2020-2021 improvement plan jane a. hambric school socorro … · 2 days ago · jane a. hambric has...

Socorro Independent School District

Jane A. Hambric School

Improvement Plan

2020-2021Accountability Rating: B

Distinction Designations: Top 25 Percent: Comparative Academic GrowthTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Board Approval Date: July 21, 2020 Public Presentation Date: July 21, 2020

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Mission StatementThe mission of Jane A. Hambric School is to maximize the potential of every student to acquire the academic, technical, ethical, economic, and citizenship

skills to successfully live and contribute within a democratic society.

VisionTomorrow's Leaders Learning Today

Board Members and SuperintendentBoard of Trustees

Cynthia Ann Najera, PresidentDavid Oscar Morales, Vice President

Paul Guerra, SecretaryGary Gandara, TrusteePaul E. Garcia, TrusteeEduardo Mena, Trustee

Angelica Rodriguez, Trustee

Superintendent of SchoolsJosé Espinoza, Ed.D.


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Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 7School Processes & Programs 13Perceptions 16

Priority Problem Statements 18Comprehensive Needs Assessment Data Documentation 20Goals 21

Goal 1 : SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives toaddress safety concerns, keeping safety a top priority. 21Goal 2 : SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the college and careerof their choice. 30Goal 3 : SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and toensure that students graduate college and career ready. 59Goal 4 : SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging incollaborative district and campus-level activities; by connecting regularly via numerous means of communication; and by providing regular access tocurrent educational information. 67Goal 5 : For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a qualityeducation by working collaboratively towards the fulfillment of educational goals at the federal, state, and district level. 73

State Compensatory 80Budget for Jane A. Hambric School 80Personnel for Jane A. Hambric School 81

Title I Personnel 82Campus Funding Summary 83Addendums 87


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Comprehensive Needs Assessment

Demographics

Demographics Summary

History & Demographics: Jane A. Hambric School is one of 50 campuses in the Socorro Independent School District Independent School District. Jane A.Hambric School opened its doors in 2000 and serves predominantly middle class families. For the 2020-2021 school year, Jane Hambric will serve 1,064students in grades pre-kindergarten through 8th grade. This is an increase of 60 students from the 2019-2020 school year.

American Indian / Alaskan Native 0Asian 2Black / African American 13Native Hawaiian/ Pacific Islander 1Hispanic 1006Mulitracial 5White 30

The campus is 52.86 % male and 47.14 % female with a low socioeconomic status of 77.8%.The average daily attendance rate for students is 97.18%. Grade level attendance for the year is: K- 96.82%; 1st- 96.99%; 2nd- 97.28%; 3rd- 97.19%; 4th-97.66%; 5th- 97.46%; 6th- 96.99%; 7th- 97.03%; 8th- 97.08%

The school will continue to offer attendance incentives through the district’s Make It Count campaign and the schools partnerships with its Partners inEducation.

There were a total of 377 discipline referrals this year. Referrals by grade: K-45 ; 1st-49 ; 2nd-32 ; 3rd-12 ; 4th-37 ; 5th-57 ; 6th- 27; 7th- 38; 8th-80 .

Jane Hambric serves 320 (31.94% of the school population) students identified as Limited English Proficiency (LEP), 54 students in the Gifted andTalented program, 160 students served though special education services (15.97%).

Our School-wide Title I program consists of parent involvement activities (Family Nights focusing on Science, Social Studies, Math, ELAR and STEAM),Open House, Parent/Teacher Conferences, STAAR, 5th grade transition night, SSI Awareness Night, College Readiness Night, extended day, SaturdaySchool, and intersession for math, reading, science, and social studies. Our State Compensatory Program (SCE) consists of an academic coaches trainingteachers in best practices for assisting at-risk students; 2 SCEIs (1 middle school and 1 elementary), extended week for math and reading, summer school


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for students experiencing testing or academic difficulties, one at-risk instructional aide, and a library aide. The WIN Academy opened its doors for the2015-2016 school year to serve students identified as in need of extra support to fill-in learning gaps. Jane Hambric also offers CTE to all 8th gradersthrough the Project Lead the way Classes. College and Career Readiness classes are taken by all 8th grade students. Students in grades 6-8 may take any ofthe Gateway classes or computer science for a high school credit. The site-based decision-making team looked at last year’s program evaluations, surveyresults, and the following data: iStation, TCM, STAAR, unit and common assessments, attendance (students and staff), and TTESS (walk-throughs andobservations).

Teachers will continue receiving training this year on Social Emotional Learning and in the PBIS framework. The PBIS committee also completed thePBIS matrix and will work towards increasing our level of proficiency. Decreasing disciplinary incidents is always a focus for us next year as wellcreating a positive climate and culture for our students. Our team again attended the PBIS annual conference in the Fall of 2019. We continue to strenghtenour reading and writing curriculum through training in Empowering Writers, Johnny Can Spell trainings, and NMSI.

This summer a group of teachers attended virtual NMSI and Avid trainings.

Demographics Strengths

Strengths: Jane A. Hambric is a safe school. Our entire learning community is dedicated to this continually evolving statement. Schools must be prepared todeal with threats to school safety, but the reality is that the threats are constantly changing. Schools must ensure the safety and security of students byadopting a comprehensive approach to addressing school safety that focuses on prevention, intervention, and response planning.

Jane A. Hambric has an Emergency Operations Plan (EOP) that is a living document. It was created by a committee and based on parameters from nationaland state organizations and the guidelines from our district. The EOP has been revised and is constantly being shared with the staff and faculty and input isgathered from SIT members. Students and staff participate monthly in safety drills and are prepared to respond in a prompt and effective manner to everyemergency scenario deemed possible.

Our PBIS committee meets monthly to review data and continue to implement the phases of the PBIS framework.

Jane A. Hambric has a strong Social Emotional Program. Our students and parents feel they can report incidents and receive support and assistance from theadministrative and counseling teams. We continue to enhance and strengthen our efforts to prevent reoccurring bullying. Our weekly lessons throught thebook of the month are effective and support a safe learning environment. However, in effort to continue to offer all students a safe and supportive learningenvironment, the campus will need continued support with PBIS and the CHAMPS mentoring program.

While we have a strong volunteer porgram, and are in the process of recriting more volunteers for the 2020-21 school year, following the COVID 19Pandemic.

Jane A. Hambric has worked diligently to improve the campus as a safe learning environment. Our district strategic plan directly states, “Students willattend well-maintained, clean, and updated facilities throughout our district that support the learning environment.” Major improvements have been made


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during the past two years to ensure this campus is well-maintained, clean and updated. Primarily, we instituted a front desk system to greet and checkidentification of all visitors to our campus. This includes an electronic door management systm. All staff is required to wear their ID's at all times. Ourcustodial staff has worked very hard to improve the cleanliness of the campus; this has had a very positive impact on students, staff and parents. We havealso moved class assignments to better ensure safe flow of students through our campus. Administrators and counselors, supported by our security officer,maintain a vigilant presence before/after school and during all transition times. For our middle school, one staircase was designated for travelling up and theother was travelling down; this simple act has tremendously increased safety for our students.

All of our staff is highly qualifed in their area of teaching. Ten of our middle school teacers are certified to teach Advanced Placement classes. This year 3middle school and 3 elementary teachers were send to a Summer AVID training. We are increasing our advanced placement enrollment with the addition ofour AHHA/ NJHS program this year.

This year our counselors will incorporate once a week discipline counseling sessions (restorative circles) with students who receive a referral. Thesesessions will require students to self-reflect in their actions.

Couselors will continue to meet with students and parents with excessive absences to ensure students attend school everyday " Make it Count!"


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Student Learning

Student Learning Summary

2019- STAAR data is as follows:

STAAR Approaches Meets Masters ECD-Meets EL-Meets SPED-MeetsReading 82 44 21 42 33 20Math 87 56 24 54 51 26Writing 74 35 11 35 37 6Science 82 49 16 49 30 32Social Studies 72 33 14 29 24 15Algebra I 100 95 76 94 100 N/A

2020 - Spring Benchmark data is as follows:

STAAR Approaches Meets Masters ECD-Meets EL-Meets SPED-MeetsReading 73 36 18 36 22 9Math 72 31 11 30 27 9Writing 61 32 7 31 15 0Science 69 37 16 35 27 9Social Studies 41 2 1 2 0 5Algebra I 94 58 19 55 N/A N/A

The percent of Grade 3 students that score meets grade level or above on STAAR Reading

will increase from 48% to _60%___ by June 2024.

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 48% N/A 48% 52% 56% 60%African-American N/A N/A N/A Hispanic 47% N/A 47% 53% 57% 62%Jane A. Hambric SchoolGenerated by Plan4Learning.com 7 of 87

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Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024White N/A N/A N/A Special Education 15% N/A 15% 18% 23% 27%Econ. Disadvantaged 44% N/A 44% 50% 55% 60%English Learners 44% N/A 44% 50% 55% 60%

The percent of kindergarten students that score on grade level or above in Reading will

increase from 53% to _65%___ by June 2024.

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 53% N/A 53% 57% 63% 68%African-American N/A N/A N/A Hispanic 55% N/A 55% 60% 65% 70%White 38% N/A 38% 43% 48% 53%Special Education 33% N/A 33% 38% 43% 54%Econ. Disadvantaged 53% N/A 53% 58% 63% 68%English Learners 25% N/A 25%

The percent of Grade 1 students that score on grade level or above in Reading will


Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 62% N/A 62% 67% 72% 77%African-American N/A N/A N/A Hispanic 62% N/A 62% 67% 72% 77%White 67% N/A 67% 72% 77% 82%Special Education 7% N/A 7% 12% 17% 22%Econ. Disadvantaged 63% N/A 63% 68% 73% 78%English Learners 47% N/A 47% 52% 57% 62%Jane A. Hambric SchoolGenerated by Plan4Learning.com 8 of 87

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The percent of Grade 2 students that score on grade level or above in Reading will


Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 73% N/A 73% 78% 83% 88%African-American N/A N/A N/A Hispanic 73% N/A 73% 78% 83% 88%White 100% N/A 100% 100% 100% 100%Special Education 50% N/A 50% 55% 60% 65%Econ. Disadvantaged 69% N/A 69% 74% 79% 84%English Learners 73% N/A 73% 78% 83% 88%

The percent of Grade 3 students that score meets grade level or above on STAAR Math

will increase from 48% to _60%___ by June 2024.

