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1
Florence Middle School
Campus Improvement Plan
2019-2020
Board Approved 10-21-2019
2
FLORENCE ISD
VISION Statement
“Florence ISD, the Foremost Leader in Education”
MISSION Statement
Florence ISD, together with family and community, will prepare tomorrow’s leaders through the relentless
pursuit of excellence.
3
FLORENCE ISD GOALS
District Goal 1:
Florence ISD will create an instructional climate that meets the needs of all students.
District Goal 2:
Florence ISD will improve communication strategies for all stakeholders.
District Goal 3:
Florence ISD will emphasize leadership, ensure accountability, and create a culture of increasing expectations.
District Goal 4:
Florence ISD will provide technology that meets the emerging needs of students and staff.
District Goal 5:
Florence ISD will ensure a well maintained facility emphasizing safety and security while using a systematic process for
improvements and growth.
4
Florence Middle School
Campus Educational Improvement Committee Members
Name Position
Brandi Spivey FMS Parent
Traci Harrell FMS Teacher
Jennifer Frank Florence Community Member
Arturo Garcia FMS Teacher
Julie Parker Florence Business Representative
Mary Harlan FMS Counselor
Thomas Pena FMS Parent
Sharon Gibson FISD Special Education/Federal Programs Director
Navin Palicherla FMS Teacher
Myssi Rizzo FMS Paraprofessional
Catherine Beckerley FMS Principal
Lynda Soape FMS Teacher
Tanya Hope FMS Teacher
5
Comprehensive Needs Assessment
Data Sources Reviewed Demographics
Enrollment by Grade and Gender
Enrollment by Ethnicity
Enrollment by Student Pop/Program
PEIMS Student Data
Mobility Data and TAPR
PEIMS Attendance
Student Achievement
State Accountability Reports
PBMAS Report
TELPAS District Report
STAAR Results
Promotion/Retention Rates
Student Success Initiative Data
TAPR Report
School Culture and Climate
TEA Discipline Summary
School Climate Surveys
PEIMS Discipline Reports
Title I Surveys (EL/MS Campuses)
Parent Conferences/Meetings
Disaggregated Discipline Data
Staff Quality, Recruitment and Retention
Teacher Certifications
Paraprofessional Qualifications
Teacher/FTE by Gender and Ethnicity
Teacher Years of Experience/Years in ISD
Staff Mobility/Stability
Teacher/Student Ratios
Special Program Qualifications
Professional Development Data
Virtual Job Fair Information Recruitment/Retention Strategies
Curriculum, Instruction and Assessment
TEKS Resource System Documents
Unit Assessments/Benchmarks
Instructional Resources/Class Materials
Instructional Technology
Class/School/Special Program Schedules
Enrichment Resources
Lesson Development
Instruction Delivery Strategies/Techniques
College and Career Readiness Alignment and Resources
Family and Community Involvement
ACE Program/Participation
Family/Community Participation Logs
Parent Volunteer Information
Parent Activity Surveys /Feedback
Event and/or Meeting Calendars
School Events – Parental Participation
Community Agencies/Support Services
School Context and Organization
School Structure (Depts.,Teams, etc.)
Decision-Making Committee(s)
Mentor Teachers
Duty Rosters
Schedule for Student Support Services
Campus Communication
School Map & Physical Environment
Extracurricular/School Program Services
Technology
Technology Plan
Technology Inventory
Technology Professional Development
Technology Policies and Procedures
6
Needs Assessment Members
Instructional Leadership Committee Tanya Hope
Lynda Soape
Christopher Beliveau
Positive Behavior Intervention Support Committee
(PBIS)
Louise Linder-Hall
Ellen Bardwell
Bryce Estes
Mary Harlan
Attendance Committee Brent Futrell
Bryce Estes
Sheri Briggs
Technology Committee Trent Shipp
Steven Smith
Navin Palicherla
Placement Review Committee Thomas Pena
Mary Harlan
Student Needs Committee Deidra Wynne
Art Garcia
Mary Harlan
7
Comprehensive Needs Assessment
Summary of Findings
Student Achievement
Target student performance rates lower than State/Federal standards
Improve performance of all students on STAAR Writing and Social Studies
Improve performance of all students on STAAR Reading, Writing, and
Math
Improve performance of Special Education students on STAAR Reading,
Writing, Math, and Science
Improve performance of English Language Learners on STAAR Reading,
Writing, Math, Science, and Social Studies
Improve performance of economically disadvantaged students in Reading,
Writing, Math, Science, and Social Studies
Improve performance of Hispanic students in Reading, Writing, Math,
Science, and Social Studies
Increase Reading and Writing strategies across the curriculum
Increase implementation of Sheltered Instruction strategies across the
curriculum
Improve academic growth for all ethnic groups, SPED, and ELs
School Culture and Climate
Continue training of Positive Behavior Strategies/Supports (PBIS)
Raise awareness to support safety of all students
Implement Capturing Kids Hearts program across campus
Attendance incentives for students
Campus climate surveys
Increase student participation in extracurricular activities/events
Continue use of Positive Behavior Intervention Support/PRIDE/CKH
Continue teacher presence in hallways
How Are We Better Today affirmation certificates
Motivational bulletin boards reflect CKH program
College displays of college and career readiness
Staff Quality, Recruitment and Retention
New teacher mentor program
Increase recruitment and retention of expert teachers
Designation and planning time for staff development
Additional instructional support for special programs (ESL, Sped, 504, GT)
Continue training for RTI, ELPs, Literacy, Positive Behavior Supports
Increase opportunities for 21st century skills
Support teachers in attainment of proficiency via teacher evaluation systems
Systems to support the implementation of high quality instruction
Curriculum, Instruction and Assessment
Designation and planning time for staff development
Lesson development for higher order thinking skills
Continue implementation of ELPs/Sheltered Instruction strategies
Differentiation of instruction
Continue implementation of writing across disciplines
Increase level of student engagement through research based instructional
strategies and tools
Time and resources for building common assessments/benchmarks
Increase course offerings
Vertical planning opportunities
Training on the disaggregation of student data
Professional development opportunities to improve performance in reading,
writing, and mathematics instructional delivery and student learning
College and career readiness initiatives/programs
Technology integration and instructional delivery methods
Utilization of educational software for progress monitoring
Increased opportunities for students to develop vocational skills
College and Career alignment, planning, and resources
Family and Community Involvement
Increase parent engagement including parents of ELLs and low SES
students; ACE program
Increase parental communication via various media
Parental information sessions on state assessments
Need for more parent volunteers
Regular updates to district/campus webpages
School Context and Organization
Teacher Mentor Program
Disaggregation and dissemination of data
Regular utilization of communication platforms
Create departmental/team planning
Effective use of lab for acceleration
Technology
Develop long range technology plan
8
Library and media services
Incorporation of digital technology in classrooms
Allocations for technology resources for instruction
Training and utilization of instructional technology
Teacher webpages training
Data disaggregation and analysis training
Utilization of educational software for progress monitoring
Maintain updated campus website
9
State & Local Compensatory Education
TEC Section 29.081 defines the State criteria used to identify students at risk of dropping out of school. A student at risk of dropping out of
school includes each student who is under 26 years of age and who:
1. Was not advanced from one grade to the next for one or more school years (Note: prekindergarten or kindergarten students who did not advance to the
next grade level only as the result of the request of the student’s parents are excluded from this identification; effective school year 2009-2010);
2. Is in grades 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum
during a semester in the preceding or current school year OR is not maintaining such an average in two or more subjects in the foundation curriculum in the
current semester.
