elgin independent school district elgin middle school 2014...

Elgin Independent School District

Elgin Middle School

2014-2015 Campus Improvement Plan

Elgin Middle SchoolGenerated by Plan4Learning.com 1 of 37

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Mission StatementElgin ISD ensures a high quality education that guarantees a life changing experience for all.

VisionElgin ISD changes lives.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Goal 1: Increased student achievement in Writing as measured by STAAR. The improvement shall be measured in all sub-groups: All Students,African American, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient. . . . . . . . . . . . . . . . . . . . . . . . . . 22Goal 2: Increased student achievement in Social Studies as measured by STAAR. The improvement shall be measured in all sub-groups: AllStudents, African American, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient. . . . . . . . . . . . . . . . . . 22Goal 3: Increased student achievement in Math as measured by STAAR. The improvement shall be measured in all sub groups: All students,African American, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient. . . . . . . . . . . . . . . . . . . . . . . . . . 23Goal 4: Increased student achievemnt in Reading as measured by STAAR. Improvement specifically in the following sub-groups: AfricanAmerican, Special Education, Limited English Proficient, and Economically Disadvantage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 5: Increased student achievement in Science as measured by STAAR. The improvement shall be measured in all sub-groups: All Students,African American, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient. . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 6: A culture comprised of parents and community members who are involved as partners in the Elgin ISD educational enterprise. . . . . . . . . . . . 28Goal 7: Maintain the safe environment of our schools with efforts to eliminate bullying, gangs, drugs, and.or crime of any kind. . . . . . . . . . . . . . . . . 29Goal 8: A staff that meets the needs of all students with opportunities for post-secondary success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 9: Increase in student and staff attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Goal 10: Maintain and continue to recruit high quality and diverse staff for all positions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352014-2015 Campus Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


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Comprehensive Needs Assessment

Demographics

Demographics Summary

The Elgin Independent School District comprises of more than 168 square miles in portions of Bastrop, Lee and Travis Counties and provides educational facilities and resources to meet the needs of theapproximately 4,122 students on six campuses. Elgin Middle School is located approximately 22 miles east of Austin. Elgin Middle School houses approximately 900 students in grades sixth through eighth.Demographically, there has been no significant change in the student population groups over the last five years. According to the Texas Academic Performance Report from 2012-2013: Mobility 2009-2010 for Elgin Middle School is 13.2% Elgin Middle School is the only middle school in Elgin ISD, student feed into EMS from three elementary campuses. 10% of the student population receives Special Education services. 9% of the studentpopulation are English-Language Learners. 11.5% of our student population receives Gifted and Talented services.

2013 Number of Students % of StudentsAll Students 898 100%African Am. 126 14%

Hispanic 475 53%White 267 30%

Eco. Dis 615 69%Special Ed. 92 10%

ELL 81 9%


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Demographics Strengths

1. Low mobility rate in comparison to state average.

2. Forecasted growth of community.

3. Continuous support from local business partners and parents

4. Development of post secondary education within the City Limits of Elgin, Texas:

A) Austin Community College

B) Early College High School

C) Implementation and expansion of the AVID program

5. Increased business development within the City of Elgin, Texas (ex. Walmart, Schlotzskis, Taco Bell, CVS)

6. 3.3% annual growth between 2000-2010

7. City of Elgin commitment to providing safe communities and sidewalk for students of Elgin Middle School and the neighboring elementary and highschool.

Demographics Needs

1. Faculty should more accurately reflect the demographics of the student population.


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2. The creation and construction of a recreation center for the youth of Elgin, Texas

3. Special programs or initiatives to meet the needs of at-risk and low SES students.

4. The implementation of Community in Schools for students and the adults of Elgin, Texas

5. Parenting classes

6. The creation of parental liaison department for the district and parental liaison position at every campus.

7. Further develop and improve community involvement activities, programs and opportunities.


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Student Achievement

Student Achievement Summary

The data below is calculated using the 2014 STAAR Results

2014 Number ofStudents

% ofStudents

% Pass inMath

% Pass inReading

% of Pass inSci.