Yearly Target Goals 2019 (Baseline) 2020 2021 2022 2023 2024All Students 48% N/A 48% 53% 58% 63%African-American N/A N/A N/A Hispanic 47% N/A 47% 52% 57% 62%White N/A N/A N/A Special Education 15% N/A 15% 20% 25% 30%Econ. Disadvantaged 45% N/A 45% 50% 55% 60%English Learners 48% N/A 48%

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2nd-

3rd-

4th-

5th-

6th-

7th-

8th-

Algebra I Results: 100 % of students passed

K-2 Istation EOY:

Kinder: TIER of students are TIER 3

1st grade: of students are TIER 3

2nd grade: of students are TIER 3

K-2: TCM EOY data

K- 93.81 (+3.89)

1st- 94.17% (+6.57)

2nd- 92.93% (+2.61)

Spring Writing initiative ( % Met):

Kinder:

1st:


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2nd:

3rd:

5th:

6th:

8th:

Student Learning Strengths

Areas of strength for the 2019-2020 school year were Special Ed in 5th grade Reading (6.67% Meets), Math (20% Meets) and Science (44% Meets). Wealso did well in our 5th grade bilingual classes for the benchamark in math was 74.07% approaches, 44.44% meets, and 3.70% and the reading scores were55.6% for approaches, 29.63% meets, and 7.41% for masters. In the middle school, 8th grade Reading was at 40% approaches, 5% meets, and 5% masters.Also, 3rd grade reading LEP students scored 86.36% approaches and 86% approaches, 67.44% meets, and 44.19% on the benchmark, 3rd grade spedstudents were 41.67% approaches, 25% meets, and 8.33% masters.

Gains were made through the use of tutorials after school, intersession. Super school was also added during target interventions. Counselors and SCEcoaches worked in classrooms during this time. ELL new comers were put in intervention classes during this time and focused on beginning level phonicsand worked on Rosetta Stone after school. RTI improved this year as we had more teachers referring students which helped us track students better andoffer more intervention services. We are still working on refining our RTI process. This year as a campus we completed 1,768 walkthroughs. Our datashows a need for increasing rigor in the classes and maintaining consistency with the writing and critical reading.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: During the 2018-2019 school year, EL students in 8th grade social studies scored 21.4% in approaches with a decrease of 31.5%;meets was 7.1% with a decrease of 10.5%; and masters was 7.1% with a 4.7% decrease from the previous year. On the spring 2020 benchmark, 7.41%approaches, 0% meets and masters, showing a decrease in all areas, as of February 2020. Root Cause: More SIOP and AVID strategies need to beimplemented to allow for students to better connect with the content. Critical writing needs to be utilized daily. LPAC aide will be assisting students in theirsocial studies classes.

Problem Statement 2: During the 2018-2019 school year, EL students in 5th grade reading scored 64.7% with a decrease of 9.7% in approaching; meetswas 5.9% with a 27.4% decrease; and masters was 0% with a 2.6% decrease. For the 2020 Spring benchmark, students were at 55.56% approaches, 29.63%meets, and 7.41% making an increase in all performance levels at this time in the school year. Root Cause: Teachers will continue to incorporated SIOPand WICOR strategies in all classes. Expository reading will be implemented across contents through content specific articles.Jane A. Hambric SchoolGenerated by Plan4Learning.com 11 of 87

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Problem Statement 3: During the 2018-2019 school year, students receiving special education services in 4th grade writing performed at 35.3% inapproaching with a 1.5% decrease; 5.9% at the meets level with a 30.9% decrease; and 0%mastery. On the 2020 Spring benchmark 0% approaches, meets,and masters. All levels showed a decrease from the 2019 Staar testing. Root Cause: Critical writing practices need to be implemented across all gradelevels and contents. Furthermore, all 4th grade students will be receiving the same instruction across the grade level, as 4th grade is now departmentalized.The writing process will be aligned, as it will be taught by the same instructor.

Problem Statement 4: During the 2018-2019 school year, students receiving special education services in 3rd grade math performed at 38.5% approachinglevel with a 36.5% decrease from 2018; meets was 15.4% with a 1.3% decrease; masters was 0% with a 16.7% decrease. On the Spring 2020 benchmark,sped students performed at 33.33% approaches, 8.33% meets, and 0% masters, showing a decrease in all levels at this point in the school year. Root Cause:Teachers need to use the co-teaching model more effectively and reduce the amount of time students are being pulled from first-time instruction.Furthermore, co-teachers need to meet to plan to take equal ownership of the class instruction. More differentiation through stations needed to meet theindividual learning styles of all students. These same strategies will need to continue into the 2020-2021 school year to enhance overall instruction and raisescores at all performance levels.

Problem Statement 5: During the 2018-2019 school year, students receiving special education services in 7th grade math performed at a 31.3% approacheslevel making a 14.9% decrease from the previous year; 12.5 % meets level decreasing 2.9%; and 6.3% mastery with a 1.4% decrease. Special Educationstudents performed at 28.57% approaches, 0% meets, and 0% masters, showing decrease in all areas on the Spring 2020 Benchmark. Root Cause: Due tospecial education staff shortages, there was limited specialized support for students in this grade level. During the 2019-2020 school year, this shortage wasno longer present and students were able to receive their services in the co-teach setting. Although, approaches was closer at being in line with the STAARscores from the 2019-2020 school year, meets and masters was far below at this time in the year. Tier 1 instruction needs to be taught at the meets andmasters level in order to bring all students up in performance and achievement.


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School Processes & Programs

School Processes & Programs Summary

Jane A. Hambric will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and to ensurethat students graduate college and career ready.

SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a quality education by working collaboratively towardsthe fulfillment of educational goals at the federal, state, and district level.

The organization of Jane Hambric begins with our leadership team. It is comprised of all administrators (4), SCE coaches (2), Librarian, and Counselors(3). We meet every Mondays to review the calendar of events, students data, and staff development planning. Through our Monday meetings we are ableto share information and ideas to improve our instruction. Our SCE coaches lead our PLC meetings on Tuesday with the elementary teachers and onWednesday with our Middle School teachers. Administration is divided by grade levels and attends PLC meetings for their respective grades as well as allARD's and discipline. Counselors are divided into k-3, 4-6 and 7-8 for the new school year. Dividing up the grade levels helps to balance the work loadand give structure for our staff and students. Teachers are given a day of planning every nine weeks with their grade levels and content areas in the middleschool. Teachers also develop their common assessments during this time and review student data. RTI meetings are held every month to review studentdata and put interventions into place. The RTI committee consists of the classroom teacher, administration, counselor, parent and SCE coach. Our schoolhas a School Improvement Team which helps guide administration through the decision making process.

At Jane Hambric teachers are expected to integrate technology into the core curriculum. Our WIN classes use technology on a daily basis as all students areissued personal devices. Students use the on line THRIVE curriculum for reading and math. Our campus currently has two computer labs for teachers andstudents to use. We have one lab for our Gateway to technology classes. Each teacher has from 3-6 desktops in their classrooms. We have many Ipads,tablets, and laptops for students to use. Each classroom is equipped with an IWB, projector and Elmo. Students also use the Accelerated Reader program tostrenghten their reading skills. Two additional COWS were purchased this year from Title I and Title III funds. These will be used in ESL and at-riskclassrooms.

Students are given district common assessments every three weeks and a summative assessment at the end of the nine weeks. Students also took districtwide benchmarks in November and mock STAAR tests in February. Teachers also create their own mini assessments as needed. Many teachers joined thedistrict's Content Advisory Meetings which gave them an insight into the upcoming TEks and how to plan accordingly. Teachers input their data intoEduphoria and complete a data analysis form to be discussed during PLC's.

Administration met with all teachers at the beginning of the year to plan for their upcoming goals. Goals were reviewed at the end of the year withadministration. Teachers were encouraged to complete goal setting with their students as well.

Academically we will continue with our STAAR student achievement goals for the 2019-2020 school year:

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Math: 60%

Science: 55%

Social Studies:55 %

Writing: 43%

We also hope to increase our subpopulation scores. (Special education and ELL's)

School Processes & Programs Strengths

Jane A. Hambric will continue to ensure staff members received timely professional development throughout the school year which will be targeted atguided reading and guided math, PreAP in content areas, Empowering Writers, AVID (7 more teachers will attend this year), and WIN Academy training.Teachers again will be attending the SISD DNA conference specializing in technology. We will be building a technology committee to help assist teachersin integrating technology into their lessons and continue to support hte campus through hardware. PreAP classes will continue in the middle school grades. Students can apply to the AHHA (Advanced Honors Hawk Academy) which offers PreAp classes, additional electives, foreign language , Gateway classesand enrichments classes as well.

Our goal for the year is to tightly align the kinder through eighth grade intervention plan in order to appropriately fill instructional gaps. We will continuewith Hawk Hall for grade K-4 which focus on Tier 3 students' foundational skills as well as the building blocks for dyslexia and ELL students. Two statecompensatory education intervention coaches will support the core content areas along with the leadership team. Aligned walkthroughs and coaching planswill allow for consistency and accountability in every classroom. Lastly, a strategic master schedule will provide integrated intervention and planning timesacross the campus.

The Jane A. Hambric Administrative Team is committed to creating a school culture in which all stakeholders are held accountable. To ensure that all staffmembers are working towards student success on a daily basis the administrative team conducted over 900 documented walk-throughs, observations, andevaluations of teachers and staff. Additionally, all support staff (office staff, security guard, TIA’s, at-risk aids, counselors, SCEIS, etc…) were evaluatedthis year using the appropriate evaluation tools. Students were also held accountable for the 2018-19 school year. As discussed earlier, the administrativeteam processed 490 student discipline referrals. These referrals led to discipline actions that ranged from administrative conferences for minor infractions toKEYS referrals for more severe disciplinary issues. The PBIS framework was introduced to staff and students this year. The PBIS committee instituted theS.O.A.R principles as our core values. (Safety, Organization, Acceptance, and Respect). The principles are reviewed daily during morning announcementsas well as reviewed in classrooms by teachers. During the first several weeks of school, we will continue to review the expected behaviors in various partsof the school. Additionally, as a district we will be systematically teaching manners and working on a campus wide community project.

Each year our focus is to move students from Specialized Support to Co teach settings. Parent conferences were held throughout the year for students notexperiencing academic success. During these meetings, parents, administrators, teachers and counselors met to discuss why students were strugglingJane A. Hambric SchoolGenerated by Plan4Learning.com 14 of 87

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academically and ways they could assist. In some cases, these meetings served as RtI (formalizing the intervention process and beginning the referralprocess for more structured services) or pre-retention/retention meetings for students not demonstrating growth or progress. RTI meetings were held everymonth, and more often is needed, for struggling students. Students were provided with interventions through small group instruction as a result.

