webb middle school

Webb Middle School: Performance, Education Plan and ResolutionMay 29, 2007

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Webb Middle School - Community Education Plan

2007-2008

Approved by Austin ISD Board of Trusteeson May 29, 2007


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Webb Middle School of 26

Austin Independent School District

Mission StatementAll students will progress academically and intellectually, and will graduate prepared forpersonal success and inspired to contribute to society.

Webb Middle School

Belief Statement

We believe that……children learn best in a safe, healthy environment.…a positive self-esteem fosters learning.…all children should have equal access to an enriched core curriculum and a quality education.…progressive learning takes place when it is considered to be life-long by both the students and the teachers.…meaningful learning takes place when new ideas or programs are given time to work.…every person is responsible for his or her actions.


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This plan has been developed through the collaborative efforts of Webb Community, St. Johns Tri-School Alliance andAustin ISD for presentation to Commissioner Neeley concerning the future of Webb Middle School

Members of Webb Community Task Force Steering Committee

Member’s Name Member’s RoleAllen Weeks Co-Chair and Community Services Group LeaderDavid Delgado Co-Chair and PTSA PresidentTessa Spencer Technology Group LeaderJerry Howard ELL Group LeaderIllene Jones African-American Students Group LeaderRico Gonzales Community Group LeaderCharles Hunt Principal and Teacher Recruitment Group LeaderShelley Samuels Instructional SpecialistPaul Cruz, Ph.D. AISD Asst. Supt. for Student Support Services and Lead FacilitatorDee Carney AISD Coordinator and Resource Facilitator


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Math 2004 2005 2006 3 yearchange 2007

TEA Standard 35% 35% 40% +5 45%All Students 31% 35% 43% +12AA 27% 23% 37%** +10Hispanic 30% 35% 42% +12White -- -- -- --Econ. Dis. 31% 34% 42% +11

Dropouts

Writing 2004 2005 2006 3 yearchange 2007

TEA Standard 50% 50% 60% +10 65%All Students 64% 62% 73% +9AA 81% 60% 92% +11Hispanic 59% 62% 70% +11White -- -- -- --Econ. Dis. 63% 62% 73% +10

Reading/ELA 2004 2005 2006 3 yearchange 2007

TEA Standard 50% 50% 60% +10 65%All Students 51% 50% 53% +2AA 62% 47% 63% +1Hispanic 48% 50% 50% +2White -- -- -- --Econ. Dis. 50% 48% 51% +1

Social Studies 2004 2005 2006 3 yearchange 2007

TEA Standard 50% 50% 60% +10 65%All Students 54% 61% 55% +1AA 76% 67% 46%** -30Hispanic 50% 59% 54% +4White -- -- -- --Econ. Dis. 52% 59% 54% +2

If you disregard thewhite student group(their achievementnumbers vary widelyeach year due to lowenrollment numbers)data show that from2004 to 2006 Webb MSTAKS performanceimproved in 15 out of16 cells*.

*2005-06 was the first year that the 8th grade Science TAKS was administered.**Number of students testing did not meet TEA’s minimum size requirements for accountability purposes. Did not meet TEA Standard

Webb MS – TAKS Data SummaryAEIS Multi-Year History


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Executive Summary

Goal 1: Improve Student Achievement

Strategies Outcome / Performance Measures1. Increase scores of all students on TAKS, SDAA and RPTE.

2. Instruction is TEKS based, data driven, and is developmentallyappropriate for adolescents.

3. Monitor Student Performance.

4. Recruit and retain highly qualified teachers.

5. Increase the use of technology integration into all content areas.

6. Develop an Advisory Program.

7. Redesign the school infrastructure to enhance learning.

• 70% of All Students and each student demographic group will passthe 2008 TAKS Reading Test

• 65% of All Students and each student demographic group will passthe 2008 TAKS Writing and Social Studies Tests.

• 50% of All Students and each student demographic group will passthe 2008 TAKS Math Test.

