2015-2016 campus improvement plan everman joe …...2015-2016 campus improvement plan everman joe c....
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Everman Independent School District
Everman Joe C. Bean High
2015-2016 Campus Improvement Plan
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Mission StatementEverman ISD, in partnership with parents and the community, will provide innovative instructional programs for students to inspire a
passion for lifelong learning, to develop responsibility and character and to achieve academic excellence and college readiness enablingthem to compete in an ever-changing global community.
VisionOne Goal: One Purpose, Student Success
Core BeliefsEverman ISD manifests unity of vision and mission with goals for academic achievement.1.
Educators hold high expectations for all studentsto achieve through academic and behavioral support.2.Everman ISD's culture of success depends on personal responsibility and accountability.3.Continuous improvement occurs through sustained professional/earning, collaboration among all stakeholders and ongoing leadership development.4.The District appreciates and embraces diversity and the resulting contributions to local and global communities.5.The district actively encourages participation from all stakeholders.6.
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Table of Contents
Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district. . . . . . . . . . . . . . . 18Goal 2: To build strong relationships with our clients...students, parents, community and business partners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 3: To maintain a safe and secure environment for all students and staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Goal 5: To provide and maintain facilities in a quality, cost-effective manner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Goal 6: To recruit and retain outstanding faculty, staff and administrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Targeted Assistance Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Eight Targeted Assistance Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Attendance 94.5% 13-14 and 14-15 trending;
Freshmen level - 311 total absences - 94.34%
Senior level-215.6 total absences- 94.41%
10th and 11th levels the same on attendance
Trending attendance Algebra and Biology more kids coming mobilty -16.4%; at-risk-70%; E.D- 79.4%
Demographics Strengths
Mobility lower
100% graduation
Demographics Needs
Attendance 94.5% 13-14 and 14-15 trending;
Freshmen level - 311 total absences - 94.34%Everman Joe C. Bean HighGenerated by Plan4Learning.com 4 of 43 Campus #220-904-001
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Senior level-215.6 total absences- 94.41%
10th and 11th levels the same on attendance
Trending attendance Algebra and Biology more kids coming mobilty -16.4%; at-risk-70%; E.D- 79.4%
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Student Achievement
Student Achievement Summary
Sophomore ELA performed below- ELL 29% and SPED 45%
Advanced Academics - AP scores, SAT, Level III scores (dual scores)
Student Achievement Strengths
Gains over the years: Summer 34% to 44%; Fall 40% to 59%; Spring 72% to 76%
Index 1 met 69 points
Index 3 met 42
Index 4 met 68
S.S. and Math Commended percentage increased
Interventions in place (Boot camp, Bulldog University)
Graduation Rate for ELL-90% math and science above state standard
Student Achievement Needs
Sophomore ELA performed below- ELL 29% and SPED 45%
Advanced Academics - AP scores, SAT, Level III scores (dual scores)
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School Culture and Climate
School Culture and Climate Summary
Cycle 4 (127) ISS
Success of kids remaining here at DAEP versus off campus DAEP
School Culture and Climate Strengths
The use of ISS versus OSS-keeping kids in school versus sending them home
JJAEP is low only 3
School Culture and Climate Needs
Cycle 4 (127) ISS
Success of kids remaining here at DAEP versus off campus DAEP
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
Ratio of Hispanic Teachers is 7% versus the Hispanic student population of 48%.
Staff Quality, Recruitment, and Retention Strengths
Several teachers with expereince
only 3% beginning teachers
Males 42% and Females 49% teachers -more males helping
CTE higher percentage twice the state
Staff Quality, Recruitment, and Retention Needs
Ratio of Hispanic Teachers is 7% versus the Hispanic student population of 48%.
