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2016-2017

Madisonville Intermediate SchoolCampus Improvement Plan

Performance ImprovementCommittee

AdministrationTawnya Nail, Principal

Mike Cousins, Assistant PrincipalKathryn Jenkines, Counselor

Carroll Fox, Secretary

Teaching FacultyAshton Friede

Lindsey KilcreaseMissy Allen

At large Faculty MembersJohan Osth, Leslie Lee, Lisa Webb, Beth Caballero

Parent/Community MemberLola Hardy

Community MemberSandra Guice

Instructional EffectivenessGoal: Improve Thinking/Reasoning skills using Higher Order Thinking/Problem Solving so that students will achieve mastery at 10% above the state average on state assessment. Goal: To bring students on grade level in reading, math, science, and social studies.

Objectives: Align Curriculum vertically and horizontally; 2nd to 3rd, 3rd to 4th, 4th to 5th & 5th to 6th Utilize benchmarking as an instruction tool with calendar; Engage in effective staff development; Utilize technology to increase student achievement; Utilize tutoring/intervention during and after school as an instructional tool; Utilize Honorable Character to increase student success in the classroom.

Summative Evaluation: State achievement testing results.

Campus Objective: MIS will implement provisions of the Every Student Succeeds Act (ESSA) pertaining to school improvement. MIS will remediate every student who has not met standard on state assessments. MIS will integrate a physical education program to promote a healthy lifestyle for all stakeholders. This will include; physical,

emotional and mental health. To prevent unwanted physical or verbal aggression (bullying) in a way that all students and staff will feel safe and secure.Note: Ten Components of Title 1 School-Wide Program are referenced in each Strategy column below.

Strategies Person(s) Responsible Timeline Resources/Allocations Formative Evaluation

Increase instructional min-utes in school day.(Ten Components - 2a,b)

Administration and Board of Trustees.

Immediately (for entire year).

On-going, modify master schedule to maximize 15 additional minutes in the school day. (7:50-3:30)

Evaluation of student achievement overall and in targeted subgroups via benchmarks and state as-sessment.

Tutoring/Intervention.(Ten Components – 2a,b & 9)

Teaching faculty and volun-teers.

Aug-May. Intervention time during activity period and after-school.

Evaluation of student achievement overall and in targeted subgroups via 9 weeks grades, benchmarks and state assessments.


Increased monitoring of data-driven student aca-demic progress through professional development.(Ten Components – 4)

Principal, Curriculum Direc-tor and Teaching Faculty.

Aug. – May. DMAC, Eduphoria, Staff Training

Assessment of improved achievement in targeted subgroups.

100% highly qualified teaching faculty in all core areas.(Ten Components – 3)

Principal, Superintendent and Board of Trustees.

Immediately. On-going. All staff are currently and will remain “highly quali-fied” in core subject area.

Staff development oppor-tunities targeting at risk learners and specific sub-groups.(Ten Components – 4)

Principal. Immediately. Campus budget. Improved student achieve-ment in targeted sub-groups.

Increase staff use and ac-cess to latest technology resources.(Ten Components – 4&5)

Technology Department and Principal.

Immediately. Training conducted by MCISD technology depart-ment; Outside professional development workshops.

Increased use of technol-ogy in both instruction and student assessment.

Staff will align curriculum(Ten Components – 2,8&9)

Principals, Curriculum Di-rector, Teachers, Tutoring Teachers

Department and weekly grade-level meetings. Vertical Team meetings

TEKS; STAAR results;STAAR information book-lets and practice tests;Curriculum materials; local funds

Benchmark assessment re-sults; end-of-unit testing results; student products; performance indicators

Instructional calendar out-lining pacing of scope and sequence.(Ten Components – 8&9)

Principals, Curriculum Di-rector, Teaching Staff

AugustDevelop grade level calendar.