• 45% All Students and each student demographic group will pass the2008 TAKS science Test.

• Increase % of students advancing based on RPTE – LanguageProficiency Levels by 50%.

• Decrease the number of students, including ELL and SpecialEducation, failing courses every six weeks.

• 100% of the faculty receives professional development on thefollowing: Sheltered English, differentiated instruction / learningstyles, classroom management, cultural awareness and technologyintegration.

• Reduce staff turnover.

Goal 2: Improve Student Preparation for College and Career(Graduation, Completion, Advanced Academics, Attendance/Dropout Rates)

Strategies Outcome / Performance Measures1. Implement a school-wide Career Exploration Initiative.

2. Increase African-American and Hispanic student enrollment in Pre-APcourses.

3. Provide student study trips for each grade, each year that exposesstudents to career and college environments.

4. Develop a “college-going” culture.

• 100% of students will participate in college and career awarenessprograms.

• Increased participation of African-American and Hispanic studentsPre-AP courses.


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Goal 3: Improve Programs and Services to Students(Specialized Programs, Safety, Parent Involvement)

Strategies Outcome / Performance Measures

1. Increase parent, student and community involvement to create a true“community school”.

2. Coordinate the delivery of social and support services in order toreduce barriers to learning and increase attendance.

3. Improve school safety and student responsibility.

• Increase and maintain daily attendance for All students and eachstudent demographic group >95%.

• Increase opportunities for parental participation, parent volunteers andparental engagement.

• Increase the number of adults participating in the Adult EducationProgram.

• Increase the number of students participating in afterschool activities.• 100% of the faculty receives professional development on Capturing

Kids Hearts and True Colors.• Reduce the number of discipline referrals.


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ACTION PLANS

Goal 1: Improve Student Achievement

Strategy: Increase scores of all students on TAKS, SDAA, and RPTE

Curriculum Action Steps Responsible Parties Campus FinancialResources Needed

Math

1. Implement Core Curriculum and Tier I and II Interventions

a. Adhere to the district’s Math Instructional Planning Guides for grade levelclasses and Advanced Planning Guides for pre-AP classes.

b. Implement Mathematics in Context and Holt, Rinehart, and Winston basalprogram instructional resources at Grades 6 and 8.

c. Utilize the FASTT Math and Understanding Math Plus software programs asdirected by the IPG/APG and student data needs.

d. Implement Math Pre-AP at all academic levels using the APG. Lesson Planswill reflect the differentiation between Pre-AP classes and Regular Educationclasses.

e. Create a binder for each math class to monitor student achievement and setinstructional goals.

f. Create and maintain Individual TAKS Plans tracking individual progresstowards proficiency of the TEKS – students will monitor their progress

g. Study student work collaboratively at least once each six weeks using aprotocol as a guide to improve their instructional practice.

h. Include Learning Centers during extended time for Tier II Interventions.

Principal and InstructionalSpecialists

2. Math Instructional Specialista. Utilize the campus instructional specialist for job-embedded professional

development for teachers to improve instructional strategies. The campusmath instructional specialist role will be 100% instructional and will play aprimary role in establishing a professional learning community with the mathteachers.

Principal


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b. Create “Pacing Guides” for each six weeks of instruction based on campusevents and district math curriculum for each grade level. These PacingGuides will include the TEKS of focus during the six weeks. They will beshared with all regular education, special education, and ESL math teachers.

c. Co-teach at least one math lesson per six weeks with new teachers and atleast one math lesson per semester with returning math teachers.

d. Coordinate the study of student work using a protocol as a means to improveinstructional practice at each grade level.

e. Meet twice per semester with elective teachers to plan ways to incorporatethe math TEKS in their lessons.

f. Coordinate two Family Math Nights, through the Webb PTSA, one persemester.

g. Monitor student performance data and help teachers create appropriateintervention opportunities.

h. Attend middle school department chair seminars each grading period and workcollaboratively with other chairs/specialists to facilitate cluster professionaldevelopment.

i. Disseminate resources and strategies.

