dr. edward roberson middle school€¦ · 2016-2017 site-based decision making committee roster...
TRANSCRIPT
2016-2017
MIDDLE SCHOOL
Campus Improvement Plan
To Be Completed by Central Administration
Reviewers: Final Approval Date:
Name Status Name Status Name Status Name Status
Dr. Edward Roberson Middle School
Campus Mission Statement
The educators of Dr. Edward Roberson Middle School will establish a learning
environment that features authentic and engaging activities in the areas of Math,
Science, and the Fine Arts that will stimulate the students’ curiosity and impel
them to work diligently.
Campus Vision Statement
The Dr. Edward Roberson Middle School will produce well-educated, well-
rounded, culturally-sensitive and socially-conscious individuals, and cultivate
their creative and innovative ability so they CNA flourish and become the leaders
of tomorrow.
2016-2017 Site-Based Decision Making Committee
Roster & Meeting Dates
2016-2017 Meeting Dates
Location Date Meeting Time RMS Library June 28, 2016 9:00 am
RMS Library July 18, 2016 10:00 am
RMS Library August 5, 2016 10:00 am
RMS Library August 9, 2016 3:45 pm
RMS Library October 10, 2016 8:00 am
RMS Library January 2, 2017 Mid-Year Review 8:00 am
RMS Library May 31, 2017 Final CIP Review 10:00 am
Required Position Committee Member Name
Chair Person Tracey Walker, Principal
Teacher Natasha Barrett
Teacher Mary Allen
Teacher Dawson Ferguson
Teacher Jessica Chatterton
Teacher Roxane Farrar
Teacher Ingrid Zeno
Teacher Tammi Green
Teacher
Non-Teaching Professional Gail Macari & Samson Moreno
Parent Jennifer Jones
Parent Tamara Criswell
District Representative Marie Mendoza
Community Member Howard Martin
Business Partner Meeka Sheerer
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
1 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used?
Demographics
Several High School Credit
Offerings
College and Career Ready
Pathways for At-Risk and
Low Econ. Dis. Students
Stable enrollment of
approximately 1100 students
for several years due to the
lottery selection process.
Campus-wide Literacy Program
Targeted programs for Special
Education Students
Continued Development to
enhance yearly random student
selection process
Targeted Instructional Programs to
address the needs of At-Risk
students
Targeted procedures and
programs to promote attendance
and positive behavior for at-risk
students.
More diverse staff: male and
minority.
Implement strategies for our SPED Students
Campus-wide Literacy Program
Increase overall school attendance level to 97%.
Ultimate goal is 98%
Implement strategies for our African American
& LEP students
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
2 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used? Targeted programs for English
Language Learners
Student Achievement
Evidence of moderate
instructional growth for
individual teachers.
Implementation of Data-Driven
Analysis systems to drive
instruction yielded gains in some
areas (Backwards Plan Design).
Growth in our 6th and 8th grade
Math on both the level II and
Targeted instructional programs to
address academic needs for SPED
and LEP students
A decline in 7th grade Reading
scores as well as a slight decrease
in 8th grade. (4% decrease in
Reading)
Targeted instructional
programs/strategies to address
achievement gaps in Math,
Writing, and Social Studies across
On-going Response to Intervention meetings to
address student achievement gaps.
Targeted instructional programs to address
academic needs for SPED and LEP students
Targeted instructional
programs/strategies/systems to address
achievement gaps in Math, Writing, and Social
Studies across student groups
-Increase Index 1 scores to 75 to ensure success
for increased number of students.
Writing across the curriculum and a school-wide
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
3 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used? level III test (6% increase)
Growth in 7th grade Writing (2%
increase)
Most growth in our Science (11%
increase)
Growth in our Social Studies
(10% growth)
student groups
On-going Response to Intervention
meetings to address attendance
and behavior of at-risk students.
Students continue to struggle to
meet the rigor and demands of the
TEKS District and classroom
assessments did not match the
rigor and align to STAAR.
focus to connect reading and writing instruction
and to avoid teaching the skills in isolation.
-Increase Writing STAAR scores above 75% for
16-17.