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Sophomore ELA performed below- ELL 29% and SPED 45%
Advanced Academics - AP scores, SAT, Level III scores (dual scores)
Curriculum, Instruction, and Assessment Strengths
Gains over the years: Summer 34% to 44%; Fall 40% to 59%; Spring 72% to 76%
Index 1 met 69 points
Index 3 met 42
Index 4 met 68
S.S. and Math Commended percentage increased
Interventions in place (Boot camp, Bulldog University)
Graduation Rate for ELL-90% math and science above state standard
Curriculum, Instruction, and Assessment Needs
Sophomore ELA performed below- ELL 29% and SPED 45%
Advanced Academics - AP scores, SAT, Level III scores (dual scores)
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Family and Community Involvement
Family and Community Involvement Summary
Better way to get surveys to parents- 3 parents
Parent training - Spanish classes, computer skills all non-existent
Communication with Hispanic Parents not as present
Family and Community Involvement Strengths
Parents know about the schools academic expectations
Parnents know about tutorials
Parents think the school is clean
Family and Community Involvement Needs
Better way to get surveys to parents- 3 parents
Parent training - Spanish classes, computer skills all non-existent
Communication with Hispanic Parents not as present
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School Context and Organization
School Context and Organization Summary
Revamp discipline matrix -(especially drug use)
Bullying - especially cyber bullying
STC- ensuring the ARD is addressed 1 out 5 SPED students failing
Security- need full time security inside and outside
Truancy/attendance issue
School Context and Organization Strengths
Drug Free Plan
Attendance Committee Plan
STC
School Context and Organization Needs
Revamp discipline matrix -(especially drug use)
Bullying - especially cyber bullying
STC- ensuring the ARD is addressed 1 out 5 SPED students failing
Security- need full time security inside and outside
Truancy/attendance issue
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Technology
Technology Summary
More assessibility to computers
Assess to docking stations (charging stations)
Ipads-Apps for teachers to get the apps on the ipads not easy
Equalize the assessibility of getting the equipment
Technology needs for everyone to have assess for textbooks (history and math)
Technology Strengths
Every kid has a calculator 740 (enough to test students TI Inspire campus)
Checkout calculators for SAT/ACT
Technology available in building assessible to teachers
Technology Needs
More assessibility to computers
Assess to docking stations (charging stations)
Ipads-Apps for teachers to get the apps on the ipads not easy
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Equalize the assessibility of getting the equipment
Technology needs for everyone to have assess for textbooks (history and math)
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataAnnual Measurable Achievement Objectives (AMAO) data
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Goals
Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplarydistrict.
Performance Objective 1: 1.To increase the percentage of all student groups meeting or exceeding proficiency incrementally to reach 90% success on Stateassessment by 2015
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) 1. Meet in PLCs to discussCBA and State assessmentdata to improve instruction
PrincipalsDean ofInstruction
80% passing CBAs
2) . Provide ELA supportclasses to enhancelanguage acquisition forLEP students
PrincipalESL leadteacher
90% exit LEP
3) Continue an inclusionmodel of instruction basedon co-teaching
PrincipalSp Ed Director
Sp Ed scores will bewithin 90% of allstudent scores
4) Conduct RenaissanceIncentive Program toincrease grades,attendance and goodbehavior
Principal 80% passing CBAs
5) Teachers attend CASTTraining to increasescience performance
PrincipalTeacher
90% passing rateson all stateassessments
6) .Include/prioritizeReading ELPS in allsubjects
Principal 80% passing CBAs
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district.
Performance Objective 2: To develop an assessment program that includes elements for student success in PK-12 and post secondary settings
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Implement TEKSResources System
Principal 80% passing CBAs
2) Align assessments to thestandards with TEKSResources System
Principal 80% passing CBAs
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district.
Performance Objective 3: Prioritized Need(s) andTitle I Component(s)1, 2, 3, 4, 5
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide dyslexicstudents with accelerationservices
Teachers Dyslexia student scoreswill be within 90% of allstudent scores
2) Provide SIS staff tointervene with eligiblestudents
Principal SIS students scores willbe within 90% of allstudent scores
3) Provided SIS materialsto intervene with eligiblestudents
PrincipalDean ofInstruction
SIS students scores willbe within 90% of allstudent scores
4) Offer credit recoveryoptions
PrincipalDean ofInstruction
95% on-time graduation
5) Offer AVID as anelective
Counselor AVID students scoreswill be within 90% of allstudent scores
6) Provide interventionsto:EOC Retesters-(LEPpull-out intervention)Grade 9 After schoolGrade 10 After school Title IA classGrade 11 After schoolGrade 12 State assessmentclass After school Pull-outs
CounselorsDean ofInstructionTeachers
Assigned students scoreswill be within 90% of allstudent scores
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7) Assign sp ed students touse System 44 for reading
CounselorsSp Ed leadteacher
Assigned students scoreswill be within 90% of allstudent scores
8) Assign LEP students whoare in first three years of USschooling to READ 180program
CounselorsESL leadteacher
Assigned students scoreswill be within 90% of allstudent scores
9) Purchase supplementalinstructional supportmaterials
Principal 90% passing rates on allState assessments
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district.