% of Pass in Soc.Studies

AllStudents 874 100% 71% 71% 63% 43%

AfricanAm. 112 13% 63% 68% 44% 18%

Hispanic 436 52% 68% 67% 58% 40%White 269 32% 80% 81% 83% 64%Eco. Dis 572 68% 65% 64% 5% 33%Special Ed. 85 10% 50% 50% 33% 10%LEP 187 10% 40% 26% 21% 16%

Student Achievement Strengths

1. 5% increase in math for all students.

2. 19% increase in math and 21% increase in reading for LEP students.

3. 16% increase for SPED population in writing.Elgin Middle SchoolGenerated by Plan4Learning.com 7 of 37

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4. 8% increase for African American students in reading and 5% in math.

5. Hispanic population increased 7% in math and 4% in reading.

Student Achievement Needs

1. Continued improvement in student performance in all subjects tested for African American, Economic Disadvantage, Special Education, Hispanic, andLEP students.

2. Increase in the percent of Economic Disadvantage, Hispanic, and African American students who score 85% or higher on all subjects tested.

3. Increase in the percent of students who have growth from one year to the next. (Student progress)

4. Increase student achievement for all sub pops in science, social studies, and writing.


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School Culture and Climate

School Culture and Climate Summary

Elgin Middle School is in a positive transition. We are implementing campus-wide Positive Behavior Interventions and Supports. During the past school yearthere were 811 discipline referrals. That is over 400 fewer than the 2012-2013 school year.

School Culture and Climate Strengths

1. College Readiness initiatives are encouraging more students to aim for post-secondary education.

2. Teachers are creating positive classroom climates and building positive relationships with students.

3. Anti-Bullying rally to be held on October 28, 2014. The entire community will participate. Partnered with local businesses.

4. Campus wide PBIS incentives. C.A.T.S. Cash given to students and staff for PBIS. Reward redemption occurs each Friday through our CATS cash store.

5. Friday "shout outs" to recognize outstanding teaching moments.

6. Six week student assemblies to recognize STAR student, perfect attendance, A honor roll, A/B honor roll. Community will be notified and encouraged toattend.

7. Staff member of the month recognition with nominees coming from EMS staff and community via google doc on EMS website.

8. Go2 and Buddy partner resource for teacher professional development.

School Culture and Climate Needs

1. Campus-wide initiatives to educate students on bullying and prevent bullying incidents.

2. Character development lessons and initiatives through counseling department and advisory lessons.

3. Additional digital citizenship lessons for students due to 1:1 IPAD implementation.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Elgin Middle School is moving in a positive direction with staff quality and retention. The principal, Riza Cooper, is beginning her fifth year on the campus,which is the longest a campus administrator has been at Elgin Middle School in the last decade. This consistency is building a school community that isconducive to teacher retention.

Teachers by Years of Experience:Beginning Teachers - 12.9%1-5 Years Experience - 40.2%6-10 Years Experience - 19.1%11-20 Years Experience - 14.8%0ver 20 Years Experience - 13%

Average Years Experience of Teachers: 8.1 yrs.Average Years Experience of Teachers with District: 4.1 yrs.

Staff Quality, Recruitment, and Retention Strengths

1. Veteran teachers with experience levels between 6-10 years increased by 12%.

2. Faculty and staff extracurricular activities to build relationships and attachment to the campus such as volleyball, potlucks, and holiday parties.

3. Positive phone calls home to teachers' significant others to show appreciation.

4. Friday "shout out" encouragment email in which teachers can recognize one anothers achievements.

5. Sunshine Committee for promoting a positive workplace community. (ex. birthday cards, flowers, anniversaries)

6. Individual efforts and attendance at job fairs.

7. Leadership committee to include department chairs, instructional leaders, and grade level team leaders.


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8. District level teacher leaders by content area to promote collaborative curriculum planning efforts.

Staff Quality, Recruitment, and Retention Needs

1. Provide more support and professional development that is relevant to new teachers including training on curriculum.

2. Provide support and incentives to keep morale high.

3. More differentiated professional development to help support higher rigor in the classroom.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The district's curriculum is tightly aligned to the state TEKS with a focus on college and career readiness. The district is using TEKS resource system as aresource to covering the TEKS. Weekly classroom walkthrough by campus administration allows constant monitoring to ensure teachers are following thecurriculum.