Principal andInstructional Specialist

Science

1. Implement Core Curriculuma. All Science staff will attend IPG training each six weeks and implement the

strategies shared within their classrooms based on their specific data.b. Adhere to the district’s science Instructional Planning Guides for grade level

classes and Advanced Planning Guides for pre-AP classes (ongoing).c. Implement scaffolded inquiry training.d. Access and use ancillary materials for the adopted science textbooks in

Grades 6-8 (ongoing).e. Access and use district’s Science and Health Resource Center for ongoing

support in providing materials, equipment and live animals, including FOSSkits to support instruction.

f. Focus field-experiences on ecosystems and local environmental changes.


$1,000 for student fieldexperiences


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Social Studies

1. Implement Core Curriculuma. Adhere to the district’s social studies Instructional Planning Guides for grade

level classes and Advanced Planning Guides for pre-AP classes.b. Implement History Alive! instructional resources at Grades 6 and 8.c. Access and use ancillary materials for the adopted social studies textbooks in

Grades 6-8.d. Access and use the multimedia program Austin Past & Present and the

accompanying curriculum in Grades 7 and 8.e. Develop Humanities lessons that integrate social studies and ELA standards

and strategies. Implementation will be done once each six weeks.


2. Social Studies Instructional Specialista. Attend district middle school social studies department chair meetings that are

held once every grading period.b. Disseminate resources and strategies.

Instructional Specialist

Language Arts

1. Implement Core Curriculum and Tier I and II Interventionsa. Adhere to the district’s Language Arts Instructional Planning Guides for grade

level classes and Advanced Planning Guides for pre-AP classes.b. Provide more language development programs that focus on Academic

English / Vocabulary attainment for all students.c. Access and use ancillary materials for the adopted Language Arts textbooks in

Grades 6-8.d. Access and use multimedia programs such as READ 180, Weaver’s, and My

Reading Coach and the accompanying curriculum in grades 6 - 8.e. Develop and implement Humanities lessons that integrate Language Arts and

Social Studies standards and strategies.f. Provide frequent opportunities for composition in all subject areas, following

best practices (Moffett, Elbow, etc.).to improve writing fluency.g. Include small group, intensive instruction, tutoring before, during, or after

school and on Saturdays for extended time for Tier II Interventions.



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2. Language Arts Instructional Specialista. Attend the district middle school Language Arts department chair meetings

that are held once every grading period.b. Disseminate resources and strategies to the department.


English Language Learners

1. Implement Core Curriculuma) Provide professional development to facilitate best ELL pedagogical practices

in all classrooms.b) Adhere to the ESL TEKS for grade level classes and Advanced Planning

Guides for pre-AP classes (ongoing).c) Provide more language development programs that focus on Academic

English / Vocabulary attainment for all students.d) Access and use ancillary materials for the adopted textbooks in Grades 6-8

(ongoing).e) Provide frequent opportunities for composition in all subject areas, following

best practices (Moffett, Elbow, etc.).to improve writing fluency.f) Include small group, intensive instruction, tutoring before, during, or after

school and on Saturdays for extended time for Tier II Interventions.

Principal

2. Develop an on-going monitoring system that includes effective ESLstrategies in Learning Walks and walkthrough forms. Principal

3. Expand language acquisition support for ELLs.a. All Language Arts teachers will be ESL certified; Social Studies and Science

teachers will be ESL certified in year 2 and Math teachers in year 3.b. Additional teacher will provide academic support for 8th grade at-risk ELLs not

in the ELLA Academy (focus on addressing Student Success Initiative)6th grade at-risk ELL’s will be provided transition Language Arts classes using

ESL/Sheltered English strategies. i.

Principal $1,000 for materials andsupplies

$50,000 for teacher

4. Expand the English Immersion Summer Camp for non-English speakingimmigrant students.

a. Identify and target students that score Beginning or Intermediate on the RPTEto attend the camp.

b. Identify and target new immigrant students to attend the camp.