TEKS; STAAR results;STAAR information book-lets and practice tests; cur-riculum materials; local funds

3 week checks for mastery of scheduled calendar scope and sequence

Maintain benchmarking assessments at all levels.(Ten Components – 2b&9)

Principals, Curriculum Di-rector, Teaching Staff, Counselor

2 per year as mandated (secondary)Elementary/Intermediate

Locally developed tests; released tests;Commercially developed tests; local funds

Benchmark scores; re-teaching checks and as-sessments.Analyze results and de-velop plans for corrective actions as needed


Staff will adjust calendar based on benchmarking results.(Ten Components – 2b, 8&9)

Principals, Curriculum Di-rector, Teaching Staff, Counselor

3 week and end-of unit(secondary)

Benchmark scores Revise calendar as needed, based on benchmark scores for re-teaching & testing purposes.

Staff will engage in fo-cused staff development concerning curriculum and benchmarking.(Ten Components – 4&8)

Principals, Curriculum Di-rector, Special and Federal Program Director; Teaching Staff, Counselor

August; January; ongo-ing individual profes-sional development

State Compensatory funds, Title funds, local funds.

Travel expense

Department and grade-level presentations; princi-pal walkthroughs.

Staff will adjust teaching practices to increase stu-dent achievement.(Ten Components – 2b,c,d, 8&9)

Principals, Curriculum Di-rector, Teaching Staff

August - ongoing Local FundsOngoing professional de-velopment focusing on in-creasing active cognitive engagement.

ESC Region 6

Walkthroughs

Institute co-teacher evalua-tions.

Lesson Study

Promote HonorableCharacter in theClassrooms(Ten Components – 2d,e)

Principal, Asst. Principal, Teachers, Counselor and Students

August - May Honorable Character cur-riculum, Posters

Morning Assembly

Tokens for students

Number of students re-ferred to office

Dropout rate will remain at 0% by use of counsel-ing, and calling all stu-dents not in attendance at school.(Ten Components – 2d)

Principals, Student Service Clerk (PEIMS), Reception-ist, Teachers, Parent Center Staff, Counselors

August - ongoing Attendance Records PEIMS reports, Counselor reports, Attendance re-ports, reports & rosters

Comprehensive needs as-sessment(Ten Components – 1)SEE APPENDIIX #3

Administrative Team Ongoing – School Year End of the year needs as-sessment reports

Campus Survey’s

Test Results


Reform Strategies to meet identified areas of greatest need within all subgroups.(Ten Components – 2a,b,c,d&e, 10)

Curriculum Director, Teach-ers and Administrative Team

Throughout school year Campus Budget AEIS data, Report card, PBMAS

Highly qualified teachers, Professional development for teachers, principals and paraprofessionals and attract highly qualified staff.(Ten Components – 3&4)

Principal Ongoing – School Year Recruitment opportunity Annual Staff Appraisal

Teacher assist with deci-sions regarding the use of academic time and strate-gies.(Ten Components – 8)

Administrative Team, Cur-riculum Director, Teachers

Ongoing – School Year Conference meeting times to discuss assessment re-sults

Walkthroughs, reteach documentation, assessment data

Effective, timely assis-tance for students who ex-perience difficulty.(Ten Components – 2d&9)

Teachers and Counselor Ongoing - School Year Counseling time and tutorial time

End of year report

Assistance for students that are performing below grade level on standard-ized tests.(Ten Components – 2d&9)

Principal, Counselor, Diag-nostician, Intervention Teachers, Classroom Teach-ers

Ongoing - School Year Intervention Classes Results from STARR, Unit Assessments, End of Year Assessments

Coordination and integra-tion of federal, state and local services and pro-grams.(Ten Components – 10)

Administrative Team Ongoing - School Year Violence prevention pro-grams, nutrition programs, housing programs, Head Start and adult education

End of year report

Strategies Person(s) Responsible Timeline Resources/Allocations Formative EvaluationInvestigate adopting SPARK Curriculum

PE Teachers On-going. Grant. Healthy Lifestyles.

Provide professional de-velopment for SPARK curriculum.(Ten Components -4)

SPARK Academy On-going. Grant. Improved PE curriculum.

Incorporate Fitness gram initiative into adopted PE curriculum.

PE Teachers, Teachers and Principal, Nurse

On-going. Budget. Improved health curricu-lum

Continue coordination of the Fitness gram initiative with health curriculum.