This past year we bought 30 tablets and to replenish and update our technology needs. Teachers have found tablets and the use of technology to be highlyengaging, therefore, we find it necessary to continue to purchase more technology and keep it updated. We wil also be participating in the Districts' DNAsummer conference. We have a district technology trainer who has provided a wealth of staff development for our staff. She has trained us on NearPod,Plickers, Augmented Reality, Kahoot, and Office 365 this year. Teachers also maintain current web pages for students and parents to use as a reference. Our campus maintains a current web page and promotes school activities via our school Twitter account. Our school robotics team competed this year inthe SISD Robotics competition and did very well.


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Perceptions

Perceptions Summary

2019-20: Jane A. Hambric is a community school were all family members are welcome to the campus. Families and community partnerships are welcometo our family nights, wellness days, parent nights.. to create a strong bond with the faculty and staff. At Hambric we ensure that we build a positive parent,and community partnership to ensure the academic success of students by engaging in collaborative district and campus-level activities; by connectingregularly via numerous means of communication; and by providing regular access to current educational information. At Hambric we create an environmentand school culture that create a family feeling. Students also have the opportunity to participate in a wide variety of activities including athletics, fine arts,honor society, and after school clubs.

Perceptions Strengths

In 2019-20 at Jane A. Hambric K-8 School, we are committed in providing opportunities for all members of the school community to be involved directlyor indirectly. It is our mission and goal to increase our parent participation and business partnership and expand to our surrounding community includingour military personnel. Together we become one entity that will focus and support academic achievement and student success. At Jane A. Hambric K-8School, we will continue to work in collaboration with teachers, staff, administration, parents and business partners. Our CIS counselor provides a vitalcomponent of the parental involvement by adding a variety of workshops and trainings for our parents.

The Volunteer Program has registered over 100 volunteers and had the many hours recorded of service. The Jane A. Hambric Volunteer program continuesto improve in the area of recruitment and development of effective community and family partnerships with all segments of the community (Texas Techfield day, Wellness Wednesdays, Career Day, Book Fairs, Toy Give Away, Field Trips, Family Night, Reading to Students, etc..). We will continue withcoffee with the principal to inform and educate our parents about safety in the community and programs offered community wide.

Counselors are working diligently with members of the school community for the academic, social, physical, and emotional development of all students.(College Readiness for K-8 classrooms via adoption of a College or University, Career Presentations in grades K-8. We are continuing with the PBISframework (S.O.A.R.) We value Safety, Organized Acceptance, and Respect.

Teachers and Administrators assure that communication to our parents and other members of the school community are informed about such events throughvarious means. We use the following as part of our communication system: -Announcements over the broadcast system -Information placed on the school’sMarquee -Use of the computer based student phone call system School Messenger - Monthly Calendar -Parent letters -Emails -Meetings, Assemblies,Events, Open House, Parent Conferences

Parents are involved in the after school sports program VASSP which is available for K-5 students. We also have a Boy Scouts of America troop and GirlScouts that meets at Jane Hambric every Wednesday night. Many of our students are in the troop and they collaborate with us often on school wideprojects.Jane A. Hambric SchoolGenerated by Plan4Learning.com 16 of 87

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During Super School, teachers will incorporate rigorous and challenging curriculum (TEKS) into their lessons to allow students to excel in their coresubjects. (lesson plans will be TEKS based, YAG, TEKS Resource, Lead Forward, CAC).AVID- all teachers K-8 will introduce and implement collegereadiness skills through AVID strategies. Staff developments will allow teachers to gain knowledge in the most updated AVID strands and strategies. Teachers will attend AVID local and state trainings during the summer. Through Advance Academic Courses, Electives, Fine arts, and extracurricularactivities- students will be provided the opportunity to engage and excel in all areas using technology, hands on, H.O.T.S and collaborating with others toenhance learning. Teacher will attend Region 19, DSC and other trainings to enhance their professional learning.

Team Building activities through PLC, staff development, and faculty meetings. Celebrate big and small successes. Admin support to faculty through parentmeetings, PLC, staff developments (teacher recommendations), discipline, instruction, supplies... include stake holders in campus decisions, open doorpolicy, and visibility.

Social Emotional Learning Lessons. Through our book of the month, teachers model and teach appropriate behaviors and actions towards others through alesson/ or activity every Monday.Social Emotional Learning Lessons. Through our book of the month, teachers model and teach appropriate behaviors andactions towards others through a lesson/ or activity every Monday. Misuse of Social Media- Students target each other through various aspects of socialmedia. Meet with students/ parents and mediate situation, provide counseling, police will continue to present to students on bullying, cyber bullying,harassment. CIS provides parenting classes on social media misconduct, bullying, threats, Project Vida, and outside counseling. Counselors will continue tovisit classrooms to present on SOAR (Safety, Organization, Acceptance and Respect. Counselors and teachers follow the SOAR expectations with whatrespect looks like in all areas of the building.


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Priority Problem StatementsProblem Statement 1: During the 2018-2019 school year, EL students in 8th grade social studies scored 21.4% in approaches with a decrease of 31.5%;meets was 7.1% with a decrease of 10.5%; and masters was 7.1% with a 4.7% decrease from the previous year. On the spring 2020 benchmark, 7.41%approaches, 0% meets and masters, showing a decrease in all areas, as of February 2020.Root Cause 1: More SIOP and AVID strategies need to be implemented to allow for students to better connect with the content. Critical writing needs to beutilized daily. LPAC aide will be assisting students in their social studies classes.Problem Statement 1 Areas: Student Learning

Problem Statement 2: During the 2018-2019 school year, EL students in 5th grade reading scored 64.7% with a decrease of 9.7% in approaching; meetswas 5.9% with a 27.4% decrease; and masters was 0% with a 2.6% decrease. For the 2020 Spring benchmark, students were at 55.56% approaches, 29.63%meets, and 7.41% making an increase in all performance levels at this time in the school year.Root Cause 2: Teachers will continue to incorporated SIOP and WICOR strategies in all classes. Expository reading will be implemented across contentsthrough content specific articles.Problem Statement 2 Areas: Student Learning

Problem Statement 3: During the 2018-2019 school year, students receiving special education services in 4th grade writing performed at 35.3% inapproaching with a 1.5% decrease; 5.9% at the meets level with a 30.9% decrease; and 0%mastery. On the 2020 Spring benchmark 0% approaches, meets,and masters. All levels showed a decrease from the 2019 Staar testing.Root Cause 3: Critical writing practices need to be implemented across all grade levels and contents. Furthermore, all 4th grade students will be receivingthe same instruction across the grade level, as 4th grade is now departmentalized. The writing process will be aligned, as it will be taught by the sameinstructor.Problem Statement 3 Areas: Student Learning

Problem Statement 4: During the 2018-2019 school year, students receiving special education services in 3rd grade math performed at 38.5% approachinglevel with a 36.5% decrease from 2018; meets was 15.4% with a 1.3% decrease; masters was 0% with a 16.7% decrease. On the Spring 2020 benchmark,sped students performed at 33.33% approaches, 8.33% meets, and 0% masters, showing a decrease in all levels at this point in the school year.Root Cause 4: Teachers need to use the co-teaching model more effectively and reduce the amount of time students are being pulled from first-timeJane A. Hambric SchoolGenerated by Plan4Learning.com 18 of 87

Campus #071909116July 22, 2020 1:29 PM

instruction. Furthermore, co-teachers need to meet to plan to take equal ownership of the class instruction. More differentiation through stations needed tomeet the individual learning styles of all students. These same strategies will need to continue into the 2020-2021 school year to enhance overall instructionand raise scores at all performance levels.Problem Statement 4 Areas: Student Learning

Problem Statement 5: During the 2018-2019 school year, students receiving special education services in 7th grade math performed at a 31.3% approacheslevel making a 14.9% decrease from the previous year; 12.5 % meets level decreasing 2.9%; and 6.3% mastery with a 1.4% decrease. Special Educationstudents performed at 28.57% approaches, 0% meets, and 0% masters, showing decrease in all areas on the Spring 2020 Benchmark.Root Cause 5: Due to special education staff shortages, there was limited specialized support for students in this grade level. During the 2019-2020 schoolyear, this shortage was no longer present and students were able to receive their services in the co-teach setting. Although, approaches was closer at being inline with the STAAR scores from the 2019-2020 school year, meets and masters was far below at this time in the year. Tier 1 instruction needs to be taughtat the meets and masters level in order to bring all students up in performance and achievement.Problem Statement 5 Areas: Student Learning


Campus #071909116July 22, 2020 1:29 PM

Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction Designations

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Employee Data

Campus department and/or faculty meeting discussions and data


Campus #071909116July 22, 2020 1:29 PM

Goals

Goal 1:SISD will ensure a safe school environment for students, staff, and community members by implementing both current and newinitiatives to address safety concerns, keeping safety a top priority.

Performance Objective 1: For the 2020-2021 school year, Jane Hambric School will develop and implement a plan of action to ensurethat 100% of its stakeholders feel safe at school and school events.

Evaluation Data Sources: 100% of campus members felt safe at school and school events.

Summative Evaluation: None

Strategy 1: Implement Positive Behavior Interventions and Supports (PBIS) as a proactive approach to defining, teaching, andsupporting appropriate student behaviors to create positive school environments to achieve social, emotional and academic successthrough use of the program materials, resources and surveys.

Strategy's Expected Result/Impact: Creating and sustaining Tier 1 supports (universal), Tier 2 supports (targeted group), and Tier 3supports (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all studentsby making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.Staff Responsible for Monitoring: Administrators; SCEI; Teachers; PBIS Committee members

Title I Schoolwide Elements: 2.4, 2.6TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:Olweus Bullying Prevention Program 199 - General $150

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 2: Provide staff development on PBIS to all staff and faculty at the beginning of the year and periodically throughout the year.

(TQ, SC)

Strategy's Expected Result/Impact: Observations/ Walk-throughs/ sign in sheetsStaff Responsible for Monitoring: Administration, Counselors, and PBIS Committee members


Problem Statements: NoneFunding Sources:Olweus Curriulum 211 - Title I, Part A $500

Formative

Oct

Jan

May

Summative

June

Strategy 3: Incorporate PBIS and safety monthly committee meetings to gather campus feedback and data through out the year to createa positive and safe environment to all constituents.

