generated by plan4learning.com 1 of 46

Athens Independent School District

Central Athens Elementary

2020-2021 Improvement PlanAccountability Rating: Not Rated: Declared State of Disaster

Central Athens ElementaryGenerated by Plan4Learning.com 1 of 46

Campus #103November 16, 2020 8:44 AM

Mission StatementCentral Athens Elementary provides a supportive culture where lifelong learning

is a celebrated priority and there is a willingness to face challenges with a positive outlook.

Vision

"Be the Light"

Value StatementCampus of Leadership

As a school community, we provide each learner with a high quality, challenging education designed to maximize his/her potential as a learning leader. Ourenvironment is a shared, caring community where there is mutual respect between the educators and the learners. Innovation, creativity, awareness, inquiry,and critical thinking are an integral part of our learning environment. Our learners are provided limitless opportunities to reach their personal best and are

empowered to be leaders of their own learning.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 6School Processes & Programs 9Perceptions 11

Priority Problem Statements 13Comprehensive Needs Assessment Data Documentation 14Goals 15

Goal 1: TEACHING AND LEARNING: Design a system that promotes academic growth for all students and create a culture where the social emotional needs of allstudents are nurtured and strengthened. 15Goal 2: HUMAN RESOURCES: All stakeholders will actively contribute to a culture of organizational excellence leading to student success. 23Goal 3: INNOVATION: Build a culture that fosters and empowers innovation. 27Goal 4: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT: Transform communication to maximize meaningful dialogue between all members of HornetNation. 30

Title I Schoolwide Elements 33ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 33ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 33ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 33

Plan Notes 34Innovation Committee 36Teaching & Learning Committee 37Community Engagement 38Human Resources Committee 39Addendums 40



Comprehensive Needs AssessmentDemographics

Demographics Summary

Students:

American Indian- .2%

Asian- 2.4%

African American- 13.2%

White- 35.7%

Hispanic/Latino -44.1%

Multi Racial- 4.4%

Economic Disadvantaged:

Free- 327

Reduced- 43

Total- 370

Percentage- 73.9%

At Risk:

At Risk- 250

Percentage- 49.9%

LEP:

LEP- 126

Percentage- 25.1%

GT:



GT- 6

Percentage- 1.2%

Special Ed:

Special Ed- 80

Percentage- 16%

Staff:

New to CAE: 2-One transferred within the district

Demographics Strengths

High degree of student and community diversity.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): CAE has a high percentage of at-risk, economically disadvantaged, and SPED students. Root Cause: Low income area with relatively fewhigh paying jobs.

Problem Statement 2: A system needs to be in place for identifying students with frequent absences and tracking them to make sure that they are getting academic support ifthey miss days due to Covid 19. Root Cause: Pandemic-Covid 19

Problem Statement 3: Students who are virtual learners may not have access at home, to appropriate technology so that they can do distance learning. Root Cause:Economically disadvantaged, students living in rural areas.



Student Learning

Student Learning Summary

Student Academic Achievement Summary 18/19 School Year

Student Achievement: 64%

School Progress: 69%

Closing the Gaps: 63%

No Distinctions Earned

Academic Achievement 18/19

White: 80%

Hispanic: 70%

African American: 38%

Student Success Status 18/19

White: 80%

Hispanic: 70%

African American: 38%

18-19 STAAR Index Three-Year Comparison with Added 19/20 Campus Projections

State Target 16/17 17/18 18/19 19/20 Campus ProjectionsIndex 1: Student Achievement 60 71 Domain I 65 Domain I 64 Domain I 75Index 2: Student Progress 32 43 Domain II 69 Domain II 48.3 Domain II 79



State Target 16/17 17/18 18/19 19/20 Campus ProjectionsIndex3: Closing the Gaps 28 40 Domain III 62 Domain III 63 Index 4: Post-Secondary Readiness 12 32

An analysis of the 18-19 data in comparisonto the previous three years

Content

Campus16/17

STAARData

Campus17/18

STAARData

Campus18/19

STAARData

Campus19/20

InterimData

Campus19/20

MAPData

3rd Grade Reading 61% 58% 57%

3rd Grade Math 72% 72% 65% 48% 4th Grade Reading 56% 52% 57% 4th Grade Math 80% 72% 67% 71% 4th Grade Writing P P 57% 40% 5th Grade Reading 80% 65% 60% 5th Grade Math 85% 78% 74% 63% 5th Grade Science 62% 59% 62%

Student Learning Strengths

Growth shown in 4th grade reading and 5th grade science of percentage passing for the 18/19 school year. Growth was shown in 4th grade math for the19/20 school year based on the first interim assessment.



Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): There is a notable gap in academic achievement among ethnic/racial groups, as well as SPED students per 2018-2019 STAAR scores.


Problem Statement 3: Due to Covid-19 there will be gaps in student learning as a result of not having face to face interactions and intervention time with teachers. Root Cause:Students were suddenly shifted in the spring to distance learning.