PE teachers, Health teachers, Nurse, and Principal

On-going. Budget. Improved content curricu-lum, improved student grades and healthier life-styles

Investigate Get Fit Staff Wellness Program

Nurse On-going. Budget. Healthy life styles de-crease staff “sick” days

Honorable Character Discipline Program(Ten Components – 2d,e)

All Staff. Immediately and on-go-ing.

Materials purchase, incen-tivesTokens

Increased student achieve-ment; decrease referrals for bully behaviors and other disruptions.

Bullying ProfessionalDevelopment(Ten Components – 2d,e & 4)

Counselor. In-service Counselor led staff Development.

Increased student achieve-ment; decrease referrals for bully behaviors.

Implement Bully Preven-tion and Reporting Pro-gram(Ten Components – 2d,e)

All Staff. Immediately and on-go-ing.

Anonymous reporting sys-tem; character/anti-bully lessons.Suggestion Box

Increased student achieve-ment; decrease referrals for bully behaviors

Strategies Person(s) Responsible Timeline Resources/Allocations Formative EvaluationIncoming 3rd grade stu-dents tour Intermediate School(Ten Components – 7)

Principal, Assistant Princi-pal, Counselor, 2nd & 3rd grade teachers.

May Campus Budget, Counsel-ing, Administration Orientation

Increase student achieve-ment, decrease in transi-tion anxiety

Vertical planning between 2nd & 3rd grade teachers; 3rd & 4th; 4th and 5th, and 5th & 6th.(Ten Components – 7)

Teachers, Principal In-service and after school meetings

In-service and afterschool meetings

Student achievement results

Incentive Program for stu-dents who meet goals.

Teachers, Principal, Coun-selor

On-going Tokens, field trips, reward cart, STAAR incentive programStudent Activity Fund

Rosters, STAAR Data, AR Data

Organizational EffectivenessGoal: Improve Communication and Community-building among all campus stakeholders

Objectives: Increase parental involvement through PTO and a volunteer program; Increase communication between staff, parents, and community through newspaper each 9 weeks;

Summative Evaluation: Increase in parent involvement as measured by attendance at campus functions and use of parent survey at the end of the school year.Note: Ten Components of a Title 1 School-Wide Program are referenced in each Strategy Column below.

Strategies Person(s) Responsible Timeline Resources/Allocations Formative EvaluationParent Center staff will work with campus to make home visits and Parent Center appointments, and conduct parent trainings and classes.(Ten Components – 2c&6)

Parent Center staff, Special Programs Di-rector, Principals, Counselors, Teachers.

Ongoing and as needed Au-gust-May.

State Compensatory funds, Title funds, Local funds.

Home visit records, sign-in sheets, class rosters, daily logs.

Teacher’s monthly par-ent contact logs; Aware Journal.

Volunteer programming.(Ten Components – 2c)

Principals, Counselors, Teachers.

Ongoing and as needed Au-gust-May.

Local funds. Sign-in sheets.

School Wide Family Night & Meal(Ten Components – 6)

Principals, PTO, and All Staff.

January Title Funds, PTO Funds. Sign-in sheets.

PTO and campus-based parent in-volvement activities.(Ten Components – 6)

PTO officers, Princi-pals, Teaching staff, Counselor.

Monthly meetings

Local Funds. Sign-in sheets.

Honorable Character(Ten Components – 2d,e)

Principal, Counselor, Asst. Principal, Students, Teaching Staff.

On-going Honorable Character Curriculum, Posters, tokens.

Reduce number of stu-dents referred to the of-fice.

School bulletin board with Student Council students.

Principal, Teachers, Student Council stu-

Continuing throughout the

Local Funds. Posted in a timely fash-ion on the cafeteria bul-

dents assisted by fac-ulty.

year. letin board.


Student Enrichment Opportunitiessuch as Beta Club, and Student Council.(Ten Components – 2c,d & 9)

Principals, Counselor and Teacher Sponsors

Monthly and throughout the year.

Campus Funds. Class Rosters and Or-ganizational sign-in sheets.