Strategy's Expected Result/Impact: Monthly meetings, sign in sheets, safety audits and decrease in diciplineStaff Responsible for Monitoring: Admin, Teachers, Counselors


Problem Statements: NoneFunding Sources:211 - Title I, Part A $500

Formative

Oct

Jan

May

Summative

June

Strategy 4: Principal will meet with office staff to go over campus office policies.

Strategy's Expected Result/Impact: Sign in sheets and reduction in number of complaintsStaff Responsible for Monitoring: Principal

Title I Schoolwide Elements: NoneTEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:None

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 5: Continue implementing the WATCH D.O.G.S (Dads of Great Students) program to create a heightened awareness ofsecurity with our dads on campus.

Strategy's Expected Result/Impact: Attendance logs, newslettersStaff Responsible for Monitoring: Admin, CIS Coordinator, Counselors



Formative

Oct

Jan

May

Summative

June

Strategy 6: Continue to utilize the Hall Pass Security system at the main entry. The system will allow staff to screen individuals beforegranting entry to the school building.

Strategy's Expected Result/Impact: sign in sheets, safety auditsStaff Responsible for Monitoring: Security, Office Staff, Admin



Formative

Oct

Jan

May

Summative

June

No Progress Accomplished Continue/Modify Discontinue


Campus #071909116July 22, 2020 1:29 PM

Performance Objective 2: For the 2020-2021 school year, Jane Hambric School will fulfill 100% of the requirements for safety auditsand safety drills to be prepared for multiple emergency scenarios.

Evaluation Data Sources: 100% of the requirements were met for multiple emergency scenarios.


Strategy 1: Campus will conduct all district mandated drills and meet with campus and district personnel to discuss results and findings.

Strategy's Expected Result/Impact: LogsStaff Responsible for Monitoring: Administration

Title I Schoolwide Elements: 2.4TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:N/A 211 - Title I, Part A

Formative

Oct

Jan

May

Summative

June

Strategy 2: Conduct monthly safety meetings to ensure proper procedures and emergency drills are followed and to discuss any currentcampus safety issues.

Strategy's Expected Result/Impact: Ensure safety of all students and staff by adhering to the District/ Fire Marshall Inspection.Staff Responsible for Monitoring: Admin/ Assistant Principal



Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Continued implementation of Visitor Video System to protect students and staff from unwanted visitors.

Strategy's Expected Result/Impact: Increase in safety on campusStaff Responsible for Monitoring: Frond desk clerk, SRO, administration



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 3: For the 2020-2021 school year, the number of bullying-related incidents reported at Jane Hambric School willdecrease from 25 to 20.

Evaluation Data Sources: Bullying incidents decreased from 25 to 20.


Strategy 1: Counselors will provide bi-monthly counseling sessions to students with bullying concerns and incidents (SEL lessons,presenters....

Strategy's Expected Result/Impact: Sign in sheets, bullying discipline referrals will decrease, campus awareness monthStaff Responsible for Monitoring: Counselors, admin


Problem Statements: NoneFunding Sources:211 - Title I, Part A $800

Formative

Oct

Jan

May

Summative

June

Strategy 2: Continue implementation of social emotional learning curriculum for all grade levels. Counselors will promote Social andEmotional competencies through weekly lessons.

Strategy's Expected Result/Impact: Counselor's will provide documentation and lesson plans, walkthroughs, Tyler reports reflecting adecrease in bullying incidents during the school year.Staff Responsible for Monitoring: Administration, counselors, SCEI coaches

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: None


Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Counselors will conduct group counseling sessions based on student needs ( i.e grief counseling, military deployment, andreintegration, etc.) and or individual student sessions to mediate between students experiencing bullying by signing "No Contact Contract( Restorative Circles)."

Strategy's Expected Result/Impact: Counseling Logs, ContractsStaff Responsible for Monitoring: Counselors, Administrators



Formative

Oct

Jan

May

Summative

June

Strategy 4: Use 2019-2020 Discipline Data to identify students for the Children's Access to Mentors Promotes Success (CHAMPS)program. The students identified (Tier 2/3 discipline) will be assigned a campus staff member for mentoring throughout the year.

Strategy's Expected Result/Impact: CHAMPS LogsCHAMPS Permission SlipsDecrease in repeat discipline referrals for identified students.Staff Responsible for Monitoring: Administrative TeamCounselor's



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 4: Teachers will document a minimum of 3 interventions for at-risk students per 9 weeks.

Evaluation Data Sources: Appropriate academic support and interventions were documented and increased 8%.


Strategy 1: Conduct RtI meetings for all students experiencing academic and behavioral difficulties and document all interventions.

Strategy's Expected Result/Impact: RtI packets and meeting minutes meeting sign in sheetsStaff Responsible for Monitoring: Teachers, Administration, Counselors, RtI Committee



Formative

Oct

Jan

May

Summative

June

Strategy 2: Teachers will use research based instructional materials to support At Risk students needs through (Math, Science, History,and ELAR .

Strategy's Expected Result/Impact: Increase STAAR, Grades, MOY/EOY, decrease in RTIStaff Responsible for Monitoring: Teacher, SCEI, Admin


Problem Statements: NoneFunding Sources:Intervention Class 199 - General $5,000Tutoring 211 - Title I, Part A $5,000

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 5: For the 2020-2021 school year, the total number of PEIMS disciplinary incidents at Jane Hambric School willdecrease by 10%.

Evaluation Data Sources: Disciplinary incidences will decrease with PBIS and Campus Safety Plan. To include counselor meetings as intervention.


Strategy 1: Provide all campus teachers continued training on the PBIS and ways to utilize its components to reduce the number ofconflicts and incidents of bullying on campus.

Strategy's Expected Result/Impact: Sign-in sheets, agendas, PBIS Committee minutes, Lesson plans, walkthroughsStaff Responsible for Monitoring: Administration, Counselors, Olweus Committee


Problem Statements: NoneFunding Sources:Olweus program, staff training 199 - General $100

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 6: For the 2020-2021 school year, Hambric will follow new COVID-19 guidelines and all Social DistancingGuidelines according to the CDC to ensure that all students, staff, and stakeholders are safe at school.

Evaluation Data Sources: Following CDC Social Distancing Guidelines for schools.


Strategy 1: CDC guidelines will be followed at all times, including but not limited to 6 ft of separation, daily morning temperaturechecks of all staff and students using infrastructure touch less thermometers, personal protective equipment ( Face mask for students andface masks, gloves, eye protectant (glasses, goggles, face shield) for staff) soap and hand sanitizer stations and large gatherings, cleaning high touch areas throughout the day using sanitizing wipes and cleaners. Proper signage around the school will also be anecessity.

Strategy's Expected Result/Impact: Sign- In sheet from trainingStaff Responsible for Monitoring: Admin, Safety Committee, Custodians, Teachers



Formative

Oct

Jan

May

Summative

June

Strategy 2: Develop a duty schedule for staff members for monitoring for morning and after school and after school supervision ofstudents. Ensure teachers are actively monitoring during duty and transitions.

Strategy's Expected Result/Impact: Ensure students safety, admin will monitor duty spsotsStaff Responsible for Monitoring: Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the collegeand career of their choice.

Performance Objective 1: By the end of May 2021, Jane Hambric School will develop and implement at least 5 College and CareerReady activities.

Evaluation Data Sources: The school implemented at least 5 college and career ready activities.


Strategy 1: Career Day will be hosted to introduce students to multiple career opportunities.

Strategy's Expected Result/Impact: Sign-in sheet Student conversations and goal settingStaff Responsible for Monitoring: Counselors


Problem Statements: NoneFunding Sources:199 - General $300

Formative

Oct

Jan

May

Summative

June

Strategy 2: Students will be motivated to reach full potential of College and Career Readiness through AVID Friday strategies.

Strategy's Expected Result/Impact: All teachers will collect AVID student artifacts through out the year in the AVID binder todocument AVID strategies that are being implemented in the classroom.Staff Responsible for Monitoring: Administration, AVID Coordinators, Teachers


Problem Statements: NoneFunding Sources:Awards 199 - General $3,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Counselors will promote college and career readiness by inviting all grade levels to participate in the College parade andCollege door decorating contest. Each teacher will also have a college corner in their classrooms which will provide college informationand statistics to encourage college and career readiness.

Strategy's Expected Result/Impact: All grade levels will participate and showcase a College or University of their choice.Staff Responsible for Monitoring: Counselor, ADMIN, teachers, AVID Coordinator



Formative

Oct

Jan

May

Summative

June

Strategy 4: Purchase AVID license and student materials aimed at becoming an AVID campus to offer students and teachers academicsupport and skills.

Strategy's Expected Result/Impact: Walk-throughs, formative assessments, teacher lesson plansStaff Responsible for Monitoring: Administration and Teachers and AVID Coordinator



Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 5: Provide for 21st Century technology to teachers (including Interactive White Boards, computers, IPADs, tablets, elmos,headphones,projectors, laptops) for use in regular instruction in communications, class presentations, online collaborations, distancelearning (COVID 19), and student-centered projects; and to maintain necessary upgrades and support (device peripherals, memory,portable device batteries, software upgrades) necessary to keep technology use effective with current system requirements. These deviceswill allow teachers to provide students with online resources that will enhance college and career readiness.

Strategy's Expected Result/Impact: WalkthroughsStaff Responsible for Monitoring: Teachers, Admin


Problem Statements: NoneFunding Sources:211 - Title I, Part A $80,000

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 2: For the 2020-2021 school year, 100% of Jane Hambric School English Language Learners and studentsreceiving special education services will be placed in proper learning environments and proper grade levels to ensure that they reach theirfull potential.

Evaluation Data Sources: All English Language Learners and special education students were placed in proper learning environments and grade levels.


Strategy 1: Extend the instructional inclusion model for Special education students in all required content areas by increasing thenumber of students in co teach classes.

Strategy's Expected Result/Impact: CT monitoring forms, contact hour logs, Unit Assessments, and Istation dataStaff Responsible for Monitoring: Administrators; SCEI; Teachers


Problem Statements: NoneFunding Sources:199 - General Fund : Special Education $200

Formative

Oct

Jan

May

Summative

June

Strategy 2: 2). English Language Learners are placed in the appropriate learning environment to reach their fullest potential and willbe provided with an LPAC aide to assist with in-class support.

Strategy's Expected Result/Impact: ESL/ Bilingual setting , Intervention Labs, Rosa StoneStaff Responsible for Monitoring: ESL certified teachers, Admin, SCEIs



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 3: By Spring 2021, Jane Hambric School shall increase the level of instructional rigor across the core contentareas, to indicate an overall improvement in student state assessment scores by 10%.

