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TRANSCRIPT
LaPoynor High School 2016-2017
Campus Improvement Plan
2016-2017 School Year
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N a m e T i t l e C a m p u s / D i s t r i c t T e r m E n d s
Campus Improvement Plan
LaPoynor High School 2016-2017
Committee Members - Planning and Decision Making
Willis, Garland Principal LaPoynor High School
Crook, Donna Teacher LaPoynor High School 1-2018
Thomason, Randall Teacher LaPoynor High School 1-2018
Gurley, Nicole Teacher LaPoynor High School 1-2018
Young, Joe Community Representative LaPoynor High School 1-2018
Ward, Amber Parent LaPoynor High School 1-2018
Rosenberg, Nick Business Representative LaPoynor High School 1-2018
Gracey, Jimmy Parent LaPoynor High School 1-2018
Sheffield, Melissa Non-Teaching Professional LaPoynor High School 1-2018
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Campus Improvement Plan
LaPoynor High School 2016-2017
Names of People Responsible For Implementation
C a m p u s / D i s t r i c t T i t l eN a m e
Young, James Superintendent LaPoynor ISD
Willis, Garland Principal LaPoynor High School
Burch, Sandra Assistant Principal LaPoynor High School
Sheffield, Melissa Counselor LaPoynor ISD
Gurley, Nicole Librarian LaPoynor ISD
Penney, Pam Nurse LaPoynor ISD
Eggen, Tammy Secretary LaPoynor High School
Aguilar, Alicia ESL/Dyslexia Teacher LaPoynor High School
Burch, Sandra Secondary Math Teacher LaPoynor High School
Crook, Donna Technology Teacher LaPoynor High School
Estrada, Elizabeth Special Education Aide LaPoynor High School
Grahn, Gary HS History Teacher LaPoynor High School
Moltz, Debra HS English Teacher LaPoynor High School
Mulholland, Debbie HS History Teacher LaPoynor High School
Moore, Cindy Special Education Teacher LaPoynor High School
Nuckolls, Dean Secondary Math Teacher/Coach LaPoynor High School
Nuckolls, Jennifer Vocational Ag Teacher LaPoynor High School
Robertson, Janeva Family and Consumer Science Teacher LaPoynor High School
Parks, Jennifer HS Science Teacher LaPoynor High School
Rogers, Brad Vocational Ag Teacher LaPoynor High School
Roby, Cara Band Director LaPoynor High School
Rosenberg, Lisa HS Spanish Teacher LaPoynor High School
Stepp, Christi Technology Director LaPoynor High School
Thomason, Randall Special Education Teacher LaPoynor High School
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Campus Improvement Plan
LaPoynor High School 2016-2017
Names of People Responsible For Implementation
C a m p u s / D i s t r i c t T i t l eN a m e
Woodard, Betty HS Math Teacher LaPoynor High School
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Campus Improvement Plan
LaPoynor High School 2016-2017
Attendance
Attendance 97%
2007 2008 2009 2010 2011 2012 2013 2014 2015
*All Students* 94.50 95.70 95.00 95.50 95.20 96.10 96.60 96.80 96.10
African American 94.90 96.10 96.90 96.00 95.70 98.00 98.20 98.40 97.50
Economically Disadvantaged 94.30 94.70 93.80 94.60 94.60 95.80 96.60 95.90 95.10
Special Education 93.20 94.40 93.60 94.60 94.60 95.50 96.90 95.90 93.80
White 94.30 95.60 94.50 95.30 95.00 95.80 96.20 96.60 95.60
Goal:
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Campus Improvement Plan
LaPoynor High School 2016-2017
Dropouts
Dropouts 0%
2007 2008 2009 2010 2011 2012 2013 2014 2015
*All Students* 0.60 0.70 0.70 0.00 0.00 0.00 0.00 0.00 0.00
African American 5.90 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Economically Disadvantaged 1.60 0.00 1.80 0.00 0.00 0.00 0.00 0.00 0.00
Hispanic 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Special Education 0.00 4.50 4.00 0.00 0.00 0.00 0.00 0.00 0.00
White 0.00 0.80 0.80 0.00 0.00 0.00 0.00 0.00 0.00
Goal:
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Campus Improvement Plan
LaPoynor High School 2016-2017
STAAR
9th-12th All Subjects
2013 2014 2015 2016 2017
*All Students* 80.00 84.00 73.00 71.00 100.00
African American 76.00 70.00 70.00 55.00 100.00
Economically Disadvantaged 78.00 69.00 73.00 60.00 100.00
Hispanic 0.00 0.00 0.00 92.00 100.00
White 81.00 86.00 74.00 72.00 100.00
Grade: 100%
9th-12th STAAR Mathematics
2013 2014 2015 2016 2017
*All Students* 85.00 88.00 69.00 72.00 100.00
African American 90.00 95.00 71.00 0.00 100.00
Economically Disadvantaged 78.00 73.00 77.00 64.00 100.00
White 85.00 90.00 67.00 72.00 100.00
Grade: 100%
9th-12th STAAR Reading
2013 2014 2015 2016 2017
*All Students* 87.00 71.00 68.00 59.00 100.00
African American 80.00 50.00 69.00 43.00 100.00
Economically Disadvantaged 87.00 57.00 72.00 45.00 100.00
White 88.00 75.00 67.00 60.00 100.00
Grade: 100%
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Campus Improvement Plan
LaPoynor High School 2016-2017
STAAR
9th-12th STAAR Science
2013 2014 2015 2016 2017
*All Students* 90.00 94.00 82.00 82.00 100.00
African American 90.00 95.00 71.00 0.00 100.00
Economically Disadvantaged 95.00 78.00 89.00 73.00 100.00
White 91.00 93.00 89.00 85.00 100.00
Grade: 100%
9th-12th STAAR Social Studies
2013 2014 2015 2016 2017
*All Students* 82.00 100.00 81.00 83.00 100.00
Economically Disadvantaged 79.00 100.00 64.00 75.00 100.00
White 85.00 100.00 85.00 83.00 100.00
Grade: 100%
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Campus Improvement Plan
LaPoynor High School 2016-2017
About LaPoynor High School
Mission Statement:
The mission of the LaPoynor High school is to provide a quality education and establish an educational foundation for all students, preparing them to function effectively, productively,
and socially in an ever changing society. LaPoynor High school will provide a positive, supportive, and safe environment in which all students will acquire the necessary skills to
become life long learners.
Motto:
The impossible just takes a little longer.
Grade Span:
9 – 12
Enrollment:
100
Accountability Ratings:
2016 State Accountability
Met Standard
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Campus Improvement Plan
LaPoynor High School 2016-2017
CNA Process
Comprehensive Needs Assessment Process
The district invites all community and campus staff to participate in the Site-Based Decision Making process. This committee meets to plan for the next school year utilizing information
/data. Campus Improvement plans are developed from analyzing data and identifying needs to develop effective strategies.
Areas of Concern:
1. Demographics: People Responsible – Campus Administrator; Data reviewed monthly.
a. Data Sources Reviewed:
* Enrollment
* Daily attendance
* Mobility/Stability
* Socioeconomic status
* Special program participation
b. Summary of Strengths:
* Accessibility of current data in TxEIS, DMAC
* High Attendance rates
2. Student Achievement, Curriculum, Instruction and Assessment: People Responsible – Campus Administrator; Data reviewed monthly.
a. Data Sources Reviewed:
* Academic performance – Report card grades, Student work, Benchmarks, STAAR tests
* Completion rates – Promotion rates, Retention rates, Drop-out rates
* Post-secondary – Number/percent if students attending/completing post-secondary schools or accepted in the armed forces
* Instructional programs –Maximize student engagement and learning; monitoring, evaluating and modifying programs
* Instructional materials – Amount/quality of textbooks; supplemental resources
* Available professional and paraprofessional staff
b. Summary of Strengths:
* Met or exceeded State STAAR passing rates
* Successful RtI
* 100% graduation Rate
* 71% of graduates on Recommended or Distinguished Plan
c. Summary of Needs:
* Improve state assessment scores
d. Priorities:
* Improve state assessment scores
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Campus Improvement Plan
LaPoynor High School 2016-2017
e. Actions:
* RtI
* Tutoring before/after school
* Lunch tutorials
3. School Culture and Climate: People Responsible – Campus Administrator; Data reviewed monthly.
a. Data Sources Reviewed:
* Average class size
* School climate – Quality of student-teacher relationships; student attitudes toward school; teacher job satisfaction
* Student discipline and behaviors – Discipline referrals, suspensions, expulsion, attendance, tardiness
* Extracurricular activities and clubs
* Classroom management and organization
* Student, teachers, parents and community perceptions of the school – through Surveys and Meetings
b. Summary of Strengths:
* Small class size
* Family atmosphere
* Teachers know students
* Low discipline referral rate
c. Summary of Needs:
* Need to decrease tardiness
d. Priorities:
* Plan to address student tardiness
e. Actions:
* Implement a plan that effectively reduces student tardiness
4. Staff Quality, Professional Development, Recruitment and Retention: Person responsible – Campus Administrator; Data reviewed monthly.