Increase communication between staff. Game Plan emails – Princi-pal’s weekly newsletter; Whale Dones

Principal Weekly Campus Funds. Sign-in sheets.

Student participation in UIL Teachers Oct-Dec Campus Funds Rosters

Fall Festival Teachers, PTO, Princi-pal

October Campus Funds, PTO

AttendanceGoal: To Maintain Attendance to 98% annually by:

Daily Announcements of class attendance. End of year rewards/field trip.

Objectives: Increase daily and six weeks attendance through incentives

Summative Evaluation: Annual Attendance Report

All strategies below are aligned with Ten Components of a Title 1 School-Wide Program (Indicators 2c,d&9)

Strategies Person(s) Responsible Timeline Resources/Allocations Formative EvaluationFolder- Office will call all students who are ab-sent on a daily basis.

Teachers, PEIMS Clerk, Principals, Aide respon-sible for calling.

August - May. Attendance rewards. 6 weeks attendance re-ports.

Increase daily atten-dance with a semester attendance celebration.

Teachers, PEIMS clerk, Principals.

August - May. Local Funds. PTO. Class attendance chart.Announced during Morning Assembly Daily.

Grade level bulletin boards to visualize the attendance goals.

Counselor, Principals, Teaching staff from each grade level.

Each 9 weeks reporting period.

Grade level choice. Weekly attendance ticket with drawing at the end of each 9 weeks.

End of year celebration for all students with per-fect attendance.

Principals, PEIMS clerk, Teachers, PTO.

August - May. PTO campus funds. Evaluation end of year attendance report.

School Health- Encour-age hand washing and covering cough.

School Nurse, Faculty, Custodial Staff and Students.

August - May. Hanging signs in hall-ways.

Appendix #1: Migrant Services

Activity Persons Responsible Timeline Resources Formative Evaluationa. ID&R: Identify and recruit mi-grant children and youth, including conducting annual residency verifi-cation and other Identification and Recruitment (ID&R) activities ac-cording to specific timelines, as outlined in the Texas Manual for the Identification and Recruitment of Migrant Children.

Migrant ServicesClerk

July 1, 2016 – June 30, 2017

Migrant ServicesClerk salary

Students entered appro-priately into school.

b. ID&R: Conduct ID&R activities as outlined in the ID&R plan in the Texas Manual for the Identification and Recruitment of Migrant Children.

Migrant Services Clerk

July 1, 2016 – June 30, 2017


Students entered appro-priately into school.

c. NGS: Beginning July 1 through June 30, encode all required data into the New Generation System (NGS) and conduct all required ac-tivities, as outlined in the Manual for New Generation System (NGS) Data Management Requirements.


July 1, 2016 – June 30, 2017


Students entered into NGS

d. Migrant Services Coordination: Within the first grading period of the school year that the child who is eligible for migrant services is in the district, (1) determine individ-ual needs for instructional and sup-port services, (2) identify available resources and make referrals to ad-dress said needs, such as tutoring, WIC, HEP, dropout prevention program, (3) coordinate with enti-ties to ensure that the child has ac-cess to the appropriate services, and (4) follow up to monitor and


July 1, 2016 – June 30, 2017

Migrant ServicesClerk salary Mi-grant ServicesClerk salary

Services provided.

document progress.Activity Persons Responsible Timeline Resources Formative Evaluation

e. Migrant Services Coordination: Coordinate with school staff and the Texas Migrant Interstate Pro-gram (TMIP) to ensure that mi-grant students who have failed any subject area of the statewide stu-dent assessment are accessing lo-cal, intrastate and interstate oppor-tunities available for summer statewide student assessment reme-diation.


July 1, 2016 – June 30, 2017

Migrant Services Clerk salary

Credit accrual.

f. Secondary Students: (1) Coordi-nate with available programs offer-ing options for credit accrual and recovery to ensure that migrant secondary students are accessing opportunities available to earn needed credits and make up coursework which is lacking due to late arrival and/or early with-drawal. Student participation must not interfere with core classes. (2) Ensure consolidation of partial sec-ondary credits, proper’s course placement and credit accrual for on-time graduation, including ac-cessing and reviewing academic records from NGS.