School Processes & Programs

School Processes & Programs Summary

Curriculum, Instruction and Assessment

Central Athens Leadership Academy

Staff Recruitment and Retention

Retained or promoted top performing teachers from 2019-2020 school year. We had two teachers that left and were able to gain a teacher from anothercampus within the district.

100% teachers certified

Low turnover rate for the 2019-2020 school year.

Technology

Heavy investments in technology: Iexcel , Stemscopes, Edmentum, MakerSpace.

1:1 Technology on campus as well as two computer labs.

Online diagnostic tools (ie MAP tetsing) used to drive instruction.

Teacher training and supports put in places based on technology needs due to Covid-19.

Technology supports are also in place for teachers and parents for our distance learners.

School Processes & Programs Strengths

Curriculum, Instruction and Assessment

Focus on using diagnostic tools/data to drive instructional decision making, and to customize instruction.

Students will MAP test at the beginning, middle, and end of the year. Data from MAP testing will guide intervention in small groups in the classroom.Central Athens ElementaryGenerated by Plan4Learning.com 9 of 46


PreK students will use circle testing.

Staff Recruitment and Retention

High retention/promotion rate among top performing teachers.

Technology

Students will continue to attend Maker Space class reinforcing science, innovation, and creative thinking. This includes supplemental materials to enhancethe learning experience (circuitry, building materials, robotics, audio/video etc...) through student centered discovery learning.

Problem Statements Identifying School Processes & Programs Needs


Problem Statement 2: Students that are remote learners need access to technology and instruction so that they can receive the academic support needed. Root Cause: Covid-19and some families are choosing to utilize remote learning based on family needs.



Perceptions

Perceptions Summary

School Culture and Climate

Discipline Offense Referrals 19-20: 231 which was a decrease from the school year 18-19: 434.

Focus on Restorative/Social Emotional Learning.

Classrooms will have a book of the month that will focus on social emotional learning.

Each classroom will use Imagine Neighborhood through the Second Step Program for social emotional learning.

Parent and Community Engagement

We believe in making campus accessible and positive for all families and community members. Title I meetings held at various times which will bevirtually for the 20-21 school year and in 2 languages. Well attended events, such as Trunk or Treat, which featured a dozen businesses and communityorganizations and was attended by roughly 500 community members for last school year. The 20-21 school year has different parent and communityengagement due to Covid-19. Parents have been urged to join our Facebook page, campus remind, and classroom teacher reminds. We also held a Meetthe Teacher from a distance, in which parents were able to drive through and let their child see their teacher before the start of the year. Teachers sendnewsletters home or add them to google classroom.

Perceptions Strengths

Through leadership book studies, leadership academies, kindness kudos, restorative practices etc... CAE has cultivated a culture and climate of leadershipand kindness.

Family and community events, such as Trunk or Treat and academic pep rallies, were well attended by families and community members. Parents haveopportunities through google classroom, facebook, phone calls, and remind to communicate with their childs teacher and the school. The communicationopportunities are for face to face and virtual learners.

EL Parent involvement has been a strength, during the 19/20 school year EL parents were invited to attend lunch with their child and receive a book to readat home as well as information that could help their child academically.



Discipline office referrals and incidents decreased by almost have from the previous school year.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Parents will need more support throughout the year if their child is a distance learner. Root Cause: Covid-19 and the use of more technology, also somestudents are not able to get the help they need at home until later in the day due to parents working.



Priority Problem StatementsProblem Statement 2: There is a notable gap in academic achievement among ethnic/racial groups, as well as SPED students per 2018-2019 STAAR scores.Root Cause 2:Problem Statement 2 Areas: Student Learning

Problem Statement 3: CAE has a high percentage of at-risk, economically disadvantaged, and SPED students.Root Cause 3: Low income area with relatively few high paying jobs.Problem Statement 3 Areas: Demographics



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

Improvement Planning Data

District goalsCampus goalsCovid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

Texas Academic Performance Report (TAPR) dataFederal Report Card Data

Student Data: Assessments

Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataObservation Survey results

Student Data: Student Groups

STEM/STEAM data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline records

Employee Data

Campus leadership dataProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCommunications data



Goals

Goal 1: TEACHING AND LEARNING:

Design a system that promotes academic growth for all students and create a culture where the social emotional needs of all students are nurtured andstrengthened.

Performance Objective 1: Ensure 100% students achieve annual growth through effective identification and selection of curriculum and resources in allacademic areas and specifically for fourth grade math.

Evaluation Data Sources: Exact Path Data. Data analysis from DMAC, MAP data, Eduphoria, TAPR Report, Walkthroughs, and Teacher Evaluations T-TESS areutilized to evaluate the effectiveness.

Summative Evaluation: None

Strategy 1: Students will participate in MAPS testing, campus wide, at the BOY, MOY, and EOY , in both reading and mathK-2. Students 3-5 will take STAAR at the EOY.