-Increase Math STAAR Scores to 70%
Increase Reading scores for all grades to average
of 75%
Increase 8th grade Social studies to 70%
Increase 8th Science to 80%
-Increase ELL growth as measured by TELPAS.
-Increase performance of African-American
subgroup in mathematics in grade 6-8.
Increase performance of Special Education
students on all assessments.
-Above Average Engagement Survey -Increase attendance and understanding of how
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
4 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used?
School Culture and
Climate
results for staff in the March survey.
-Very successful Behavior RtI structure
and systems in place.
Professional Learning Community
Design
Several extra-curricular clubs and
activities that builds capacity in
others
Real/Real world instructional
experiences for students and staff
Climate Control Committee that
provides incentive opportunities for
staff
On-going, timely, and effective
communication between staff and
parents.
Campus-wide Character Ed/Cultural
Program (Capturing Kids Hearts)
More Marketing and Campus Branding
Campus-wide Culture Incentive
system to increase accessibility with
principal
On-going monitoring and Student
Support of staff professionalism &
expectations
important attendance is for families with a history of
absences or tardies.
-Increase student voice opportunities with Student
Council and Safety Patrol.
On-going monitoring and Student Support of staff
professionalism & expectations
Campus-wide Culture Incentive system to increase
more student to staff and family to staff interaction.
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
5 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used? College and Career Readiness
Instructional Pathways and exposure
for Students
-Multiple after-school organizations
with more than 80% of all RMS
students participating.
Supportive PTO
Field experiences to local areas tied in
to instruction.
Staff Quality/
Professional
Development
Teacher support from Admin and
Instructional Specialists
-Strong loyalty to the school and the
history of the school with high
expectations set for all.
Mentor program to support new
Continued prof. dev. for understanding
standards to build capacity in teachers
More opportunities to appreciate
accomplishments and provide just in
time support.
Continue to strengthen the mentor
Professional Development Plans established by Math,
,Literacy Coach, Student Support Specialist (RtI), and
New Teacher Leadership.
Monthly PLC Professional Development facilitated
by coaches and department chairs modeling strong
instructional strategies.
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
6 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used? teachers and provide opportunities to
grow through observations and
through coaching.
program new staff members join the
campus this year.
Strengthen and train on T-TESS system
to provide clarity and more
opportunities for constructive
feedback.
Provide incentives to increase staff attendance.
Training of culturally responsive educational
practices
Increased visibility and coaching feedback from
administrative/instructional leaders.
Curriculum,
Instruction &
Assessment
Roberson Common Assessments and
Instructional Focus Activities (IFAs)
College and Career Readiness
preparation for all students
Several opportunities for High School
Credit
Increased Technology for students
Non-traditional middle school
offerings for students
-Structured Data Teams to review data.
-Streamlining the RtI process
Strategic alignment of engaging lessons
to assessed/tested standards
More Real/Real world application
built-in lesson
Writing across curriculum in all grades.
-Monthly PLC Data Team with Grade Levels to discuss
student progress, intervention, and strategies to increase
achievement.
. Strategic alignment of engaging lessons to
assessed/tested standards
More strategic and directed PLC model
Professional Development Training and
Implementation of instructional models for SPED and
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
7 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used? Data Driven Backwards Design
Model Lesson Planning
Strong intervention provided to
struggling students.
RtI process implemented with fidelity
During the Day Intervention time
build in schedule.
More strategic and directed PLC model
Professional Development Training
and Implementation of instructional
models for SPED and LEP students.
LEP students.
Writing and Reading across the curriculum.
Family and
Community
Involvement
Strong PTO with multiple events for
families throughout the year.
High percentage of families
participating with volunteer hours for
secondary campuses.
Increase community partners
Increased monthly activities for
parents.
Parent Advisory Council
Monthly classes for parents
(technology; literacy ;school
relationships ;critical issues/trends)
Partnerships with local businesses in
Teacher provides video lessons to help support and
teach parents how to assist their children with
learning. (Flipped classroom instruction).
Teachers work with parents during conferences to
focus on academic goals their child has.
Monthly classes for parents (technology; literacy
;school relationships ;critical issues/trends)
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
8 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used? meeting College and Career Readiness
goals.