Teachers at EMS completed a book study on "The Fundamental Five". Book study was completed to come up with a consistent formula for QualityInstruction CampusWide. Implementation of the Fundamental Five strategies are observed through daily walk throughs by Administrators.

Each six weeks, students are given locally created common assessments utilizing district resources. This information is entered into Eduphoria. Utilizing theAware side of Eduphoria, teachers and campus administration disaggregate data to look at sub-populations on campus to ensure student mastery andintervention needs. Aware and Inova are also utilized to determine which SEs the student are in need of intervention. A 30 minute flex period has been builtinto the schedule to include RTI during the school day.

Curriculum, Instruction, and Assessment Strengths

1. Students have digital access to curriculum due to the 1:1 IPAD initiative.

2. Weekly PLC meetings by departments to discuss student data and instructional strategies.

3. Monthly monitoring of common assessment data for individual students based on campus needs identified through INOVA data and CIP.

5. Common assessments given each six weeks to continue to monitor students' performance on the TEKS.

Curriculum, Instruction, and Assessment Needs

1. A more refined RTI process.

2. Ensuring that all teachers are trained and are utilizing TEKS resource system.


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3. Ensuring that teachers are developing and delivering rigorous instruction to all students.

4. Core teachers receive an individual planning period in addition to their conference period.


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Family and Community Involvement

Family and Community Involvement Summary

EMS has been working to increase parent and community involvement events such as open house, parent volunteering on campus, and parent meetings. Some of the efforts include: 6 Weeks Newsletter, increase EMS administrator and staff visibility in the community, FaceBook and Twitter as means ofcommunication, marquee to announce upcoming events, and updated campus and teacher websites.

Family and Community Involvement Strengths

1. Over 300 parents attended each of the following events: 6th Grade orientation, Open House and Back to School night.

2. Increase in the number of parent and community volunteers

3. School messenger emails and calls sent to parents at least twice a week.

4. Updates posted on EMS Facebook at least twice a week.

5. Community input on staff member of the month.

6. Weekly updates to school marquee.

Family and Community Involvement Needs

1. Continue to integrate EMS into the community and local businesses.

2. Increased involvement in Watchdog Dad program.

2. Continue to inform community on IPAD integration within the classroom.

3. Parent Resource Center on the campus

4. Increased PTA involvement throughout the school year.


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School Context and Organization

School Context and Organization Summary

EMS is commited to creating teacher leaders on campus and increasing involvement in campus decision making. Historically, department chairs and teacherleaders have collaborated with the administrative team to make informed decisions for organizational planning. Departments have common planning timeswhich allows for vertical alignment and data analysis

School Context and Organization Strengths

Systems in place:

1. Department chairs, instructional leaders by content area, and grade level team leaders

2. Common conference periods for departments

3. Weekly PLC meetings

4. Crisis Management Teams

5. PBIS committee

6. Monthly Leadership Meeting

7. Weekly Cabinet Meetings

8. PTA

9. Go2 partner and buddy system

10. Campus Advisory Committee


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Technology

Technology Summary

EMS is a technology-rich campus. Every classroom has a variety of resources for teachers and students to use. EMS implemented 1:1 IPad Initiative. Allstudents at EMS issued a personal IPad to use for instruction. New Adopted Textbooks for Math and Science were purchased electronically for students touse on IPads. District and campus staff collaborating to push appropriate Apps to facilitate student learning.

Technology Strengths

1.1:1 IPAD initiative

2. Interactive white boards in every classroom

3. Teacher laptops and media carts

4. Four computer labs available for teacher and student use

5. Technology based elective courses

6. Class sets of ipads

7. Teachers and students have access to online tools such as eduphoria, istation, think through math, stemscopes, and study island.

8. Technology Tuesday PD for instructional integration of IPADS

Technology Needs

Continued professional development for appropriate technology use.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plans

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) data

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI), Grades 5 and 8, dataLocal diagnostic reading assessment dataLocal benchmark or common assessments data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance data


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Discipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataPDAS data

Parent/Community Data

Parent surveys and/or other feedbackCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices


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Goals

Goal 1: Increased student achievement in Writing as measured by STAAR. The improvement shall be measured in all sub-groups: All Students, African American, Hispanic, White, Economically Disadvantage, Special Education, and LimitedEnglish Proficient.