Performance Objective 4: To create a clearly articulated curriculum that is aligned with TEKS
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) .Implement writingacross the curriculum andshort answer responses
Dean ofInstructionTeachers
50% pass writing
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: To improve student performance for all students on a variety of assessments in the effort to become an exemplary district.
Performance Objective 5: To implement instructional technology to support student learning
Summative Evaluation: 90% passing rates on all State assessments
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Offer technologyintegration training to staff
Principal 3/10 Data Walks will showevidence of technologyusage
2) .Maintain 4:1 student tocomputer device ratio
Principal 3/10 Data Walks will showevidence of technologyusage
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: To build strong relationships with our clients...students, parents, community and business partners.
Performance Objective 1: To develop and maintain open lines of communication using varied methods to reach all stakeholders
Summative Evaluation: 2 school to parent communications monthly
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Schedule NCLBinformation meetings(AYP, PI, compact andannual meeting)
Principal 20/100 eligible parentsattend
2) Use call-outsystem/Remind 101 forgeneral communications
Principals 20/100 eligible parentsattend
3) Train and assignpersonnel for websiteupdates
PrincipalsCampus Tech
20% of eligible parentsattend school events
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: To build strong relationships with our clients...students, parents, community and business partners.
Performance Objective 2: To offer training/ learning opportunities to all EISD families and community members
Summative Evaluation: 3 training /learning opportunities per year
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide Stateassessment and EOCInformation Nights
Counselors 80% passing CBAs
2) . Provide a College andCareer Night
Counselors 80% passing CBAs
3) Provide an APInformation Night
Counselors 80% passing CBAs
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: To build strong relationships with our clients...students, parents, community and business partners.
Performance Objective 3: To develop measures and accountability between parent, teachers, students and administration to ensure student success
Summative Evaluation: One individualized parent teacher interaction per year
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Arrange for personalgraduation plan meetingsfor all students
PrincipalsCounselorsTeachers
20% of all students have anPGP
2) Schedule beginning andend of year meetings todiscuss parent/ schoolcompact and parentalinvolvement plan
Principal 20/100 eligible parentsattend
3) .Have computersavailable @registration forparents to sign up forparent portal
Principal 500 parents signed upw/Parent Porta
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: To build strong relationships with our clients...students, parents, community and business partners.
Performance Objective 4: To develop programs and services to ensure true partnerships with parents, families, businesses, and the community thatsupport student success as well as parent involvement and participation
Summative Evaluation: Community participation in non-athletic event
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Add parent member toan EHS committee
Principal 10 volunteer hours
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: To maintain a safe and secure environment for all students and staff.
Performance Objective 1: To develop and implement strategies for all students and staff that positively impact the safe environment necessary forstudent learning
Summative Evaluation: 10% reduction on PEIMS 425 report
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide instructionalservices to DAEP students
Teachers DAEP student scoreswill be within 90% of allstudent scores
2) Continue Remind 101for staff, parents, andteachers
Principal Parentcommunicationincreased to 30%
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: To maintain a safe and secure environment for all students and staff.
Performance Objective 2: To provide multiple opportunities for students to learn and practice characteristics of productive, community-mindedcitizens
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide behaviorintervention services tostudents
PrincipalTeachers
Reduction in DAEP
2) Articulate theexpectationsadministrators have inplace for classroommanagement
PrincipalTeachers
Less than 1000incident responses
3) .Continue Character EdProgram
PrincipalCounselors
Less than 1000incident responses
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: To maintain a safe and secure environment for all students and staff.