a. Data Sources Reviewed:
* Highly Qualified status – number of staff specialist, counselors, social workers
* Professional development opportunities and resources
* Staff demographics
* School administrators – number of administrators, experience
* Recruitment and retention strategies
b. Summary of Strengths:
* 100% highly qualified staff
* Multiple opportunities for professional development
* Low rate of turnover
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Campus Improvement Plan
LaPoynor High School 2016-2017
5. Parent and Community Involvement: People responsible – Campus Administrator; Data reviewed monthly.
a. Data Sources Reviewed:
* Parental involvement –Open House, Volunteering
* Frequency of information disseminated
* Involvement of parents and community in school decisions
* Parent training workshops
* Health services
b. Summary of Strengths:
* Parental Involvement and parents willing to help when needed
* Opportunities for Parent Involvement
- Meet the Teacher
- Parent/Teacher conferences
- Field Trips
- Fall Festival
- Extracurricular activities
c. Summary of Needs:
* Need to engage those parents that are reluctant to get involved
d. Priorities:
* Engaging reluctant parents
e. Actions:
* Phone contact or home visit to those reluctant parents
6. Technology: People responsible – Campus Administrator; Date reviewed monthly
a. Data Sources Reviewed:
* Amount, quality and/or availability of equipment, software
* Extent to which teachers integrate technology into instruction
* Type of computer systems available
* Up-to date/out-of-date hardware and software
* Barriers preventing effective use of technology
* Technology professional development opportunities
b. Summary of Strengths:
* Teachers have access to 1:1 technology
* Multiple technology staff in district
c. Summary of Needs:
* Need for updated systems/server
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Campus Improvement Plan
LaPoynor High School 2016-2017
d. Priorities:
* Update system
e. Actions:
* New construction completed for 2016-2017 school year
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Campus Improvement Plan
LaPoynor High School 2016-2017
Demographics
2015-2016 Enrollment:
34 – Ninth Grade
25 – Tenth Grade
33 – Eleventh Grade
22 – Twelfth Grade
2015-2016 Ethnic Distribution:
16 (14.0%) – African American
6 (5.3%) - Hispanic
89 (78.1%) – White
0 (0.0%) – American Indian
0 (0.0%) – Asian
0 (0.0%) – Pacific Islander
3 (2.6%) – Two or More Races
2015-2016 Student Groups:
43 (37.7%) – Economically Disadvantaged
0 (0.0%) – English Language Learners
3 (2.3%) – Students with Disciplinary Placements
58 (50.9%) – Students Meeting "At-Risk" Criteria
17 (12.9%) – Mobility
2015-2016 Students per Teacher (Secondary):
16.3 – English/Language Arts
14.8 – Foreign Languages
12.9 – Mathematics
14.2 – Science
13.3 – Social Studies
2015-2016 Student Enrollment by Program:
0 (0.0%) - Bilingual Education
114 (100%) - Career & Technology Education
6 (5.3%) - Gifted & Talented Education
14 (12.3%)- Special Education
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Campus Improvement Plan
LaPoynor High School 2016-2017
Facilities Review
Year facility opened: 2003
Level of occupancy: 100%
Facilities include:
* 1 Administration
* Computer Lab
* Toilet Facilities
* 10 Classrooms
* 9th – 12th Grades
* Multipurpose Room
* Counselor’s Office
* Library
* Science Lab
Chronic problems include:
* None
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Campus Improvement Plan
LaPoynor High School 2016-2017
Needs Assessment Summary
LaPoynor High School received a State Accountability Rating of Met Standard from TEA in 2016. The Met Standard Rating requires that the campus met or exceeded the target score
on Student Achievement and/or Student Progress, Closing Performance Gaps and Postsecondary Readiness.
LaPoynor High School earned Distinctions in Academic Achievement in Mathematics. This means they had outstanding academic achievement based on performance in the top 25%
of its campus comparison group.
Student Strengths and Needs:
Note: Passing Rates on the STAAR tests in 2016 were at Level II.
Reading/ELA: 59% of All Students met the passing standard in Reading. Passing rates for other subgroups ranged from 60% for White students to 43% for African American
students.
Math: 72% of All Students met the passing standard in Math. Passing rates for other subgroups ranged from 72% for White students to 64% for Economically Disadvantaged
students.
Science: 82% of All Students met the passing standard in Science. Passing rates for other subgroups ranged from 85% for White students to 73% for Economically Disadvantaged
students.
Social Studies: 83% of All Students met the passing standard in Social Studies. Passing rates for other subgroups ranged from 83% for White students to 75% for Economically
Disadvantaged students.
Interventions: LaPoynor High School has several programs in place to address the identified needs of its students. A+ Computer Lab teachers and Study Island teachers will provide
students at risk of dropping out of school with supplemental assistance in core subject areas. In addition, Response to Intervention classes will provide supplemental assistance in
core subject areas. Summer School is available for students needing additional assistance.
Faculty and Staff: Professional development is encouraged for the staff, particularly focusing on areas where students are low performing. Local and supplemental funds provide
opportunities for travel to conferences, as well as stipends for attendance outside of duty hours.
Attendance: The campus attendance rate at LaPoynor High School declined slightly from 96.8% in 2013-2014 to 96.1% in 2014-2015. The campus has several activities in place that
are designed to encourage attendance, such as attendance incentives and opportunities to make up attendance deficits.
Dropout Rate: The dropout rate at LaPoynor High School for ninth through twelfth grade remained at 0.0% in 2014-2015. Several programs, including parental involvement activities
and counseling programs are in place to increase the number of students graduating from high school.
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Campus Improvement Plan
LaPoynor High School 2016-2017
1 Parents and community members will be full partners with educators in the education of LaPoynor High School students. [TEC §4.001 (b)(1)]Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Parent/Community Involvement -
The LaPoynor High School principal
along with the Site-Based Decision
Making Committee (SBDMC) will
meet periodically to discuss parental
involvement issues, programs,
strategies and activities.
LaPoynor High School stakeholders
(staff, students, parents, community
members and business
representatives) will be notified of
reports upcoming conferences,
campus-level events, meetings and
programs impacting our campus.
Stakeholders are notified through the
LaPoynor Homepage on the
LaPoynor ISD website, marquee
postings, District Calendar, PTO
meetings, newspapers, and letters
from the district and campus in
English and Spanish.
With parental input, a Parental
Involvement Calendar will be
developed by LaPoynor ISD.
7/2016 - 6/2017
Strategy:
Principal - Garland Willis Local Funds - Communication
Vehicles
Local Funds -
Food/Refreshment for School
Related Meetings
Increased number of
Stakeholders participating in
LaPoynor High School
events.
Documents :Parent
Involvement Records -
06/17: Parent and
Community Involvement
Records will reflect an
increase in participation in
campus activities as
compared to the previous
year.
Documents :Parent
Involvement Calendar - 08/16:
An approved Campus Parental
and Community Involvement
Calendar will have been
distributed to the SBDMC for
scheduling of timely
announcements to parents and
community members.
Communication and Information
Sharing - Myriad communication
vehicles are used to ensure that
parents are apprised of the events
and programs being conducted by
LaPoynor High School throughout
the year. Information is
disseminated through the school
marquee, conferences, PTO
meetings, letters and folders sent
home, newspaper publications and
the school website.
Communication is provided in an
understandable format and in the
parent's primary language.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Communication
Vehicles
Increased Student
Achievement with the
support of LaPoynor High
School parents.
Documents :Parent
Involvement Records -
05/17: Parent Involvement
records will indicate an
increase in the number of
parents participating in
campus activities as
compared to the previous
year.
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
1 Parents and community members will be full partners with educators in the education of LaPoynor High School students. [TEC §4.001 (b)(1)]Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Events and Programs: -
LaPoynor High School conducts a
variety of Events and Programs
geared towards including parents
and other stakeholders in their
Educational System. Events
include:
* Open House
* Meet the Teachers Night
* Texas Public School Week
* PTO Meetings and Luncheon
* Award Assemblies (Scholarship
and Honor Awards)
* Sports Banquet
* Fall Festival
* College Career Night
* Western Day and Rodeo
* Graduation
8/2016 - 5/2017 Coordinated Funds - Time
Contributions of Parents,
Community Members and Staff
Activity:
Principal - Garland Willis Increased Student
Achievement with the support
of LaPoynor High School
parents.
Documents :Parent
Involvement Records - -
05/17: Parent and
Community Involvement
Records will reflect an
increase in participation in
campus activities as
compared to the previous
year.
Site-Based and Decision-Making
Committee (SBDMC) - As directed
by Board policy, the SBDMC will be
involved in planning, budgeting,
curriculum, staffing patterns, staff
development and school
organization. [TEC 11.251(d)]
Under the supervision of the district’s
Superintendent and the chair of the
LaPoynor ISD District Planning and
Decision-Making Committee
(DPDMC), the SBDMC will play an
integral role in the planning,
development and evaluation of the
educational system of LaPoynor
High School.
Effective instructional strategies will
be implemented that increase the
amount and quality of learning time,
i.e.: Before and After School
Tutorials and Summer School.
Enriched and Accelerated
Curriculum will be used.
Parents will be notified of the special
programs and support programs
available to their students.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Committee
Members
All students and all student
groups of LaPoynor ISD are
involved in an educational
process that ensures that
they will have the same
opportunity to meet the same
challenging State content
standards and challenging
State student performance
standards that all students
are expected to meet.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Documents :Agenda, Meeting
Minutes - 12/16: The Board of
Trustees and Superintendent,
or designee, will review the
minutes of prior SBDMC
meetings, analyzing the
efficiency and productivity of
the Committees,
recommending revisions to
Board policies and procedures
to ensure a positive impact on
student learning and a
reduction in dropout rates.
Page 2 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
1 Parents and community members will be full partners with educators in the education of LaPoynor High School students. [TEC §4.001 (b)(1)]Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Evaluation of the Parent Involvement
Program - Parents are involved in
the evaluation of the district's
Parental Involvement Program.
During the evaluation process,
parents review the Parental
Involvement Policy and Compact
between the school, parents and the
student. Parents may vote to amend
if necessary.
An annual parent survey is
distributed to parents, in which, the
survey results will be analyzed by the
DPDMC and SBDMC to determine
material strengths and weaknesses
of the Parental and Community
Involvement program, as well as
individual components of same.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of DPDMC and
SBDMC
State-of-the-Art Parental
Involvement Program.
Documents :Agenda,
Meeting Minutes - 05/17:
DPDMC and SBDMC
agenda and minutes will
indicate that surveys have
been returned by parents
and the results will be used
to enhance or modify the
LaPoynor Parent/Community
Involvement Program.