Performance Objective 1: By Spring 2015, a minimum of 75% of all students including special groups (LEP, economically disadvange, and specialeducation) will meet grade level expectations in reading on state assessments.

Summative Evaluation: 75% mastery of all students on common assessments/70% mastery on progress reports and report cards

Goal 1: Increased student achievement in Writing as measured by STAAR. The improvement shall be measured in all sub-groups: All Students, AfricanAmerican, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient.

Performance Objective 2: Increase the passing rate for SPED, Hispanic, African American and LEP sub groups on state and local assessments.

Summative Evaluation: 60% mastery of all SPED, Hispanic, African American and LEP students on common assesments, benchmarks, and STAAR tests.

Goal 2: Increased student achievement in Social Studies as measured by STAAR. The improvement shall be measured in allsub-groups: All Students, African American, Hispanic, White, Economically Disadvantage, Special Education, and LimitedEnglish Proficient.



Goal 2: Increased student achievement in Social Studies as measured by STAAR. The improvement shall be measured in all sub-groups: All Students,African American, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient.

Performance Objective 2: Increase the passing rate for SPED, Hispanic, African American and LEP sub groups on state and local assessments.

Summative Evaluation: 60% mastery of all SPED, Hispanic, African American and LEP students on common assesments, benchmarks, and STAAR tests.

Goal 3: Increased student achievement in Math as measured by STAAR. The improvement shall be measured in all subgroups: All students, African American, Hispanic, White, Economically Disadvantage, Special Education, and Limited


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English Proficient.

Performance Objective 1: By Spring 2015, a minimum of 75% of all students including special program groups will meet grade level expecations in mathon state and local assessments (STAAR, CScope Common Assessments).


Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success

Formative ReviewsNov Jan Mar June

1) Disaggregate 2014 STAAR math data by student to determineweaknesses and strengths.

Principal, Dept. Head,AP

2) Administer, disaggregate and analyze data obtained from stateand local assessments to formulate individualized students plansfor improvement.

Borowicz, Dept. Head,Teachers

Eduphoria reports, indidvidual student data sheets with updateddata throughout the school year, discussion during PLC

3) Implement VMath and Study Island to target math skills duringMath Lab classes.

Math Lab teachers -VMath progress reports that show students progressing throughthe program.-Blue Ribbon reports with Study Island.

4) Utilize STAAR-Alt, STAAR-M, and CBA to assess specialeducation students' progress toward mastery of IEPs.

J. Woods, SpecialEducation CaseManagers

Students will show progressively higher scores until they meet thetarget goal from IEP.

5) Require STAAR Math Lab classes for students who did notmeet minimum grade level standards on the STAAR.

Riza Cooper, K. Blair,Math Lab Teachers

Schedules reflecting Math Lab assignments

6) Implement research based instructional strategies such asMarking the Text, Stations, Small-Group Instruction, and WordWalls.

Administration Team,Teachers

Walkthroughs and Observations

7) Implement a 30 minute daily acceleration time to assiststruggling and accelerated students.

Administration Team,Teachers

Progress Monitoring Data

8) Instructional Specialist for all Math teachers from outsideexpert.

Riza Cooper, K. Blair,S. Bause, T. Landry

T. Landry reports and walkthroughs

9) 1/2 day planning time for Math teachers to purposefully planthe calendar and common assessments for each six-weeks.

Blair, Bause, MathTeachers

Calendars and Common Assessments

10) Supplemental educational services will be provided tostudents at EMS.

Kathy Hernandez Service providers will be visible on campus in the afternoons.

11) All math teachers will develop and maintain individuallearning profiles for each student.

Teachers documentation of learning profiles.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 3: Increased student achievement in Math as measured by STAAR. The improvement shall be measured in all sub groups: All students, AfricanAmerican, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient.

Performance Objective 2: Increase the passing rate for SPED and LEP sub groups on state and local assessments.

Summative Evaluation: 60% mastery of all SPED and LEP students on common assesments, benchmarks, and STAAR tests.



System Safeguard Strategies1) Pullout for intervention for SPED sts IPI

Case managers, C.Veteto

Progress monitoring data



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Goal 4: Increased student achievemnt in Reading as measured by STAAR. Improvement specifically in the following sub-groups: African American, Special Education, Limited English Proficient, and Economically Disadvantage.


