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Irving Independent School District

Travis Middle School

2019-2020 Accountability Rating: B

Distinction Designations:Academic Achievement in English Language Arts/Reading

Academic Achievement in Mathematics

Travis Middle SchoolGenerated by Plan4Learning.com 1 of 28 December 9, 2019 8:30 am

Mission StatementTravis Middle School is a collaborative community that promotes career ready citizens in a global society.

VisionEmpowering students to be global citizens and life-long learners.


Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Achievement 5School Culture and Climate 6Staff Quality, Recruitment, and Retention 7Curriculum, Instruction, and Assessment 8Parent and Community Engagement 9Technology 10

Priority Problem Statements 11Comprehensive Needs Assessment Data Documentation 12Goals 14

Goal 1: A minimum of 45% of all students will reach Meets Expectations standard or higher in reading/language arts, mathematics, social studies andscience. 14Goal 2: All sub populations will meet the growth target set by TEA. 20Goal 3: We will ensure community engagement and collaboration to accomplish our mission and objectives. 22Goal 4: Focus on Creating Organizational Capacity, Human Capital, and Organizational Development: Recruit, retain, and develop highly effectiveleaders and staff that proactively engage students for success. 24

Title I Schoolwide Elements 25ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 251.1: Comprehensive Needs Assessment 25ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 252.1: Campus Improvement Plan developed with appropriate stakeholders 252.2: Regular monitoring and revision 252.3: Available to parents and community in an understandable format and language 252.4: Opportunities for all children to meet State standards 262.5: Increased learning time and well-rounded education 262.6: Address needs of all students, particularly at-risk 26ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 263.1: Develop and distribute Parent and Family Engagement Policy 263.2: Offer flexible number of parent involvement meetings 27

Campus Funding Summary 28


Comprehensive Needs Assessment

Demographics

Demographics Summary

The population make-up of Travis Middle School is:

13.18% White

11.87% African American

69.17% Hispanic

0.81% American Indian

3.65% Asian,

0.20% Hawaiian/Pacific Islander,

1.12% Two or more races.

75.09% of our students are economically disadvantaged with 25.25% considered English Language Learners

____% mobility rate.

Demographics Strengths

Travis Middle School is located in one of the most diverse areas of the metroplex. Our campus culture celebrates the diversity of our community andwelcomes all students and visitors who enter our building. The teachers are trained to engage learners of various cultures, socio-economic backgrounds, andabilities.


Student Achievement

Student Achievement Summary

Travis Middle School met standard in Domain 1 with a score of 78, Domain 2 with a score of 85 and Domain 3 with a score of 73 rendering a B rating forthe school.

STAAR EOC and STAAR Subject Results -

2019 Approaches/Meets/Masters

Mathematics: 85%/ 55%/ 25%

Reading: 73%/ 43%/ 20%

Science: 73%/ 43%/ 19%

Social Studies: 61%/ 27%/ 14%

Writing: 68%/ 47%/ 15%

Student Achievement Strengths

Student progress is still moving in a positive direction. The percentage of students approaching, meeting, and mastering all content areas increased withsignificant growth in 7th grade Writing, 7th grade Mathematics, and Algebra I.


School Culture and Climate

School Culture and Climate Summary

Travis has a student-centered culture that celebrates diversity. All staff members work to provide exceptional quality service to all students, parents, andstakeholders. Students are encouraged to adopt a growth mindset by setting goals and developing plans for achieving their goals. Students are alsoencouraged to think creatively and work collaboratively to problem solve.

School Culture and Climate Strengths

Our Gallup Poll Student Survey results showed that


Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All TMS staff is considered highly-qualified. There was a higher turnover this year due to teachers getting jobs closer to home. We have 13 new teachers onour campus. One is brand new to the teaching profession. To help our new teachers acclimatize to our campus, we have "Chat and Chew" sessions to allowthem to share experiences, ask questions, and provide tips and strategies to help them out. Every new teacher is given a mentor to help them throughout theyear.

Staff Quality, Recruitment, and Retention Strengths

We have an exceptionally strong academic team that is able to embrace and welcome any newcomers to campus. Our motto is, "Support like a family butperform like a team." We believe that this will make our retention of teachers higher than it was this year. Several of our new teachers have come to ourcampus from other Irving campuses as well as districts, and love being a Travis Bobcat.


Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Campus Foci:

Reading and Writing Across the Curriculum- Teachers and students will use a variety of reading strategies (close reading, annotating, and writing) tobolster comprehension in all core content areaQuestioning- Teacher and students will develop and implement differentiated question stems and questions that will lead to reflection and synthesis oflearning for the students.

PLCs occur daily on campus for core content teachers. In the PLC, teachers delve into backwards planning for the upcoming curriculum. Teachers workcollaboratively to unpack the curriculum, develop common formative assessments and unpack district provided assessments. The PLC also engages in datadigs after unit assessments and DCAs to determine best actions for intervention, tutoring, and re-teaching.

Curriculum, Instruction, and Assessment Strengths

Utilization of PLC Leads

Backards planning

Walk-throughs with feedback

Student goal setting


Parent and Community Engagement

Parent and Community Engagement Summary

Our PTA and CIC work to make Travis a welcoming place for all. Parent and Community events include:

Book Swap NightContent NightSchoolwide Welcome Back to School NightFine Arts concertsSpring Open HousePTA meetingsGT Parent NightAVID NightConference Day

We have a dedicated parent center where families can use our resources as they need. We have an active parent liaison who works not only with our parentsbut our teachers and staff.

We partner with The Ladies of Las Collinas to provide Christmas food and gifts for some of our students who would not have food or gifts otherwise.

Parent and Community Engagement Strengths

Parent teacher communication via School Messenger, Peach Jar, Twitter and the campus marquee

Parent contact documentation

Parent Involvement survey results

Family nights

Parent volunteers

Travis website


Technology

Technology Summary

TMS has gone one-to-one this year with iPads. We maintain about 300 Chromebooks and a 3-D printer in the library. Every teacher has a laptop and iPadfor their classroom.

Technology Strengths

The VILS Coach, Digital Learning Coach and Academic Specialist work together to assist teachers in incorporating technology into their lesson in a naturalway. Teachers are attending as well as providing technology training and tips to other campus members. Students are eager to use the technology in anengaging and meaningful way.


Priority Problem Statements


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

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction DesignationsPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment data

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use data


Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus leadership dataCampus department and/or faculty meeting discussions and data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rate

Support Systems and Other Data

Budgets/entitlements and expenditures dataStudy of best practices


GoalsRevised/Approved: September 09, 2015

Goal 1: A minimum of 45% of all students will reach Meets Expectations standard or higher inreading/language arts, mathematics, social studies andscience.

Performance Objective 1: An minimum of 48% of all student will Meet Expectations or high on STAAR for ELA Reading.

Evaluation Data Source(s) 1: STAAR, DCAs, MAP, Unit Assessments

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Implement Achieve 3000 into our curriculardelivery for students to bridge gaps increasingreading comprehension and Lexile levels, as well ashelp with structured routines leading to differentiatedlearning.

2.6 Administrators,AcademicSpecialist, LiteracySpecialists,Teachers

Improvement in STAAR performance in Reading

Funding Sources: 211 - Title I-A - 0.00


2) Teachers will use MAP, DCA, and UnitAssessment data to create targeted interventiongroups. Teachers will utilize multiple strategies,including but not limited to small group, hands-onpractice, student- driven discussions, close reading,collaboration, etc.

2.5, 2.6 Administrators,AcademicSpecialist, ContentSpecialists,Teachers

An increased performance on STAAR





= Accomplished = Continue/Modify = No Progress = Discontinue


Goal 1: A minimum of 45% of all students will reach Meets Expectations standard or higher in reading/language arts, mathematics, social studies andscience.

Performance Objective 2: A minimum of 60% of all students will reach Meets Expectations or higher in mathematics.

Evaluation Data Source(s) 2: STAAR, DCAs, MAP, Unit Assessments





1) Implement reading and writing across contents toassist students in thinking critically and help withstructured routines leading to differentiated learning.

2.6 Administrators,AcademicSpecialist, ContentSpecialists,Teachers

An improved performance in Mathematics on STAAR.

Funding Sources: 211 - Title I-A - 0.00TEA Priorities

Build a foundation of reading and math2) Teachers will use MAP, DCA, and UnitAssessment data to create targeted interventiongroups. Teachers will utilize multiple strategies,including but not limited to small group, hands-onpractice, student- driven discussions, close reading,collaboration, etc.

2.5, 2.6 Administrators,AcademicSpecialist, MathSpecialist,Teachers

An improved performance on STAAR





Performance Objective 3: A minimum of 52% of all students will reach Meets Expectations or higher in writing.