Documents :Parent
Involvement Records - 08/16:
An approved District Parental
Involvement Policy and
School, Parent, Student
Compact available for
distributions to parents, faculty
and staff.
Documents :Agenda, Meeting
Minutes - 02/17: DPDMC and
SBDMC agenda and minutes
will indicate that parent surveys
have been distributed in
English or Spanish to all
parents.
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Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Campus Performance Objectives -
The Superintendent and Chair of the
DPDMC will assist the LaPoynor
High School campus SBDMC with
guidance in setting the campus'
performance objectives. Districtwide
performance objectives are based on
data available through the
comprehensive needs assessment
process. LaPoynor High will adopt
performance objectives reflective of
their students' unique needs.
8/2016 - 5/2017
Strategy:
Superintendent - James
Young
Principal - Garland Willis
Local Funds - Time
Contributions of Committee
Members
The campus performance
objectives will support the
needs of the district and the
immediate needs of the
campus.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Informal Assessment
:Classroom Assessments -
12/16: 80% of LaPoynor High
School students are working in
line with their potential and
moving closer to achieving the
required performance.
Basic Federal and State Mandated
Testing Program - LaPoynor High
School participates in the
State-Developed Testing Program
that is consistent with the regulations
of No Child Left Behind (NCLB).
The STAAR program for high school
will measure English Language Arts
(ELA), Math, Science and Social
Studies through the 5
End-Of-Course (EOC) assessments.
The STAAR programs are aligned
with the State-Adopted Curriculum,
the Texas Essential Knowledge and
Skills (TEKS). Students will be
administered the appropriate
subject-area STAAR EOC exams in
line with the state issued Student
Assessment Calendar.
1/2017 - 6/2017
Strategy:
Principal - Garland Willis Local Funds - Assessment
Instruments
Increased Student
Achievement.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Informal Assessment
:Classroom Assessments -
12/16: 80% of students
achieving passing scores on
classroom assignments, unit
and six weeks tests and
TEKS-based tests.
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Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Foundation Program - The
LaPoynor High School 9 – 12
curriculum is based on the Texas
Essential Knowledge and Skills
(TEKS). Effective instructional
strategies, activities and initiatives
that increase the amount and quality
of learning time, promoting
accelerated instruction and providing
educational enrichment – these
provide opportunities for all students
to succeed, the foremost focus of
LaPoynor High School.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Faculty and
Staff
All students and all student
groups academically
successful as the
educational system meets
the needs of all.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Informal Assessment
:Classroom Assessments -
12/16: 80% of students
achieving passing scores on
classroom assignments, unit
and six weeks tests and
TEKS-based tests.
Foundation Assessments: -
Students in grades 9 - 11 will be
administer the released STAAR
test questions in November and
January to identify deficiencies for
early intervention efforts to
students. Students scoring below
70% will be identified as meeting
the “at-risk” criteria.
Assessment results will be used to
prescribe prevention and early
intervention strategies for students
demonstrating need and will
ensure that all students receive
assistance with content mastery in
all core subject areas.
8/2016 - 5/2017 Local Funds - Assessment
Instruments
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 80% of students
achieving passing scores on
classroom assignments, unit
and six weeks tests and
TEKS-based tests.
Students’ deficiencies
identified and addressed more
quickly as teachers utilize
assessment data more readily.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Accelerated Instruction - LaPoynor
ISD uses the student performance
data resulting from the basic skills
assessment instruments and
achievement tests to design and
implement appropriate
compensatory, intensive, or
accelerated instructional services for
students that enable them to be
performing at grade level at the
conclusion of the next regular school
term.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis
Counselor - Melissa
Sheffield
Coordinated Funds - Time
Contributions of Faculty and
Staff
Students “at risk of dropping
out of school” are involved in
an educational process that
ensures they will have the
same opportunity to meet the
same challenging State
content standards and
challenging State student
performance standards that
all students are expected to
meet.
Documents :Student
Records - 05/17: 100% of
"at-risk" students are
identified in a timely manner
and appropriate programs
and interventions are
implemented.
Page 5 of 43
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Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
“Students at Risk of Dropping out
of School” Assessment -
LaPoynor High School follows the
state mandated guidelines for
identifying students at risk of
dropping out of school. [TEC
Sect. 29.081(d) – Revised 2013]
For purposes of this section,
"student at risk of dropping out of
school" includes each student who
is under 26 years of age and who:
(1) was not advanced from one
grade level to the next for one or
more school years;
(2) if the student is in grade 9, 10,
11, or 12, did not maintain an
average equivalent to 70 on a
scale of 100 in two or more
subjects in the foundation
curriculum during a semester in
the preceding or current school
year or is not maintaining such an
average in two or more subjects in
the foundation curriculum in the
current semester;
(3) did not perform satisfactorily
on an assessment instrument
administered to the student under
Subchapter B, Chapter 39, and
who has not in the previous or
current school year subsequently
performed on that instrument or
another appropriate instrument at
a level equal to at least 110
percent of the level of satisfactory
performance on that instrument;
(4) NA;
(5) is pregnant or is a parent;
(6) has been placed in an
alternative education program in
accordance with Section 37.006
during the preceding or current
school year;
8/2016 - 5/2017 Local Funds - Assessment
Instruments
Activity:
Counselor - Melissa
Sheffield
Informal Assessment
:Classroom Assessments - -
12/16: 80% of the students
meeting the State-adopted
“at risk” criteria will
demonstrate accelerated
improvement, as reflected on
appropriate mid-year test
scores.
Increased academic
performance by all students
and all student groups.
Documents :Student
Records - - 05/17: 100% of
At-Risk students are
identified in a timely manner
and appropriate programs
and interventions
implemented.
Page 6 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
(7) has been expelled in
accordance with Section 37.007
during the preceding or current
school year;
(8) is currently on parole,
probation, deferred prosecution, or
other conditional release;
(9) was previously reported
through the Public Education
Information Management System
(PEIMS) to have dropped out of
school;
(10) is a student of limited English
proficiency, as defined by Section
29.052;
(11) is in the custody or care of
the Department of Protective and
Regulatory Services or has, during
the current school year, been
referred to the department by a
school official, officer of the
juvenile court, or law enforcement
official;
(12) is homeless, as defined by
42 U.S.C. Section 11302, and its
subsequent amendments; or
(13) resided in the preceding
school year or resides in the
current school year in a residential
placement facility in the district,
including a detention facility,
substance abuse treatment
facility, emergency shelter,
psychiatric hospital, halfway
house, or foster group home.
Page 7 of 43
Generated on Monday, February 06, 2017 at 11:57:18 AM
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
A+ Computer Lab - A+ Computer
Lab is designed to assist targeted
students in grades 9 – 12 having
difficulty in any core subject areas
through an individualized
computer based program. A
small student/teacher ratio
assures individualized instruction.
The latest scientifically
researched-based instructional
strategies are utilized to enable
low-achieving students to reach
proficiency on the challenging
State academic standards and
State academic assessments and
to reduce the dropout rate.
8/2016 - 5/2017 State - State Compensatory
Education (SCE) - A+ Site
License
$3,500.00
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 80% of students will
pass campus benchmark
tests.
Increased Student
Achievement.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
all students will pass all
appropriate subject-area
STAAR End of Course
exams.
At-Risk Instructional Services -
School districts that have less
than 500 students enrolled during
the school year may partially fund
regular education programs,
based on the percentage of
students at risk of dropping out of
school to the total enrollment.
Each student will be assessed
before placement using
instructional materials and will
modify instruction as necessary.
The teacher and aide, working
under the supervision of the
teacher, will ensure that each
student is working at appropriate
software levels and that those
levels are modified as necessary
using learning styles strategies.
The teacher will have other
assessment data available as a
resource tool in determining which
skills students are in need of
supplemental assistance.
8/2016 - 5/2017 State - State Compensatory
Education (SCE) - Time
Contributions of At-Risk
Instructional Staff
FTE: 1.00
$32,487.01
State - State Compensatory
Education (SCE) -
Supplemental Instructional
Resources
$5,000.00
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 80% of students will
pass campus benchmark
tests.
Students have every
opportunity to meet their full
educational potential.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Page 8 of 43
Generated on Monday, February 06, 2017 at 11:57:18 AM
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Study Island - Study Island is a
scientifically research-based
program built from the Texas
Essential Knowledge and Skills
(TEKS) that is both fun and
engaging. The web-based
program provides traditional
assessments, state-specific
lessons and questions and
real-time progress reports to help
teachers differentiate curriculum.
8/2016 - 5/2017 State - State Compensatory
Education (SCE) - Study Island
Site License
$1,040.00
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 80% of students will
pass campus benchmark
tests.
Increased student
achievement
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Summer Program - Instruction in
Math and Reading for students in
grades 9 - 12 will be provided by a
certified teacher during the
summer session for 4 hours a day
to those students who are at risk
of dropping out of school, either
because of a failure on the
STAAR Math and/or Reading test
or failure to meet minimum
expectations in Math and/or
Reading during the school year.
June, 2017 State - State Compensatory
Education (SCE) - Time
Contributions of Summer
School Staff
$2,550.00
Activity:
Principal - Garland Willis Students have every
opportunity to meet their full
educational potential.
Informal Assessment
:Classroom Assessments - -
06/17: 100% of students will
be promoted to the next
grade.
Special Education Program -
Special education services shall be
provided to eligible students in
accordance with all applicable
federal law and regulations, state
statutes, rules of the State Board of
Education (SBOE) and
commissioner of education, and the
State Plan under Part B of the
Individuals with Disabilities
Education Act (IDEA).
8/2016 - 5/2017
Strategy:
Principal - Garland Willis State - State Special Education
Block Grant - Henderson
County Special Education
Co-Op
$332,726.00
Students with disabilities
have every opportunity to
meet their full educational
potential.