Teachers will use MAPS data to create and enhance targeted small group intervention.Strategy's Expected Result/Impact: Increased academic achievement, Increased student growth, Closing academicperformance gapsStaff Responsible for Monitoring: Assistant Principal, Principal, Teachers, and Intervention TeachersTitle I Schoolwide Elements: 2.4, 2.6

ReviewsFormative Summative

Nov Jan Mar June

Strategy 2: Teachers will use scientifically researched and proven interventions (Study Island, Exact Path, Forde Ferrier, DRA,Reading Eggs, Stem Scopes, Pearson Math, etc...) for tiered intervention and class-wide instruction.Teachers will provide Tiered Intervention that are specific for Approaches, Meets, and Masters on the STAAR test.

Strategy's Expected Result/Impact: Increased academic achievement, increased growth, closing academic performancegaps. Increase in the Meets and Masters areas on STAAR.Staff Responsible for Monitoring: Principal, Assistant Principal, CounselorTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Nov Jan Mar June

Strategy 3: Teachers will use flex group in 3rd-5th grades to increase student growth and to be able to differentiate in the class.Strategy's Expected Result/Impact: Increase student growthStaff Responsible for Monitoring: Teachers, Intervention Support Teachers


Nov Jan Mar June



Strategy 4: Google classroom, Google Forms and Slides are resources that will also be used for virtual classrooms.Strategy's Expected Result/Impact: Using these resources will help our remote learners be able to access informationand instructional opportunities through a different way so that they can continue their learning while working from home.Staff Responsible for Monitoring: Grade level teachers


Nov Jan Mar June

No Progress Accomplished Continue/Modify Discontinue





Performance Objective 2: Provide campus-based professional development opportunities that are meaningful, effective, focused and sustainable.

Evaluation Data Sources: Walk through data; teacher evaluations; DMAC data.


Strategy 1: Teachers will participate in weekly PLC's focused on improving their craft as professional educators. The firstFriday of the month is utilized for Staff Professional Development.

Strategy's Expected Result/Impact: Increased academic achievement, Improved instructionStaff Responsible for Monitoring: Principal, Assistant Principal, CounselorTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ComprehensiveSupport Strategy - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 2: All new certified staff will be trained on the common instructional framework. Common InstructionalFramework will be used in the classes for face to face students and remote students daily.

Strategy's Expected Result/Impact: Increased academic achievement, rigor and student growth. It will also providealignment and common vocabulary used vertically and horizontally on campus.Staff Responsible for Monitoring: Principal, Assistant PrincipalTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools


Nov Jan Mar June

Strategy 3: All staff will be trained on basic discipline practices. Throughout the campus efforts will be made to supportpositive reinforcement. Staff will implement the Essential 55, the Hornet Way, a Leadership book of the month, and Morningmeetings with the counselor.Second Step will also be used for Social Emotional Learning in the classrooms.

Strategy's Expected Result/Impact: Common practices and vocabulary on campus will promote a positive learningenvironment in which students will have more time on task for learning.Staff Responsible for Monitoring: Principal, Assistant Principal, Counselor, Leadership Team, and TeachersTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools


Nov Jan Mar June

Strategy 4: The campus will have a leadership team that meets and brings back information to their team this will enhancecohesiveness and consistency throughout the building.

Strategy's Expected Result/Impact: Improve consistency within the grade levels and across the campus.Staff Responsible for Monitoring: Leadership teamTEA Priorities: Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: Effective Instruction


Nov Jan Mar June



Strategy 5: Training will be offered to meet the various needs of students due to the impact of Covid-19 and remote learning.Added training for staff are: Google classroom, Zoom, Teach with Tech Conference, Get Your Teach on Virtual, Get YourTeach On-Be About It Conference, Google Educator, Texas Reading Academy, Master Teacher Online. All training will focuson either remote learning, social emotional learning, or equity in the learning environment.

Strategy's Expected Result/Impact: Positively enhance student learning and it will give the teachers opportunities tomeet the needs of a variety of students who have been impacted by Covid-19.Staff Responsible for Monitoring: Classroom Teachers, counselor, Principal, Assistant Principal, Support Staff


Nov Jan Mar June






Performance Objective 3: Establish systems where student learning is enriched and students can take initiative of their own learning in a face to facesetting and remote learning.

Evaluation Data Sources: DMAC data; Exact Path, Edmentum, and Google Classroom data will be utilized to evaluate the effectiveness. Teacher walk-throughs andformal evaluations will also be used to evaluate effectiveness.


Strategy 1: Maker Space PreK-5 will be provide through rotations every two weeks.Strategy's Expected Result/Impact: Increased academic achievement, increased student engagement especially in theareas of Science and Math.Staff Responsible for Monitoring: Principal, Assistant Principal, GT TeacherTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - AdditionalTargeted Support Strategy


Nov Jan Mar June

Strategy 2: Continue to improve school facilities and resources (outdoor learning spaces, materials for authentic learningexperiences etc...).