Evaluation Data Source(s) 3: STAAR, DCAs, Unit Assessments, MAP




1) Implement reading and writing across contents toassist students in thinking critically and help withstructured routines leading to differentiated learning.

2.6 Administrators,AcademicSpecialist, LiteracySpecialists,Teachers

An improved performance the Writing portion ofSTAAR

Funding Sources: 211 - Title I-A - 0.002) Implement a structured writing process andcalibration process to be utilized in all ELARclassrooms. Funding Sources: 211 - Title I-A - 0.00




Performance Objective 4: A minimum of of 50% of all students will reach Meets Expectations or higher in Science.





1) Implement reading and writing across contentsthrough the use of Argument Driven Inquiry to assiststudents in thinking critically and help with structuredroutines leading to differentiated learning.

2.5, 2.6 Administrators,ScienceCoordinator, ADIrepresentative,AcademicSpecialist,Teachers

An improved performance on the science portion ofSTAAR.

Funding Sources: 211 - Title I-A - 0.002) Teachers will use MAP, DCA, and UnitAssessment data to create targeted interventiongroups. Teachers will utilize multiple strategies,including but not limited to small group, hands-onpractice, student- driven discussions, close reading,collaboration, etc.

2.6 Administrators,AcademicSpecialist,Teachers



3) Teachers will implement vertical unpacking ofskills and TEKS pertinent to state testing that will beincorporated into curricular delivery in non-testedgrades.

2.5, 2.6 ScienceCoordinator,AcademicSpecialist,Teachers





Performance Objective 5: A minimum of 45% of all students will reach Meets Expectations or higher in Social Studies.





1) Implement reading and writing across contentsthrough the use of reflective writing (History Alive)to assist students in thinking critically and help withstructured routines leading to differentiated learning.

2.6 Administrators,AcademicSpecialist,Teachers

An improved performance on the Social Studiesportion of STAAR.

Funding Sources: 211 - Title I-A - 0.002) Teachers will use MAP, DCA, and UnitAssessment data to create targeted interventiongroups. Teachers will utilize multiple strategies,including but not limited to small group, hands-onpractice, student- driven discussions, close reading,collaboration, etc.

2.5, 2.6 Administrators,AcademicSpecialist,Teachers



3) Teachers will implement vertical unpacking ofskills and TEKS pertinent to state testing that will beincorporated into curricular delivery in non-testedgrades.

2.5, 2.6 Social StudiesCoordinator,AcademicSpecialist,Teachers





Goal 2: All sub populations will meet the growth target set by TEA.

Performance Objective 1: Hispanic students will meet a growth target of 65; White students will meet a growth target of 70; Asian students will meet agrowth target of 78; ED students will meet a growth target of 65; ELL students will meet a growth target of 65; SpEd students will meet a growth target of60 in Reading

Evaluation Data Source(s) 1: STAAR, MAP, DCAs, Unit Assessments




1) The district ELL/Newcomer Specialist will providetraining, assist with planning, model and co-teach inorder to bolster student achievement and languageacquisition.

2.4, 2.6 Administrators,AcademicSpecialist,ELL/NewcomerSpecialist,Teachers

An improved performance on state, district, andcampus assessments in reading.

2) Special Education teachers will receive training onreading intervention strategies and guided reading.


An improved performance on state, district, andcampus assessments in reading.



Goal 2: All sub populations will meet the growth target set by TEA.

Performance Objective 2: Hispanic students will meet a growth target of 70; Asian students will meet a growth target of 86; ED students will meet agrowth target of 70; ELL students will meet a growth target of 70; SpEd students will meet a growth target of 61 in Math.

Evaluation Data Source(s) 2: STAAR, MAP, DCAs, Unit Assessments




1) The district ELL/Newcomer Specialist will providetraining, assist with planning, model and co-teach inorder to bolster student achievement and languageacquisition

2.4, 2.6 Administrators,AcademicSpecialist,ELL/NewcomerSpecialist,Teachers

An improved performance on state, district, andcampus assessments in math.

2) Special Education teachers will receive training onclose reading strategies, writing calibration, andintervention strategies for math.


An improved performance on state, district, andcampus assessments in math.



Goal 3: We will ensure community engagement and collaboration to accomplish our mission andobjectives.

Performance Objective 1: Provide clear and consistent communication between the school, staff, and parents.