Informal Assessment
:Classroom Assessments -
05/17: 100% of the students
with disabilities will be
meeting their mastery
percentages, as dictated by
their IEPs and will pass the
State required assessment
instrument at the end of the
school year.
Informal Assessment
:Classroom Assessments -
12/16: 100% of the students
with disabilities will be meeting
their mastery percentages, as
dictated by their IEPs.
Page 9 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Special Education Assessment: A
student will be referred for a full
and individual initial evaluation for
possible Special Education
Services when there is sufficient
documentation that the student
continues to experience difficulty
in the general classroom after the
provision of intervention strategies
and activities. If a student has
limited English proficiency, a
member of the Language
Proficiency Assessment
Committee (LPAC) participates in
a pre-referral.
The referral may be initiated by
school personnel, the student's
parents or legal guardian, or
another person involved in the
education or care of the student.
School personnel will complete
the referral in accordance with
Texas Education Code (TEC)
§29.024, related to the 45
calendar day time line.
Evaluation instruments will be
unbiased by gender, ethnicity,
country of origin, socio-economic
factors, language or hearing
status.
LaPoynor High School uses the
following assessments:
Cross battery assessments -
* Woodcock-Johnson III
* Stanford-Binet Intelligence Scale
(SB5)
* Wechsler Individual
Achievement Test (WIAT) II
* Kaufman Test of Educational
Achievement (KTEA) II
* Differential Ability Scales (DAS)
II
* Kaufman Assessment Battery for
Children (KABC) II
* Kaufman Brief Intelligence Test
(KBIT) II
8/2016 - 5/2017 State - State Special Education
Block Grant - Assessment
Instruments
Activity:
Principal - Garland Willis Documents :Student
Records - - 12/16: 100% of
all referrals for Special
Education Services have
proceeded through the
process in compliance with
federal regulation and
Commissioner Rules.
Full and Individual Initial
Evaluations and Reevaluations
completed in a legal and timely
manner so Special Education
services are not delayed, once
referral is deemed appropriate.
Students’ needs are accurately
diagnosed; and special
programs and modifications
are reflective of the needs of
individual students as
described in the students’
IEPs.
Informal Assessment
:Classroom Assessments - -
05/17: 90% of the students
with disabilities will pass the
appropriate mandated
assessment instrument(s),
as prescribed by individual
student’s ARDs.
Page 10 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
*Universal Nonverbal Intelligence
Test (UNIT)
* Wechsler Intelligence Scale for
Children (WISC) IV
Speech -
* Arizona Articulation Proficiency
Scale (Arizona-3)
* Peabody Picture Vocabulary
Test (PPVT) – Form M
* Expressive One-Word Picture
Vocabulary Test (EOWPVT)
* Receptive One-Word Picture
Vocabulary Test (ROWPVT)
* Comprehensive Assessment of
Spoken Language (CASL)
* Test of Pragmatic Language
(TOPL)
* Test of Language
Development-Primary (TOLD P)
* Test of Language
Development-Intermediate (TOLD
I)
* Oral Written Language Scale
(OWLS)
* Goldman-Fristoe Articulation
Test (GFTA
Reevaluation will occur no less
than every three years. The ARD
Committee will meet to review
existing data and determine the
scope of the reevaluation.
Page 11 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Instructional Arrangements -
LaPoynor High School provides a
range of educational programs
and different instructional
arrangements for students with
disabilities. For students grades 9
– 12 several different instructional
arrangements are available.
These include a Resource pullout
class, Inclusion in the regular
classroom and a Content Mastery
program. The appropriate
instructional setting will be
determined for each student by
ARD committees.
LaPoynor High School ensures
that students with disabilities are
educated with non-disabled peers
in the least restrictive
environment.
8/2016 - 5/2017 State - State Special Education
Block Grant - Time
Contributions of Faculty and
Staff
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 100% of the students
with disabilities will be
meeting their mastery
percentages, as dictated by
their IEPs.
Students with disabilities have
every opportunity to meet their
full educational potential in the
least restrictive environment.
Informal Assessment
:Classroom Assessments - -
05/17: 100% of the students
with disabilities will be
meeting their mastery
percentages, as dictated by
their IEPs and will pass the
State required assessment
instrument at the end of the
school year.
Related Services - The ARD
committee assures that the need
for related services is considered
for each student with disabilities
and there is evidence of the link
between the need for the related
service and educational benefit to
the student.
Related Services are provided to
all students for the time specified
in their IEPs, with gaps in services
made up in a timely manner.
These services include
Occupational Therapy, Physical
Therapy, Speech Therapy,
Psychological Services, Social
Work Services and Counseling
Services.
These services are provided by
the Henderson County Special
Education Co-Op, which includes
LaPoynor ISD as a member.
8/2016 - 5/2017 State - State Special Education
Block Grant - Time
Contributions of Faculty and
Staff
Activity:
Principal - Garland Willis Documents :Student
Records - - 12/16: 100% of
the students with disabilities
are receiving Related
Services, as dictated in their
IEP.
Students with disabilities
involved in an educational
process that ensures they will
have the same opportunity to
meet the same challenging
State content standards and
challenging State student
performance standards that all
children are expected to meet.
Documents :Student
Records - - 05/17: 100% of
the students with disabilities
are receiving Related
Services, as dictated in their
IEPs.
Page 12 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Transition Services - LaPoynor
High School provides students
with disabilities requisite transition
services and plans in keeping with
TEC §29.0111; TAC §89.1055.
1) Beginning at age 14 and
younger if appropriate, and
updated annually, each student's
IEP includes a statement of the
transition service needs of the
student under the applicable
components of the student's IEP
that focuses on the student's
courses of study (such as
participation in
advanced-placement courses or a
vocational education program).
2) Beginning at age 16 (or
younger, if determined appropriate
by the IEP team), each student's
IEP includes a statement of
needed transition services in their
Individual Transition Plan (ITP),
including, if appropriate, a
statement of the interagency
responsibilities or any needed
linkages. The ITP focuses
attention on how the student's
educational program can be
planned to help them make a
successful transition to life after
secondary school.
When transition is to be
considered at an ARD committee
meeting, the ARD committee's
notice to parents indicates that
one of the purposes of the
meeting is transition and that the
student will be invited. Students
and parents are provided with
transition planning information
prior to the ARD committee
meeting.
8/2016 - 5/2017 State - State Special Education
Block Grant - Time
Contributions of Faculty and
Staff
Activity:
Principal - Garland Willis Students with disabilities
receive the transition services
required for success in and out
of school, within school and
within the world of work.
Documents :Student
Records - - 05/17:
Transition activities are
100% in line with students’
IEPs.
Page 13 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
English as a Second Language
(ESL) Program - LaPoynor High
School offers an English as a
Second Language program whose
goal is to enable limited English
proficient students to become
competent in the comprehension,
speaking, reading, and composition
of the English language through the
integrated use of second language
methods. The ESL program shall
emphasize the mastery of English
language skills, as well as
mathematics, science and social
studies, as integral parts of the
academic goals for all students to
enable limited English proficient
students to participate equitably in
school.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis State - Bilingual Education
Allotment - Time Contribution
of ESL Facilitator
$4,744.00
Students exiting LEP
designation by LPAC.
Narrowing the achievement
gap between LEP students
and non-LEP students.
See Activities BelowSee Activities Below
Page 14 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Assessment: Limited English
Proficient Students - Within four
weeks of a student’s enrollment, a
home language survey (HLS) is
conducted to determine the
language normally used in the
home and by the student. The
HLS is filed in each student’s
permanent record folder.
Agency-approved oral and written
English language proficiency tests
are administered to students to
provide information needed for
identification, placement and
re-designation of English
language learners (ELLs).
The Texas English Language
Proficiency Assessment System
(TELPAS) is to be administered to
LEP students in grades 9 – 12.
This is a multi-choice reading test,
holistically-rated writing collection
and holistically rated speaking and
listening assessments.
The Language Proficiency
Assessment Committee (LPAC) –
comprised of a professional
bilingual educator, a professional
transitional language educator, a
parent of a limited English
proficiency (LEP) student who is
not employed by the district, and a
campus administrator – prescribes
the appropriate ESL or Bilingual
intervention.
8/2016 - 5/2017 Local Funds - Assessment
Instruments
Activity:
ESL/Dyslexia Teacher -
Alicia Aguilar
Informal Assessment
:Classroom Assessments - -
12/16: 80% of students
passing formal and informal
assessment instruments, as
well as computer-adapted
assessments, as the
assessment and intervention
process is refined.
Significant increase in LEP
students’ oral language
proficiency, as assessment
results help LPAC determine
appropriate ESL placement.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
LEP students will pass all
appropriate subject-area
STAAR End of Course
exams.
Page 15 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
LEP Modifications: - LEP
students are served in an English
as a Second Language (ESL)
program as dictated by TEC
Sections 29.053 and 29.063.
The LPAC is responsible for
designing the appropriate program
and student placement in the
program, as dictated by the home
language survey, the language
proficiency test results, individual
student achievement in content
areas, and the emotional and
social attainment of each student.
Based on LPAC prescription, LEP
students in grades 9 - 12
participate in an intensive ESL
pullout program with the purpose
of developing competence in
English. The program provides a
developmental sequence of
English instruction in listening and
comprehending, speaking,
reading and writing, using an
appropriate ESL program
curriculum. Students will receive
50 minutes of pullout instruction
daily.
LEP students also participate in a
daily 50 minute Sheltered English
Instruction program with content
support. In sheltered English
classes, teachers use clear,
direct, simple English and a wide
range of scaffolding strategies to
communicate meaningful input in
the content area to students. The
Rosetta Stone program is also
used to facilitate students’
developing competence in English
and technology is used to
accelerate the development of all
four language skills.