Principal and BilingualEducation Dept. District covers cost


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5. Investigate…a. Expanding access to Reading Programs – Read 180, Books on Tape, Weaver,

and Reading Coach.b. Forming a North Austin International Middle School to possibly consolidate

ELL resources into a single center of excellence.c.

Campus Committee

Professional Development1. For Teachers:

a. 4 days of professional development BEFORE school starts. Topics include: i. Sheltered English; ii. Differentiated Instruction / Learning Styles; iii. Capturing Kids Hearts and True Colors curriculum – includes classroom

management, cultural awareness.b. On-site mini-courses (during planning periods) on Excel, Powerpoint and other

requested applications.c. 3 days of Technology Integration BEFORE schools starts. Focus will be on the

Technology Applications IPG designed to guide technology integration with thefoundation curriculum IPGs.

Principal

Year 2 – Principal

$12,000 – summer stipends

$2,500 - consultant

Year 2 - $9,000 – summerstipends


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2. For Core Academic TeachersMath Teachers - including ELL Teachers and Instructional Specialist

a. Attend 1-3 weeks of Math Camp in June according to need as determined bythe Principal.

b. Attend IPG training and Cluster trainings each six weeks and implement thestrategies shared within their classrooms based on their specific data.

c. Attend Pre-AP training. (Math Pre-AP Teachers)d. Attend one day of Math TEKS training across grades 5-9 following by one day

of training for how the TEKS are assessed on TAKS in grades 5-8.e. Attend one day of training on setting up a data binder for each class, how to

use the data to inform instructional and set goals for students duringinterventions.

f. Attend one day of training on how to write lesson plans that are achievableand aligned with research-based effective instructional practices.

g. Attend IPG training with other BEST schools each six weeks.h. Attend training on building a professional learning community including the

studying of student work, co-planning and co-teaching lessons.i. Provide campus training for those teachers doing AMI tutoring on campus

aligned with the TEKS and student assessment data.

Principal and InstructionalSpecialist



District provides stipends forMath Camp

Science Teachers - including ELL Teachersa. CPO Science equipment training. (Formerly known as Cambridge Physics

Outlet.)b. FOSS kit training for new teachers.c. Glencoe ancillary materials training for new or untrained teachers.d. Vernier Probe training for new or untrained teachers.e. Spencer Kagan Collaborative Learning in Science conducted by district staff

and Kagan trainers.f. Making Science Accessible to English Learners book study.g. Science fair and alternative plans and training.h. “Out of the classroom” training for field based experiences November,

February and April.



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Social Studies Teachers - including ELL Teachersa. Level One History Alive! training for new teachers.b. Advanced Level 2 History Alive! Training for teachers.c. 3 days of district-wide in-service addressing differentiation of curriculum and

support for ELL students in social studies, TAKS strategies, and resources forcommunity outreach groups including the University of Texas Hemispheresand the Texas Council of Economic Education.

Language Arts Teachers - including ELL Teachersa. Attend the Language Arts Reading and Writing Camp in June or July.b. Attend Building Background Knowledge and Academic Vocabulary workshop

presented by Tim Westerberg in Austin, Texas summer of 2008.

For ELLA Teachers:a. Attend 3 days of multimedia technology training BEFORE school starts.b. Attend 2 days of Vertical Team meetings with ELL colleagues during the

school year to discuss curriculum alignment and effective ESL practices.

For 1 CATE Teacher:a. Attend 3 days computer CATE module training BEFORE schools starts.