Performance Objective 3: To provide and implement students/staff/community development programs to educate all stakeholders regarding theissues of substance abuse, suicide, child abuse, and violence prevention
Summative Evaluation: All schools will report 100% compliance with these educational programs
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Counselor meets withstudents to addresssubstance abuse, suicideprevention and violenceprevention
Counselors 10% reduction on PEIMS425 repor
2) Schedule staff meetingsto address child abuse anddiscipline management
Principals 10% reduction on PEIMS425 report
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: To maintain a safe and secure environment for all students and staff.
Performance Objective 4: To achieve a dropout rate of less than 1% for all populations
Summative Evaluation: Attain a 1% or less dropout rate on TAPR report for all populations
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide services tohomeless students
CounselorsPrincipals
Homeless student scoreswill be within 90% of allstudent scores
2) Provide SISinstructional services
Teachers SIS student scores willbe within 90% of allstudent scores
3) Provide SISinstructional materials
Teachers SIS student scores willbe within 90% of allstudent scores
4) Provide Stateassessment classes forstudents who fail Stateassessment
Teachers 80% passing rate
5) Offer credit recoveryoptions
Teachers 80% passing rate
6) Provide Community inSchools program for atriskstudents
CounselorsCIS staff
80% passing rate
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate.
Performance Objective 1: To maintain 96% or higher attendance rate in all student populations
Summative Evaluation: Maintain a 96% or higher attendance rate on TAPR report for all student populations
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Need a truancy officer tohelp with attendance
Principal 96% attendance rate
2) Maintain attendancecommittee
Principal 96% attendance rate
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 4: To continually focus on the improvement of student attendance and the decline of the dropout rate.
Performance Objective 2: To increase communication among district stakeholders in identifying and aiding at-risk students
Summative Evaluation: Attain a 1% or less dropout rate on TAPR report for all populations
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Use Naviance tocommunicate 4 year plans
PrincipalsCounselorsTeachers
95% on-time graduation
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 5: To provide and maintain facilities in a quality, cost-effective manner.
Performance Objective 1: To pursue discretionary funding through avenues such as grant writing, business/community partnerships and corporateunderwriting employee
Summative Evaluation: Secure 1 discretionary grant funding source
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Review discretionarygrants for: Technology Truancy ATOD Bilingual parentliaison Student fathers College andCareer Readiness Special Education
PrincipalDirector ofFederal andState Programs
1 discretionary fundingsource
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 5: To provide and maintain facilities in a quality, cost-effective manner.
Performance Objective 2: To effectively utilize the district’s resources including budget and facilities
Summative Evaluation: Maintain a superior FIRST rating from TEA
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Review budget monthly Principals Within budget
2) Implement ManagedPrinting Solution
All staff Reduced cost for inkand toner
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 6: To recruit and retain outstanding faculty, staff and administrators.
Performance Objective 1: To recruit outstanding faculty, staff and administrators
Summative Evaluation: Maintain 100% HQ instructional staff
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Hire HQ teachers Principal 100% HQ
2) .Recruit teachers thathave experience workingwith LEP and SPED
Principal 100% HQ
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 6: To recruit and retain outstanding faculty, staff and administrators.
Performance Objective 2: To provide the opportunity for job embedded research-based professional development for every district employee
Summative Evaluation: Less than 20% turn-over rate
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide EOC training Principals
Dean ofInstruction
80% passing CBAs
2) Provide technologyintegration training
PrincipalsDean ofInstruction
3/10 Data Walksshow evidence ofHOTS
3) 6 +1 writing training PrincipalsDean ofInstructionDepartmentChairs
80% passing CBAs
4) .ClassroomManagement/CulturalAwareness training
Principal 80% passing CBAs
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 6: To recruit and retain outstanding faculty, staff and administrators.
Performance Objective 3: To develop a plan to increase employee performance
Summative Evaluation: 90% passing rates on all State assessments
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Provide teachers withprofessional developmentrelated hands-on learning
Principal 3/10 Data Walks showevidence of hands-onlearning
2) Implement district widein-house mentor for newteacher
Director of PDPrincipal
5% decrease in turnover
3) Provide all new contentarea teachers withSheltered Instructiontraining
PrincipalsBil/ESLCoordinator
LEP student scores willbe within 90% of allstudent scores
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 6: To recruit and retain outstanding faculty, staff and administrators.