Evaluation Data Sources: The level of rigor increased to improve all content areas and improved student scores.


Strategy 1: Increase student vocabulary development and study skills through the use of student created study aides such as flash cards,interactive student notebooks, and sentence strips and online resources such as StarFall, IXL, Brainpop...

Strategy's Expected Result/Impact: Walk-through, formative assessments, teacher lesson plans Unit exams , word wallsStaff Responsible for Monitoring: Administrators; SCEI; Teachers


Problem Statements: NoneFunding Sources:Materials such as flash cards, interactive student notebooks, andsentence strips. 211 - Title I, Part A $1,000Materials 199 - General Fund: Bilingual $500Materials 199 - General Fund : Special Education $500211 - Title I, Part A $2,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Provide intervention and acceleration opportunities during Intervention time, intersession, after school, summer, and duringSaturday School.

Strategy's Expected Result/Impact: Failure monitoring reports, tutoring logs, attendance rosters and Unit Assessments , quality lessonplansStaff Responsible for Monitoring: Administrators, Counselors, SCEI, Teachers

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: NoneAdditional Targeted Support Strategy

Problem Statements: NoneFunding Sources:Intervention materials 199 - General Fund : Special Education$1,500Intervention materials 199 - General $1,160Intervention materials 199 - General Fund: Bilingual $5,000Interventon materials 211 - Title I, Part A $17,000199 - General Fund: SCE $55,316

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Provide two (2) Temporary Instructional Aides (TIA) to create accelerated instruction opportunities for ELL students duringthe school day and after school to target students in need of assistance.

Strategy's Expected Result/Impact: Sign-in sheets, weekly logs Unit Assessments, Super school, progress monitor Istation and smallgroupsStaff Responsible for Monitoring: Administrators, TIAS


Problem Statements: NoneFunding Sources:TIAS 199 - General Fund: Bilingual $20,766TIAS 263 - Title III, Part A $20,766

Formative

Oct

Jan

May

Summative

June

Strategy 4: Provide At-Risk Instructional Aide to facilitate intensive direct accelerated instruction with individual and small groups ofAt-Risk students, and provide direct logistical support to At-Risk coordinator to serve At-Risk intervention programs campus wise.

Strategy's Expected Result/Impact: Sign-in sheets, weekly activity logs. Unit Assessments and reduction in behavioral incidentsStaff Responsible for Monitoring: Administrators; SCEI, At Risk Aides


Problem Statements: NoneFunding Sources:Aides 199 - General Fund: SCE $21,838

Formative

Oct

Jan

May

Summative

June

Strategy 5: Provide part time At-Risk Library Aide to facilitate intensive direct accelerated instruction with individual and small groupsof At-Risk students, and provide direct logistical support to At-Risk coordinator to serve At-Risk intervention for library campus wide.

Strategy's Expected Result/Impact: Sign-in sheets, weekly activity logs. Unit Assessments and reduction in behavioral incidentsStaff Responsible for Monitoring: Administrators, Librarian/At Risk Aide


Problem Statements: NoneFunding Sources:Library Aide 199 - General Fund: SCE $12,356.43

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 6: Increase student performance on STAAR exams by utilizing online individualized and group instructional programs for coreinstruction such as Read 180.

Strategy's Expected Result/Impact: Lesson plans, Walk-throughs, Unit Assessments , Benchmark dataStaff Responsible for Monitoring: Campus Instructional Specialists, Teachers, Administrators


Problem Statements: NoneFunding Sources:Instructional Programs 211 - Title I, Part A $15,000

Formative

Oct

Jan

May

Summative

June

Strategy 7: Hiring college tutors to assist students in all content areas as part of the AVID program.

Strategy's Expected Result/Impact: Logs and Advancement Via Individual Determination (AVID) activitiesStaff Responsible for Monitoring: Administration


Problem Statements: NoneFunding Sources:AVID tutors 211 - Title I, Part A $6,000

Formative

Oct

Jan

May

Summative

June

Strategy 8: Provide for 21st Century student instruction access to technology (including Interactive White Boards, computers, IPADs,tablets, elmos, headphones,projectors) for use in regular instruction in communications, class presentations, online collaborations,distance learning, and student-centered projects; and to maintain necessary upgrades and support (device peripherals, memory, portabledevice batteries, software upgrades) necessary to keep technology use effective with current system requirements.

Strategy's Expected Result/Impact: Walk-throughs, usage reports,Staff Responsible for Monitoring: Administration, Teachers, SCEIs


Problem Statements: NoneFunding Sources:Technology 211 - Title I, Part A $33,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 9: Provide summer school acceleration to struggling students and use instructional supplies/materials.

Strategy's Expected Result/Impact: Walk-throughs,teacher lesson plans, and STAAR ResultsStaff Responsible for Monitoring: Administration, Teachers, SCEIs

Title I Schoolwide Elements: 2.4, 2.5, 2.6TEA Priorities: NoneESF Levers: NoneAdditional Targeted Support Strategy

Problem Statements: NoneFunding Sources:Summer School materials 199 - General Fund: SCE $8,640Summer School Materials 199 - General Fund: SCE $4,715Summer School Materials 199 - General Fund: SCE $10,760

Formative

Oct

Jan

May

Summative

June

Strategy 10: Teachers will be provided both off and on campus staff developments and training that are research based on theimportance of rigor such as: PLC training, AVID, NIMSI, Lowman Consulting.

Strategy's Expected Result/Impact: STAAR DataBenchmark Data,Unit AssessmentswalkthroughsStudent ArtifactsStaff Responsible for Monitoring: Admin, Sceis



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 4: For the 2020-2021 school year, Jane Hambric School will improve its student achievement ( meets, andmasters) benchmark assessment scores in Reading from 65.2% to 75% for the STAAR 2021.

Evaluation Data Sources: State assessment scores increased from 65.2% to 75% in Reading.


Strategy 1: Provide Reading intervention specialist (SCEI) to provide direct instruction for critical need students in an inclusionarysetting and develop strategies with other reading teachers to improve instruction for all.

Strategy's Expected Result/Impact: Intervention logs,walkthroughsStaff Responsible for Monitoring: Administration


Problem Statements: NoneFunding Sources:SCEI coach 211 - Title I, Part A $55,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Provide specifically targeted content based literature in the library and classrooms to incorporate literacy across thecurriculum strategies in all subject areas, to include Scholastic leveled readers, guided reading/balanced literacy resources, and E-Readers, Galaxy Quest, Newsela.

Strategy's Expected Result/Impact: Literature listed and catalogued into library inventory. Unit AssessmentsStaff Responsible for Monitoring: Administration, Teachers, Librarian, and librarian aide


Problem Statements: NoneFunding Sources:Books 211 - Title I, Part A $5,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Implement TEKS resource modules, STAAR materials, and supplemental differentiated instructional materials, instructionalaccommodation resource materials for all tested levels and subject areas. To include, but not limited to, Lakeshore, and Teacher CreatedMaterials.

Strategy's Expected Result/Impact: Teacher Lesson Plans, Student success on STAAR exam, bench marks, and unit assessments.Staff Responsible for Monitoring: Administrators; SCEI; Teachers


Problem Statements: NoneFunding Sources:Supplimental materials 211 - Title I, Part A $8,000

Formative

Oct

Jan

May

Summative

June

Strategy 4: Use of Blue Bonnet reading program to increase student independent reading and library circulation.

Strategy's Expected Result/Impact: Librarian will Increase circulation in the library and provide a variety of opportunities to increaseliteracy in the campus.Staff Responsible for Monitoring: Librarian


Problem Statements: NoneFunding Sources:Blue Bonnet books 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June

Strategy 5: Use data from Istation, bench mark, and unit assessments to identify students in need of intervention.

Strategy's Expected Result/Impact: Diagnostic reports and data disaggregation sheets; intervention and remediation logsStaff Responsible for Monitoring: Administrators, Counselors, SCEI, Teachers


Problem Statements: NoneFunding Sources:Data 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 6: 6). Incorporate balance literacy in all classes. Invite DSC instructional officers to model balance literary in the classroom.

Strategy's Expected Result/Impact: Evidence through walk through, student artifacts, and dataStaff Responsible for Monitoring: Teachers, Sceis, Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 5: For the 2020-2021 school year, Jane Hambric School will improve its student achievement ,meet and masters)benchmark assessment scores in Mathematics from 42% to 65% for the 2021 STAAR.

Evaluation Data Sources: State assessment scores increased from 55.5% to 65% in Math.


Strategy 1: Provide Math intervention specialist (SCEI) to provide direct instruction for critical need students in an inclusionary settingand develop strategies with other mathematics teachers to improve instruction for all.

Strategy's Expected Result/Impact: Coaching Logs, Unit Assessments and STAAR results , lesson plansStaff Responsible for Monitoring: Administration


Problem Statements: NoneFunding Sources:SCEI coach, funding already listed in 2.4.1 211 - Title I, Part A $0

Formative

Oct

Jan

May

Summative

June

Strategy 2: Provide Math intervention for all Tier III students 50 minutes a day.

Strategy's Expected Result/Impact: Walk-throughs, formative assessments, teacher lesson plans, planningStaff Responsible for Monitoring: SCEI; Elementary Teachers


Problem Statements: NoneFunding Sources:Intervention materials, funding listed 2.3.2 211 - Title I, Part A $0

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Increase student performance on STAAR exams by utilizing TEKS aligned differentiated instructional programs for coreinstruction and tutoring purposes such as IXL, Siri, Galaxy Quest, Motivational Math, Measuring up and Excel Math.

Strategy's Expected Result/Impact: Lesson plans and Walk-throughs.Staff Responsible for Monitoring: SCEI, Teachers, Administration


Problem Statements: NoneFunding Sources:Differentiated materials funding listed in 2.4.3 211 - Title I, Part A$5,000Differentiated materials 199 - General Fund: SCE $2,000

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 6: For the 2020-2021 school year, Jane Hambric School will improve its student achievement (meets andmasters) benchmark assessment scores in Science from 55% to 68% for the 2021 STAAR.

Evaluation Data Sources: State assessment scores increased from 55% to 68% in Science.


Strategy 1: Implement TEKS resource modules, STAAR materials, and supplemental differentiated instructional materials, instructionalaccommodation resource materials for all tested levels and for core instruction and tutoring purposes such as Motivational Science,Powerpoints, Measuring up, Siri, Scope Science, Galaxy Quest, Mentoring Mind, and Teacher Created Materials.