Partnerships with local businesses in meeting College
and Career Readiness goals.
School Context and
Organization
Strong, consistent leadership team.
Strong mentor teachers and
opportunities to collaborate.
Curriculum planning and RtI
planning times for teams built in
during school day.
Strong co-teaching partnerships.
Consistent After school Tutorial
Program Model
On-site campus instructional support
staff
Consistent PLC schedule for Data
Teams and Professional Development
Team responsibility chart
Active participation and collaboration
from all teachers in the planning
process.
-Active participation and collaboration
from all teachers in the PLC process.
Monitoring, support, execution, and
timely administrative feedback of
campus-wide systems
Establish strong coaching cycles with administrators
and coaches.
Professional Learning Community Meeting Model
growth.
Technology Multiple devices available with access
to the internet in every classroom.
Provide opportunities for students to
create and communicate using
Staff development on relevant technology.
Implementation of technology as a tool for
2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
9 2016-2017 Comprehensive Needs Assessment Summary
Data Sources Reviewed:
CIP and Campus Needs Assessments 2012-2016 / PEIMS
Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports
Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical
Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder
Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS
At-risk Criteria reports and lists / Retention lists
Discipline data / Behavior RtI / RtI Audits
Special Education data and reports
TELPAS
Summer school data and reports / GPCs
Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation
Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table
Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations
Technology: Technology Inventory Forms/ iStation Reports/
Area Reviewed Summary of Strengths
What were the identified
strengths?
Summary of Needs
What were the identified needs?
Priorities
What are the priorities for the campus,
including how federal and state program funds
will be used?
Most classrooms having more than 5
devices. (Chromebooks, Chrome
boxes, tablets, and CPUs.)
Google access for staff and students
Projectors with document cameras in
each room.
technology throughout their learning.
Professional development on effective
utilization of technology in the
classroom.
instruction.
Provide staff development for teachers to increase the
creativity and collaboration in classrooms using
technology.
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 1 of 24
Spring ISD Imperative: Reach Every Student
Campus Goal 1: Roberson Middle School will increase the student performance in Index 1 from 69 to 74 for the 16-17 school year.
Campus Performance
Challenge (Priorities)
Action Steps to Address Performance Challenge(s)
Title I School-Wide Components
Campus Staff Responsible
Resources Needed
Timeline for Actions
Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?).
List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.
For each action, list the Title I component that is addressed through the action.
For each action, list
the person
responsible for
ensuring the action
is completed.
Organized actions
by groups. Who will
perform the action?
For each action, list the resources, estimated cost and funding source to ensure the action is
completed
For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.
Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.
A)Increase student level
II passing rate for all
students in Reading all
grades to 75%; Increase
student level II mastery
in Math all grades to
75%; Increase student
level II mastery in 7th
grade Writing to 73%;
Increase student level II
mastery in 8th grade
Social Studies to 70%;
Increase students level
II mastery in Science in
8th grade to 80%
We will implement our Drop
Everything & Read D.E.A.R.
Razor-Sharp Literacy
lessons/activities will be
utilized daily and with fidelity
during RMS intervention
block.
CNA
Comprehensi
ve Needs
Assessment
RS – School-
wide Reform
Strategies
TDA –
Teacher in
Decision
Making A
Teachers,
Literacy Coach,
Student Success
Specialist,
Administrators,
Instructional
Leaders, Special
Education
Teachers,
Instructional
Support,
-FTE-2 Teachers: Title I
Funds ($130,000)
-FTE 4.5 Teachers:
General Ed. Budget-ESL
Allotment ($254,250)
General Budget-ESL
Allotment
$7,000 laptops for
instructional leadership
$28,750 General
Supplies
-Afterschool Tutorial
Supplemental Teacher
Pay $16,000-State Comp
Schedules developed with
common planning periods
including Sped/LEP within
Cores
Sign In Sheets &
documentation from
Eduphoria Workshop
Weekly PLC agendas & sign
in sheets-Agendas include
teaching & training
components
Data Binders Weekly
Updated/Reviewed during
collaboration meetings
We will continue to ensure
that our district support
specialists, our literacy coach,
our Math coach, our LEP
coordinator, and our
administrative team lead and
facilitate core content teachers
with effective PLC meetings,
planning, and delivery of
instruction.