Instructional Specialist andCadre of Teachers

Principal

Year 3 - Principal

District provides stipends forLA CampYear 2 - $5,400 for summerstipends

$ 1,000 for summerstipends

Year 3 - $1,000 for summerstipends

Strategy: Instruction is TEKS based, data driven, and is developmentally appropriate for adolescents

Instruction Action Steps Responsible Parties Campus FinancialResources Needed

1. Instruct using research-based effective strategies for middle school studentsincluding:• Identifying similarities and differences• Summarizing and note taking• Reinforcing effort and providing recognition• Homework and practice• Nonlinguistic representations

Principal


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• Cooperative learning• Setting objectives and providing feedback• Generating and testing hypotheses• Questions, cues, and advance organizers• Critical thinking, problem solving, deductive, divergent and inductive

reasoning2. Instruct in inviting and safe environments showing character as demonstrated by

respect, caring, responsibility, courage, fairness, perseverance, integrity, self-discipline, honesty, and trustworthiness.

3. Develop system for teachers to plan regularly by department for the followingpurpose: a) review alignment of lessons to assessments; b) ensure on-gradelevel instruction; c) develop engaging lessons; and d) create rubrics for studentwork

4. Develop pacing guides that include ongoing reinforcement of specific TEKS.5. Use multiple learning and teaching approaches including co- teaching, learning

centers / stations, and small group instruction.6. Assess and improve implementation of differentiation strategies for all students

including struggling learners, special education students, and English LanguageLearners.

7. Assess and improve implementation of collaborative unit and integrated lessonplanning involving all core content areas and produce at least one collaborativeunit per grade level per semester.

8. Restructure responsibilities of instructional specialists to focus on imbeddedprofessional development and lesson demonstrations.

9. Create a core team of district and campus instructional specialists to supportprofessional development for new teachers regarding curriculum alignment,delivery of instruction, monitoring/assessment and classroom management (focuson science).

10. Investigate partnerships with academic and business communities for scienceenrichment opportunities.

11. Integrate recommended “core technology” experiences into the foundationcurriculum based on Technology Applications TEKS in AISD TechnologyApplications IPG. Activities aligned with foundation curriculum objectives. Utilizeadopted online Technology Applications curriculum Easy Tech/Learning.com

Principal

Chief Academic Officer

Science dept.

Instructional Technology


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Strategy: Monitor Student Performance

Monitor Student Performance Action Steps Responsible Parties Campus FinancialResources Needed

1. Develop a structure to ensure that students attend tutorial sessions either before,during or after school and/or on Saturdays.

2. Require student, parent, teacher conferences each grading period for studentsthat are failing.

3. Create system to determine which students are in need of intervention and trackthe impact/effectiveness of those interventions.

a. Identify struggling students and provide appropriate interventions with theadministration and analysis of Middle of the Year and End of Yearbenchmarks.

b. Identify struggling students and provide appropriate interventions with theadministration and analysis of district six-weeks assessments.

4. Grade level teams and/or dept. meet regularly to analyze student data, andcollaboratively address student instructional needs.

5. Review and evaluate African American and Hispanic students currently enrolled inor referred to special education as per the ARD process.

6. Monitor implementation of district policy for referring students to special educationa. Refer students to campus IMPACT committee before requesting a special

education referral.

Principal, InstructionalSpecialist and Teachers

Strategy: Recruit and Retain highly qualified teachers

Teacher Incentive and Retention Action Steps Responsible Parties Campus FinancialResources Needed


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1. Develop a compensation program to attract and retain highly qualified andbilingual teachers. (This would be similar to Johnston’s incentive plan.)

2. Communicate to current staff about stipend program for 2007-’08 as a means ofretaining experienced staff.

3. Investigate non-financial incentives to recruit and retain teachers.

Asst. Supt. HR $156,000

Strategy: Increase the use of technology integration into all content areas

Technology Integration Action Steps Responsible Parties Campus FinancialResources Needed


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1. Pilot a multimedia (video, text, images) technology program to support Englishlanguage fluency and comprehension for ELLA students. (Include Webb ELLAwith the International HS and Burnet MS pilot project. .

2. Reconfigure existing computers to:a. Provide a dedicated computer lab for ELLA/ESL students.b. Provide at least 5 computers for each math and science classroom.