Strategy's Expected Result/Impact: Increased academic performance, improved instruction, improved culture andclimate, increased student engagementStaff Responsible for Monitoring: Principal, Assistant Principal, GT Teacher, SanchezTitle I Schoolwide Elements: 2.4, 2.5, 2.6


Nov Jan Mar June

Strategy 3: CAE will monitor a streamlined attendance system that will involve parental notification procedure to help ensurehigh student attendance rates. Attendance will be checked by 10:00 each morning. Remind will be used to contact parents. Students who are working remotely will have their attendance checked daily by interacting with the teacher, completing schoolwork through online platforms, or attending zoom meetings. Students who are absent are being called daily to check for covid symptoms. In-person students have the ability to work asynchronously through google classroom if they become ill.

Strategy's Expected Result/Impact: Increased academic achievement, increased attendance ratesStaff Responsible for Monitoring: Assistant PrincipalTitle I Schoolwide Elements: 2.4, 2.5


Nov Jan Mar June






Performance Objective 4: All teachers will implement effective supplemental curriculum that meets the needs of individual students, and supports theirgrowth in the areas of reading for 3rd-5th grade, math for 3rd-5th grade, and writing for 4th grade.

Evaluation Data Sources: Walk through data; teacher evaluations, DMAC data, MAP data, and Interim/Benchmark assessment data.


Strategy 1: Math will use (1st-3rd) Magic of Math, (3rd-5th) will use Mentoring Minds, Forde-Ferrier, Lone Star Daily Rigor,Stem Scopes

Reading will use (K-3) Saxon, (1st-3rd) Rooted in Reading, (3rd-5th) Forde-Ferrier, Lone Star, Fast Focus, MotivationReading, Google Classroom, Pearson, Envision, and Think Up

Strategy's Expected Result/Impact: Student performance on tests will increase in all areas (approaches, meets, andmasters).Staff Responsible for Monitoring: Principal, Assistant Principal, Leadership Team, TeachersTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools


Nov Jan Mar June

Strategy 2: Intervention Fridays, students who are in need of interventions in small groups will have the opportunities to cometo school an additional 18 Fridays for the school year.

Strategy's Expected Result/Impact: Improve academic performanceStaff Responsible for Monitoring: Intervention teachers, classroom teachersTEA Priorities: Build a foundation of reading and math, Improve low-performing schools


Nov Jan Mar June






Performance Objective 5: Ensure students in the special education populations will increase academic growth in the approaches area for 5th grade mathand in 3rd-5th grade reading on STAAR.

Evaluation Data Sources: MAP student growth, STAAR data, and Unit tests.


Strategy 1: Teachers will use flex grouping in the classroom to meet the needs of students based on a variety of abilities.Strategy's Expected Result/Impact: Increase in academic achievement.Staff Responsible for Monitoring: Teachers, Campus administration, Special Education Teachers/Staff supportTEA Priorities: Build a foundation of reading and math


Nov Jan Mar June






Performance Objective 6: Create and use with fidelity technology for remote learners enabling them to have access to the same curriculum as face to facelearners and provide timely feedback on their academics specifically for reading and math.

Evaluation Data Sources: Remind, google classroom, and edmentum.






Performance Objective 7: Provide opportunities for EL students to enhance learning in small groups through extra intervention days.

Evaluation Data Sources: MAP, TELPAS


Strategy 1: EL students will have the opportunity to come to school 18 additional days.Strategy's Expected Result/Impact: Improve academic skills, lessen the gap due to covid-19Staff Responsible for Monitoring: Teachers, EL Coordinator


Nov Jan Mar June




Goal 2: HUMAN RESOURCES:All stakeholders will actively contribute to a culture of organizational excellence leading to student success.

Performance Objective 1: Create a comprehensive hiring plan to recruit and hire exceptional candidates for AISD.

Evaluation Data Sources: Analysis of new hires and retention data of staff members.


Strategy 1: Campus reps will attend local college job fairs (UT Tyler, AM Commerce etc...) to recruit exceptional candidates.Strategy's Expected Result/Impact: Increased academic achievement, increased teacher qualityStaff Responsible for Monitoring: Principal, Assistant Principal, CounselorTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals - AdditionalTargeted Support Strategy


Nov Jan Mar June

Strategy 2: Complete staff vacancies in a timely manner.Strategy's Expected Result/Impact: Increased consistency and time for vertical and horizontal planning.Staff Responsible for Monitoring: Principal, Assistant PrincipalTEA Priorities: Recruit, support, retain teachers and principals


Nov Jan Mar June

Strategy 3: The district will continue to have a 4 day work week, this is a great incentive for recruiting highly qualifiedcandidates. Recruit more through social media is an option during Covid-19.

Strategy's Expected Result/Impact: Teachers that are highly qualified will increase academic achievement for studentsin their classrooms.Staff Responsible for Monitoring: PrincipalTEA Priorities: Recruit, support, retain teachers and principals


Nov Jan Mar June





Performance Objective 2: Develop and implement mentoring, training, and support programs for new teachers.

Evaluation Data Sources: Data on retention of new teachers.