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 2 of 24
We will continue to host
Rising STAAR after school/Sat
interventions, starting in
October-April.
Ed Funding Source
-Afterschool Tutorial
Transportation $13,842-
State Comp Ed Funding
Source
-Instructional Resources
and Materials for After
School Tutorials $7,000
–State Comp Ed
Funding Source
Instructional Licenses
Materials- Measuring
Up Live books, STAAR
Maker Bank
(Code 6321)
Title I Funds ($10,000)
-Teacher Schedules
developed with
common planning times
-PLC Training for
School Leaders by
Sullivan Group $1,000-
General Budget
-Student Support
Specialist Salary
$67,738.66 & SCE
Coach position
$67,738.66.--State
Comp Ed Fund
-Eduphoria Aware
Data
We will implement RMS 3
Step Data Team Process (I
notice, wonder, to monitor
data regularly.
All teachers will use the
campus “What-How Days”
RMS Planning protocols
frame work to work as a
collaborative team.
We will continue to
implement our Master
schedule double blocking
all core subjects for
increased instructional
time.
We will continue to target
at-risk students by
implementing “RMS Rising
STAARs” After-school
Intervention/Tutorial
Calendar for all STAAR
tested subject areas.
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 3 of 24
B) Increase student
achievement on
STAAR in sub-
population: African
American students,
LEP, & Sped
students.
We will provide a LEP
strategy of the week to
ensure teachers are
continually provided with
strategies to use for ELL
student instruction across
the campus.
RS – School
wide Reform
Strategies
TDA-Timely
Additional
Assistance
Administrators
LEP
Coordinator
Counselors
Administrators
Enrichment
Teachers
Leadership
Team
All Teachers
Administrators
SSS
Teachers
Administrators
Go Math
Think Through Math
I-Station
Achieve 3000
Schedule Academic
Enrichment
Courses
Data from TEA
Larger STEP Binders
for staff $400 –
General Budget
STEP Training
Data
RtI Process Training
& Review
Eduphoria Data
Collaborative RtI
Mtgs
9/2016-5/2017
8/22/16
9/2016-5/2017
8/22/2016-5/2017
8/2016
8/22/16-5/2017
LEP Strategies
Documented in Teachers
Lesson Plans in
Forethought
Data reports from Go-
Math, TTM, Achieve 3000,
& I-station
Meeting Agenda &
Documentation
Binders reviewed &
monitored by teachers’
TTESS appraiser & DCs
We will use academic
enrichment classes built in
schedules that will utilize
GO Math!, Think Through
Math, iStation, & Achieve
3000
We will refine and utilize
our RMS Forty Focus Data
Group strategy & tracking
Teachers will use RMS
Teacher Step binder &
administrators will use A-
Step binder to track student
growth of spec. populations
Student Support Specialist-
will implement our RMS
RtI Flowchart to respond to
students at-risk.
We will continue to utilize
PLC process during Black
& Gold days so that teams
can collaborate in
scheduled planning times
on cross curricular projects/
departmental core
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 4 of 24
planning/tasks, grade level
protocols & systems, &
campus instructional
systems
Spring ISD Imperative: Excellence in Every School
Campus Goal 2: RMS will ensure that the staff collaborates 20% of the instructional week to discuss, refine, and monitor school-wide reform
strategies so that the school community, culture, and climate is safe, productive, and positive. Campus
Performance Challenge (Priorities)
Action Steps to Address Performance Challenge(s)
Title I School-Wide Components
Campus Staff Responsible
Resources Needed
Timeline for Actions
Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?).
List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.
For each action, list the Title I component that is addressed through the action.
For each action, list
the person
responsible for
ensuring the action
is completed.
Organized actions
by groups. Who will
perform the action?
For each action, list the resources, estimated cost and funding source to ensure the action is
completed
For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.
Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.
A) We need a campus
wide process to
ensure fidelity of data
collection &
implementation.
Collaborative Student
Support Process (CSSP/RtI)
will be used to screen, &
monitor students at all
levels of intervention using
data-based decision-
making.
