

SuperintendentPrincipal

Special Education FundsLocal

Each semester Services/updates provided Knowledgeable staffSuccessful students

Quality staffSuccessful students

6. Students continue Principal Local Spring Teacher Referral Test Results/Qualify for Successful studentsto be identified for participation in G/T program

pTeachers G/T Funds

p g /Q yG/T services

7. Teachers will become GT certified and maintain update

PrincipalTeachers

LocalG/T Funds

Annually G/T Certificates Check Teachers Folders Increase in Enrollment

ptraining8. CISD will continue to receive services/updates from Region 6 ESC G/T specialists

PrincipalG/T CoordinatorRegion 6 ESC G/T specialist

LocalG/T Funds

As needed Materials in place Students work Performance in G/T Programs

/ p


CALVERT ISD DISTRICT IMPROVEMENT PLANGoal 5. Increase Enrollment in the Calvert ISD

Objective 5.1: By 2014 increase enrollment by 10%


Resources Timeline

FormativeEvaluation

SummativeEvaluation

ExpectedOutcome

1. Publicize student Journalism Dept Local Ongoing Number of student articles Check increase in Increased enrollment

Objective 5.1: By 2014, increase enrollment by 10%.NCLB Goal(s) (PI 1, 2, 3), Goal 2 (PI 1, 2, 3), Goal 3 (PI 1, 2, 3), Goal 5 (PI 1, 2) P.L. 107‐100, Section 114(b)(1)‐‐#2, 3, 4, 8, 9, 10

successes in local media

pPrincipal

g gpublished about CISD enrollment

2. Competitive array of courses offered

PrincipalCounselor

Local Ongoing Master Schedule Stronger curriculum More college readiness

3. Increase our web b tili i

Technology Director Local Ongoing Setup new Facebookt

Account is in place and d t d l

Students, parents, d t ff ill hpresence by utilizing

more social media avenues

account updated on a regularbasis

and staff will have quick access to important events and news at CISD



Appendixpp



ESEA/No Child Left Behind Goals and Indicators 1. Performance Goal 1: By 2013‐2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and

mathematics 1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in

reading/language arts on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).)

1.2 Performance indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics1.2 Performance indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).)

1.3 Performance indicator: The percentage of Title I schools that make adequate yearly progress.

2. Performance goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1 Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end2.1 Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

3. Performance goal 3: All students will be taught by highly qualified teachers.3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA),

in the aggregate and in “high‐poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA). 3.2 Performance indicator: The percentage of teachers receiving high‐quality professional development. (as the term, “professional development,” is

defined in section 9101 (34).)3.3 Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parental involvement assistants)3.3 Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parental involvement assistants)

who are qualified. (See criteria in section 1119(c) and (d).)

4. Performance goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning4.1 Performance indicator: The number of persistently dangerous schools, as defined by the State.

5. Performance Goal 5: All students will graduate from high school.5. Performance Goal 5: All students will graduate from high school.5.1 Performance indicator: The percentage of students who graduate from high school each year with a regular diploma:

• disaggregated by race, ethnicity, gender, disability status, migrant status, Englishproficiency, and status as economically disadvantaged;

• calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.



ESEA/No Child Left Behind Goals and Indicators 5. Performance Goal 5: All students will graduate from high school. (continued)

5.2 Performance indicator: The percentage of students who drop out of school,• disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;• calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.



Title I, Part A 10 Required Components of a School Wide Program

1. Comprehensive Needs Assessment• AEIS• STAAR• Attendance/Drop‐out• Surveys (parent, community, teacher, students)Oth A t R lt (TPRI B h k Di t i t C it i T t)• Other Assessment Results (TPRI, Benchmarks, District Criteria Test)

2. School Reform Strategies• Provide opportunities for all students to meet the advanced levels of academic achievement.• Use effective methods and instructional strategies that are based on scientifically basedresearch that:

‐ Strengthen the core academic program in the school‐ Increase the amount and quality of learning time‐ Increase the amount and quality of learning time‐ Include strategies for meeting the needs of historically underservedpopulations

• Address the needs of all children but particularly the needs of the targeted populations (STAAR Reading, Math, Writing, Science, Social Studies, Curriculum Alignment, Integration of Technology, Classroom/Discipline Management)

3. Instruction by Highly Qualified Professional Staff• Teachers hired on or after the first day of the school year must be highly qualified before being hired.• Teachers hired before the first day of the school year must be highly qualified by the last day of the current school year.• Paraprofessionals hired after January 8, 2002 must meet qualification requirements before being hired.• Paraprofessionals hired before January 8, 2002 must meet qualification requirements by January 8, 2006

4. Highly Qualified Professional Development• 5% of the LEA’s entitlement must be used to help uncertified teachers become highly qualified.• Low Performing campuses are required to spend 10% of their entitlement on professional development for at least 2 consecutive years.• Professional development activities are high quality intensive and classroom focused in order to have a positive and lasting impact on classroom instruction and• Professional development activities are high quality, intensive, and classroom focused in order to have a positive and lasting impact on classroom instruction and the teachers performance in the classroom and are not one day or short term workshops or conferences. However, several one‐day workshops that can be tied back to one broad instructional goal or objective can meet the definition of sustained and intense.

5. Parental Involvement• LEA’s that receive over $500,000 must reserve 1% of their entitlement for Parental Involvement activities• 95% of the 1% must be allocated to the Title I, Part A campus• Must have a written parent involvement policy that describes strategies to increase parental involvement such as family literacy services• School/Parent Compacts

‐ Developed jointly with parents‐ Describes the responsibilities of the school, the parents, and the students‐ Go to all districts (open house, PTO, Parent/Teacher Conferences, Orientation, Newsletters, Calendars, Progress Reports)



Title I, Part A 10 Required Components of a School Wide Program

6. Strategies to Attract High Quality, Highly Qualified Teachers• Job Fairs• Recruiting• Forming partnerships with institutes of higher education to establish school‐based teacher training programs.• Create programs to enable paraprofessionals to obtain the education necessary for them to become certified teachers.

7 Transition7. Transition• Assist preschool children in the transition from early childhood programs such as Head Start, Early Reading First, or a State‐run preschool program to local elementary school programs; elementary to middle school; middle school to high school.

‐ Establish channels for communication between campuses‐ Curriculum Alignment‐ Planning meetings involving parents and teachers of the transitioning campuses‐ Joint transition related training of the staffs

8. Teachers Included in Decisions Regarding the Use of Assessments• Provide information on the achievement of individual students • Provide information on the overall instructional program

‐ STAAR Data‐ Alternative Assessment‐ ESL‐ Achievement Tests

9. Students Experiencing Difficulty• Student difficulties are identified in a timely manner• Students are given effective and timely additional assistance• Professional Development for teachers in identification and strategies to assist students in experiencing difficulty.• Communication with parents for students who have not mastered standards (Data disaggregation, Tutorials, Computer Assisted Instruction)

10. Coordination of Federal, State, and Local Services and Programs• Campus Improvement Plans must clearly show how coordination and integration occurs between programs

‐ Federal Title Programs‐ Violence Prevention Programs‐ Nutrition Programs‐ Head Start