Strategy 1: Implement new to district grade level mentors.Strategy's Expected Result/Impact: New teachers will have a support in which they can utilize for understanding newsystems, curriculum, and campus/district expectations. In return this will help to eliminate confusion and will also helpthem to be aligned with other campus teachers.Staff Responsible for Monitoring: Principal, Assistant Principal, Leadership teamTitle I Schoolwide Elements: 2.6 - TEA Priorities: Recruit, support, retain teachers and principals


Nov Jan Mar June





Performance Objective 3: Create an inclusive retention plan to retain employees at all levels.

Evaluation Data Sources: Employee retention data.


Strategy 1: Teacher appreciation through special events and activities (employee breakfast, march madness etc...) at least oncea grading period.

Strategy's Expected Result/Impact: Increased academic achievement through teacher retentionStaff Responsible for Monitoring: Principal, Assistant Principal, CounselorTitle I Schoolwide Elements: 2.4 - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 2: Implement a four day work week district wide.Strategy's Expected Result/Impact: Teacher interest therefore those who may be at other districts will want to now be apart of AISD. Therefore this will help with teacher retention.Staff Responsible for Monitoring: District leadersTEA Priorities: Recruit, support, retain teachers and principals


Nov Jan Mar June

Strategy 3: Implement a positive work environment in which staff feels that they are supported. Weekly PLC meetings thatpromote learning techniques to be used for common school goals and consistency this will be done through the Master Teacherprogram due to social distancing requirements.Weekly Monday memos so that staff can prepare for the upcoming week which in return will enhance organization throughoutthe school.Essential 55 and the Hornet way not only being taught to students but the adults will model it as well.

Strategy's Expected Result/Impact: Staff having opportunities in various ways to utilize their strengths (leadershipteam, training at PLC's, being a mentor teacher)Staff Responsible for Monitoring: Principal, Assistant Principal, Counselor, Leadership TeamTitle I Schoolwide Elements: 2.5 - TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture


Nov Jan Mar June





Performance Objective 4: Athens ISD will provide an incentive for all core content teachers to be ESL certified by the end of the 2020-2021 school year.

Evaluation Data Sources: TELPAS results


Strategy 1: Core content teachers will be reimbursed for mileage, professional development preparation and ESL testing up tothree times.

Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 2:Effective, Well-Supported Teachers, Lever 5: Effective Instruction


Nov Jan Mar June




Goal 3: INNOVATION:Build a culture that fosters and empowers innovation.

Performance Objective 1: Train teachers in the use of authentic, real world instruction, assessment, and problem solving for face to face and remoteasynchronous learners to increase academic achievement.

Evaluation Data Sources: Sign in sheets from provided training; Eduphoria PD logs; Walkthroughs; Edmentum, MAPS, Pearson


Strategy 1: Create a master list of technology "Experts" at the campus level, to be shared among staff for campus levelsupports.

Strategy's Expected Result/Impact: Increased academic performance, improved instructionStaff Responsible for Monitoring: Principal, Assistant PrincipalTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - Additional Targeted Support Strategy


Nov Jan Mar June




Goal 3: INNOVATION:Build a culture that fosters and empowers innovation.

Performance Objective 2: Foster the development of "soft skills" to ensure our students are well adjusted and prepared for life beyond AISD, not onlytechnologically, but also socially and emotionally.

Evaluation Data Sources: Essential 55, Hornet Way, Mindful Monday


Strategy 1: Train all certified staff on PBIS (community circles, respect agreements, Essential 55 common studentexpectations campus wide, Hornet Way which provides common language for rules and expectations throughout the school,and/or SEL/mindfulness practices.

Strategy's Expected Result/Impact: Increased academic achievement, Improved culture and climateCommon expectations, rules and language will positively impact student performance because less time will be needed fordealing with discipline and classroom management situations.Staff Responsible for Monitoring: Assistant Principal, Principal, Counselor, Leadership TeamTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Improve low-performing schools - Additional TargetedSupport Strategy


Nov Jan Mar June

Strategy 2: Incorporate regular counselor guidance lessons into master schedule for all students. These lessons will be over asocial skill given once a month and are tied to a book that the teachers present to the class in a read aloud.

Strategy's Expected Result/Impact: Increased academic achievement, Improved culture and climateStaff Responsible for Monitoring: Counselor, PrincipalTitle I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 3: The counselor will talk about signs of depression and hopelessness in classrooms and will post information oncampus so that students will be able to recognize many of them in themselves and in peers. There will be parent contact andappropriate referrals for any student who expresses such thoughts, feelings, or actions. Teachers are trained in suicide signrecognition at the beginning of each year and will refer any student who has such signs to the counselor. If this is not possible,the nurse will be contacted next, then a member of the campus administration. The counselor will go through a set of steps togather further information to see what action needs to be taken next.

Strategy's Expected Result/Impact: Student safety and support from staff for their well being.Staff Responsible for Monitoring: Counselor


Nov Jan Mar June



Strategy 4: Students will have opportunities to get help in person or anonymously if they feel that they have been bullied or ifthey have witnessed bullying. The principal or assistant principal will gather information to determine whether or not bullyinghas occurred so the next appropriate action can be determined. The district has an outline to follow to go through this process.