3. Did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous
or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of
satisfactory performance on that instrument;
4. Is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year;
5. Is pregnant or is a parent;
6. Has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;
7. Has been expelled in accordance with Section 37.007 during the preceding or current school year;
8. Is currently on parole, probation, deferred prosecution, or other conditional release;
9. Was previously reported through PEIMS to have dropped out of school;
10. Is a student of limited English proficiency, as defined by Section 29.052;
11. Is in the custody or care of the Department of Protective and Regulatory Services (DPRS) or has, during the current school year, been referred to DPRS by a school
official, officer of the juvenile court, or law enforcement official;
12. Is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments;
13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility,
substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.
14. Has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by
Section 1.07, Penal Code.
Florence ISD students who meet the state and local compensatory eligibility criteria are served in our programs. Each student’s progress is monitored and evaluated to
determine if they are making academic progress. When students no longer meet the eligibility criteria, they are exited from the program’s services.
--------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------
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Economically Disadvantaged
2017-2018 2018-2019 2019-2020
FISD 52.8% 57.1% 57.2
FES 57.3% 61.2% 65.9
FMS 51.2% 54.2% 50.1
FHS 47.3% 53.1% 49.8
11
Federal, State, and Local Funding Sources Federal funding sources to be integrated and coordinated with State and Local funds to meet needs of all students:
Program/Funding Source Allocations Federal Programs District
2017-2018 District
2018-2019 District
2019-2020
Title I, Part A $105,558 $109,447 $103,525
Title I , Part C (Migrant) $3070 $0 $0
Title II, Part A (TPTR) $21,247 $20,110 $24,962
Title III, Part A ELA $21,976 $21,897 $23,480
Title IV, Part A SSAEP $10,000 $10,000 $10,000
Title IV, Part B 21st Century CCLC NA $260,000 $260,000
Carl Perkins $6,000 $6000 $6500
IDEA-B Formula $197,763 $200,941 $209,572
IDEA-B Pre-School $2,854 $2,984 $2,946
State Programs/Funding Source
Career/Technology Education $426,793 $439,271 $411,917
State Compensatory Education $451,589 $470,552 $542,080
Gifted/Talented $20,422 $21,471 $0
Special Education $407,328 $430,007 $561,930
Bilingual/ESL Program $67,855 $68,672 $90,629
High School Allotment $82,005 $83,875 $0
Early Education Allotment
$163,856
Dyslexia Allotment $42,578
School Safety Allotment $5437
College, Career, or Military Readiness $0
Teacher Incentive Allotment $0
Mentor Program Allotment $0
Instructional Materials Allotment $356,224 $242,170 $209,330
12
Federal, State, and Local Funding Sources
Federal funding sources to be integrated and coordinated with State and Local funds to meet the needs of all students:
Program/Funding Source 2019-2020 Special Programs Payroll
FHS FMS FES District
Wide Totals
Gifted & Talented FTE 2.4 0.0 0.0 0.0 2.4
(PIC 21) $ $98,878 $0 $0 $0 $98,878
Career Tech Ed FTE 4.7 0.0 0.0 0.0 4.7
(PIC 22) $ $330,000 $0 $0 $0 $330,000
Special Education FTE 5.0 6.0 7.0 3.3 21.3
(PIC 23) $ $244,519 $224,233 $246,378 $231,400 $946,530
State Comp Ed FTE 3.7 2.4 3.2 0.0 9.2
(PIC 24, 28, 30, 34) $ $173,465 $136,864 $146,544 $21,750 $478,623
Bilingual/ESL FTE 0.0 0.0 1.0 1.0 2.0
(PIC 25) $ $0 $0 $27,700 $77,640 $105,340
High School Allotment FTE 1.9 0.0 0.0 0.0 1.9
(PIC 31) $ $96,588 $0 $0 $0 $96,588
Title I, Part A FTE 0.0 0.0 1.6 0.0 1.6
(Fund 211) $ $0 $0 $99,225 $0 $99,225
IDEA-B FTE 0.0 1.0 1.0 1.0 3.0
(Fund 224) $ $0 $69,070 $20,749 $68,273 $158,092
21st Century CCLC FTE 1.0 0.0 1.0 0.0 2.0
(Fund 265) $ $60,000 $0 $60,000 $0 $120,000
Totals FTE 18.7 9.4 18.5 5.3 51.9
$ $1,003,450 $361,097 $579,847 $330,790 $2,275,184
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Florence Middle School Campus Goals and
Performance Objectives
Goal 1: Florence Middle School will create an instructional climate that meets the needs of all students.
Performance Objectives: 1. Increase the academic performance of all students earning a met standard rating on all STAAR assessments in grades 6-8 by 5%.
2. Increase the academic performance of Special Education, EL, Economically Disadvantaged, and Hispanic students
on STAAR writing (grade 7) by 10%.
3. Increase the academic performance of EL students on STAAR Math and STAAR Reading in grades 6-8 by a 10%.
4. Increase the Mastery academic performance level of all students on all STAAR assessments in grades 6-8 and the assessments by 10%.
5. Decrease the number of students in grade 8 needing accelerated instruction by 10%.
6. EL students will increase one proficiency level on the TELPAS each year.
7. Increase the academic performance of all student groups on grade 8 Social Studies STAAR assessment.
8. Increase the academic performance of Special Education and EL on grade 8 Science STAAR assessment.
9. Increase the percentage of students at the “meets expectations” level to raise state accountability Academic Achievement Domain and School
Progress Domain scale scores to 80%.
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
The implementation of the approved
curriculum framework (TEKS Resource
System) will be continued and the
components of the framework will be
monitored and reinforced with teachers.