Summative Evaluation: 75% mastery of all students on state assement/70% mastery on common assessments/mastery of grade level approtpirate TEKS



1) Disaggregate STAAR 2014 raw scores in reading by studentexpectation to determine weakness and strengths

Cooper, Blair, Bause,Wendler

System Safeguard Strategies2) Disaggregate STAAR 2014 reading data by student todetermine weaknesses and program placements. Implementationof Reading lab, read 180 & system 44 classes for 6th, 7th, 8thwhose STAAR 2014 raw score was below 40%.

Cooper, Blair, CoryWilliams, S. Barba, G.Farmer

Placing students in reading labs, read 180 and system 44 classes.SRI data increase in Lexile Scores

3) Administer, disaggregate and analyze data obtained fromcommon assessments to ensure mastery of TEKS. Weekly PLCmeeting to talk about student progress and 1 learning walk persemester to grow teacher capacity.

Cooper,Blair, Bause,Wendler

Continually meetings with reading department in PLC.

System Safeguard Strategies4) Implement research based strategies such as Read 180, System44, and Study Island.

Williams, Farmer,Bause, Barba,Borowicz

Ms. Ward, the representative from scholastic, come and meetswith teachers and administrators to make sure the programs isimplemented correctly with fidelity. Teachers are currentlyfollowing program model and will progress monitor students.

5) Provide researched based acceleration and strategies (i.e."Marking the Text") to help with reading comprehension.

Teachers RTI time is implemented during the school day,STAAR weeklytutorials, walkthroughs and observations

6) Implement and utilize the RTI process to identify students inneed of tutoring, intervention, and special education testing ordyslexic testing. Teachers, counselors and administrators willmeet every six weeks to identify students needing intervetion,acceleration and develop plans for their success.

Peabody, Martinez,Brown, Bause, Blair,Veteto, teachers

Scheduling RTI meeting every 6-8wks and teacher monitoringstudent progress.

7) District Instructional Specialist will provide teachersprofessional development, resources, plan with teachers andmodeling of best practices to target student performance

M. Leach Walkthroughs in teacher classrooms, meeting with Leach on aregular basis, planning with teachers their 6wk calendars, andattending weekly PLC meetings.

8) Continue the ELL initiative with Region XIII to help grow ESLteachers and implement research based strategies for our EnglishLanguage Learners.

Region XIII, Dr. Perez,Blair, Peabody, Cooper,Guzman, Saveedra, andTeachers

Monthly summary reports from coaches, weekly meetings withadministrators, learning walks, and walkthroughs.


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9) Utilize our bilingual/ESL specialist to assist, model andmonitor our LEP students and help support our teachers.

Guzman & Saveedra Walkthroughs and collaboration with ESL specialist.

10) Conduct daily walkthroughs on a daily basis to ensure fidelityof CSOPE curriculum.

Principa & AssistantPrincipals

11) Grade level planning once every six weeks for 1/2 day toensure the implementation of CSCOPE curriculum and 6wkcalendars.

Reading Teachers,Wendler, Borowicz

6wks calendars and CSCOPE assessments

12) Implementation of two full reading interventionist to assist thereading lab teacher and help progress monitor students.

Borowicz Progress monitoring

13) Hire 3 extra help to assist LEP students in the core classes toincrease student success.

Cooper, Blair, Bause Increased passing rates for LEP students in six weeks grades,common assessments, and STAAR exams.

14) Purchase Ipods for LEP students to use for Rosetta Stone andto also use in classes for oral administration to LEP students.

Barba, Cooper, Blair Increase in TELPAS and STAAR exams fro the LEP students.



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Goal 5: Increased student achievement in Science as measured by STAAR. The improvement shall be measured in all sub-groups: All Students, African American, Hispanic, White, Economically Disadvantage, Special Education, and LimitedEnglish Proficient.

Performance Objective 1: By Spring 2015, a minimum of 75% of all students including special program groups will meet grade level expectations inscience and on state and local assessments (STAAR and CScope Unit Common Assessments).




1) Disaggregate 2011-2012 STAAR Science data by student todetermine weaknesses and strengths.

Principal, Dept. Head,AP

2) Disaggregate data by SEs using Eduphoria to determineteacher/curriculum weaknesses and strengths.