Performance Objective 4: To develop a plan to increase employee retention rates
Summative Evaluation: Turn-over rate for teachers of less than 15%
Strategy DescriptionStaff
Responsible forMonitoring
Evidence that Demonstrates SuccessFormativeReviews
Nov Mar June1) Implement district widein-house mentor for newteachers
Director of PDPrincipal
5% decrease in turnover
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Title I
Targeted Assistance Program Plan
Training High School is a Title 1 Targeted Assistance Program school. The Title 1 funds the school receives are used to improve the academic achievementof identified Title 1 students. These students are a select group who have been identified as most at-risk of not meeting the required performance standardsin order to graduate. Identification is based solely on academic need and includes consideration for homeless, migrant and neglected students. TrainingHigh School's goal is to provide the support these students need to be able to graduate on time with their peers.
Before students enter Training High School as freshmen, we communicate with our middle schools to identify a preliminary list of incoming students whohave failed middle school courses or who are at-risk for not meeting the state core academic standards, especially in reading and math. Once students are oncampus, teachers are charged with closely monitoring the progress of those students in conjunction with our Title 1 Targeted Assistance paraprofessionals. Then, all freshmen and other students who are new to Training High School are screened for academic achievement levels. The campus uses multiplecriteria to rank order students. A list of the student identification criteria and assessment tools is available in the counselor's office.
After students are selected, a planning team, including school staff, parents and administrators designed the Targeted Assistance Program with a priorityfocus on reading and math. The proposed plan was then presented to the entire campus and they were given an opportunity to provide additional ideas andinput. The support provided for Title 1 students is part of the school's overall intervention program and is based upon needs identified in the comprehensiveneeds assessment. The strategies used have been evaluated through scientifically based research and are reviewed on the campus at least 4 times each schoolyear and are revised as needed.
Eight Targeted Assistance Components
1: Use of Resources to Help Students Meet Standards
The Title 1 Program reflects the identified needs in the comprehensive needs assessment. The campus answered the following questions in order to make thebest use of the resources that are available to help students meet the standards:
Which program design model(s) is most appropriate to meet students' needs?1.Who will provide the services?2.Where will the services be provided?3.When will the services be provided?4.What resources are needed?5.Can we ensure that the services are supplemental to what students receive in the regular classroom?6.
2: Incorporate Title Planning into Existing School Planning
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The Title 1 Program is incorporated into the regular school program because of these structures:
The establishment of policies and procedures regarding Title 11.Open and frequent lines of communication with parents2.Open and frequent communication with staff concerning Title 1 3.Strong and effective interventions prescribed by the teaching staff and based on the individual needs of Title 1 students4.
Parents of Title 1 students are invited to be part of the whole campus improvement planning team and no separation exists between communication withTitle 1 parents as compared with parents of non-Title 1 students. The campus staff works to improve the intervention coordination and offerings through allstaff (Title and non-Title) professional development regarding the Response to Intervention (RtI) model.
3: Use of Effective Methods and Instructional Strategies
Title 1 students' academic achievement, grades, and work completion is tracked throughout their high school career. By identifying where students arestruggling, Training High School is able to determine which methods and instructional strategies will be used for intervention. The interventions are alsoclosely monitored for effectiveness. The middle school grades EXPLORE and STAAR scores are used to help place students and inform staff regardingstudents academic achievement and past performance. PLAN is used to determine yearly growth toward mastering the TEKS.
Training High School's primary consideration when planning for Title 1 students is to provide extended learning time with an accelerated, high-qualitycurriculum. Some of the supplemental assistance that is provided for Title 1 students includes:
Voluntary "drop-in" tutoring services before and after school, as well as, during lunchtime, on Late Start days and three Saturdays each month. This1.tutoring is provided by both teachers and paraprofessionals in core content areas.Exam review sessions offered on a drop-in basis provided by Title 1 paraprofessionals.2.Mandatory lunch tutoring sessions provided by teachers in the core content areas.3.Summer credit recovery/acceleration offered during the first 4 weeks of summer break provided by teachers in the core content areas.4.Summer enrichment offered three times per week for a period of eight weeks during the summer break provided by teachers in the core content areas.5.Freshman EDGE is offered as an academic head start for Title 1 incoming freshmen in core content areas provided by teachers and counselors in the6.core content areas.Push-in services offered to eligible students provided by Title 1 paraprofessionals in the core content areas.7.Online, recorded instructional presentations available upon demand for eligible Title 1 students.8.Other strategies and methods, as needed.9.