The ESL Teacher and classroom
Teachers collaborate regarding
appropriate instruction for the LEP
8/2016 - 5/2017 Coordinated Funds - Time
Contributions of Staff and
Faculty
Activity:
ESL/Dyslexia Teacher -
Alicia Aguilar
Informal Assessment
:Classroom Assessments - -
12/16: ESL students are
progressing at the rate set by
the LPAC.
Students exiting LEP
designation by LPAC.
Narrowing the achievement
gap between LEP students
and non-LEP students.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
LEP students will pass all
appropriate subject-area
STAAR End of Course
exams.
Page 16 of 43
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Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
students, including modification
methods and strategies for
instruction of the core curriculum.
The LPAC reviews each limited
English proficiency student’s
progress at the end of the school
year in order to determine future
appropriate placement.
Page 17 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
LEP Exit Criteria: - Exit criteria
are applicable to students in
grades 9 - 11 who are identified as
Bilingual, ESL or Parental
Denials. A parent and/or guardian
must sign the exit
notification/parent permission form
before a student is exited from the
ESL program.
To exit from an ESL program, a
student may be classified as
English proficient at the end of the
school year in which a student
would be able to participate
equally in a regular, all-English,
instructional program.
The LPAC reviews each limited
English proficiency student’s
progress at the end of the school
year in order to determine future
appropriate placement. The
following criteria will be used to
determine whether a student is
academically successful:
* the student meets state
performance standards in English
of the criterion-referenced
assessment instrument required in
the Texas Education Code,
§39.023, for the grade level as
applicable and
* the student has passing
grades in all core academic
subjects and courses taken.
The LPAC will monitor students
who exit the ESL program for two
years. The scores from state
approved achievement test(s) - if
administered, criterion-referenced
tests in reading and/or writing,
local assessments, English
proficiency tests, teacher
observations, parental viewpoints
and records noting academic
progress will be used. If the
student demonstrates inadequate
English proficiency at any time
8/2016 - 5/2017 State - State and Local Funds -
Time Contributions of ESL
Staff and LPAC
Activity:
ESL/Dyslexia Teacher -
Alicia Aguilar
Informal Assessment
:Classroom Assessments - -
12/16: 80% of students will
pass campus benchmark
tests.
Increase in number of students
eligible to exit the
Bilingual/ESL Program.
Narrowing the achievement
gap between LEP students
and non-LEP students.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
LEP students will pass all
appropriate subject-area
STAAR End of Course
exams.
Page 18 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
during the two year monitoring
period, the student will be
readmitted to the ESL program as
prescribed by the LPAC.
Dyslexia Program - LaPoynor High
School will provide for the treatment
of any student determined to have
dyslexia or a related disorder, as
defined below.
(1) "Dyslexia" means a disorder of
constitutional origin manifested by a
difficulty in learning to read, write or
spell, despite conventional
instruction, adequate intelligence
and sociocultural opportunity.
(2) "Related disorders" includes
disorders similar to or related to
dyslexia, such as developmental
auditory imperception, dysphasia,
specific developmental dyslexia,
developmental dysgraphia and
developmental spelling disability.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Staff and
Faculty
Students participating in the
Dyslexia Program will be
performing equally with their
non-Dyslexic peers.
See Activities BelowSee Activities Below
Page 19 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Dyslexia and Related Disorders
Assessment: - LaPoynor High
School assess students for
Dyslexia and related disorders
within mandated timelines once
recommended for assessment.
Children are given several
assessments that measure the
level of phonological awareness,
the knowledge of letter names and
sound, the ability to read and
decode single words in isolation,
their understanding of what they
read, their understanding of what
is read to them and how well they
are able to organize and
sequence thoughts in writing.
Results of the evaluation
determines the most appropriate
instruction program for the student
and enables development of an
individual education plan that will
include modifications or
accommodations that may be
needed.
8/2016 - 5/2017 Local Funds - Assessment
Instruments
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 80% of all students
will have made appropriate
progress through the
Dyslexia program, as
reflected in student grade
reports.
Dyslexia services to students
are not delayed; the students’
needs are accurately
diagnosed and special
programs and modifications
are reflective of the needs of
each student.
Informal Assessment
:Classroom Assessments - -
05/17: 100% of students will
have made appropriate
progress through the
Dyslexia program, as
reflected in student grade
reports.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will achieve a
passing score on the STAAR
EOC English I or English II
exams.
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Dyslexia Modifications: - The
Dyslexia program serves students
in all grades at LaPoynor High
School. Students are provided
individualized assistance as
prescribed by the appropriate
assessment, 504 or ARD
committee.
LaPoynor High School’s
intervention program is designed
to provide students with strategies
to help them to become
successful readers. Trained
instructors coordinate with
classroom teachers to use
alternative teaching methods and
strategies for these students.
The Dyslexia teacher will
implement explicit, individualized
and multisensory instruction that
includes phonemic awareness,
instant letter recognition, explicit
instruction in decoding, extended
reading in connected text (helps to
gain fluency), explicit instruction of
spelling, extended writing, oral
language development and
listening/reading development.
Monitored students not
progressing in line with their peers
may be recommended for
reevaluation; and if necessary, a
more intensive specialized
program will be prescribed.
Students who have exited the
Dyslexia program are monitored
by the Counselor.
8/2016 - 5/2017 Local Funds - Time
Contributions of Dyslexia
Teacher
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 100% of students will
improve their reading skills
and comprehension rates at
least one grade level from
their starting level.
Students participating in the
Dyslexia Program will be
performing equally with their
non-Dyslexic peers.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
Dyslexic students will
achieve a passing score on
the STAAR EOC English I
and English II exams.
Page 21 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
504 Students - Students classified
as 504 are those who have a
physical or mental impairment which
limits a major life activity such as
learning, self-care, walking, seeing,
hearing, speaking, breathing,
working and performing manual
tasks, as well as an academic need.
Assessments are administered if
students are demonstrating chronic
difficulties unresponsive to
intervention strategies to determine
need for ARD or 504 determinations.
The educational program for a
Section 504 student will be modified
to meet the individual needs as
identified by assessment data.
Testing Accommodations may
include the following: Individual or
small group administration,
projection devices, manipulating
tests materials, oral/signed
administration, extra time, large print,
transcription, use of a calculator or
overlays.
Environmental accommodations may
also be made for students. These
may include: Change student
seating as needed for the situation,
adapt environment to avoid
distractions, provide notebooks for
organization, lighting
accommodations or non-verbal
behavior cues (cue cards).
STAAR requirements do not provide
for exemptions of Section 504
students from mastery of the Texas
Essential Skills and Knowledge.
8/2016 - 5/2017
Strategy:
Counselor - Melissa
Sheffield
Local Funds - Time
Contributions of Staff and
Faculty
504 students receiving an
equitable education
compared to their non-504
peers.
Documents :Counselor
Records - 05/17: 100% of
the students identified as 504
have had their individual
needs diagnosed
appropriately and are
receiving timely and
appropriate assistance, per
counselor records.
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Gifted and Talented (G/T) Program -
LaPoynor ISD has adopted a
process for identifying and serving
gifted and talented students who are
defined as a child or youth who
performs at or shows the potential
for performing at a remarkably high
level of accomplishment when
compared to others of the same age,
experience, or environment and who:
1) exhibits high performance
capability in an intellectual, creative,
or artistic area; 2) possesses an
unusual capacity for leadership or (3)
excels in a specific academic field.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis State - State Gifted and
Talented Block Grant - Time
Contributions of G/T Staff
$17,033.00
Gifted/Talented students
identified in a timely basis
and provided the appropriate
educational program and
enrichment activities to
ensure maximum
performance.
See Activities below.See Activities below.
G/T Assessment: - Students in
grades 9 – 12 are eligible to
participate in the Gifted/Talented
(G/T) program of LaPoynor High
School. Students go through a
nomination and assessment
process for G/T identification in
December that includes at least 3
criteria, which include both
qualitative and quantitative
measures, gathered by the
Identification Committee. The
Identification Committee is
composed of at least three (3)
district or campus educators who
have received training in the
nature and needs of gifted
students (19 TAC §89.1).
Assessment instruments include:
* Parent/Teacher/Community
Nominations
* Stanford 10.
8/2016 - 5/2017 State - State and Local Funds -
Assessment Instruments
Activity:
Principal - Garland Willis G/T students identified in a
timely basis and provided the
appropriate educational
program and enrichment
activities to ensure maximum
performance.
Documents :Student
Records - - 05/17: All
students referred for
consideration have
completed the process in a
timely manner and those
identified as G/T are offered
the opportunity to participate
in the program.
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
G/T Modifications: - G/T students
are clustered within their regular
foundation classroom and are
provided a differentiated
instructional program by a certified
G/T teacher. The program
provides a differentiated
curriculum and focuses on
opportunities for high level
learning, thinking, research and
communication skills. G/T
students are pulled out of their
regular classrooms 2 days a week
for 45 minutes to interact with their
G/T peers.
Honors classes that are available
for G/T students include Physics,
Calculus, Anatomy and
Physiology. Dual Credit classes
are also available to students.
8/2016 - 5/2017 State - State Gifted and
Talented Block Grant - Time
Contributions of G/T Staff
Activity:
Counselor - Melissa
Sheffield
Documents :Counselor
Records - - 12/16:
Counselor's records indicate
all students referred for
consideration have
completed the process in a
timely manner and those
identified as G/T are being
served within their regular
education class.
Gifted/Talented students
identified in a timely basis and
provided the appropriate
educational program and
enrichment activities to ensure
maximum performance.
Informal Assessment
:Classroom Assessments - -
05/17: 100% of the G/T
students will achieve scores
within the 95% to 100%
range on assessment
instruments administered at
the end of the year.
Page 24 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Career and Technology Education
-LaPoynor ISD offers CTE programs
at the High School level in line with
the State`s CTE Goals and the
State`s CTE Plan (TEC Sections
29.181 and 29.182) to ensure that
each student will master the basic
skills and knowledge necessary for
managing the dual roles of family
member and wage earner and
gaining entry-level employment in a
high-skill, high-wage job or
continuing the student`s education at
the postsecondary level.