3. For elective teachers classrooms, replenish desktops with laptops.

4. Provide computers and internet access at home for Webb students.

5. Purchase 1 wireless mobile computer lab (COW - Computer on Wheels with 25laptops) for 6th grade portables.

6. Provide each core academic classroom – including ELLA (32 teachers) with astandard set of multi-media technology. Including:• Teacher laptop• Document Camera• Computer projector• Printer

7. Purchase computer CATE modules for College and Career Exploration.

Principal

Principal and IT Director

TriiSchool Alliance

Year 2 - Principal

Year 3 - Principal

Year 3 - Principal

Advanced multimediatechnology - $12,000

Follow the district technologyplan for refurbishing

SJ Tri-School Alliance Boardwill coordinate donation ofservices

Year 2 - $22,000 – COWs

Year 3 - technology$25,000 – 20 laptops$13,200 – 24 documentcameras$11, 400 – 19 computerprojectors

Printers will be purchasedwith existing campus funds

Year 3 - technology$25,000 –CATE modules

Strategy: Develop an Advisory Program

Advisory Program Action Steps Responsible Parties Campus FinancialResources Needed


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1. Pilot a 6th grade cluster Advisory Program.a. Cluster Advisory Program should contain similar advisory components that are

in Reagan High School’s Family Advocacy Program.2. Expand this type of Advisory Program to all grades in subsequent years.3. Implement during advisory:

a. Student Interest Surveysb. Goal settingc. Review academic progressd. Schedule student evaluation conferences.

Principal and counselors

Strategy: Redesign the school infrastructure to enhance learning

Infrastructure Action Steps Responsible Parties Campus FinancialResources Needed

4. Establish 6th grade clusters.a. Physically separate the 6th grade students from the remainder of the student

body.b. Provide a dedicated 6th grade team of teachers and other staff that will create

an inviting, supportive, safe environment with an adult advocate for eachstudent.

c. 6th grade cluster planning team, in concert with Murchison Middle School, willbegin formulating cluster plan in May and will develop plan in summer.

Principal

Cost included with AcademicLeadership Academy

5. Provide an Academic / Leadership Academy in the Summer for incoming 6th

grade students.a. Implement a 10-day summer transition camp for all incoming 6th grade

students.b. Create “Where Everybody Belongs” (WEB) initiative for students.

Principal $38,000 for camp


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6. Strengthen Vertical Teaming between Webb, feeder elementary campuses,Reagan HS and Lanier HS.

a. Form a Vertical Team Task Force with 2 teacher representatives from eachcampus.

b. Vertical Team Task Force members will consistently meet to discuss initiativesin the areas of curriculum coordination, at-risk students, smooth transitions,cultural changes, communication and community support.

c. Learning Walks will occur between Vertical Team campuses. Teachers will use time during the school day to visit other Vertical Team classrooms and discuss best practices with their colleagues.

d. Vertically aligned campuses will participate in shared professional developmentsessions.

e. Create an 8th grade to 9th grade transition program with Reagan and Lanier HS.

Reagan Vertical TeamLeader


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Goal 2: Student Preparation for College and Career

Strategy: Implement a school-wide Career Exploration Initiative

College and Career Action Steps Responsible Parties Campus FinancialResources Needed

1. Align Career Exploration Initiative with the TEA Achieve Texas Middle SchoolCareer Exploration Goals.

2. Form Business/Education (BEST) teams to provide career mentors and experiencesfor students, as well as to bring resources to campus.

3. Focus on local high need/high income jobs in career exploration initiative (TEA).4. Purchase computer CATE modules that align with Reagan HS career cluster

courses.a. Introduce computer CATE modules to parents and community.