Curriculum
Director;
Principal
August -
June
TEKS
Resource
System
(TRS)
Framework;
Local Funds
Professional
development on
TRS curriculum
framework;
sign-in sheets
Unit and lesson plans;
Admin.
Observations/walk-
throughs; increase in
state assessment scores
The TEKS Resource System will be
followed in the core content areas to
ensure vertically and horizontally aligned
curricula.
(1) (1) Year at a Glance (YAG)
(2) (2) Vertical Alignment Documents
(VADs)
(3) (3) Instructional Focus Documents
(IFDs)
Principal August -
June
TEKS
Resource
System
(TRS)
Framework
Documents;
Local Funds
Unit / Lesson
plan
documentation;
TRS
documents;
TRS sign-in
documentation
Administrative
Observations/Walk-
through
Documentation;
Adherence to state
standards; increase in
state assessment scores
14
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Utilize unit assessments and benchmarks
(2/yr) in the core content areas to assess
students’ learning, disaggregate data, and
target learning needs.
Curriculum
Director;
Principal;
Teachers
August -
June
Local Funds Unit Exams /
Benchmark
Results for
BOY, MOY,
EOY
Student grades; state
assessments / course
work performance
Teachers will utilize Eduphoria to
disaggregate data from STAAR, unit
assessments, benchmarks and universal
screening instruments.
Principal;
Teachers;
Instructional
Technologist
August -
June
Local Funds Disaggregated
data
Utilization of data to
inform instruction and
plan for learning needs
Study disaggregated data from STAAR,
TELPAS, reading and math screeners,
unit assessments, and benchmarks to
develop and implement appropriate
interventions for students.
Principal;
Teachers; ESL
Coordinator
August -
June
Local Funds Disaggregated
data to inform
instruction and
plan for
learning needs;
progress reports
Academic achievement
- grades, coursework,
state assessments
All grade level and subject area TEKS
will be taught with research-based
instructional design and delivery.
Curriculum
Director;
Principal;
Teachers
August -
June
Local Funds
; Title I, Part
A;
Title II, Part
A; Title III
Prof.
development
registrations and
certificates;
sign-in
documents;
Lesson plans
High quality
instructional delivery
and design; Increased
academic
achievements; admin.
observations/walkthrou
ghs
Teachers will focus on depth and
complexity in instructional practices and
student learning activities to ensure the
readiness of all students for college and
career readiness.
Curriculum
Director;
Principal;
Teachers
August -
June
Local Funds
; Title I, Part
A;
Title II, Part
A; Title III
Prof. dev.
registrations and
certificates;
sign-in
documents
(local PD);
Admin
walkthroughs
High quality
instructional delivery
and design;
Administrative
observations;
Increased academic
achievement
Schedule team / departmental meetings
for curriculum planning.
Principal August -
June
Local Funds Schedule of
meetings;
meeting notes /
communication
Increased collaboration
for planning quality
instruction;
observation data
15
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Identify At-Risk students according to
state compensatory criteria (as listed in
district plan) and provide accelerated
instruction to identified students.
Principal;
Counselor
August-
June
State Comp.
Funds
State
Assessment
Results;
Number of at-
risk students
identified
Increased student
performance on report
cards, state
assessments
Provide additional academic support to
students through:
(1) Tutorials;
(2) Inclusion support as appropriate;
(3) Reading and math intervention
services;
(4) Intervention classes in math/reading
(5) Summer school;
(6) 21 Century CLC/ACE
(7) Instructional Aide(s) on Title I
campuses
Principal;
Counselor;
Teachers
August-
June
Local Funds; Title I, Part
A; State
Comp.
Funds; Title
III; 21st
CCLC
Grant
Grades, Unit
Exams/
Benchmarks,
Prior STAAR
Results;
TELPAS
Results; Credit
Recovery
Records; ACE
Attendance
Records
Increased performance on grades and state assessments; lower retention rates; ACE summative data
Provide professional development to
teachers to assist with best practices for
core content instruction and strategies.
(1) (1) Writing workshops/Seminars
(2) Workshops for Special Populations
(3) Educational Consultants/Coaching –
ELAR, Science, Math, Social Studies
(4) Data driven instruction training
Curriculum
Director;
Principal
August-
June
Local Funds;
Title II, Part
A; Title I,
Part A; Title
III
Training
documents;
Sign-In sheets;
Teacher
Feedback;
Professional
Development
Documentation
Teacher feedback
knowledge of content
and delivery of
instruction and use of
instructional strategies;
Admin. walkthroughs/
observations; Increase
in student performance
on grades and unit and
state assessments
16
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Provide professional development to
ELAR teachers to assist with best
practices for reading instruction and
strategies.
1. (1) Reading workshops
2. (2) Workshops for Special Populations
3. (3) ELAR Consultants/Coaches
Curriculum
Director;
Principal
August-
June
Local
Funds;
Title I, Part
A;
Title II, Part
A; Title III
Training
documents; Sign-
In sheets; Teacher
input
Teacher feedback on
knowledge of content and
delivery of reading
instruction and skills;
Admin. walkthroughs/
observations; Increase in
student performance on
grades and unit and state
assessments
Utilize screeners to assess and monitor
reading levels and reading skills and
utilize the results of the screeners to plan
assistance for students.
(1) (1) Fluency Assessments
(2) STAR Reading
(3) Texas Middle School Fluency
Assessment
Principal,
Teachers
Fall-Spring Local Funds;
Title I, Part
A
Screening data
on reading
level and skills
and documented
interventions;
progress reports
Increased student
performance on
reading level and in
reading skills;
progress reports;
grades
Implement reading improvement
strategies.
(1) (1) Provide appropriate reading,
literature, and reference materials.
(2) (2) Utilize instructional reading support
software.
(3) Focus on vocabulary development in
academic and content areas.
(3) (4) Provide training in research-based
reading interventions for teachers.
(4) (5)Provide ELAR consultants to
emphasize research-based best practices.
(6)Utilize instructional resources that
target culturally diverse texts and high
interest materials/resources.
(7) Accelerated instruction support
(8) ACE after school program
Curriculum
Director;
Principal;
Teachers; ACE
Coordinator
August -
June
Local Funds;
Title I, Part
A; Title II,
Part A; Title
III; 21st
Century
Grant
Screening data
on reading
levels and skills
and documented
interventions;
progress reports
Increased student
performance in
reading; grades, state
assessments
17
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Provide for the needs of dyslexic students.
(1) (1) Utilize research-based instructional
strategies to help and support dyslexic
students.
(2) (2) Employ dyslexia teacher to provide
dyslexia services to dyslexic students.