4: Coordinate with and Support Regular Educational Program
Training High School utilizes coordinates the Title 1 program with the regular school program in a variety of ways. Title 1 paraprofessionals and thecounselor coordinate the tutoring programs as prescribed by the teaching staff for students who are struggling or failing. Coordination also occurs via sharedlesson plans, answer keys, resources, strategies, etc. Teachers discuss Title 1 interventions in their Professional Learning Communities (PLC) along with
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interventions slated for non-Title students. Title 1 paraprofessionals often participate in the PLC planning meetings. Title 1 paraprofessionals are assigned tospecific classes when high needs are observed and frequent collaboration occurs to meet the needs of identified students. On-line lesson plans are open toTitle 1 paraprofessionals so that they can be prepared to support instruction as it occurs.
5: Instruction by Highly Qualified Teachers
Teachers and instructional paraprofessionals at Training High School must be highly qualified. In order to build greater capacity, the following practicesare in use at Training High School:
Provide time off for high-quality professional development1.Provide an effective mentoring system for new teachers and new instructional paraprofessionals2.Assign teachers for a "best-fit" of their strengths3.Provide professional development for existing programs prior to new school year for new staff and those wanting refreshers4.Monitor effectiveness of teachers and instructional paraprofessionals by frequent walk-throughs5.Provide time for teachers and instructional paraprofessionals to observe master teachers in the classroom6.Provide training and opportunities for collaboration in looking at formative and summative student achievement data7.Implement strategies to provide clear lines of communication between teachers and administrators8.
Writing Tip: Again, these serve as examples only. There are many effective strategies that can be used for highly qualified teachers strategies. Also, there isno requirement stating how many strategies are needed.
6: Professional Development
Quality professional development is is a high priority for all personnel at Training High School. The campus pays particular attention to ensure thatprofessional development is provided to teachers, principals and paraprofessionals who work directly with identified Title 1 students. Training is focused onreading/writing strategies through Balanced Literacy and also on math instruction. The campus implements on-going, job-embedded support and follow upto professional development to ensure staff implementation and the effective use of the learned instructional skills and strategies.
7: Strategies to Increase Parental Involvement
Training High School values and aggressively seeks a strong partnership with parents. Parents are involved in the design of our Title 1 program through theParent Advisory Group and by participating as members of the Campus Improvement Team. Parental involvement with Title 1 parents is primarily focusedaround these areas:
Strategies to increase meaningful parental involvement that is designed to enhance home-school partnerships and improve student learning for families1.of Title 1 students.Processes used to meet with parents of Title 1 students who have not yet met academic standards.2.Processes for deliberately involving parents of Title 1 students in the decision-making for the Title 1 program.3.Processes to develop and implement the Parent Compact.
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4.
The Parent-School Compact is key to communicating the ways that the school and the home can work together to contribute to student achievement. TheCompact describes the responsibilities of the staff to provide high-level curriculum and instruction and the expectations of the parents to provide support intheir children's learning.
A Title 1 parent meeting is held during the first three weeks of the new school year. At that first meeting, the Title 1 program is described including specificways that parents can partner with our school. An interpreter is available for parents needing that support. Teachers will schedule parent-teacherconferences with parents who are unable to attend the annual meeting and information will also be mailed home.
8: Coordination with Other Programs
Federal, state and local programs are integrated to ensure participating students achieve proficient or above on state assessments. At Training High School,Title 1-A, Title II, Title III, State Compensatory Education and local funds are all integrated together. The district supports the integration of funds byproviding assistance during budget development. The percentage of each available fund is calculated and then pooled together into one fund. This integration widens the opportunities the campus has for meeting the needs of Title 1 students identified in the comprehensive needs assessment.
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