ETA–
Effective &
Timely
Assistance
TDA –
Teacher in
Decision
Making
RS – School-
wide Reform
SSS
IS
Administrators
School
Leadership
Teachers
Administrators
NIDQT /Data
Steward
Attendance &
Scheduled PLC/RtI
meetings
Data/ STEP
Binders/Eduphoria
RtI Documentation in
Eduphoria
Google Collaboration
9/2016-5/2017
8/2016-5/2017
NIDQT meet 2x
Month 9/2016-
5/2017
8/2016-5/2017
Daily
CSSP Meetings
held/Agendas & Sign-In
Sheets Results
documented in Eduphoria
& Data Binders
NIDQT Mtgs, Agendas, &
Reports submitted to
District Data Director
Implement reconciling
process for discipline &
attendance (Google Doc
Tracking w/AP secretaries)
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 5 of 24
Attendance/Discipline
Error SCNA will be ran
weekly to ensure errors are
corrected in a timely,
accurate manner.
Strategies
PD –
Professional
Development
Discipline
Clerks
Teachers
Data Steward
Attendance &
Discipline
Clerks
Google Doc/Drive
Eschool Tools
Additional Raptor
SCNAner and printer
combination (2)-
General Funds $400
8/2016-5/2017
Weekly
Error SCNA ran & any
corrections documented
B) We need to
reinforce and monitor
the campus- wide
behavior
management systems
at RMS.
1.We will continue to
implement our RMS
Change Agents Safety
Society Campus
Management organization
(Generals; Sergeants;
Specialists)
Continue our Counseling
Team Activities (RtI)
supporting behavior
strategies for students.
We will continue to use
CHAMPS to uphold staff to
strong student behavior
management systems.
We will implement a new
Attendance, Tardy, and
Discipline Incentive
Program (RMS Change
Agent Safety Society) aligned
with students and teacher
incentives, and staff
classroom management
accountability systems
(class safety sergeants &
safety specialists)
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 6 of 24
We will continue to use and
improve our Tardy Sweep
Stations allowing student
Safety Generals & para-
professional captains to
captures, track, and record
tardies using raptor
scanning system & Google
share consequence
monitoring.
We will continue to use the
RMS Staff Silent Bus Code
Dismissal System to ensure
a safe & orderly end-of-day
system is in place.
We will continue the use of
Breakfast to Go to ensure a
safe & orderly process is in
place for the beginning of
the school day.
Spring ISD Imperative: High Performance from Every Employee
Campus Goal 3: RMS will ensure that all teachers use the English Language Proficiency Standards along with the RMS campus instructional protocols to guide highly effective planning and instruction in order to increase English Language Learner student performance by 1 TELPAS proficiency level.
Campus Performance
Challenge (Priorities)
Action Steps to Address Performance Challenge(s)
Title I School-Wide Components
Campus Staff Responsible
Resources Needed
Timeline for Actions
Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?).
List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goal.
For each action, list the Title I component that is addressed through the action.
For each action, list
the person
responsible for
ensuring the action
is completed.
Organized actions
by groups. Who will
perform the action?
For each action, list the resources, estimated cost and funding source to ensure the action is
completed
For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.
Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 7 of 24
review.
A. Increase the
number of core
content teachers
(outside of ELAR) on
the campus who are
ESL certified.
Require ESL certification
for all professional staff
members to support ELL
learners
CNA-
Comprehensi
ve Needs
Assessment
Instruction
by HQS -
Highly
Qualified
RS – School-
wide Reform
Strategies
SRA –
Strategies to
Retain &
Attract HQ
Staff
ETA–
Effective &
Timely
Assistance
T –Transition
from ECP &
other grade
Administrators
Teachers
LEP
Coordinator
SSS
IS
Department
Leaders
Administrators
Teachers
LEP
Coordinator
SSS
IS
Department
Leaders
District Title III funds
$77 per certification
$120 per ESL test
(per non certified
teacher)
8 Teachers
$500 – District Title
III Funds (Code
6321)
Pearson SIOP Virtual
Trainer Professional
Development for LEP
Coordinator $300-
General Budget
August 22, 2016
Monitor Monthly
and update roster
Daily
Weekly
Every 6 week
period
Daily from August
2016 to May 2017
100% of professional staff
SIOP trained and/or ESL
certified by April 2017.