Strategy's Expected Result/Impact: Give students a voice and promote campus safety.Staff Responsible for Monitoring: Principal, Assistant Principal


Nov Jan Mar June




Goal 4: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT:Transform communication to maximize meaningful dialogue between all members of Hornet Nation.

Performance Objective 1: Create an electronic newsletter and add to Google Classroom to inform and empower all stakeholders.

Evaluation Data Sources: District electronic newsletter and weekly campus newsletters by grade level.


Strategy 1: Grade levels will send home newsletters at least monthly. Classroom teachers will contact virtual learners throughzoom, remind, and/or phone calls.

Strategy's Expected Result/Impact: Improved academic achievement, increased community engagementStaff Responsible for Monitoring: Principal, Grade level leaders, CounselorTitle I Schoolwide Elements: 3.1 - Additional Targeted Support Strategy


Nov Jan Mar June

Strategy 2: Newsletters, social media, and remind is utilized to contact all parents of upcoming events.Strategy's Expected Result/Impact: Provide opportunities for parents and community members to know in advance anycampus information that is important.Staff Responsible for Monitoring: Principal, Assistant Principal, TeachersTitle I Schoolwide Elements: 3.1, 3.2


Nov Jan Mar June




Goal 4: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT:Transform communication to maximize meaningful dialogue between all members of Hornet Nation.

Performance Objective 2: Provide opportunities for the community to display Hornet Pride.

Strategy 1: Campus will distribute/offer CAE/AISD branded paraphernalia throughout the year (TShirts, stickers, signage,awards, prizes etc...)

Strategy's Expected Result/Impact: Improved culture and climate, increased academic achievement, increasedcommunity engagement.Staff Responsible for Monitoring: Principal, counselorTitle I Schoolwide Elements: 2.6, 3.1


Nov Jan Mar June




Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)



Plan NotesCIP Meeting May 26, 2020

Goal: COMMUNITY ENGAGEMENT/ PARENT INVOLVEMENT: Transform communication to maximize meaningful dialogue between all members of HornetNation.

Performance Objectives:

1) Create an electronic newsletter to inform and empower all stakeholders.

MARCH: Grade levels will send home newsletters at least monthly.

JUNE: Newsletters did not go out after COVID distance learning, but Remind was utilized daily.

2) Newsletters and social media will notify parents and community members of upcoming events.

MARCH: UIL (Jan 23rd), field trips, Benchmarks in February, scheduled awards ceremony, livestock show were posted in both newsletters and on Facebook and/or Remind. March 23, 2020 began COVID distance learning. Remind was utilized daily by teachers, the district and school Facebook pages were used to notify parents and the community ofevents/announcements.

JUNE: March 23, 2020 began COVID distance learning. Remind was utilized daily by teachers, the district and school Facebook pages were used to notify parents and thecommunity of events/announcements. Packet pickup, food pickup, Field Day, and Lifeskills Challenge were on remind and Facebook.

Performance Objective:

Provide opportunities for the community to display Hornet Pride.



MARCH: Awards assembly certificates and UIL t-shirts were given.

JUNE: UIL awards were mailed to students. Yearbooks will be distributed tbd.



Innovation CommitteeCommittee Role Name PositionClassroom Teacher Chera Lambright

Classroom Teacher Audrey Haley

Classroom Teacher Allison Terrell

Classroom Teacher Amanda Robinson

Classroom Teacher Brenda Meyer

Classroom Teacher Grethel Martinez

Classroom Teacher Megan Gross

Classroom Teacher Jacqueline Davis

Classroom Teacher Sandy McPherson

Classroom Teacher Jessica Mebane

Classroom Teacher Sherrilyn Ewing



Teaching & Learning CommitteeCommittee Role Name PositionClassroom Teacher Karol Taylor

Classroom Teacher Moises Sanchez

Classroom Teacher Sandra Carter

Classroom Teacher Briana Hope

Classroom Teacher Sunshine Armendariz

Classroom Teacher Zulema Torres

Classroom Teacher Carolina Avila

Classroom Teacher Chrystane Bowie Classroom Teacher



Community EngagementCommittee Role Name PositionClassroom Teacher Karina Salazar

Non-classroom Professional Amy Wood

Classroom Teacher Rebecca Hall

Classroom Teacher Katherine Horton

Classroom Teacher Katie Iglehart

Classroom Teacher Annette Graham

Classroom Teacher Sara Chamblee

Classroom Teacher Jodie Babb

Classroom Teacher Meagan Matlock Classroom Teacher

Classroom Teacher Reagen Adair Classroom Teacher



Human Resources CommitteeCommittee Role Name PositionClassroom Teacher Heather Davis