Academic TEKS are integrated into
the Career and Technology TEKS
through administrative directives to
teachers, the adoption of new
curriculum materials, or the
development of model curricula.
Career Considerations:
Students and parents are given the
opportunity to explore career
opportunities in the following areas:
* Agricultural Science and
Technology Education
- Agricultural Mechanics
- Agricultural Resources
- Agricultural Power
* Family and Consumer Sciences
- Food Science and Technology
- Personal Family Development
- Nutrition and Family Development
* Technology Education
- Communication Applications
- Business/Computer Applications
- Keyboarding
8/2016 - 5/2017
Strategy:
Principal - Garland Willis State - State Career and
Technology Education Block
Grant - Time Contributions of
CTE Staff
$315,435.00
Federal - Carl D. Perkins
Vocational & Applied
Technology - Region VII CTE
Consortium
$6,282.00
Students will be exposed to
the career opportunities
available so that they, along
with their parents may make
informed decisions regarding
their course of study.
Informal Assessment :Report
Card Grades - 05/17: High
school students will meet
minimum expectations in
Career and Technology
classes as reflected on end
of semester report card
grades.
Page 25 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Ancillary Services - LaPoynor High
School provides Ancillary Services or
“related services” to students to
ensure that variables beyond their
control do not compromise academic
performance or compel them to drop
out of school.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Coordinated Funds - Time
Contributions of Ancillary Staff
All students and all student
groups are involved in an
equitable education, with
Ancillary Services available
to “help level the playing
field”.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Documents :School Records -
12/16: 70% of students
referred for Ancillary Services
will have been served as
indicated in campus records.
Page 26 of 43
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Counseling Services - The
School Counselor’s
responsibilities include:
* 1:1 review of STAAR EOC
exams, with students scoring
below district expectations;
* 1:1 and small group Counseling
sessions;
* Focused informal groups -
behavior, attendance;
* Assistance with testing
coordination;
* Class presentations on health,
communication, drug and alcohol
abstinence, behavior and safety
related issues;
* STAAR EOC presentations;
* Responsive services and
* Individual student planning.
The Counselor also focuses on
addressing the needs of students
with disabilities. Duties include,
but are not limited to:
* Diagnostic/Prescriptive Services;
* Coordination of Services -
Academic and Related Services;
* Child Find Activities;
* ARDs;
* Parent Training;
* Student Planning and Transition
Services and
* Training LaPoynor High
Foundation Staff on Modifications
for Special Education Students.
The Counselor will review
cumulative folders of all students
retained in the previous year and
will review retention rates to
determine a trend or pattern, or
any specific factors leading up to
the retentions. Research will be
conducted to find reform
strategies that can be
implemented at LaPoynor High
that will best meet the needs of
our students at-risk of dropping
out of school and serve to reduce
8/2016 - 5/2017 Local Funds - Time
Contributions of Counselor
Activity:
Counselor - Melissa
Sheffield
Documents :Counselor
Records - - 12/16: The
Counselor’s records indicate
that students referred for
assistance have been
contacted and as
appropriate, received
assistance.
Issues related to the
Counseling and Guidance
Program will have been
addressed to ensure a positive
impact on all students,
resulting in increased student
achievement and a reduction
in the drop-out rate for all
students and all student
groups.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
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Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Campus Improvement Plan
LaPoynor High School 2016-2017
2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)
(2)(4)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
the retention rates in grades 9 –
12.
Library and Media Services - A
contracted, Certified Librarian
conducts the Library-Media
Services. Available resources
include:
* Full-scale Library facilities
available to students;
* Accelerated Reader Books and
Tests;
* Computers with internet access;
* Electronic encyclopaedias and
references and
* Interactive Language Arts,
Math, Science and Social Studies
Software.
8/2016 - 5/2017 Local Funds - Time
Contributions of Librarian
Activity:
Principal - Garland Willis
Librarian - Nicole Gurley
Documents :School Records
- - 12/16: All LaPoynor High
School students have access
to the library on a regularly
scheduled basis.
The LaPoynor High School
Library will provide the services
necessary to ensure a positive
impact on all students,
resulting in increased student
achievement for all students
and all student groups.
Documents :School Records
- - 05/17: Librarian and
teacher records indicate that
100% of the students have
participated in Library
activities.
Homeless Services - The
LaPoynor ISD Homeless Liaison
will work with the district
administrators and counseling and
nursing personnel in the
identification and the provision of
ancillary services to homeless
students to ensure there is no
disruption in the students’
education.
The Homeless Liaison will
conduct a districtwide seminar on
the identification and plight of the
homeless student and strategies
and activities that can be
implemented at the district level,
on the campus level and at the
individual level. LaPoynor ISD will
be in compliance with federal
Homeless regulations.
8/2016 - 5/2017 Federal - Title I, Part A -
Homeless Resources
$100.00
Activity:
Principal - Garland Willis Documents :Agenda,
Meeting Minutes - - 12/16:
The Homeless Liaison will
have conducted districtwide
meetings to disseminate
pertinent information to all
personnel regarding the
responsibilities the district
and Title I have to the
Homeless students.
No student will suffer an
interruption in their education
because of homelessness.
Homeless students are
involved in an educational
process that ensures that they
will have the same opportunity
to meet the same challenging
State content standards and
challenging State student
performance standards that all
students are expected to meet.
Documents :Student
Records - - 05/17: 90% of
the homeless students
identified were promoted to
the next grade and achieved
a passing score on
appropriate assessment
instruments dictated by the
state or federal regulations.
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Campus Improvement Plan
LaPoynor High School 2016-2017
3 Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001 (b)(3)]Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Attendance Incentives and
Strategies - Parents will be provided
with attendance requirements
through the dissemination of the
District Code of Conduct,
Student/Parent Handbook, during
open house and during parent
meetings.
Students who have perfect
attendance will be exempted from
Final Exams.
Parents of students who are
chronically absent will be notified
through phone calls, home visits
and/or conferences.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Faculty and
Staff
Local Funds - Awards and
Diplomas
Through the use of positive
reinforcements, LaPoynor
High School faculty will
encourage academic growth
and increased student
attendance.
Documents :Attendance
Records - 05/17: Attendance
records will indicate that all
students and all student
groups have an attendance
rate of not less than 97%.
Student groups whose
attendance rates have been
higher will meet or exceed
those rates.
Documents :Parent Contact
Agendas and Logs - 05/17:
Contact with 100% of
parents/guardians of
students who have excessive
absences.
Documents :Parent Contact
Agendas and Logs - 08/16:
Parents will be provided with
attendance requirements
through the dissemination of
the District Code of Conduct
and Student/Parent Handbook,
during open house and during
parent meetings.
Documents :Parent Contact
Agendas and Logs - 12/16:
Communication with at least
95% of the parents/guardians
of students who are absent
daily. Contact with 100% of
parents/guardians of students
who have excessive absences.
Dropout Prevention Program -
Dropout prevention and intervention
efforts begin in Prekindergarten and
continue in LaPoynor High School.
Through enhanced dropout
prevention efforts, 100% of LaPoynor
High School students will remain in
school until they obtain a diploma.
Students are encouraged to set high
personal goals at an early age and
are provided with supplemental
programs and activities such as
Tutorials, A+ Computer Lab, and RtI
activities to assist them in their
academic success.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Faculty and
Staff
Maintain LaPoynor High
School dropout rate of 0.0%.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Documents :Attendance
Records - 12/16: Attendance
rate at 97% or above.
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Campus Improvement Plan
LaPoynor High School 2016-2017
3 Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001 (b)(3)]Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Extracurricular Activities - UIL
activities are available to LaPoynor
High School students to ensure that
students develop into goal-oriented
and well rounded individuals in the
realm of education, athletics,
non-athletic talents and social skills
and leadership. Students are
recruited and encouraged to
participate in all of the extracurricular
activities that are available. These
include
* Boys and Girls Basketball
* Boys and Girls Cross Country
* Boys and Girls Golf
* Boys Baseball
* Girls Softball
* LaPoynor Band
* Future Farmers of American (FFA)
* Future Business Leaders of
America (FBLA)
* Future Career and Community
Leaders of America (FCCLA)
* National Honor Society (NHS)
* Student Council
* Fellowship of Christian Athletes
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of UIL Staff
All students have an
opportunity to participate in
UIL competitions.
Students will become more
diversified, goal-oriented and
well-rounded individuals.
Informal Assessment
:Classroom Assessments -
05/17: Students participating
in UIL competitions will have
achieved a score of no less
than 70 in core academic
classes. (No Pass, No Play)
Informal Assessment
:Classroom Assessments -
12/16: Students participating
in UIL competitions will have
achieved a score of no less
than 70 on core academic
classes. (No Pass, No Play)
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Campus Improvement Plan
LaPoynor High School 2016-2017
4 Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and
productively function in a free enterprise society. [TEC §4.001 (b)(5)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Career Guidance and Counseling -
The counselor will assist students in
monitoring and understanding their
own development. Areas addressed
include:
* Education: Acquisition of study
skills and choosing appropriate
programs and services;
* Career: Need for positive work
habits, career awareness and
investigations of opportunities and
*Personal-Social: Development of
healthy self-concepts and
development of adaptive and
adjustive social behavior.
The Counselor will be responsible for
disseminating the following
information to students, students’
teachers and students’ parents:
1) Higher education admissions and
financial aid opportunities (Sources
of information on higher education
admissions and financial aid, are
provided to ensure that all students
have an equal opportunity to
participate in higher education;
2) The TEXAS grant program and
the Teach for Texas grant program
established under Subchapter M,
Chapter 56;
3) The need for students to make
informed curriculum choices to be
prepared for success beyond high
school and
4) Source of information on higher
education.