(3) (3) Utilize instructional technology to
supplement reading instruction (Study
Island).
(4) (4) Provide training on instructional
technology resources for teachers.
(5) (5) Provide training and use of best practices
for dyslexia students
Curriculum
Director;
SPED /
Federal
Programs
Director;
Principal
August -
June
Local Funds,
Title I, Part A,
State Comp
Screening data
on reading
levels and skills
and
documented
interventions;
progress
reports;
documentation
of professional
development
for dyslexia
teacher
Increased student
performance in reading;
grades; state assessments;
increased teacher
proficiency
Provide accommodations for instruction and
assessments as appropriate, and focus on
differentiated instruction to meet the needs
of various student populations (SPED, EL,
G/T, 504, Migrant, Dyslexia, and At-Risk
students).
Principal;
Teachers;
SPED/Federal
Programs
Director; ESL
Coordinator
August -
June
Local Funds,
Title I, Part A;
IDEA Part B;
State Comp;
Migrant SSA
Unit assessments
and benchmarks;
progress reports
Increased student
performance on report
cards; state assessments
results
Utilize instructional technology resources to
provide additional content support for
students.
(1) Study Island (MS)
(1) (2) STAR Math
(3) STAR Reading
(4) Renaissance Learning
(5) Learning Ally
Curriculum
Director;
Instructional
Technologist;
Principal;
Teachers
August -
June
Local Funds;
Title I, Part A;
IDEA Part B
Progress
monitoring
reports
provided by
technology
resources
Increased student
performance in reading
and math; grades; state
assessments
18
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Employ DAEP teacher and para- professional to instruct the students assigned to disciplinary alternative education program (DAEP) and
ensure academic progress
monitoring and delivery of services
to all students and special
populations (as appropriate) in the
DAEP.
Principal;
ESL
Coordinator;
Federal
Programs
Director
August -
June
Local Funds;
State Comp.
Pre- and post-
assessments;
attendance
records;
progress
reports
Recidivism rates;
report card grades;
State assessments
Monitor the progress of ESL students
and provide additional support for
students to become proficient in English
and to obtain mastery of the grade-level
/ content specifics TEKS.
(1) ESL Progress Monitoring
Spreadsheets
(2) Small group instruction
(3) TELPAS Results/State Assessments
(4) Progress Notices/Report Cards
(5) Tutorials
Principal;
ESL
Coordinator;
Teachers;
Federal
Programs
Director
August-
June
Local Funds;
State Comp.;
Title III
Unit
assessments,
benchmarks,
progress
reports, grades
End of year grades;
TELPAS; STAAR
Continue to provide professional
development to assist teachers in
addressing the English Language
Proficiency standards.
(1) (1) Sheltered Instruction
Training/strategies
(2) (2) ESL Certifications (for all ELAR
teachers)
(3) (3) ELPS Support/Instructional
Strategies for ELs
(4) (4) ESL Professional Development and
Workshops
(5) (5) ESL Instructional Resources
(6) (6) TELPAS Rater Training
Curriculum
Director;
Principal;
ESL
Coordinator;
Federal
Programs
Director;
District
Testing
Coordinator
August-
June
Local Funds;
Title II, Part
A; Title III
Certificates of
Participation;
Sign-In Sheets
Increased teacher
proficiencies; Admin
walkthroughs/
observations; Increase
student achievement
on TELPAS and
STAAR
19
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Track student progress on TELPAS,
target areas of need, and provide
appropriate interventions for ELLs.
ESL
Coordinator;
Principal
August-
June
Local Funds;
Title III;
State Comp.
Unit
assessments,
benchmarks,
progress reports,
grades
End of year grades,
TELPAS, STAAR
Target the needs of G/T students in
classrooms by differentiating
instruction and implementing G/T
strategies.
Principal;
Teachers
August-
June
Local Funds Unit
assessments,
benchmarks,
progress reports
Walkthroughs/observatio
n; End of year grades;
state assessments
(6) Include career opportunities and
occupational information in the regular
curriculum and vocational classes and
relate the subject matter to occupations
and use in real life.
(7) (1) Field trips (2) Career Exploration
Events (3) Career Fair
Curriculum
Director;
Principal;
Teachers
Weekly Local Funds Unit / Lesson
plans
Student surveys -
increased vocational
awareness; college
and career readiness
performance
Administer career interest inventory
surveys to students and utilize results to
plan for programs of study.
Principal;
Counselor
Spring
Semester
Local Funds;
Carl Perkins
Grant
Inventory
results
Career pathway /
programs of study
coursework
recommendations
Continue to emphasize Health
Education and provide opportunities to
develop healthy living habits.
(1) Physical Education Classes/Health
classes
(2) Athletics classes/participation
(3) FitnessGram Assessment
(4) Health and Sexual Wellness
curriculum
(5) CPR and First Aid Instruction
Curriculum
Director;
Principal;
Teachers;
District
Nurse;
SHAC
Committee
August-
June
Local Funds Participation
in Health
Education and
Physical
Education
programs/
activities;
progress in
coursework
FitnessGram results;
grades in
PE/Athletics/Health
courses; participation
in Athletics
20
(6) CATCH My Breath curriculum
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Administrators, teachers, campus
attendance clerks, secretaries, and
counselors will receive current
information to identify new and existing
students who may be homeless.
District
Homeless
Liaison;
Counselor
August Local Funds Information
on
Identification
of Homeless
Students
Campus rosters of
homeless students;
PEIMS Reports
Assistance will be provided to homeless
students to help identified students meet
academic success.
Federal
Programs
Coordinator;
Counselor;
Homeless
Liaison
August-
June
Title I, Part
A;
Communities
in Schools
Progress
Reports
Student Report Cards
Assess the academic needs of Migrant
students and address each need with
targeted instructional and support
services.
Region 13
ESC Migrant
SSA; Federal
Programs
Coordinator
August -
June
Title I, Part
C; Migrant
Priority for
Services
Action Plan –
Region 13
Migrant SSA
Beg. of Year
Assessments;
Progress
Reports;
Services
Participation;
ESC 13
Training/Com-
munication
PEIMS Reports for
Identification; Program
Evaluation; Student
Report Cards; State
Assessments
21
Goal 2: Florence Middle School will improve communication strategies for all stakeholders.
Performance Objective:
1. Maintain a campus attendance rate of 97.0% or higher.
2. Increase the number of parent and community engagement activities including federal programs.
3. Promote and communicate opportunities for community/parent engagement at the middle school.
4. Expand outreach to families with language and cultural differences.
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Utilize the campus website to
inform parents and community
about campus information and post
a calendar of events.