Classroom Teacher Stephanie Harrell

Classroom Teacher Julie Boothe

Administrator Claudia Stiles

Administrator Jennifer Lehr

Classroom Teacher Bernitha Enoch

Classroom Teacher Wendy Ottaberry

Classroom Teacher Rachel Perry

Classroom Teacher Norma Thompson

Non-classroom Professional Polly Williams Nurse

District-level Professional Deidre Pool District Librarian



Addendums



Athens ISD 107901 STUDENT WELFARE FFI FREEDOM FROM BULLYING (LEGAL)

DATE ISSUED: 10/6/2017 1 of 3 UPDATE 109 FFI(LEGAL)-P

“Bullying”:

1. Means a single significant act or a pattern of acts by one or

more students directed at another student that exploits an im-

balance of power and involves engaging in written or verbal

expression, expression through electronic means, or physical

conduct that satisfies the applicability requirements below and

that:

a. Has the effect or will have the effect of physically harm-

ing a student, damaging a student’s property, or placing

a student in reasonable fear of harm to the student’s

person or of damage to the student’s property;

b. Is sufficiently severe, persistent, or pervasive enough

that the action or threat creates an intimidating, threaten-

ing, or abusive educational environment for a student;

c. Materially and substantially disrupts the educational pro-

cess or the orderly operation of a classroom or school;

or

d. Infringes on the rights of the victim at school; and

2. Includes cyberbullying.

“Cyberbullying” means bullying that is done through the use of any

electronic communication device, including through the use of a

cellular or other type of telephone, a computer, a camera, electron-

ic mail, instant messaging, text messaging, a social media applica-

tion, an Internet website, or any other Internet-based communica-

tion tool.

These provisions apply to:

1. Bullying that occurs on or is delivered to school property or to

the site of a school-sponsored or school-related activity on or

off school property;

2. Bullying that occurs on a publicly or privately owned school

bus or vehicle being used for transportation of students to or

from school or a school-sponsored or school-related activity;

and

3. Cyberbullying that occurs off school property or outside of a

school-sponsored or school-related activity if the cyberbully-

ing:

a. Interferes with a student’s educational opportunities; or

Definitions

Bullying

Cyberbullying

Applicability



b. Substantially disrupts the orderly operation of a class-

room, school, or school-sponsored or school-related ac-

tivity.

The board shall adopt a policy, including any necessary proce-

dures, concerning bullying that:

1. Prohibits the bullying of a student;

2. Prohibits retaliation against any person, including a victim, a

witness, or another person, who in good faith provides infor-

mation concerning an incident of bullying;

3. Establishes a procedure for providing notice of an incident of

bullying to:

a. A parent or guardian of the alleged victim on or before

the third business day after the date the incident is re-

ported; and

b. A parent or guardian of the alleged bully within a rea-

sonable amount of time after the incident;

4. Establishes the actions a student should take to obtain assis-

tance and intervention in response to bullying;

5. Sets out the available counseling options for a student who is

a victim of or a witness to bullying or who engages in bullying;

6. Establishes procedures for reporting an incident of bullying,

including procedures for a student to anonymously report an

incident of bullying, investigating a reported incident of bully-

ing, and determining whether the reported incident of bullying

occurred;

7. Prohibits the imposition of a disciplinary measure on a student

who, after an investigation, is found to be a victim of bullying,

on the basis of that student’s use of reasonable self-defense

in response to the bullying; and

8. Requires that discipline for bullying of a student with disabili-

ties comply with applicable requirements under federal law,

including the Individuals with Disabilities Education Act (20

U.S.C. Section 1400 et seq.).

The policy and any necessary procedures must be included annu-

ally in the student and employee handbooks and in the district im-

provement plan under Education Code 11.252. [See BQ]

The procedure for reporting bullying must be posted on a district’s

Internet Web site to the extent practicable.

Policy

Internet Posting



A district may establish a district-wide policy to assist in the preven-

tion and mediation of bullying incidents between students that:

1. Interfere with a student’s educational opportunities; or

2. Substantially disrupt the orderly operation of a classroom,

school, or school-sponsored or school-related activity.

Education Code 37.0832

Prevention and Mediation

Athens ISD 107901 STUDENT WELFARE FFI FREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 10/6/2017 1 of 3 UPDATE 109 FFI(LOCAL)-A

Note: This policy addresses bullying of District students. For

purposes of this policy, the term bullying includes cyber-

bullying.

For provisions regarding discrimination and harassment

involving District students, see FFH. Note that FFI shall

be used in conjunction with FFH for certain prohibited

conduct. For reporting requirements related to child

abuse and neglect, see FFG.

The District prohibits bullying, including cyberbullying, as defined

by state law. Retaliation against anyone involved in the complaint

process is a violation of District policy and is prohibited.

Bullying of a student could occur by physical contact or through

electronic means and may include hazing, threats, taunting, teas-

ing, confinement, assault, demands for money, destruction of prop-

erty, theft of valued possessions, name calling, rumor spreading, or

ostracism.

The District prohibits retaliation by a student or District employee

against any person who in good faith makes a report of bullying,

serves as a witness, or participates in an investigation.