Manning Table
TELPAS 2017
STAAR 2017
DFA
CFAs
At least 85% of all RMS
Teachers
implementing ELPS in
both lesson planning and
classroom instruction by
May 2017.
TELPAS 2017
STAAR 2017
We will implement a
leveraged A-team
Observation and Feedback
Schedule with required 10
observations per week.
We will implement five
Face to Face Coaching
Sessions per week (A-
team).
We will monitor
performance stages for all
teachers (monitor bi-
weekly) using Google Form
tracking system to monitor
observations weekly as
team.
B) We need to
continue to build
capacity in teachers to
reach ELL students in
their need of
language acquisition
comprehension.
We will utilize the campus
Math/Literacy coach on a
bi-weekly basis
to model effective
strategies that support
language acquisition and
comprehension and how to
gradually make the
learning and acquisition
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 8 of 24
more rigorous (4 or more
stimuli for students) from
grade level to grade level.
We will implement a
campus-based SIOP Virtual
Institute for teachers (our
LEP coordinator trainer of
teachers) in order to
develop teachers during
PLC planning on how to
use sheltered instructional
strategies to make core
content comprehensible
We will monitor and ensure
that all teachers are
teaching with the English
Language Proficiency
Standards (ELPS) as part of
their daily core content
curriculum.
We will create & implement
Google Form tracking
system to monitor teacher
observations weekly as
team.
Spring ISD Imperative: Engaged Stakeholders in Every Community
Campus Goal 4: During the 2016-2017 school year, Roberson Middle School will increase the percentage of parents who interact on campus by a minimum of 10% participation growth per grade level in all campus events, productions, and/or meetings.
Timeline for Actions Action Steps to Address
Performance Challenge(s)
Title I School-Wide
Components
Campus Staff Responsible
Resources Needed
Timeline for Actions
Evidence of Progress
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 9 of 24
In each row, capture the critical challenge your school faces (what problem are you trying to solve?).
List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.
For each action, list the Title I component that is addressed through the action.
For each action,
list the person
responsible for
ensuring the
action is
completed.
Organized actions
by groups. Who
will perform the
action?
For each action, list the resources, estimated cost and funding source to ensure the action is
completed
For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.
Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.
A. There is a need to
strengthen families’
knowledge and skills
to support and
extend their
children’s learning at
home and in the
community
As a leadership team we
will ensure that teachers
make regular homework
assignments that require
students to discuss with
their families what they
are learning in class.
FLIPPED CLASSROOMS
CNA-
Comprehensiv
e Needs
Assessment
PI-Strategies
to Increase
Parental
Involvement
CIS-
Coordination
and
Integration
T –Transition
from ECP &
other grades
CIS –
Coordination/
Integration of
Services
ETA–
Effective &
Timely
Assistance
Administrator
s
Instructional
Specialists
Teachers/Cou
nselors/Staff
Title I Parent
Liaison
$2000 – Parent
Liaison Stipend Title
I (6117) funds
Parent Academic
Nights Materials
General (Parental
Involvement) Supply
Title I Funds ($1,674)
Instructional
Materials:
Computers,
Smartboards,
Document Cameras:
Title I Budget (6397)
($37,087)
General Supplies:
paper, notebooks,
pens $30,163 (6399)
Title I funds
August 22, 2016
Monthly
Each six weeks
2016-2017
August 2016-May
2017
Meeting Agendas/Parent
Sign In Sheets
Parent Surveys
News Letters
School Website
Flyers
We will offer workshops
to inform families of the
high expectations and
standards children are
expected to meet in each
grade level such as our
RMS Family Math, ELA,
and Social Studies &
Science Nights and
provide ways for families
to support the
expectations and learning
at home.
We will conduct more
surveys of parents to
identify volunteer
interests, talents and
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 10 of 24
availability, matching
these resources to school
programs and staff-
support needs.(Parent
Compact)
Spring ISD Imperative: Opportunities and Choice for Every Family
Campus Goal 5: RMS will gradually increase the number of A averages by 10% each six weeks for all 8th
grade students in each high school credit course at RMS.