Principal;
Technology
Director;
Instructional
Technologist
Weekly Local
Funds
Review of
websites for
updates /
maintenance
Review of websites;
parental and community
feedback
Communicate with parents via
telephone, email, or parent-teacher
conferences regarding academic
progress, attendance, etc.
Principal;
Teachers;
Counselor
August-June Local
Funds
Principal Review;
Teacher
Schedules/Logs of
Contacts
Parental Feedback;
Teacher Documentation
Utilize teacher websites to
communicate classroom
information such as course syllabi,
teacher expectations, assignments,
and resources.
Principal;
Teachers;
Instructional
Technologist
August-
June
Local
Funds
Principals
review website
for updates /
maintenance
Parental / Student
Feedback
Keep parents informed of academic
progress via three-week progress
notices, grading period report cards,
grading period IEP reports, and
other reports.
Principal;
Teachers
Progress
reports
every 3
weeks
Local
Funds
Progress reports
/ reports cards /
IEP reports
Parental Feedback
Continue to provide parental access
to “Gradebook” via TxEIS.
Technology
Director;
Principal
Aug-June Local
Funds
Parent access via
computer to
grades/attendance
Parental Feedback; amount
of access
Continue to utilize “Remind” app to
inform parents of school events,
announcements, etc.
Principal; Technology
Director; Instructional
Technologist
August -
June
Local
Funds
Supt/Principal
Messages
Parental Feedback
22
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Parents, business members, and
community members will serve on
campus advisory committee.
Principal Four times
per year
Local
Funds
Meeting
agendas;
committee
member
attendance
Sign-in sheets; meeting
minutes; increased
school/parent/community
communication & input
Florence Middle School campus
will conduct annual Title 1
meetings to convey information
about the Title 1 program.
Principal;
Federal
Programs
Director;
Counselor
Annually Title I,
Part A
Meeting agenda;
sign-in sheets
Meeting minutes;
school/parent/community
communication & input
Florence Middle School campus
will provide School-Parent
Compacts addressing parent
support of student learning and the
importance of ongoing
communication.
Principal;
Federal
Programs
Director;
Counselor
August Title I,
Part A
School
compacts
Increased school/parent
communication
FMS will conduct a parent survey
in the spring in accordance with
Title I requirement.
Principal;
Federal
Programs
Director;
Counselor
Annually –
April
Title I,
Part A
Parent survey
results
Increased parental input/
parental feedback
Provide parent information
meetings regarding state
assessments, Student Success
Initiative, grade placement
meetings (grade 8).
Principal;
Counselor
Fall and
spring
semester
Local
Funds
Student
Handbooks;
Grade placement
meeting
notifications /
letters
Increased parental
community engagement /
communication
Provide ways to foster
communication with parents and
community members, and assist
staff members with acquiring
information and skills on building
positive relationships.
(1) After school English language
class – ACE Program
Principal;
Curriculum
Director;
Spanish
Teacher; ACE
Coordinator
August-
June
Local
Funds; 21st
Century
Grant;
Title IV
Record of
professional
development
attended / book
studies; faculty
meeting agendas
Parent / student /
community feedback
23
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Conduct planning meetings with
parents of middle school students as
required in preparation for high
school success.
Principal;
Counselor
Fall-Spring
semester
Local
Funds
Schedule of
meetings
Record of meetings /
graduation plans signed by
parents and students;
increased parental
communication and
engagement via meeting
attendance; parental
feedback
Provide parental engagement
meeting for parents of ESL
students.
Principal;
ESL
Coordinator
November Local
Funds;
Title III;
21st
CCLC
Grant
Meeting agenda Sign-in sheets; increased
parental communication
and participation
Provide interpreters for parents of
students as needed and information
and notices as required in the home
language to parents of EL students.
Principal August-
June
Local
Funds
Record of
scheduled
meetings;
meeting minutes
Increased
parental
communication/participati
on/
meeting attendance
Inform parents of attendance
policies and required
documentation for absences.
(1) Student Handbooks
(2) Letters/Brochures
(3) Campus communication
Principal August Local
Funds
Student
Handbooks;
Campus
communications
Increased attendance rates
Parents will be contacted by each
campus administrator or designee
regarding “excessive” absences for
their child(ren).
Principal August-
June
Local
Funds
Documentation
of contacts;
attendance data
Increased student
achievement; grades
24
Goal 3: Florence Middle School will emphasize leadership, ensure accountability, and create campus culture of increasing expectations.
Performance Objectives:
1. Provide all Special Education students with an individualized transition plan based upon age appropriate transition assessments prior to their
14th birthday.
2. Examine accountability indicators and focus on increasing expectations for academic performance of special populations.
3. Continue good hiring practices and coordinate professional development to ensure 100% of teachers on the campus are state certified.
4. Implement professional development opportunities that focus on research-based practices in instruction, student learning, and positive behavior
strategies.
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Inform staff members of campus
accountability indicators and set
expectations for meeting the indicators.
Principal;
Curriculum
Director
August Accountability
Reports
Reports
interpreted and
needs identified
Campus plan for
meeting indicators
Communicate campus accountability
report and Texas Academic Performance
Report, and lead staff members in efforts
to target indicators where improvements
are needed.
Curriculum
Director;
SPED
Director;
Principal
August /
November
/ January
Campus
Accountability
Reports and
TAPR Reports
Needs
assessments
Campus plan for
meeting indicators
Adhere to the district scope and sequence
to ensure that all students receive
instruction on the tested TEKS prior to
state assessments.
Principal August-
June
Local Funds Unit / Lesson
Plans;
Admin
Walkthroughs
T-TESS
Seek high quality certified teachers. Superintendent;
HR; Principal
August-July SBEC
Certifications;
State certification
requirements
State
certification
requirements
Review of state
certification
Meet the highly qualified requirement for
all paraprofessionals.
Superintendent;
HR, Principal
August-July State criteria for
paraprofessionals
HR evaluations of
paraprofessional
credentials
Review of
paraprofessional
certifications
25
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative Review Summative
Provide mentors for new teachers / teachers
new to the district, and provide training
/support to these teachers with orientation to
the district / campus, classroom management
techniques, “best practices” in instruction,
curriculum and planning support, etc.
Principal;
Curriculum
Director
August-
June
Local Funds New teacher
orientation;
Professional
development
documentation;
Mentoring meetings
Retention of teachers;
increased teacher
proficiencies/support
Incorporate additional ways to recognize
teachers and show teacher appreciation.
Principal; PBIS
committee
August-
June
Local Funds Increased retention /
support of teachers
Teacher surveys
Provide support for all teachers in Capturing
Kids Hearts, best practices, and content area
professional development, and provide job-
related training for paraprofessionals and
auxiliary personnel.