Principal, AP Data from common assessments in Eduphoria. Analye data by SE.

3) Implement Science journals and Stemscopes to target ScienceSkills

Teachers, Principal,APs, InstructionalSpecialist

Walkthrough Data reflect use of Science Journals. Studentproducts.

4) Implement research based instructional strategies such asMarking the Text

Teachers, Borowicz Student product. Documented in Teacher's lesson plan. Evidencedocumented through walkthroughs and observations.

5) Implement a 30 minute daily acceleration time to assiststruggling students (Flex time).

Teachers Progress Monitoring data indicates improvement in strugglingstudents.

6) Utilize Instructional Specialist to assist teachers withdeveloping rigorous and engaging instruction for all students.

Salas, Cooper,Borowicz

Weekly reports from Instructional specilaist and walkthroughdata.



October 23, 2014 9:38 am

Goal 5: Increased student achievement in Science as measured by STAAR. The improvement shall be measured in all sub-groups: All Students, AfricanAmerican, Hispanic, White, Economically Disadvantage, Special Education, and Limited English Proficient.

Performance Objective 2: By Spring 2015, a minimum of 60% of students in SPED and LEP sub groups will meet grade level expectations on state andlocal assessments.

Summative Evaluation: 60% mastery of students in SPED and LEP sub groups on common assessments, benchmarks, and STAAR test.

Goal 6: A culture comprised of parents and community members who are involved as partners in the Elgin ISD educationalenterprise.

Performance Objective 1: Increase in the number of adults actively involved in partnering with the district for the improvement of the educationalexperience of all children.



1) Community Reading Mentor Program AP (S. Borowicz) The evidence that would demonstrate success are communitymentors that are coming to Elgin Middle School, signing in andmeeting with student to promote and assist them with improvingtheir reading skills.

2) Increase PTA by 50% Teachers, Principal, AP An increase in PTA member numbers in comparison to precedingyears.

3) Publicize school events in local newspaper, Facebook, Twitter,and Alert Now

Principal, AP, PrincipalSecretary

Evidence that demonstrates success for this strategy will be thetimely updating and publishing of school information utilizing allsocial media available as the vehicle to keep parents, students,faculty, staff and community informed of news and activities atElgn Middle School.

4) Create six weeks newsletters for EMS to keep parents informedwith highlights of students, teachers, and work products.

Principal, AssistantPrincipals

The evidence that demonstrate success for this strategy is thetimely publication of 6 weeks newsletters. A copy of of 6 weeksnewsletter will be filed on the P drive and will be shared withElgin I.S.D. faculty and staff.



October 23, 2014 9:38 am

Goal 7: Maintain the safe environment of our schools with efforts to eliminate bullying, gangs, drugs, and.or crime of anykind.

Performance Objective 1: Positive Behavior Interventions and Supports will be used to maintain a safe environment on campus 100% of the time.

Summative Evaluation: Discipline dataInformation received after drug testing has occurred.



1) Through the use of School Resource Officer and theG.R.E.A.T. program, students will learn how to deal with peerpressure and gain a better of understanding of strategies to use inkeeping them safe from drugs and alcohol. Counselors will alsoteach character building classes to students.

E.M.S. Administration Reduced number of discipline referrals regarding bullying, gangs,drugs or crime.

2) All students will participate in anti-bullying/non-violenceprogram activities.

Administrators,Counselors

Review of lessons prepared by counselors to use during advisoryperiod.

3) Students that are participating in U.I.L. extra curricularactivities are subject to random drug testing.

Sarah Borowicz documentation of parent consent forms and drug testing reports

4) Six-weeks incentives for grade level teams will be used tomotivate students to be safe, respectful, and responsible as well assemester rewards for the grade level with the best overallbehavior.

PBIS Team, Teachers scheduled events

5) Suicide prevention program will be developed andimplemented.

Counselors Program notes and scheduled events



October 23, 2014 9:38 am

Goal 7: Maintain the safe environment of our schools with efforts to eliminate bullying, gangs, drugs, and.or crime of any kind.

Performance Objective 2: EMS Host a Community Wide Anti-Bullying Rally

Summative Evaluation: Increase the awareness of bullying and the affects it has on families.