Principal

Year 3 - PrincipalCost included in technologysection

Strategy: Increase African American and Hispanic student enrollment in Pre-AP / AP Courses

Increase Enrollment in Pre-AP / AP Action Steps Responsible Parties Campus FinancialResources Needed

1. Establish a committee to review and improve campus policies and procedures forstudent placement in Pre-AP courses.

2. Committee will bring the revised plan to the PTSA and CAC.3. Inform parents of HS credit courses at Webb MS.

Principal

Strategy: Provide student study trips for each grade, each year that exposes students to career and college environments

Study Trips Action Steps Responsible Parties Campus FinancialResources Needed

1. 7th grade students will attend “Explore UT”.2. 8th grade students will visit Reagan and/or Lanier High School.3. All students will experience workplace environments.

Principal, counselors District pays transportation andmeals


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Strategy: Develop a “College-Going” Culture

College-Going” Culture Action Steps Responsible Parties Campus FinancialResources Needed

1. Expand college prep work habits that are currently practiced in the AVID programthroughout the school.

2. Involve parents in college experiences, such as “Explore UT”, financial aid, HScredit programs at Webb.

3. Expose all students to the college environment through partnerships with UT, H-Tand St. Edwards University.

4. Increase number of mentors having a college-going focus.5. Initiate a “speaker series” to inspire students to a college/career focus.

Principal, counselors

Goal 3: Improve Programs and Services to Students

Strategy: Increase parent, student and community involvement creating a true “community school”

Community School Action Steps Responsible Parties Campus FinancialResources Needed

1. Implement the practice of addressing the needs of the “whole child”.a. Teachers will provide a quality education for all students.b. Counselors and school support staff will address academic and behavior issues.-

including social skills and anger management.c. HHS-provided Social Worker will address:

i. home/social services, ii. referrals for individual and family counseling, iii. evaluation before special education placement.

Principal Social Worker funded by Cityof Austin HHS


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2. Engage African-American and Hispanic parents in supporting academicachievement of students.

a. Conduct an open house before school starts for parents and students to meet theprincipal, assistant principal, counselors and teachers.

b. Explain the student achievement expectations at Webb MS.c. Hold parent “coffee chats” for African-American and Hispanic parents to discuss

student achievement issues.d. Provide teachers with ongoing training in appropriate culturally sensitive teaching

methods (i.e. True Colors).e. Work together with parents and teachers at other schools, such as LBJ and

Johnston, who are working to improve African-American and Hispanic studentachievement.

f. Become active with the African-American and Hispanic Men and Boys LeadershipConference as a way of engaging community involvement.

Principal, ParentSpecialist, Dropout

Specialist

3. Recruit Positive Role Models as Mentors / Tutors.a. Recruit mentors from local churches, educational institutions, service groups, and

businesses.b. Expand presence of Big Brothers/Big Sisters program at Webb.c. Establish Character Education schoolwide.


Specialist APIE, St. John Tri-SchoolAlliance, BBBS

4. Provide home computers and Internet access for Webb students. Tri-School AllianceSJ Tri-School Alliance Boardwill coordinate donation ofservices

5. Increase membership and participation in Webb MS PTSA.a. Train parent volunteers to assist with delivering positive communications from

teachers to home.b. Plan and implement events of interest to Webb family members.c. Parent volunteers will assist teachers with administrative tasks.d. Attend PTSA training.e. Attend CAC training.

Parent Specialist,Dropout Specialist


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6. Establish an Adult Education Program.a. Courses will include Adult ESL, Civics and GED and career training curriculums.b. Adult classes will have access to computer labs.c. Provide office and storage space for Community Ed.d. Improve facility lighting for safety.

Parent Specialist Community ed grant funds andACC

7. Maintain and expand after school classes.a. Develop classes that are:

i. Based on middle school student interests, ii. Aligned with the TEKS, iii. Culturally relevant, iv. Include classes that specifically meet needs of ELL students.

b. After school coordinator will recruit teachers, monitor classes, manage retentionefforts and coordinate volunteer and non-profit groups.

c. Webb staff will assist with student recruitment and retention in after school programs

Principal21st CCLC and Travis Countygrant funds

Strategy: Coordinate the delivery of social and support services to reduce barriers and increase attendance

Coordination of Services Action Steps Responsible Parties Campus FinancialResources Needed