Curriculum
Director; Principal
August-
June
Local Funds;
Title I, Part A;
Title II, Part A;
Title III
Record of teacher /
staff participation in
professional
development and
trainings; progress
notices
Increase in teacher
proficiencies; Admin
observations; increase in
student achievement
Utilize walk-throughs and T-TESS to provide
feedback to teachers.
Principal; Special
Education
Director
August-
May
Local Funds T-TESS calendar;
documented
walkthroughs and
observations in
Eduphoria
T-TESS results; quality
instruction
Schedule times for grade levels and/or
departments to meet frequently to plan.
Principal;
Curriculum
Director; Sped
Director
August-
June
Local Funds Schedule of
meetings; meeting
notes
Planned, collaborative
instruction and lesson
activities
Review student records and diagnostic results
to determine the most appropriate
instructional arrangements for SPED
students.
SPED Director;
ARD Committee
August-
June
IDEA Part B Diagnostic results;
IEP Progress Reports
Placement of students in
least restrictive
environment
Gather a series of documented interventions
and other relevant information for Special
Education referrals.
Principal; SPED
Director; ESL
Coordinator; RtI
Committee
August-
June
Local Funds;
Title I, Part A
Documented
Interventions (RtI)
(Tier I, Tier II, Tier
III); progress reports;
unit exams and
benchmarks
Student performance as
documented by grades and
assessments
26
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Study the performance objectives, STAAR
blueprints, and the depth and complexity of
the TEKS needed for success on STAAR.
Adjust course content/ instruction, unit
assessments, benchmarks, and provide
resources needed to prepare for depth and
complexity in instruction.
Curriculum
Director;
Principal
August-
July
Local Funds;
Title I, Part A;
IDEA Part B;
Title II, Part A
Progress reports;
Unit exams and
benchmarks
Student performance on
state assessments
Study STAAR results and provide
strategies and resources to help students
meet success on objectives and student
expectations.
Principal;
Curriculum
Director;
SPED
Director
August-
June
Local Funds;
Title I, Part A;
IDEA Part B;
Title II, Part A;
Title III
Progress reports;
Unit exams and
benchmarks
Student performance on
state assessments
Incorporate ways to train in-district teachers
to facilitate and lead professional
development sessions for staff.
Curriculum
Director;
Principal
August-
June
Local Funds,
Title I, Part A;
Title II, Part A;
Title III
Record of teacher /
staff participation
in professional
development and
trainings
Increase in teacher
proficiencies; Admin
observations
Provide interventions for students who are
identified as needing additional assistance
or who are failing or in danger of failing a
subject and/or grade level.
Principal;
Counselor;
ACE
Coordinator
August-
June
Local Funds,
State Comp.;
Title I, Part A;
IDEA Part B;
Title III; 21st
Century Grant
Progress reports;
Unit exams and
benchmarks
Student performance on
state assessments
Monitor instruction for the incorporation of
higher order thinking skills and problem
solving in all classes.
Principal August-
June
Local Funds Progress reports;
Unit exams and
benchmarks
Student performance on
state assessments; grades
Examine student records and diagnostic
information to provide appropriate
accommodations.
SPED Director;
ARD Committee
August-June Local Funds Progress reports; Unit
exams and
benchmarks
Student performance on
state assessments; grades
Work collaboratively from campus to
campus to transition students and student
information to the next campus (Fifth grade
to middle school and Eighth grade to high
school).
Principal,
SPED
Director;
Counselor
August-
June
Local Funds Counselor and
admin. meetings
Compliance with state
and federal transition
indicators; increase in
teacher and student
proficiencies
27
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
FMS will communicate attendance
procedures to teachers, staff, and
parents. Stress the importance of
encouraging student attendance.
Principal August-
June
Local Funds;
Title I, Part A
Attendance
records; campus
documentation
Increase in attendance
rate
Campus administration will ensure that
parents/guardians are contacted
regarding their student’s absence if the
parents have not provided
documentation or contacted the school
regarding their student’s absence.
Principal;
designee
August-
June
Local Funds;
Title I, Part A
Attendance
records; campus
documentation
Increase in attendance
rate
FMS and program coordinators will
continue to seek ways to increase
student participation and student
performance in extracurricular and co-
curricular activities such as athletics and
UIL Academic Competition and reduce
the number of discipline referrals while
incorporating CKH
initiatives/strategies.
Principal;
Athletic
Director;
Band
Director;
UIL
Coaches;
Sped
Director;
Curriculum
Director
August-
June
Local Funds;
Title IV
Documentation
of campus
meetings and
outreach through
various sources
Increase in student
participation and
performance
28
Goal 4: Florence Middle School will provide technology and professional development that meets the emerging needs of students and staff.
Performance Objective:
1. Evaluate, train, and implement educational technology programs for intervention.
2. Continued professional development for appropriate technology use in student learning.
3. One hundred percent of all teachers will maintain an updated website.
4. Utilize Eduphoria and other district technology programs to analyze formative and summative student assessments.
5. Increase the number of technology devices on campus.
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative Review Summative
Provide opportunities for teachers to
participate in professional development
in meeting the needs of special
populations including SPED, ESL, 504,
dyslexic, and homeless students.
Curriculum
Director;
Principal;
SPED
Director
August-
June
Local Funds;
Title I Part A;
Title III; Title
II; IDEA Part
B
Record of teacher /
staff participation in
professional
development and
trainings
Increase in teacher
proficiencies;
Admin.
walkthroughs/obse
rvations
Continue to provide professional
development opportunities to teachers in
the TEKS and strategies to help students
meet success on state-mandated
assessments.
Curriculum
Director;
Principal
August-
June
Local Funds,
Title I Part A,
Title II,
IDEA Part B;
Title III
Record of teacher / staff
participation in
professional
development and
trainings
Increase in teacher
proficiencies; Admin.
walkthroughs/observat
ions
Provide professional development to
teachers to assist with best practices for
writing instruction and strategies for
reinforcing writing across the curricula.
(1) Content area writing training
(2) Educational Consultants
Curriculum
Director;
Principal
August-
June
Local Funds,
Title I Part A,
Title II, IDEA
Part B, Title
III
Record of teacher / staff
participation in
professional
development and
trainings
Increase in teacher
proficiencies; Admin.
walkthroughs/observat
ions; Student grades;
state assessments
Continue to equip teachers with strategies
to address the English Language
Proficiency Standards and meet the needs
of ELs in all content areas.