Strategy's Expected Result/Impact: Teacher Lesson Plans, Walkthroughs, DATAStaff Responsible for Monitoring: Administration; SCEI, Teachers


Problem Statements: NoneFunding Sources:Supplemental materials funding listed in 2.4.3 211 - Title I, Part A$10,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Implement Science Fair projects for all students in grade 3-8th grade.

Strategy's Expected Result/Impact: DSC Science Fair Competition, Science Family, Campus Science Fair ShowcaseStaff Responsible for Monitoring: Teachers, SCEI coach



Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Provide hands on materials for science lab to create a cohesive learning environment 3rd-8th.

Strategy's Expected Result/Impact: Walkthroughs, student artifactsStaff Responsible for Monitoring: Teacher, SCEI, Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 7: For the 2020-2021 school year, Jane Hambric School will improve its student benchmark assessment (meetsand masters)scores in in Social Studies from 47% to 65% for the 2021 STAAR.

Evaluation Data Sources: State assessment scores increased from 47% to 65% in Social Studies.


Strategy 1: Implement TEKS resource modules, STAAR materials, and supplemental differentiated instructional materials, instructionalaccommodation resource materials for all tested levels and subject areas. To include, but not limited to Siri and Teacher CreatedMaterials.

Strategy's Expected Result/Impact: Lesson Plans , WalktroughsPlanningUnit AssessmentsBenchmarkStaff Responsible for Monitoring: Teachers, Administration, SCEI


Problem Statements: NoneFunding Sources:Supplemental Aides funding listed in 2.4.3 211 - Title I, Part A$2,500

Formative

Oct

Jan

May

Summative

June

Strategy 2: Increase student performance on STAAR exams by utilizing TEKS aligned differentiated instructional programs for coreinstruction and tutoring purposes such as Thinking Maps, RAES, Stations, Lowman Consulting...

Strategy's Expected Result/Impact: Walk-throughs and lesson plansStaff Responsible for Monitoring: SCEI, Teacher, Administration


Problem Statements: NoneFunding Sources:Differentiated materials funding listed in 2.5.3 211 - Title I, Part A$3,000

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 8: For the 2020-2021 school year, Jane Hambric School will improve its student achievement (combined meetsand masters) benchmark assessment scores in Writing from 39.9%- 50% for STAAR 2021.

Evaluation Data Sources: State assessment scores increased from 39.9% to 50% in Writing.


Strategy 1: Implement TEKS resource modules, STAAR materials, and supplemental differentiated instructional materials, instructionalaccommodation resource materials for all tested levels and subject areas. To include, but not limited to and Teacher Created Materials, Measuring up, Newsela, Siri, and Galaxy Quest.

Strategy's Expected Result/Impact: Lesson Plans, planning, walkthroughs,Staff Responsible for Monitoring: SCEI, Teachers, Administration.


Problem Statements: NoneFunding Sources:Differentiated materials funding listed in 2.4.3 211 - Title I, Part A$5,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Implement strategies from Empowering Writers training.

Strategy's Expected Result/Impact: Lesson plans & walk-throughsStaff Responsible for Monitoring: Teachers, Administration, DSC


Problem Statements: NoneFunding Sources:Emprowering writers supplements 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Teachers will meet every month to review writing data and evaluate student work. SCE coaches will lead the reviews withthe assistance of Instructional Officers.

Strategy's Expected Result/Impact: Writing scores increase to 80%. Benchmark STAAR resultsStaff Responsible for Monitoring: Administration, Teachers, SCE coaches



Formative

Oct

Jan

May

Summative

June

Strategy 4: Prek-5th grade teacher will incorporate Johnny Can Spell & Johnny Can Write integrate instruction and practice in phonemicawareness, phonetics, penmanship, spelling, vocabulary, grammar, and reading in their everyday lessons. SCEI coaches will be leadingand assisting teacher with the implementation of the program.

Strategy's Expected Result/Impact: Student writing artifacts and BOY, EOY, MOY assessments.Staff Responsible for Monitoring: Administration, SCEI, Teachers



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 9: For the 2020-2021 school year, Jane Hambric School students receiving special education services willachieve the 60% state system safeguards score in reading.

Evaluation Data Sources: 60% of special education students met state system safeguards in reading.


Strategy 1: Student IEP's and services will be reviewed by special education teachers and administration.

Strategy's Expected Result/Impact: Sign in sheetsARDStaff Responsible for Monitoring: Administration


Problem Statements: NoneFunding Sources:Students IEP 199 - General Fund : Special Education

Formative

Oct

Jan

May

Summative

June

Strategy 2: Accelerated instruction will be offered after school, during intersession, Saturday school, and summer school.

Strategy's Expected Result/Impact: Sign in sheets and attendance logs Unit Data, Benchmarks, artifactsStaff Responsible for Monitoring: SCEI coach, teacher


Problem Statements: NoneFunding Sources:Supplemental materials 199 - General Fund: SCE

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Sped teacher will be provided with Co-teaching training to support SPED students.

Strategy's Expected Result/Impact: WalkthroughsLesson PlansStaff Responsible for Monitoring: Admin, Teachers


Problem Statements: NoneFunding Sources:Co- teaching materials 199 - General Fund : Special Education$1,000

Formative

Oct

Jan

May

Summative

June

Strategy 4: SCE coaches will pullout students once a week from an elective course for small group intervention.

Strategy's Expected Result/Impact: Log sheetswalk throughsbenchmark dataStaff Responsible for Monitoring: Admin, SCE


Problem Statements: NoneFunding Sources:199 - General Fund : Special Education $1,000

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 10: For the 2020-2021 school year, Jane Hambric School English language learners will achieve the 60% systemsafeguard score in writing.

Evaluation Data Sources: 60% of English Language Learners met system safeguards for writing.



Strategy's Expected Result/Impact: Sign in sheets, lesson plans, and Increase in student achievementStaff Responsible for Monitoring: Teachers, SCE coach


Problem Statements: NoneFunding Sources:Differentiated supplements funding listed in 2.3.2 199 - GeneralFund: SCE $0

Formative

Oct

Jan

May

Summative

June

Strategy 2: SCE coaches will pullout students from an elective class once a week for small group intervention.

Strategy's Expected Result/Impact: Log sheetsstudent artifactsbenchmark dataStaff Responsible for Monitoring: Admin, SCEI


Problem Statements: NoneFunding Sources:Scholastic and Galaxy Quest 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 11: For the 2020-2021 school year, Jane Hambric School English language learners will achieve the 60% statesystem safeguards score in science.

Evaluation Data Sources: 60% of English Language Learners met system safeguards for science.



Strategy's Expected Result/Impact: Sign in sheets, lesson plans and Increase in student achievementStaff Responsible for Monitoring: Administration, SCEI coach


Problem Statements: NoneFunding Sources:funding already listed in 2.10.1 199 - General Fund: SCE

Formative

Oct

Jan

May

Summative

June

Strategy 2: SCE coach and science department will assist in planning for bi-weekly labs and ISN's.

Strategy's Expected Result/Impact: Lesson plans, agendas for planning, and increase in student achievement.Staff Responsible for Monitoring: Administration, SCE coach, science teachers



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 12: For the 2020-2021 school year, Jane Hambric School English language learners will achieve the 65% statesystem safeguards score in Social Studies.

Evaluation Data Sources: 65% of English Language Learners met system safeguards for science.


Strategy 1: Students will receive small group targeted intervention during intervention time (super school).

Strategy's Expected Result/Impact: Lesson Plans, TIA logs, and Increase in student achievementStaff Responsible for Monitoring: Teacher, Admin, SCEI, TIA, library aid



Formative

Oct

Jan

May

Summative

June


Strategy's Expected Result/Impact: Lesson Plans, TIA logs, and Increase in student achievementStaff Responsible for Monitoring: Teacher, Admin, SCEI, TIA, library aid



Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: SCE coaches will pullout students from an elective class once a week for small group intervention

Strategy's Expected Result/Impact: Log sheetsstudent artifactsbenchmark dataStaff Responsible for Monitoring: SCEAdmin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 13: The percentage of kindergarten students that score on grade level or above in Reading willincrease from 53% to 60% by June 2021

Evaluation Data Sources: Benchmark Data, and Common Assessment Data


Strategy 1: Provide specifically targeted content based literacy across to include, guided reading/balanced literacy resources, and E-Readers, Galaxy Quest, Newsela, Circle training.

Strategy's Expected Result/Impact: Walkthroughs, PLCs, Data talksStaff Responsible for Monitoring: Teacher, SCEI , Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 14: The percentage of Grade 1 students that score on grade level or above in Reading willincrease from 62% to 70% by June 2021.

Evaluation Data Sources: Benchmark Data, and Common Assessment Data, Istation



Strategy's Expected Result/Impact: Walkthroughs, PLC, Data TalksStaff Responsible for Monitoring: Teacher, SCEI, Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 15: The percentage of Grade 2 students that score on grade level or above in Reading willincrease from 73% to 80% by June 2021.

Evaluation Data Sources: Benchmark Data, Common Assessments, Istation



Strategy's Expected Result/Impact: Walkthroughs, Data Talks, PLCStaff Responsible for Monitoring: Admin, SCEI, Teacher



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 16: The percentage of students that score at meets grade level or above on Grade 3 STAAR Reading willincrease from 48% to 55% by June 2021.




Strategy's Expected Result/Impact: Walkthroughs, Data Talks,PLC, STAAR, BenchmarksStaff Responsible for Monitoring: Teacher, SCEI, Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 17: The percentage of students that score at meets grade level or above on Grade 3 STAAR Mathematics willincrease from 48% to 55% by June 2021.



Strategy 1: Increase student math performance by utilizing TEKS aligned differentiated instructional programs for core instruction andtutoring purposes such as IXL, Siri, Galaxy Quest, Motivational Math, Measuring up and Excel Math.

Strategy's Expected Result/Impact: Walkthroughs, PLC, Data, STAAR, BenchmarksStaff Responsible for Monitoring: Teacher, SCEI, Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academicperformance and to ensure that students graduate college and career ready.

Performance Objective 1: For the 2020-2021 school year, the number of teachers that demonstrate increased instructional effectiveness(as measured by T-TESS, Powerwalks, etc.) will increase by 10%.

Evaluation Data Sources: Teachers increased 10% in instructional effectiveness.


Strategy 1: Administration will conduct at least 5 Eduphoria documented walk-throughs a week and 20 Powerwalks per week.