Campus Performance
Challenge (Priorities)
Action Steps to Address Performance Challenge(s)
Title I School-Wide
Components
Campus Staff
Responsible
Resources Needed
Timeline for Actions
Evidence of Progress
In each row, capture the critical challenge your school faces (what problem are you trying to solve?).
List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.
For each action, list the Title I component that is addressed through the action.
For each action,
list the person
responsible for
ensuring the
action is
completed.
Organized
actions by
groups. Who will
perform the
action?
For each action, list the resources, estimated cost and funding source to ensure the action is
completed
For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.
Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.
A)We need to
implement an
evidence based
monitoring process
using Technology
Tools to collaborate
with all campus
shareholders.
We will establish school-
business partnerships to
provide 8th grade students
mentoring, internships
and onsite, experiential
learning opportunities to
transition them to high
school college and career
opportunities.
CNA-
Comprehensive
Needs
Assessment
T-T-Transition
CIS-
Coordination
and Integration
Instructional
Specialists
Campus
Academic
Specialists
Administrato
rs
TEKS – no funding
Lead4ward-No
funding
Transportation
$10,000-
Student Activity
Fund
August 22, 2016
by Six Weeks
PLC Meeting Agenda
Notes
Curriculum Maps
PLC sign in sheets
Updated and Mastered
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 11 of 24
We will continue to
provide local field
experiences to connect
learning to real-world
application
Principal,
Administrato
rs
Counselors
CTE Teachers
SISD Middle and
High School Program
of Studies
AIPs STAAR results New
Monitor Groups
TELPAS 2017
Target Group Data
Tracking Forms
Title I Ten School-wide Components: At-A-Glance
1. CNA – Comprehensive Needs Assessment 2. RS – Schoolwide Reform Strategies 3. HQS – Instruction by Highly Qualified Teachers
4. PD – Professional Development 5. SRA –Strategies to Retain and Attract HQ Staff 6. PI – Parental Involvement
7. T –Transition from ECP and other grades 8. TDA – Teacher in Decision Making 9. ETA– Effective and Timely Assistance
10. CIS – Coordination/Integration of Services
1. Comprehensive Needs Assessment 2. School-wide Reform Strategies 3. Instruction by Highly Qualified Teachers 4. Professional Development 5. Strategies to Retain and Attract Highly Qualified Staff 6. Parental Involvement 7. Assist in Transition from Early Childhood Programs (ECP) and other grade levels 8. Teachers Involved in Decision Making Assessments 9. Effective and Timely Assistance 10. Coordination and integration of Federal, State, and local services and programs
State Compensatory Education-these activities and funds must be clearly defined within the CIP Such as:
1. Employees who are paid out of SCE Funds (Student Support Specialist, Accountability Specialist etc.) 2. Services: Tutorials, Academics Buses
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 12 of 24
Spring ISD Imperatives:
1. Reach Every Student 2. Excellence in Every School 3. High Performance from Every Employee 4. Engaged Stakeholders in Every Community 5. Opportunities and Choice for Every Family
10 Components of a Title I, Part A School-wide Program www2.ed.gov/policy (1) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). (2) Schoolwide reform strategies that —
(i) provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement described in section 1111(b)(1)(D); (ii) use effective methods and instructional strategies that are based on scientifically based research that — (I) strengthen the core academic program in the school; (II) increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and (III) include strategies for meeting the educational needs of historically underserved populations; (iii)(I) include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the school-wide program, which may include — (aa) counseling, pupil services, and mentoring services; (bb) college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and (cc) the integration of vocational and technical education programs; and (II) address how the school will determine if such needs have been met; and (iv) are consistent with, and are designed to implement, the State and local improvement plans, if any.
(3) Instruction by highly qualified teachers. (4) High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State's student academic achievement standards In accordance with section 1119 and subsection (a)(4)
SCE-State Compensatory Education
Is your Campus Title I: Spring Independent School District
YES NO 2016-2017
Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker
Page 13 of 24
(5) Strategies to attract high-quality highly qualified teachers to high-need schools. (6) Strategies to increase parental involvement in accordance with section 1118, such as family literary services. (7) Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. (8) Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (9) Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (10) Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.