(7) (1) Sheltered Instruction Training
(8) (2) ESL Certifications (for all ELAR
teachers)
(9) (3) ELPS / Support for ELs via ESC 13
Workshops
(10) (3)TELPAS Training/Performance Level
Descriptors Training
Curriculum
Director;
Principal;
SPED/Feder
al Programs
Director
August-
June
Local Funds;
Title I Part A;
Title III; Title
II
Record of teacher / staff
participation in
professional
development and
trainings
Increase in teacher
proficiencies; Admin.
walkthroughs/observat
ions,
29
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative Review Summative
Provide training to teachers in data
disaggregation and data disaggregation tools.
(1) (1) Training teachers to utilize Eduphoria
(3)Train teachers on instructional software.
Curriculum
Director,
Principal,
Instructional
Technologist
August-June Local Funds;
Title II
Record of teacher / staff
participation in
professional
development and
trainings; unit exams
and benchmarks
Increase in teacher
proficiencies; Admin.
walkthroughs/observat
ions; increase in unit
exams and
benchmarks
Provide staff development for all staff in
identifying and helping homeless students
and families.
Homeless
Coordinator;
Counselor
August-
June
Local Funds Record of teacher/staff
participation in
professional
development and
trainings; progress reports
Increase in teacher
proficiencies; grading
period and end-of-year
grades
(11) Work to ensure that teachers acquire the 30-
hour G/T certification and ESL certification.
Curriculum
Director;
Principal
August-
June
Local Funds;
Title III
Record of teacher / staff
participation in
professional
development and
trainings
Increase in teacher
proficiencies; Admin.
walkthroughs/observatio
ns
Increase the use of various types of
instructional media to enhance instructional
delivery and engagement in the classroom.
Curriculum
Director;
Principal;
Instructional
Technologist
August-
June
Local Funds Record of teacher / staff
participation in
professional
development/trainings
Increase in teacher
proficiencies; Admin.
walkthroughs/observatio
ns
Work with the District Technology
Committee to develop a campus technology
plan.
Technology
Committee;
Principal;
Technology
Director
October-
February
Local Funds Meeting Agendas; Meeting
sign-in sheets
Campus technology plan
Increase student access to technology through
the addition and/or replacement of
technology devices and the acquisition of
new technology tools.
Superintende
nt;
Technology
Director;
Principal
August-
June
Local Funds Technology inventory;
Technology Plan
Technology inventory;
Technology Plan
evaluation
Provide required trainings for teachers and
paraprofessionals serving students in special
programs.
(1) SAMA
(2) LPAC Training
(3) Trainings specific to ARDs and 504
Curriculum
Director;
SPED/Fed
Programs
Director;
Principal
August-
June
Local Funds;
IDEA Part B
Record of teacher / staff
participation in
professional
development and
trainings; Positive
behavior strategies /
Increase in teacher
proficiencies;
Admin
observations;
disciplinary
incidents
30
meetings interventions
Activity / Strategy
Person(s)
Responsible
Timeline Resources Formative Review Summative
Increase use of technology resources (as
available) in teacher classrooms to
increase the level of student engagement.
Principal;
Instructional
Technologist;
Technology
Director
August-
June
Local Funds Record of teacher /
staff participation in
professional
development and
trainings; lesson plans
Increase in teacher
technology
proficiencies; level
of student
engagement; Admin.
walkthroughs/observ
ations: Student
grades / academic
performance
Increase use of technology in
presentations and instruction.
Principal;
Teachers
August-
June
Local Funds Unit / Lesson Plans Increase in student
engagement;
Admin
observations -
Level of student
engagement
31
Goal 5: Florence Middle School will ensure a well maintained facility emphasizing safety and security while using a systematic process for
improvements in growth.
Performance Objective:
1. Evaluate and update physical safety and security systems and processes at FMS.
2. Implement a strategic plan for social/emotional learning at FMS.
3. Utilize community resources and partnerships to address student and family needs.
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative Review Summative
Implement the facilities safety and
security systems campus-wide.
Superintendent;
Principal;
Technology
Director
August Local
Funds;
Title IV
Distribution of
security systems
information and
access for staff
Security system
evaluation
Train campus staff members in
emergency management procedures and
school security.
Principal August Local Funds Sign-in sheets;
training agenda
Assessment/survey
of trained staff
Review campus emergency policies and
procedures and communicate
emergency policies and procedures to
all staff.
Principal August Local Funds Date of Meetings /
Documentation of
Emergency Plan
Emergency
management
preparedness
Conduct routine safety drills as
required.
Principal August-
June
Local Funds Date /
documentation of
drills conducted
Reports of drills
All students will be oriented to the
Student Handbook, the Code of
Conduct, Capturing Kids Hearts, and
the PBIS school-wide expectations
throughout the year.
Principal;
Teachers
August-
May
Local
Funds; Title
IV
Student
Handbooks and
Code of Conduct
Acknowledgment
Forms; Discipline
Forms
PEIMS End of
Year Discipline
Reports
Campus will address teen dating violence,
sexual harassment, sexual violence, and
bullying prevention with students.
Principal;
Counselor
August-
May
Local
Funds; Title
IV
Reduction in
number of
bullying and
sexual harassment
incidents
Campus Discipline
Report; Resources
32
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative Review Summative
Teachers will participate in staff
development sessions on bullying,
sexual harassment, dating violence,
child abuse and neglect, child sexual
abuse, human trafficking awareness,
and suicide prevention.
(1) (1) Dating Violence Prevention
(2) (2) Suicide Information Presentation
(3) (2) Bullying Prevention
(4) (3) Internet / Cyberbullying
Presentation
(5) (5) Training on Child Abuse and
Neglect and Sexual Abuse
Superintendent;
Principals;
Counselors;
Instructional
Technologist;
Curriculum
Director
August -
May
Local Funds;
Title IV
Sign-in Sheets; Staff
Development Agendas
/ Records; Certificate
of completion records
Campus Discipline
Reports / PEIMS End
of Year Reports;
Counselor Referrals
Students and staff will conduct and
participate in Red-Ribbon week
activities to teach students about the
dangers of various drugs.
(1) Safe and drug-free awareness
activities
Principal;
Counselor
October Local Funds;
Title IV Reduction in the
number of incidents
involving drugs
Campus Discipline
Report; End of year
PEIMS Discipline
Report
Incorporate character education.
(1) Counselor Lessons – Positive
Character
(2) School-wide PBIS/PRIDE
(3) Character education curriculum
provided throughout the year
(4) Use of Capturing Kids Hearts
EXCEL Model
Principal;
Counselor
August-
June
Local Funds,
Title IV
Counselor lessons;
posters; books;
schedule of lessons
Campus Discipline
Report; End of year
PEIMS Discipline
Report
Provide tobacco, drug, and alcohol
prevention education to students.