Strategy's Expected Result/Impact: Number of teachers referred to PD. Walk-through analysisStaff Responsible for Monitoring: Administration


Problem Statements: NoneFunding Sources:Eduphoria 212 - Title I , Part C Migrant $0

Formative

Oct

Jan

May

Summative

June

Strategy 2: Provide teachers PD on the Powerwalks by Sean Cain and share data with them at various checkpoints throughout the year(every 9 weeks).

Strategy's Expected Result/Impact: Walk- through dataStaff Responsible for Monitoring: Administration


Problem Statements: NoneFunding Sources:Training Materials 211 - Title I, Part A $6,600

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 2: For the 2020-2021 school year, Jane Hambric School will maintain 100% Highly Qualified teachers in all coreacademic subjects.

Evaluation Data Sources: Maintained 100% Highly Qualified teachers in all core academic areas.


Strategy 1: Campus will hire and place teachers only into content areas in which they are certified.

Strategy's Expected Result/Impact: Certifications and teaching assignments, and Student performance on STAARStaff Responsible for Monitoring: Administration



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 3: During the 2020-2021 school year, Jane Hambric School will offer at least 5 professional developmentopportunities for employees, specifically in PBIS, Fundamental 5, AVID, PLC, Pearson, LTF, NMSI.

Evaluation Data Sources: At least 5 professional development opportunities were offered.


Strategy 1: Provide teachers with AVID training so that they can meet the academic needs of their at-risk students using scientificallystudied and researched based strategies.

Strategy's Expected Result/Impact: Lesson plans, walk-throughs, sign-in sheets Increased student organization and improvedperformance on STAAR and within classroom. Campus-wide use of strategies such as Cornell Notes and ISNs.Staff Responsible for Monitoring: Teachers and Administration


Problem Statements: NoneFunding Sources:Training Participation in AVID 211 - Title I, Part A $10,000

Formative

Oct

Jan

May

Summative

June

Strategy 2: Provide continued staff development in PBIS, SEL, Empowering Writers, Guided Reading, Guided Math, RTI/Differentiated instruction, and SIOP,

Strategy's Expected Result/Impact: Observations/ Walk-throughs/ sign in sheets Teacher lesson plans, staff/ campus surveysStaff Responsible for Monitoring: Administration, SCEI, District Personnel


Problem Statements: NoneFunding Sources:Staff development materials 211 - Title I, Part A $1,500

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Provide staff development in the following areas: Book studies, Kagan structures, SIOP, Empowering Writers, WritingAcross Curriculum, Guided Reading, Guided Math, PLC training, and other PD opportunities provided by the district.

Strategy's Expected Result/Impact: Observations; Walk-throughs; sign in sheets Teacher lesson plans, staff surveysStaff Responsible for Monitoring: Administration, SCEI, District Personnel


Problem Statements: NoneFunding Sources:Training Materials 211 - Title I, Part A $10,000

Formative

Oct

Jan

May

Summative

June

Strategy 4: Provide teachers snacks and/or meals during professional development sessions that last more than 4 hours.

Strategy's Expected Result/Impact: Receipts and PO's and Observations/ Walk-throughs/ sign in sheetsStaff Responsible for Monitoring: Administration and Campus Secretary


Problem Statements: NoneFunding Sources:Snacks or Meals 211 - Title I, Part A $2,800

Formative

Oct

Jan

May

Summative

June

Strategy 5: Provide teachers with training in robotics/GT to address the needs of students through hands-on activities using Lego robotickits.

Strategy's Expected Result/Impact: Agendas Teachers' lesson plans, observations, and walk-throughsStaff Responsible for Monitoring: Teachers, administration, and DSC


Problem Statements: NoneFunding Sources:Substitute 211 - Title I, Part A $100

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 6: Provide WIN Academy teachers with training opportunities so they can meet the academic needs of their at-risk studentsusing scientifically studied and researched based strategies.

Strategy's Expected Result/Impact: Lesson plans, walk-throughs, sign-in sheets Teachers' lesson plans, accountability talks,observations, and walk-throughsStaff Responsible for Monitoring: District personnel



Formative

Oct

Jan

May

Summative

June

Strategy 7: Provide additional training sessions for teachers address the co-teaching model implementation (After school/ Saturdays)

Strategy's Expected Result/Impact: The special education population STAAR scores will improve from PBMAS Level 3 to PBMASLevel 2 or better.Staff Responsible for Monitoring: AdministrationSCEI Coaches


Problem Statements: NoneFunding Sources:Extra Duty Pay for teacher to attend Co-Teaching Training 211 -Title I, Part A $1,500

Formative

Oct

Jan

May

Summative

June

Strategy 8: Provide teachers with planning time to develop well organized, sequential lessons that reflect best practice, align withstandards, and are appropriate for diverse learners

Strategy's Expected Result/Impact: Agenda and lesson plans to increase student performance.Staff Responsible for Monitoring: Admin, Sceis, Teachers, IO



Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 9: Provide teachers with SLO/ TTESS training for all teachers prior to the start of the school year as well as follow up trainingon the rubric throughout the school year.

Strategy's Expected Result/Impact: Improvement in understanding of the TTESS/ SLO , resulting in enhanced instruction.Staff Responsible for Monitoring: Administration, SCEI coaches



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 4: During the 2020-2021 school year, Jane Hambric counselors will offer student sessions for Social-EmotionalLearning (SEL) lessons.

Evaluation Data Sources: 30% of counselors schedule will reflect classroom lessons.


Strategy 1: Counselors will create and deliver lessons SEL lesson every month through the book of the month.

Strategy's Expected Result/Impact: Sign-in SheetsWeekly calendarsStaff Responsible for Monitoring: CounselorsAdmin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 5: During the 2020-2021 school year, Jane Hambric counselors will provide academic incentives to students.

Evaluation Data Sources: STAAR scores will increase in all tested areas by 8%.


Strategy 1: Counselors will purchase trophies, awards, medals, certificates to praise students academically.

Strategy's Expected Result/Impact: 3,6,9 testsbenchmarksSTAAR ResultsStaff Responsible for Monitoring: Counselors, Admin



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Goal 4: SISD will build positive parent, business, and community partnerships to ensure the academic success of students by engaging incollaborative district and campus-level activities; by connecting regularly via numerous means of communication; and by providingregular access to current educational information.

Performance Objective 1: During the 2020-2021 school year, Jane Hambric School will offer at least 5 collaborative educationalinvolvement activities and events for parents and community members to promote teamwork and unity in the education of students.Examples include Family Nights by subject-Math, Reading, Science, Writing, Social Studies, Open House in August , and Teacher/ParentConferences one in the Fall and one in the Spring.

Evaluation Data Sources: At least 5 collaborative educational involvement activities were provided for parents and community members throughout theschool year.


Strategy 1: Develop various events (at least 1 per month) to bring parents, teachers, and students together during and/or after the regularschool day to enhance communication and build strong ties between home and school, Open houses, fine arts presentations, etc.),utilizing the materials, supplies, and possible refreshment.

Strategy's Expected Result/Impact: Enrollment records, Calendar of Events schedule Parent event feedback forms, Post action reportsStaff Responsible for Monitoring: Administrators, CIS Coordinator, Counselors, Teachers


Problem Statements: NoneFunding Sources:Event Materials 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 2: Maintain a full time Community in Schools (CIS) Coordinator to promote Family Engagement and to conduct parentinformation and training sessions to maximize parental support and increase student achievement. The CIS Coordinator will assist ininterventions for At-Risk population. The CIS coordinator will provided with general materials as well as light refreshments and snacksfor parent events and meetings.

Strategy's Expected Result/Impact: Weekly Logs Parent event feedback formsStaff Responsible for Monitoring: Administrators, CIS Coordinator

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2TEA Priorities: NoneESF Levers: None

Problem Statements: NoneFunding Sources:Community In Schools Coordinator 211 - Title I, Part A $17,000

Formative

Oct

Jan

May

Summative

June

Strategy 3: Provide CIS with necessary supplies to be able to present and prepare trainings to encourage parents to be active in schoolactivities, using a variety of stored teaching materials and surveys.

Strategy's Expected Result/Impact: Enrollment rosters and Training AssessmentsStaff Responsible for Monitoring: CIS Coordinator, Administrators, Counselors


Problem Statements: NoneFunding Sources:Technology 211 - Title I, Part A $1,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 4: Promote and assist district father/son conference and a mother/daughter conference as well as campus father/daughter danceand dinner in order to increase Family Engagement.

Strategy's Expected Result/Impact: Parent event feedback formsStaff Responsible for Monitoring: CIS Coordinator


Problem Statements: NoneFunding Sources:Conference Materials 211 - Title I, Part A $450

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 2: For the 2020-2021 school year, Jane Hambric School will communicate at least once a month throughnotifications, website, newsletters/calendar, email, marquee, outcall, etc. to parents, business, and community members.

Evaluation Data Sources: Communication with parents, business, and community members at least once a month.


Strategy 1: Provide monthly newsletters to parents with general school information, announcements about campus goals, events andother information.

Strategy's Expected Result/Impact: Calendar of events to Increase parent attendance at events.Staff Responsible for Monitoring: Office clerk, CIS Coordinator, Librarian


Problem Statements: NoneFunding Sources:199 - General $100

Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 3: By the end of the 2020-2021 school year, Jane Hambric School will add at least one new partnership withbusinesses, higher education institutions, and other outside agencies to support student education.

Evaluation Data Sources: At least one new Partnerships with higher institutions, business and other outside agencies.


Strategy 1: School will partner with outside businesses to acknowledge monthly SISD All Star Award

Strategy's Expected Result/Impact: Student incentives and teacher incentivesStaff Responsible for Monitoring: Counselors, CIS, Admin

Title I Schoolwide Elements: 2.4, 2.6, 3.1, 3.2TEA Priorities: NoneESF Levers: None


Formative

Oct

Jan

May

Summative

June

Strategy 2: Partnerships with outside businesses to recognize school

Strategy's Expected Result/Impact: Roster of students attending recognition ceremony and IncentivesStaff Responsible for Monitoring: Counselors



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 4: For the 2020-2021 school year, Jane Hambric School will have a minimum of 2 (1 each semester) customerservice trainings to ensure a positive and welcoming school climate for parents and community members.

Evaluation Data Sources: Customer service training will be provided from Campus and District level personnel to promote a welcoming climate for allconstituents.


Strategy 1: Provide all staff members with training on customer service and creating a positive working environment.

Strategy's Expected Result/Impact: Sign in sheetsStaff Responsible for Monitoring: Administration, Counselors, Secretary



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive aquality education by working collaboratively towards the fulfillment of educational goals at the federal, state, and district level.