Evaluation Data Source(s) 1:




1) Utilize TAC, School Messenger, Remind 101,Peach Jar, Twitter, email, the school website, andmarquee to notify and update students, parents, staff,central administration, and the Travis community onTravis and district events or emergency situations.

3.2 Administrators,Parent Liaison,Academic Liaison

Development of a well informed community.



Goal 3: We will ensure community engagement and collaboration to accomplish our mission and objectives.

Performance Objective 2: Improve communications and engagement to non-English-speaking families through translation/interpretation services.





1) Provide translation services and Language Line tocommunicate with parents during ARDmeetings, teacher conferences, parent workshops,newsletters, phone calls, etc.

Administration,Staff,and Faculty

Improvement in community relations.



Goal 4: Focus on Creating Organizational Capacity, Human Capital, and Organizational Development:Recruit, retain, and develop highly effective leaders and staff that proactively engage students for success.

Performance Objective 1: 100% of all professional and paraprofessional employees will meet the definition of Highly Qualified according to EveryStudent Succeeds ACT (ESSA) every year.





1) Implement PD systems and StatePerformance Incentives to retain 100% HighlyQualifiedteachers that focus on curriculum and instruction.

Administrators andcampus specialists

Hire and retain highly qualified teachers.

2) Provide PD and opportunities to attend conferencesforteachers in a timely manner that allows andempowersthem to obtain supplemental and additionalcertificationsand degrees.

Administrators Hire and retain highly qualified teachers.



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentTravis MS needs assessment indicates that there is an inconsistent performance in sixth grade math and reading. seventh grade writing, as well as in eighthgrade science and social studies. Of particular concern for the 2019-2020 school year are the quantity of long term ELL students. There are 102 sixth gradelong term ELLs, 67 seventh grade long term ELLs, and 71 eighth grade longterm ELLs. Additional concern for sixth grade performance exists due to thequantity of students who have yet to test in English on state tests,

With regards to staffing, Travis MS is experiencing needs in finding and retaining highly qualified special education teachers due to the recent changes incertification requirements.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholdersTravis Middle's CIP was developed by the campus leadership team after analyzing the previous year's CIP as well as performance data from the state. Afterdeveloping the CIP, the plan was brought to the Campus Improvement Committee for review, revision, and approval.

2.2: Regular monitoring and revisionAs a part of Plan4learning, the CIP is reviewed on a quarterly basis. Goals are evealuated for relevance and progress towards completion. This process isconducted with the leadership team.

2.3: Available to parents and community in an understandable format andTravis Middle SchoolGenerated by Plan4Learning.com 25 of 28 December 9, 2019 8:30 am

languageThe CIP is made public and available to parents and community members through our campus web page..

2.4: Opportunities for all children to meet State standardsTravis MS provides a multitude of services intended to meet the needs of our diverse students. Students have access to counseling, specialized instructionalsupport services, and mentoring services. Additionally we offer services to address behavioral needs of students.

Staff memebers are provided professional development through faculty meetings, PLC, and department meetings. Professional development addresses thecraft of teaching, data awareness, and school culture development.

* Please see Title I SW strategies below for additional information.

2.5: Increased learning time and well-rounded educationTravis MS offers tutoring before and after school as well as intervention throughout the day in order to tailor and extend for our students' needs. Travis MSalso offers a variety of unique school experiences ranging from athletics, fine arts (with the addition of theater arts this year), to student aide experiences inthe offices as well as in our life classrooms.


2.6: Address needs of all students, particularly at-riskTravis MS utilizes a multitude of data points in order to fine tune instructional delivery both for the students and the teachers.


ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy


Travis MS conducts a annual parent meeting at the onset of teh school year intended to welcome students and parents as well as provide them with relevantinformation specific to our campus. All parents received a Travis Family Compact outlining mutual expectations.

3.2: Offer flexible number of parent involvement meetingsTravis MS provides multiple opportunities for families and community to engage with the staff. Opportunities include parent educational classes,community classes utilizing our campus SRO, classes that address the mutli-faceted focus on family safety. We additionally provide interactive experiencessuch as Open House, Content Nights, Book Swaps, GT parent nights, etc.


Campus Funding Summary

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

1 1 1 $0.001 1 2 $0.001 2 1 $0.001 2 2 $0.001 3 1 $0.001 3 2 $0.001 4 1 $0.001 4 2 $0.001 5 1 $0.001 5 2 $0.001 5 3 $0.00

Sub-Total $0.00Grand Total $0.00


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