Goal 8: A staff that meets the needs of all students with opportunities for post-secondary success.

Performance Objective 1: Increase in the number of students enrolled in PreAP courses.



1) Education to parents, teachers, and staff about PreAP courses Principal, Counselors Evidence that demonstrates success would be the minutes ofparent meetings informing them of PreAP courses during pre-registration for next school years student scheduling. Parents,teachers and staff would be invited to said meetings. Sign insheets would be filed with the Counselors and shared withadministration team.

2) No barriers for students being enrolled in PreAP courses Principal, Counselor Access to the curriculum is not limited by prerequisites.

3) Recommend students for PreAP courses based on studentperformance on state and local assessments

Teachers, Parents,Principal, AP

Increase in the number of students enrolled in PreAP classes.



October 23, 2014 9:38 am


Performance Objective 2: Increase college and career awareness for all students.



1) Increase awareness on campus by college themes for doors andhallways at EMS.

Teachers, parents,student

All classrooms and hallways have information about colleges.

2) Students attend college fairs. Principal, Counselors,Teachers

Increase in the number of middle school students who attendCollege Fairs.

3) Host a college/career fair on campus Counselors

4) Students and parents visit local colleges in the area (UT, TexasA&M...)

Principal, Counselors,Staff

Student and parent participation rates.



October 23, 2014 9:38 am


Performance Objective 3: All students exploring career choices at early stages of their growth and maturity.

Summative Evaluation: All 8th grade students create 6 year plans (plans to include High School and 2 years of Post-Secondary).



1) All students have access to Career Portals classes Teacher, Counselor Students assigned schedules

2) Implement Elgin Passport : Students partner with localbusinesses to shadow on the job.

Counselor Number of students partnering with local businesses.



October 23, 2014 9:38 am

Goal 9: Increase in student and staff attendance.

Performance Objective 1: 97% attendance rate for staff and students for the 2014-15 school year.

Summative Evaluation: Review weekly attendace rates to ensure that attendance rate is 97% or higher.



1) Perfect attendance breakfast each six weeks for students Principal, AP,Counselors

Increased number of students with perfect attendance.

2) Perfect attendance for staff - blue jean pass Principal, AP, Six weeks attendance report with the attendance percents

3) Perfect attendance for student for the year : recognized at endof year awards

Principal, AP

4) Perfect attendance for staff for the year: Pin from HR HR, Principal



October 23, 2014 9:38 am

Goal 10: Maintain and continue to recruit high quality and diverse staff for all positions.

Performance Objective 1: Attend job fairs at Colleges and Universities to recruit staff and teachers.



1) Administrators of EMS will attend job fairs with HR director torecruit highly-qualified teachers.

Riza Cooper, PatrickPeabody, SarahBorowicz

100% highly qualified teachers working at EMS



October 23, 2014 9:38 am

System Safeguard Strategies

Goal PerformanceObjective Strategy Description

3 2 1 Pullout for intervention for SPED sts IPI

4 1 2 Disaggregate STAAR 2014 reading data by student to determine weaknesses and program placements. Implementationof Reading lab, read 180 & system 44 classes for 6th, 7th, 8th whose STAAR 2014 raw score was below 40%.

4 1 4 Implement research based strategies such as Read 180, System 44, and Study Island.


October 23, 2014 9:38 am

2014-2015 Campus Advisory Committee

Committee Role Name PositionBusiness Representative Earthen Metals : Tiger FloresBusiness Representative Parker Lumber: Jim HatawayClassroom Teacher John BoucherClassroom Teacher Micah BrownClassroom Teacher Bernadina ColungaClassroom Teacher Emily SibleyClassroom Teacher DeAujae TaylorClassroom Teacher Shontel WillieCommunity Representative Spencer ChasteenCommunity Representative Debbie SandiferNon-classroom Professional Kelly BlairNon-classroom Professional Riza CooperNon-classroom Professional Martin MillerNon-classroom Professional Patrick PeabodyParaprofessional Earlene FalkeParaprofessional LaBarbera RobersonParent Regina BledsoeParent Suchandra JacksonParent Giselle Young


October 23, 2014 9:38 am

Addendums


October 23, 2014 9:38 am

elgin independent school district elgin middle school 2014...

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