(1) (1) Health and Physical Education
(2) (2) Special Presentations - CATCH
curriculum
(3) (3) Posters / Literature / Brochures
(4) (4) Community Resources
(6) (5) Counseling
Principal;
Counselor;
Health
teacher/PE
teacher; Nurse
August-
June
Local Funds;
Title IV
Lesson plans;
brochures; Health /
counseling resources
Campus Discipline
Report; End of year
PEIMS Discipline
Report
33
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative Review Summative
Provide counseling for students as
appropriate.
(1) (1) Individual counseling
(2) (2)Student mediation
Counselor August-
June
Local Funds Number of referrals Increased academic
performance; discipline
reports
Staff members will participate in
mental health professional
development.
Counselor;
Nurse
November Local Funds;
Title IV
Meeting agendas;
record of attendance
Increase in community
resources for mental
health and wellness
services/support
Train required staff in CPR, First
Aid, use of the AED, and
concussion training.
District Nurse;
Principal;
Athletic
Director
June-
August
Local Funds Sign-in sheets; CPR
certifications issued ;
training agenda
Certified staff in
Safety and First Aide
Education
Coordinate efforts with
community organizations to build
support systems for students.
(1) Community mentors
(2) Enrichment activities
(3) Food Drives
Principal;
Counselor;
SPED/Fed
Programs
Director;
Teachers, ACE
Coordinator
August-
June
Local Funds;
21st Century
Grant
List of mentors /
activities
Community
participation and
support for students
Train staff in positive behavior
supports and interventions.
(1) Capturing Kids Hearts
program
(2) PRIDE expectations
SPED/Fed
Programs
Director;
Principal
August-
June
Local Funds;
Title II;
IDEA Part B;
Title IV
Sign-in sheets;
meeting agendas
Campus Discipline
Report; End of Year
PEIMS Discipline
Report; Positive
Referral totals
Implement restorative discipline
techniques and strategies.
(1)PRIDE process
(2) Student Mediation
(3) Capturing Kids Hearts EXCEL
Model
Principal August-
June
Local Funds;
Title IV
Record of
teacher/administrator
training
Discipline
referrals/incidents
PBIS reflection
forms
Train all staff in recognition and
prevention of child abuse and
neglect and child sexual abuse.
Superintendent;
Principal;
Counselor
August -
September
Local Funds Eduhero record of
completion; Record
of staff participation;
training certificates
Staff training
evaluations; reports
34
Communicate the suicide
prevention plan and implement
suicide prevention programs for
staff, community, students, and
parents.
Principal;
Counselor
August -
June
TEA
Recommended
Resources;
Local Funds
Record of staff and
student participation;
parental meetings;
SHAC meeting
agenda/minutes
Staff training
evaluations/feedback;
SHAC feedback
Goal 6: Enable educators to be active partners with parents and community members in the overall education and co-curricular opportunities
for FISD students.
Performance Objective:
1. Increase opportunities for student participation in co-curricular and extracurricular activities and events.
2. Increase parent and family engagement in campus activities and events.
3. Increase community engagement in campus activities and events
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Continue to provide numerous
opportunities for students to participate in a
wide range of co-curricular activities,
extracurricular activities, and
clubs/committees.
(1) Photography
(2) Theatre Arts
(3) Art
(4) Student Council
(5) NJHS
Principal; Band
Director;
Athletic
Director;
Program
Coordinators;
Coaches;
Teachers; ACE
Coordinator
August-
June
Local Funds;
21st Century
Grant
Record of
student
participation
Increase in student
engagement; parent
support / attendance
at activities and
events
Continue to encourage and increase student
engagement and participation in
extracurricular and co-curricular activities
such as athletics, band, and UIL
Academics.
Principal; Band
Director;
Athletic
Director;
Program
Coordinators;
Coaches;
Teachers;
Counselor
August-
June
Local Funds Record of
participation
Increase in student
engagement;
increase in academic
achievement; parent
support / attendance
at activities and
events
35
Host parent-student nights.
(1) Open House
(1) Orientation
(2) Workforce Transitions (SpEd)
(3) STAAR Information
(4) ACE Student/Parent Engagement
activities
Principal;
Counselor
August Local Funds;
21st CCLC;
IDEA B
Sign-in sheets;
documentation
of activities /
information
Parental feedback
and participation
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Provide opportunities for family /
community academic events such as
STAAR presentations, MS Career Fair, and
ACE enrichment activities.
Principal;
Teachers;
Counselor; ACE
Coordinator
August-
June
Local Funds;
21st Century
Grant
Record of
attendance;
documentation
of activities
Increase in parent/
community
participation and
support; parental
engagement in
academics
Involve parents and community in school
activities and special events/presentations.
(1) Veterans Day Programs
(2) PEP Rally
(3) Band Concerts
(4) Career Fair
(5) Athletic Events
(6) Awards
(7) Ft. Hood Adopt a School
Principal,
Teachers,
Counselor
August-
June
Local Funds Programs;
documentation
of events;
number of
parents and
community in
attendance
Increased parent /
community support
and participation in
school events;
student engagement;
increase in academic
achievement
Strengthen volunteer programs and booster
clubs and communicate opportunities for
parent/community participation.
Principal; Band
Director;
Athletic
Director;
Program
Coordinators;
Coaches;
Teachers
August-
June
Local Funds Meeting agendas;
sign-in sheets
Parental /
community
participation and
support of school
organizations
Publicize student and campus
accomplishments to parents and
community.
Principal; Band
Director;
Athletic
Director;
Coaches/Teach
ers
August-
June
Local Funds Postings of
successes in
newspaper and
on website;
convey successes
at special events;
staff to parent
Increased parent /
community support
and participation in
school events;
student engagement;
increase in academic
achievement
36
correspondence;
Remind app
Activity / Strategy Person(s)
Responsible
Timeline Resources Formative
Review
Summative
Recognize student accomplishments at
banquets and/or awards ceremonies.
Principal; Band
Director;
Athletic
Director;
Coaches;
Program
Coordinators
Fall and
Spring as
Scheduled
Local Funds Communication
of student
accomplishments
/ successes
Increased parent /
community support
and participation in
school events;
student engagement;
increase in academic
achievement
Provide opportunities for community to
involve students/families in activities and
support beyond the school day
Principal;
Teachers; ACE
Coordinator
August-
June
Community
Organizations;
21st Century
Grant
Record of
participation
Increased parent /
community engagement
and participation at
school facilities
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