Attachment #2




1. Use the St. John Tri-School Alliance board as the structure to coordinate servicesto support the success of the 100 – 150 new families coming into Webb eachschool year.

a. Provide full-time HHS social worker primarily responsible for: i. Connecting with support services with families new to the Webb community; ii. Part of the Webb Community Impact team.

b. Provide a full-time support services coordinator primarily responsible for: i. Working with the social worker to effectively coordinate family services, ii. Assess current support services and avoiding duplication of efforts, iii. Coordinate volunteers, tutors, and mentors.

c. Provide Promotoras to work with the social worker to provide initial assessments onnew families, as well as conduct subsequent follow up visits.

d. Renovate the Family Resource Center to support all day usage by parents,volunteers, tutors, mentors, and other support services.


Specialist, Tri-SchoolAlliance

Social Worker funding providedby City of Austin HHS

No cost – shift of currentassignments

Funding provided by SJ Tri-School AllianceFunding provided by SJ Tri-School Alliance

Strategy: Improve school safety and student responsibility

School Safety and Student Responsibility Action Steps Responsible Parties Campus FinancialResources Needed

1. Develop and implement a process to decrease the number of discipline referralsand suspensions for African-American and Hispanic students.

a. All staff members will receive Capturing Kids Hearts training before school starts.b. Administer an assessment (formal or informal) to determine the root cause of the

student’s behavior before issuing referrals.c. Utilize mentors to promote and encourage positive student behavior.

2. Consistently implement the Campus Discipline Plan.

Principal Consultant cost included inp.d. section


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AISD BUDGET SUMMARY

Action Step Item Year 1 Year 2 Year 3

Implement Core Curriculum, Tier I and II Interventions Included in budget Included in budget Included in budget

Science - Student field experiences 1,000 1,000 1,000

ELLA - materials and supplies 1,000 1,000 1,000

Additional teacher to provide academic support for 8th gr. at-risk ELL students not in the ELLA Academy 50,000 50,000 50,000

Professional Development:

4 days before school starts 12,000 -- --

3 days before school starts - technology -- 9,000 --

Consultant - Capturing Kids Hearts / True Colors 2,500 -- --

LA teachers - before school starts -- 5,400 --

ELLA teachers – advanced multimedia technology -before school starts 1,000 200 200

CATE teacher – before school starts -- -- 1,000

Teacher Performance Pay 156,000 156,000 156,000

Advanced multimedia technology support for ELLA students 12,000 3,000 3,000

Multi-media for each core classroom -- -- 49,600

1 Wireless Mobile Computer Lab -- 22,000 --

Career and Technology Education (CATE) Modules -- -- 25,000

Academic / Leadership Academy – incoming 6th graders 38,000 38,000 38,000

Approximate Cost for Implementation $273,500 $285,600 $324,800


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LOCAL FEDERALAction Step Item – Years 1, 2 and/or 3

Campus District Campus DistrictCOMMUNITY

Implement Core Curriculum, Tier I and IIInterventions -- -- -- -- Computers / Internet access to

Webb Families = 150 computers 30,000

Science - Student field experiences 1,000 HHS will provide Social Worker

ELLA - materials and supplies 1,000 Promotora Program 300,000

Additional teacher to provide academic supportfor 8th gr. at-risk ELL students not in the ELLAAcademy

50,000

Professional Development: --

4 days before school starts 12,000

3 days before school starts - technology 9,000

Consultant - Capturing Kids Hearts 2,500

LA teachers – before school starts 5,400

ELLA teachers – advanced multimediaTechnology – before school starts 1,000

CATE teacher – before school starts 1,000

Teacher Performance Pay 156,000

Advanced audio technology support for ELLAstudents 12,000

Multi-media for each core classroom 49,600

1 Wireless Mobile Computer Lab 22,000

Career and Technology Education (CATE)Modules 25,000

Academic / Leadership Academy – incoming 6th

graders 38,000

webb middle school

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