Performance Objective 1: For the 2020-2021 school year, English Language Learners at Jane Hambric School will meet district, state,and federal accountability standards and measured by reports such as the Performance-Based Monitoring Analysis System.

Evaluation Data Sources: All English language Learners will met all state standards.


Strategy 1: Extend the instructional inclusion model for Special Education and Limited English Proficient students in all requiredcontent areas.

Strategy's Expected Result/Impact: CT monitoring forms, contact hour logsStaff Responsible for Monitoring: Administration, SCEIs, Teachers



Formative

Oct

Jan

May

Summative

June

Strategy 2: Provide intervention and acceleration opportunities during Intervention time, intersession, after school, summer, and duringSaturday School for struggling students from all sub-populations

Strategy's Expected Result/Impact: Daily, Higher STAAR Scores, Grades, AssesementsStaff Responsible for Monitoring: Administrators, Teachers


Problem Statements: NoneFunding Sources:Tutoring opportunities 211 - Title I, Part A $5,000

Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Professional Learning Communities will be held every week to review student data and plan for the following week'sinstruction.

Strategy's Expected Result/Impact: Checkpoints, STAAR, Istation, BenchmarksStaff Responsible for Monitoring: Admin, SCEI, Teachers



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 2: During the 2020-2021 school year, Jane Hambric School administrators will schedule at least 5 data feedbacksessions with district Instructional Officers, SCEI coaches, PLC, SIT, and campus administrators to acquire support and resources.

Evaluation Data Sources: At least 5 data feedback sessions will be scheduled to support teachers.


Strategy 1: Administration will meet with district personnel to determine campus needs based on data and ways to improve student, andteacher, performance.

Strategy's Expected Result/Impact: Sign in sheets, receipts Walk-throughs and data reportsStaff Responsible for Monitoring: Administration, SCEIs, District Personnel



Formative

Oct

Jan

May

Summative

June

Strategy 2: Implement relevant software and web based application programs such as Eduphoria, United Streaming, Brain Pop, GalaxyQuest, I Excel, MyOnRenassance, Istation. Purchase of level readers and other reading materials to support guided reading, balanceliteracy, and intervention classes.

Strategy's Expected Result/Impact: Usage Reports, Lesson Plans, TTess walkthroughs, and evaluations, data, and PLCsStaff Responsible for Monitoring: Admin, SCEI coaches, Teachers



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 3: For the 2020-2021 school year, the attendance rate for all students at Jane Hambric School will increase from96.53% to 98%.

Evaluation Data Sources: Increase attendance to 98%.


Strategy 1: Students will be rewarded with classroom and grade level competitions throughout the year for increased attendance.

Strategy's Expected Result/Impact: Attendance rate will improve to 98%.Staff Responsible for Monitoring: Administration, teachers, counselors



Formative

Oct

Jan

May

Summative

June

Strategy 2: Counseling lessons on attendance as intervention provided to students with attendance concerns. Referral to CIS to assist inattendance concerns.

Strategy's Expected Result/Impact: Increased attendanceStaff Responsible for Monitoring: Administration, counselors, teachers, CIS



Formative

Oct

Jan

May

Summative

June


Campus #071909116July 22, 2020 1:29 PM

Strategy 3: Make daily contact with parents when students are not in attendance.

Strategy's Expected Result/Impact: Daily attendance will improve and reach 98%.Staff Responsible for Monitoring: Admin, counselors, attendance clerk

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2TEA Priorities: NoneESF Levers: None


Formative

Oct

Jan

May

Summative

June

Strategy 4: Attendance committee will meet every month to review student attendance. Warning letters will be mailed out to students ofconcern. Additionally, administration and counselors will receive weekly reports of students who aren't regularly attending school forfollow up discussion at leadership.

Strategy's Expected Result/Impact: Weekly reports, semester reports, LOCStaff Responsible for Monitoring: Administration



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

Performance Objective 4: For the 2020-2021 school year, Jane Hambric SIT committee will met ensure that every child's needs areappropriately met through the collaboration of school personnel, parents and PIE.

Evaluation Data Sources: Sign in sheets


Strategy 1: Meet as a committee at least 6 times a year to work collaboratively towards the fulfillment of educational of educationalgoals at the federal, state, and district.

Strategy's Expected Result/Impact: Involvement of all stakeholders in decision making for the campus.Staff Responsible for Monitoring: Teachers, Admin, SCEIS, Counselors, PIE, Parents



Formative

Oct

Jan

May

Summative

June



Campus #071909116July 22, 2020 1:29 PM

State Compensatory

Budget for Jane A. Hambric School

Account Code Account Title Budget

6100 Payroll Costs199.11.116.30.39.000.6118 6118 Extra Duty Stipend - Locally Defined $30,195.00199.11.116.30.80.998.6118 6118 Extra Duty Stipend - Locally Defined $26,000.00199.11.116.30.00.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $121,773.41199.11.116.30.18.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $219,999.85199.11.116.30.80.000.6119 6119 Salaries or Wages - Teachers and Other Professional Personnel $241,233.97199.11.116.30.80.000.6125 6125 Salary Support - Locally Defined $30,406.00199.11.116.30.00.000.6129 6129 Salaries or Wages for Support Personnel $21,715.53199.112.116.30.00.000.6129 6129 Salaries or Wages for Support Personnel $11,474.436141 Total 6141 Social Security/Medicare $9,752.756142 Total 6142 Group Health and Life Insurance $79,557.006143 Total 6143 Workers' Compensation $2,975.606146 Total 6146 Teacher Retirement/TRS Care $5,044.526149 Total 6149 Employee Benefits $10,089.05

6100 Subtotal: $810,217.11


Campus #071909116July 22, 2020 1:29 PM

Personnel for Jane A. Hambric School

Name Position Program FTE

Annette Santana CSR Teacher SCE 1Beatriz Campos WIN Teacher SCE 1Brenda Valles WIN Teacher SCE 1Catalina Prieto Library Aide SCE .50Claudia Alvarado At-Risk Instructional Aide SCE 1Gabriela Iglesias WIN Teacher SCE 1Georgina Goodwin SCEI Coach SCE 1Liza Marquez SCEI Coach SCE 1Marcy Azcarate Teacher SCE 1Marta Garcia WIN TIA SCE 19 HoursMonica Ortega WIN Teacher SCE 1Nohemy Aleman CSR Teacher SCE 1Tavio Soto WIN TIA SCE 19 HoursThomas Oaxaca Teacher SCE 1


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Title I Personnel

Name Position Program FTE

Eric Patton TIA Title I 19 HoursMike Sylva CIS Coordinator Title I .50Stefany Barron College Tutor Title I 19 Hours


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Campus Funding Summary

199 - GeneralGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 Olweus Bullying Prevention Program $150.001 4 2 Intervention Class $5,000.001 5 1 Olweus program, staff training $100.002 1 1 $300.002 1 2 Awards $3,000.002 3 2 Intervention materials $1,160.004 2 1 $100.00

Sub-Total $9,810.00

199 - General Fund: SCEGoal Objective Strategy Resources Needed Account Code Amount

2 3 2 $55,316.002 3 4 Aides $21,838.002 3 5 Library Aide $12,356.432 3 9 Summer School materials $8,640.002 3 9 Summer School Materials $4,715.002 3 9 Summer School Materials $10,760.002 5 3 Differentiated materials $2,000.002 9 2 Supplemental materials $0.002 10 1 Differentiated supplements funding listed in 2.3.2 $0.002 11 1 funding already listed in 2.10.1 $0.00

Sub-Total $115,625.43


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199 - General Fund : Special EducationGoal Objective Strategy Resources Needed Account Code Amount

2 2 1 $200.002 3 1 Materials $500.002 3 2 Intervention materials $1,500.002 9 1 Students IEP $0.002 9 3 Co- teaching materials $1,000.002 9 4 $1,000.00

Sub-Total $4,200.00

211 - Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 2 Olweus Curriulum $500.001 1 3 $500.001 2 1 N/A $0.001 3 1 $800.001 4 2 Tutoring $5,000.002 1 5 $80,000.00

2 3 1 Materials such as flash cards, interactive student notebooks, andsentence strips. $1,000.00

2 3 1 $2,000.002 3 2 Interventon materials $17,000.002 3 6 Instructional Programs $15,000.002 3 7 AVID tutors $6,000.002 3 8 Technology $33,000.002 4 1 SCEI coach $55,000.002 4 2 Books $5,000.002 4 3 Supplimental materials $8,000.002 4 4 Blue Bonnet books $1,000.00


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2 4 5 Data $1,000.002 5 1 SCEI coach, funding already listed in 2.4.1 $0.002 5 2 Intervention materials, funding listed 2.3.2 $0.002 5 3 Differentiated materials funding listed in 2.4.3 $5,000.002 6 1 Supplemental materials funding listed in 2.4.3 $10,000.002 7 1 Supplemental Aides funding listed in 2.4.3 $2,500.002 7 2 Differentiated materials funding listed in 2.5.3 $3,000.002 8 1 Differentiated materials funding listed in 2.4.3 $5,000.002 8 2 Emprowering writers supplements $1,000.002 10 2 Scholastic and Galaxy Quest $1,000.003 1 2 Training Materials $6,600.003 3 1 Training Participation in AVID $10,000.003 3 2 Staff development materials $1,500.003 3 3 Training Materials $10,000.003 3 4 Snacks or Meals $2,800.003 3 5 Substitute $100.003 3 7 Extra Duty Pay for teacher to attend Co-Teaching Training $1,500.003 3 8 $5,000.003 4 1 $12,000.003 5 1 $6,500.004 1 1 Event Materials $1,000.004 1 2 Community In Schools Coordinator $17,000.004 1 3 Technology $1,000.004 1 4 Conference Materials $450.005 1 2 Tutoring opportunities $5,000.00


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Sub-Total $338,750.00

212 - Title I , Part C MigrantGoal Objective Strategy Resources Needed Account Code Amount

3 1 1 Eduphoria $0.00Sub-Total $0.00

263 - Title III, Part AGoal Objective Strategy Resources Needed Account Code Amount

2 3 3 TIAS $20,766.00Sub-Total $20,766.00

199 - General Fund: BilingualGoal Objective Strategy Resources Needed Account Code Amount

2 3 1 Materials $500.002 3 2 Intervention materials $5,000.002 3 3 TIAS $20,766.00

Sub-Total $26,266.00Grand Total $515,417.43


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Addendums


Campus #071909116July 22, 2020 1:29 PM

2020-2021 improvement plan jane a. hambric school socorro … · 2 days ago · jane a. hambric has...

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