Examples of retaliation may include threats, rumor spreading, os-

tracism, assault, destruction of property, unjustified punishments,

or unwarranted grade reductions. Unlawful retaliation does not in-

clude petty slights or annoyances.

A student who intentionally makes a false claim, offers false state-

ments, or refuses to cooperate with a District investigation regard-

ing bullying shall be subject to appropriate disciplinary action.

Reports of bullying shall be made as soon as possible after the al-

leged act or knowledge of the alleged act. A failure to immediately

report may impair the District’s ability to investigate and address

the prohibited conduct.

To obtain assistance and intervention, any student who believes

that he or she has experienced bullying or believes that another

student has experienced bullying should immediately report the

alleged acts to a teacher, school counselor, principal, or other Dis-

trict employee. The Superintendent shall develop procedures al-

lowing a student to anonymously report an alleged incident of bul-

lying.

Any District employee who suspects or receives notice that a stu-

dent or group of students has or may have experienced bullying

shall immediately notify the principal or designee.

Bullying Prohibited

Examples

Retaliation

Examples

False Claim

Timely Reporting

Reporting Procedures

Student Report

Employee Report


DATE ISSUED: 10/6/2017 2 of 3 UPDATE 109 FFI(LOCAL)-A

A report may be made orally or in writing. The principal or designee

shall reduce any oral reports to written form.

When an allegation of bullying is reported, the principal or design-

ee shall notify a parent of the alleged victim on or before the third

business day after the incident is reported. The principal or design-

ee shall also notify a parent of the student alleged to have engaged

in the conduct within a reasonable amount of time after the incident

is reported.

The principal or designee shall determine whether the allegations

in the report, if proven, would constitute prohibited conduct as de-

fined by policy FFH, including dating violence and harassment or

discrimination on the basis of race, color, religion, sex, gender, na-

tional origin, or disability. If so, the District shall proceed under poli-

cy FFH. If the allegations could constitute both prohibited conduct

and bullying, the investigation under FFH shall include a determi-

nation on each type of conduct.

The principal or designee shall conduct an appropriate investiga-

tion based on the allegations in the report. The principal or design-

ee shall promptly take interim action calculated to prevent bullying

during the course of an investigation, if appropriate.

Absent extenuating circumstances, the investigation should be

completed within ten District business days from the date of the

initial report alleging bullying; however, the principal or designee

shall take additional time if necessary to complete a thorough in-

vestigation.

The principal or designee shall prepare a final, written report of the

investigation. The report shall include a determination of whether

bullying occurred, and if so, whether the victim used reasonable

self-defense. A copy of the report shall be sent to the Superinten-

dent or designee.

If an incident of bullying is confirmed, the principal or designee

shall promptly notify the parents of the victim and of the student

who engaged in bullying.

If the results of an investigation indicate that bullying occurred, the

District shall promptly respond by taking appropriate disciplinary

action in accordance with the District’s Student Code of Conduct

and may take corrective action reasonably calculated to address

the conduct. The District may notify law enforcement in certain cir-

cumstances.

A student who is a victim of bullying and who used reasonable self-

defense in response to the bullying shall not be subject to discipli-

nary action.

Report Format

Notice of Report

Prohibited Conduct

Investigation of Report

Concluding the Investigation

Notice to Parents

District Action

Bullying

Discipline


DATE ISSUED: 10/6/2017 ADOPTED: 3 of 3 UPDATE 109 FFI(LOCAL)-A

The discipline of a student with a disability is subject to applicable

state and federal law in addition to the Student Code of Conduct.

Examples of corrective action may include a training program for

the individuals involved in the complaint, a comprehensive educa-

tion program for the school community, follow-up inquiries to de-

termine whether any new incidents or any instances of retaliation

have occurred, involving parents and students in efforts to identify

problems and improve the school climate, increasing staff monitor-

ing of areas where bullying has occurred, and reaffirming the Dis-

trict’s policy against bullying.

The principal or designee shall refer to FDB for transfer provisions.

The principal or designee shall notify the victim, the student who

engaged in bullying, and any students who witnessed the bullying

of available counseling options.

If the investigation reveals improper conduct that did not rise to the

level of prohibited conduct or bullying, the District may take action

in accordance with the Student Code of Conduct or any other ap-

propriate corrective action.

To the greatest extent possible, the District shall respect the priva-

cy of the complainant, persons against whom a report is filed, and

witnesses. Limited disclosures may be necessary in order to con-

duct a thorough investigation.

A student who is dissatisfied with the outcome of the investigation

may appeal through FNG(LOCAL), beginning at the appropriate

level.

Retention of records shall be in accordance with CPC(LOCAL).

This policy and any accompanying procedures shall be distributed

annually in the employee and student handbooks. Copies of the

policy and procedures shall be posted on the District’s website, to

the extent practicable, and shall be readily available at each cam-

pus and the District’s administrative offices.

Corrective Action

Transfers

Counseling

Improper Conduct

Confidentiality

Appeal

Records Retention

Access to Policy and Procedures

generated by plan4learning.com 1 of 46

Documents