8/2016 - 5/2017
Strategy:
Counselor - Melissa
Sheffield
Local Funds - Time
Contributions of Counselor
Students demonstrating
positive attitudes and a
willingness to be accountable
for their present and future
actions and
accomplishments.
Documents :Student
Records - 05/17: All
students complete High
School with ideas of potential
careers and goals to prepare
themselves with successful
post High School studies.
Documents :Lesson Plans -
12/16: Lesson plans will detail
activities that will provide
information about career
opportunities.
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Campus Improvement Plan
LaPoynor High School 2016-2017
5 Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in
instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001 (b)(6)(9)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Professional Development Program
- The LaPoynor ISD Professional
Development (PD) Coordinator,
DPDMC, Principal and SBDMC of
LaPoynor High design and/or
support professional development
programs and activities that:
* coordinate PD programs and
activities across programs that will
improve, enhance or develop
instructional methods;
* are intense and sustained;
* are tied to the TEKS and STAAR;
* apply research to meet the learning
needs of all students, i.e., students
meeting the State-adopted "at-risk"
criteria, 504 students, limited English
proficient (LEP) students, students
with disabilities, Gifted and Talented
(G/T), etc.; and
* enable all children to meet the
same challenging State content
standards and challenging State
student performance standards that
all children are expected to meet.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Coordinated Funds - PD
Expenses
Increase in student
performance as professional
development activities focus
on weaknesses in the
educational system—faculty,
students and resources.
Documents :Professional
Development Records -
05/17: Faculty and staff
continuing as life-long
learners as they participate
in professional development
training requisite for
academic success of all
students.
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Campus Improvement Plan
LaPoynor High School 2016-2017
5 Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in
instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001 (b)(6)(9)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Professional Development
Focuses - TEKS and STAAR
workshops are available through
in-house training specialists, the
Region VII ESC and myriad state
and national conferences.
Training focuses include:
1) Disaggregating STAAR Data;
2) Gifted and Talented Training
through Region VII;
3) Special Education
Confidentiality Requirements
through Henderson County SPED
Co-Op;
4) STAAR Administer Training;
5) CPR training through Region
VII;
6) Project Learning Tree and;
7) Modification implementation for
students with disabilities and 504
students.
8/2016 - 5/2017 State - State Compensatory
Education (SCE) - Region VII
Professional Development
Coop
$6,660.00
State - State Compensatory
Education (SCE) - Professional
Development Travel and
Registration
$1,000.00
Activity:
Principal - Garland Willis Informal Assessment
:Classroom Assessments - -
12/16: 90% of at-risk
students passing benchmark
assessments.
Increased Student
Achievement.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Professional Development
Evaluation - The LaPoynor High
School Professional Development
Program will be evaluated in light of
students performance to ensure that
the program as a whole and
individual activities have a positive
impact on student achievement.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Faculty and
Staff
Increased Student
Achievement.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Informal Assessment
:Classroom Assessments -
12/16: 80% of students
achieving passing scores on
classroom assignments, unit
and six weeks tests and
TEKS-based tests.
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Campus Improvement Plan
LaPoynor High School 2016-2017
5 Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in
instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001 (b)(6)(9)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Recruitment and Retention Initiatives
- The SBDMC will be involved in the
process of developing recruitment
and retention initiatives and
strategies. Teachers are recruited
through Job Fairs and Online job
posting. All applicants are screened
prior to the interview process.
Recruiting activities will ensure that
LaPoynor High School has 100%
fully certified faculty in each teaching
position, as defined by state law.
LaPoynor High School ensures
professional development
opportunities are available for staff to
be able to maintain and enhance
their highly qualified status.
LaPoynor High School offers a local
increment of $5,000 above state
base to all certified teachers, as well
as reimbursement for Teacher
Certification fees.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Local Increment
Local Funds - Teacher
Certification Fees
100% Fully Certified Faculty. Documents :Human
Resources Records - 05/17:
100% Certified Faculty.
Documents :Human
Resources Records - 08/16:
100% Certified Faculty.
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Campus Improvement Plan
LaPoynor High School 2016-2017
6 Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001 (b)
(10)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Technology Enriched Curriculum -
The comprehensive needs
assessment indicates the need to
expand the use of Technology in
student learning including
professional development and an
increase in hardware and software.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Technology
Resources
$7,382.00
The educational system of
LaPoynor High School will be
expanded to include a
technological infrastructure
with state of the art hardware
and software systems that
will support the educational
growth of students, faculty,
parents and community
members.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Documents :School Records -
12/16: Appropriate hardware
and software will be available
in classrooms, labs and the
libraries so that teachers may
begin training on integrating
technology into instruction.
Integrating Technology -
LaPoynor High School classroom
teachers are using technology as
an alternative instructional tool.
Activities include:
1) Using instructional software
programs to support student
learning within the classroom for
drill and reinforcement exercises,
providing a media that
complements tactile-kinesthetic
learning styles and self-paced
progression.
2) Internet access provides
students access to an unlimited
number of websites for research
projects - material unavailable
through traditional library access.
3) Instructional management
software tools such as Class
Assessments and IEPs are used
in the classroom, allowing
teachers to track student
performance as it relates to the
TEKS, STAAR and/or reading
comprehension skills.
8/2016 - 5/2017 Local Funds - Technology
Resources
Activity:
Principal - Garland Willis Documents :Lesson Plans -
- 12/16: Teacher Lesson
Plans will indicate that 100%
of the classroom teachers
are integrating technology
into instruction.
Increasing numbers of
teachers using the Internet and
software systems to integrate
technology into instruction.
Special Populations students
like Special Education
students and G/T students
benefiting from the
differentiation of instruction
and enrichment activities that
meet their specific needs.
An educational system that is
strengthened by utilizing
technology as an integral
component.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
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Campus Improvement Plan
LaPoynor High School 2016-2017
6 Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001 (b)
(10)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Technology Policies: - Every
LaPoynor High School faculty
member, student and parent
having access to LaPoynor High
computers, networked, Internet
connected - or not, must have on
file an Authorized User
Permission (AUP) form.
Students` AUP must be signed by
the students and a parent or legal
guardian, as well as a Parent
Permission Form.
LaPoynor High School is in
compliance with the Children’s
Internet Protections Act (CIPA).
Under the CIPA, LaPoynor High
School has developed an Internet
Safety Policy that ensures
technology measures are in place
to block or filter internet access of
inappropriate or harmful activities
to minors and adults. For more
information, see the LaPoynor ISD
School Board Policy CQ (Local).
8/2016 - 5/2017 Local Funds - Technology
Policies
Activity:
Principal - Garland Willis Documents :Student
Records - - 08/16: 100% of
the students at LaPoynor
High that will have access to
the Internet will have an
Acceptable Use Policy and
Parental Permission form
signed and on file.
Responsible students with
access to the instructional
resources available through
the Internet, which will have a
positive impact on student
achievement.
Documents :School Records
- - 06/17: No incidents of
students breaking the
Acceptable Use Policy.
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Coordinated School Health Program
(CSHP) - The CSHP is designed to
promote healthy behaviors and help
students establish and practice
healthy habits throughout their
school years and beyond. The
coordinated efforts of schools,
families and the larger community
support student development by
reducing risky behaviors and
improving student’s overall health
and academic achievement. The
CSHP integrates the following eight
components into health instruction:
1. A nutrition program that adheres
to the U.S. Dietary Guidelines for
Americans and the Texas Nutrition
Policy;
2. Health services designed to
ensure access to primary health care
while simultaneously stressing the
importance of preventative health
care;
3. A healthy and safe school
environment that is physically,
aesthetically and psychosocially
conducive to student achievement
and well-being;
4. Counseling services designed to
improve the mental, emotional and
social health of students;
5. Opportunities for campus and
district staff to improve their personal
health through health education and
fitness activities;
6. School, parent and community
involvement in the health and
well-being of students;
7. A physical education curriculum
that integrates mental and physical
learning experiences to promote
optimum overall student health and
social development; and
7/2016 - 6/2017
Strategy:
Nurse - Pam Penney
Counselor - Melissa
Sheffield
Principal - Garland Willis
Local Funds - Time
Contributions of Staff
Students’ academic
achievement, behavior and
attitudes will improve as a
result of living a healthier
lifestyle.
Documents :Discipline
Records - 05/17: An
improvement in student
behavior and a decrease in
discipline referrals compared
to the previous year due to
students' improved physical,
social, mental and emotional
health.
Informal Assessment
:Classroom Assessments -
12/16: 80% of students will be
meeting or exceeding
minimum expectations on
health and fitness related
benchmark assessments.
Documents :Discipline
Records - 12/16: Decrease in
risky behaviors and discipline
referrals compared to the
previous year due to students'
improved physical, social,
mental and emotional health.
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
8. A health education curriculum
that focuses on the personal (mental,
physical, emotional) and social
aspects of health.
Pregnancy Related Services
(PRS) - PRS is a support service
provided to students during the
prenatal and postpartum periods
of pregnancy. The intended
purpose of the service is to
provide academic, mental and
physical support and
encouragement so that students
will remain in school until they
earn a diploma. A student is
eligible for PRS if:
* the student is pregnant and
attending classes on a district
campus;
* the pregnancy prenatal period
prevents the student from
attending classes on a district
campus; and
* the pregnancy postpartum period
prevents the student from
attending classes on a district
campus.
8/2016 - 5/2017 Local - Time Contributions of
Nurse
Activity:
Nurse - Pam Penney Informal Assessment
:Classroom Assessments - -
12/16: 80% of students
passing all benchmark
assessments.
Students’ academic
achievement, behavior and
attitudes will improve as a
result of living a healthier
lifestyle.
Criterion-Referenced Test
:STAAR End of Course
Exams - - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Safe School Initiatives - In an effort
to promote "Safe Schools",
LaPoynor High will promote special
initiatives and activities that support
the Safe School environment.
Activities include:
* Campus Safety Rules
* National Red Ribbon Week
* Words of Wisdom (Character
Education)
* Second Chance (Anti-Bullying)
* Regularly scheduled fire drills
* Professional Development for Staff
- Crisis Prevention/Intervention
which provides training on how to
safely manage disruptive and
assaultive behavior.
* Fire Prevention Week
* Dating Violence Policy (see Board
Policy FFH-Local)
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Facultyand
Staff
Community and parental
commitment to a "Safe
School" environment
promoting student learning
and the positive
development of our students
into responsible and
concerned citizens.
Documents :Discipline
Records - 05/17: Improved
discipline in the classroom
and reduced number of
referrals per year.
Documents :Discipline
Records - 12/16: Number of
discipline referrals each six
weeks will decrease.
Documents :School Records -
12/16: A log for emergency
drill and safety inspections has
been established and updated
on a regular basis.
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Drug Use, Violence Prevention
and/or Intervention Programs and
Activities: - The staff of LaPoynor
High School recruit parents,
community members and
business representatives to assist
in the design, development,
implementation and evaluation of
the drug use and violence
prevention and/or intervention
program and activities. In addition
to including parents in a
meaningful and ongoing dialogue,
community members and
business representatives are also
invited to participate.
An annual review of tobacco,
alcohol and other drug use
incident data will be conducted by
the Counselor and Principal, using
the data to plan specific programs
and activities.
Students in grades 9 – 12 are
presented with several anti-drug
programs that encourage
discussion sessions about the
materials. These include:
* Dogs Against Drugs,
* National Red Ribbon Week,
* Drug Dogs and
* Student Assemblies to enhance
Drug/Alcohol Awareness.
8/2016 - 5/2017 Local Funds - Time
Contributions of Staff
Activity:
Principal - Garland Willis Documents :Agenda,
Meeting Minutes - - 08/16:
Appropriate campus
Stakeholders will have held
meetings to plan the
programs and services for
the current school year.
A Drug-Free Student Body,
Faculty and Staff
Documents :Counselor
Records - - 05/17:
Counselor`s Summary
Report will indicate that
100% of students have a
heightened awareness of the
dangers of substance use
and abuse.
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Discipline Alternative Education
Program (DAEP) - The Student
Code of Conduct outlines strict
student responsibilities for
maintaining a Drug Free/Gun Free
School and the consequences for
not maintaining same.
LaPoynor High School students who
have violated the district code of
conduct will be placed in the DAEP.
Computer assisted instruction and
counseling services will be provided
for any student who is at risk of
dropping out of school. The DAEP is
offered through a shared service
arrangement with Malakoff ISD.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis State - State Compensatory
Education (SCE) - DAEP
Co-op with Brownsboro ISD
$8,000.00
Dropout rate of 0%.
Students will stay and
succeed in school.
Criterion-Referenced Test
:STAAR End of Course
Exams - 05/17: 100% of
students will pass all
appropriate subject-area
STAAR End of Course
exams.
Informal Assessment
:Classroom Assessments -
12/16: Increased number of
students remaining in school
and staying on track to
graduate in lieu of expulsion.
Maintain classroom
assignments through DAEP
instructional arrangement.
Crisis Management - A Crisis
Management Plan (CMP) is in place,
supported by the district’s Student
Code of Conduct, discipline
management techniques and
necessary safety equipment.
The staff will be provided training on
how to safely manage disruptive and
assaultive behaviour through the
“Teen Dating Violence – Ending the
Violence Program” presented by the
HELP Center. Staff members are
also trained in internet safety through
“Security Solutions Fraud” and CPR
through Region VII.
8/2016 - 5/2017
Strategy:
Principal - Garland Willis Local Funds - Time
Contributions of Faculty and
Staff
A district that is taking a
proactive step in the
prevention and intervention
of serious behavioral
problems.
Documents :Discipline
Records - 05/17: Continued
decrease in infractions of
Student Code of Conduct.
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Campus Improvement Plan
LaPoynor High School 2016-2017
7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in
suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]
Goal:
Objective(s):
Implementation: Reform
Methodologies, Strategies and
Activities
TimeLine Person(s)
Responsible
Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation
Counseling Responsive Services -
The counselor will conduct
responsive services in prevention
and intervention areas. Areas of
focus will include:
* Academic concerns
* School-related concerns such as
misbehavior, excessive absences
and tardiness
* Dropout prevention
* Physical, sexual or emotional
abuse
* Coping with stress
* Discipline management
* Health and wellness
* Drug and Alcohol abuse prevention
* Bullying
* Suicide prevention
* Conflict resolution
* Violence prevention
* Parent education
The counselor and classroom
teachers will deliver age-appropriate
guidance curriculum focusing on:
* Self-Esteem Development
* Good Character
* Emotion Management
* Motivation to Achieve
* Decision-Making Skills
* Goal Setting
* Planning and Problem–Solving
Skills
* Interpersonal Effectiveness
* Communication Skills
* Cross Cultural Effectiveness
* Responsible Behavior
8/2016 - 5/2017
Strategy:
Counselor - Melissa
Sheffield
Local Funds - Time
Contributions of Counselor
Students’ academic
achievement, behavior and
attitudes will improve as a
result of living a healthier
lifestyle.
Documents :Counselor
Records - 05/17: Counselor
Records indicate that
referrals to counselor have
decreased as compared to
the previous year.
Documents :Agenda, Meeting
Minutes - 12/16:
Documentation of scheduled
staff meetings to discuss and
monitor any situation that may
need extra attention.
Page 43 of 43
Generated on Monday, February 06, 2017 at 11:57:18 AM
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
FederalOther
State
Federal 0.9%Other 1.0%State 98.1%
Total: 100.0%
Funding Values By Program
Campus Improvement Plan
LaPoynor High School 2016-2017
Funding Values By Program
FTE DollarValueFederal
Carl D. Perkins
Vocational & Applied
Technology
Region VII CTE Consortium 0.00 $6282.00
Title I, Part A
Homeless Resources 0.00 $100.00
$6,382.00
FTE DollarValueOther
Coordinated Funds
PD Expenses 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Time Contributions of Ancillary Staff 0.00 $0.00
Time Contributions of Parents, Community
Members and Staff
0.00 $0.00
Time Contributions of Staff and Faculty 0.00 $0.00
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Generated on Monday, February 06, 2017 at 11:57:33 AM
Page 1 of 4
Campus Improvement Plan
LaPoynor High School 2016-2017
Funding Values By Program
FTE DollarValueOther
Local
Time Contributions of Nurse 0.00 $0.00
Local Funds
Time Contributions of Faculty and Staff 0.00 $0.00
Local Increment 0.00 $0.00
Teacher Certification Fees 0.00 $0.00
Technology Resources 0.00 $7382.00
Time Contributions of Staff 0.00 $0.00
Time Contributions of Facultyand Staff 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Time Contributions of Counselor 0.00 $0.00
Communication Vehicles 0.00 $0.00
Food/Refreshment for School Related Meetings 0.00 $0.00
Communication Vehicles 0.00 $0.00
Time Contributions of Committee Members 0.00 $0.00
Time Contributions of DPDMC and SBDMC 0.00 $0.00
Time Contributions of Committee Members 0.00 $0.00
Assessment Instruments 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Time Contributions of Staff and Faculty 0.00 $0.00
Time Contributions of Staff and Faculty 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Awards and Diplomas 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Time Contributions of UIL Staff 0.00 $0.00
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Generated on Monday, February 06, 2017 at 11:57:33 AM
Page 2 of 4
Campus Improvement Plan
LaPoynor High School 2016-2017
Funding Values By Program
FTE DollarValueOther
Local Funds
Time Contributions of Counselor 0.00 $0.00
Assessment Instruments 0.00 $0.00
Assessment Instruments 0.00 $0.00
Assessment Instruments 0.00 $0.00
Time Contributions of Dyslexia Teacher 0.00 $0.00
Assessment Instruments 0.00 $0.00
Time Contributions of Counselor 0.00 $0.00
Time Contributions of Librarian 0.00 $0.00
Technology Resources 0.00 $0.00
Technology Policies 0.00 $0.00
Time Contributions of Staff 0.00 $0.00
$7,382.00
FTE DollarValueState
Bilingual Education
Allotment
Time Contribution of ESL Facilitator 0.00 $4744.00
State and Local Funds
Time Contributions of ESL Staff and LPAC 0.00 $0.00
Assessment Instruments 0.00 $0.00
State Career and
Technology Education
Block Grant
Time Contributions of CTE Staff 0.00 $315435.00
State Compensatory
Education (SCE)
DAEP Co-op with Brownsboro ISD 0.00 $8000.00
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Generated on Monday, February 06, 2017 at 11:57:33 AM
Page 3 of 4
Campus Improvement Plan
LaPoynor High School 2016-2017
Funding Values By Program
FTE DollarValueState
State Compensatory
Education (SCE)
Region VII Professional Development Coop 0.00 $6660.00
Professional Development Travel and Registration 0.00 $1000.00
A+ Site License 0.00 $3500.00
Time Contributions of At-Risk Instructional Staff 1.00 $32487.01
Supplemental Instructional Resources 0.00 $5000.00
Study Island Site License 0.00 $1040.00
Time Contributions of Summer School Staff 0.00 $2550.00
State Gifted and
Talented Block Grant
Time Contributions of G/T Staff 0.00 $0.00
Time Contributions of G/T Staff 0.00 $17033.00
State Special Education
Block Grant
Assessment Instruments 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Time Contributions of Faculty and Staff 0.00 $0.00
Henderson County Special Education Co-Op 0.00 $332726.00
$730,175.01
$743,939.01Grand Total:
Copyright © Attila Software Productions 1996-2017 PO Box 2157 – Manchaca, TX 78652 – Phone: 866-451-9708
Generated on Monday, February 06, 2017 at 11:57:33 AM
Page 4 of 4