Migrant Services Clerk, High School Counselors

July 1, 2016 – June 30, 2017


Credit accrual.

g. Middle School Students: Coordi-nate with available mentoring pro-grams or support organizations to develop students’ learning and study skills and follow up to moni-tor and document progress.

Migrant Services Clerk, Jr. High School Counselors

July 1, 2016 – June 30, 2017


Course completion.

Activity Persons Responsible Timeline Resources Formative Evaluationh. Middle School Students: Provide coordination of resources by (1) contacting each student or family to establish the extent of student needs for homework assistance and tools, (2) collaborating with exist-ing programs and organizations to coordinate student access to re-sources and (3) providing students and parents with up-to-date and easy-to-understand information on how to access homework assis-tance when needed.


July 1, 2016 – June 30, 2017


Course completion.

i. Middle School Students: Provide a presentation or information to school staff to increase their aware-ness of migrant middle school stu-dents’ need for timely attention and appropriate interventions (accord-ing to local procedures in place) for academic and nonacademic prob-lems or concerns. The presentation or information must include direc-tions for non-MEP staff to notify MEP staff of referrals and inter-ventions.


July 1, 2016 – June 30, 2017


Course and grade level completion.

j. Middle School Students: Provide supplemental information to mi-grant parents on how to collaborate with school staff and how to access resources in order to provide timely attention and appropriate in-terventions for their middle school children.


July 1, 2016 – June 30, 2017

Migrant Services Clerk salary, Sum-mer school staff salaries

Course and grade level completion.

Activity Persons Responsible Timeline Resources Formative Evaluation

k. Students in Grades 3-11: Coordi-nate with school staff and the Texas Migrant Interstate Program (TMIP) to ensure that migrant stu-dents who have failed any subject area of the statewide student as-sessment are accessing local, in-trastate and interstate opportunities available for summer statewide stu-dent assessment remediation.

Migrant Services Clerk, Campus Coun-selors

July 1, 2016 – June 30, 2017


Course, state assess-ment and grade level completion.

l. Early Childhood/School Readi-ness: Within the first 60 days of the school year that eligible preschool migratory children, ages 3-5, are in the school district, determine indi-vidual educational needs and to the extent possible, coordinate with or provide services to meet the identi-fied needs. (For example, Head Start, Even Start, Teaching and Mentoring Communities (TMC) or other early childhood programs.

Migrant Services Clerk, Elementary Counselors

July 1, 2016 – June 30, 2017


Needed servicesprovided.

m. District Procedures: Develop and implement a set of procedures that outline (1) a variety of strate-

Migrant Services Clerk, High School Counselors

July 1, 2016 – June 30, 2017

None Student achievement.

gies for partial and full credit ac-crual for migrant students with late entry and/or early withdrawal and (2) saved course slots in elective and core subject areas, based on the district’s history of student mi-gration.

Activity Persons Responsible Timeline Resources Formative Evaluationn. Interstate Coordination: Utilize the Migrant Student Information Exchange System (MSIX) to pro-mote interstate coordination and timely records exchange. Coordi-nate with the Texas Migrant Inter-state Program (TMIP) during the summer months in order to serve students from Texas who may at-tend out of state summer migrant programs.


July 1, 2016 – June 30, 2017


Program implemented.

o. Intrastate and Interstate Coordi-nation: Designate and enter into NGS a district summer contact per-son who will be available through-out the summer months and will have access to migrant student records, such as course grades and immunizations.


July 1, 2016 – June 30, 2017


Data entered into NGS.

p. Migrant Parent Advisory Coun-cil: Establish a district-wide Mi-grant Parent Advisory Council (PAC), composed of a majority of migrant parents, which provides


July 1, 2016 – June 30, 2017

Migrant Services Clerk salary, Child Care Services

Meetings taking place.

Meaningful consultation in the planning, implementation and eval-uation of local MEP activities and services. The members should fol-low PAC by-laws established by the district.

July 1, 2016 – June 30, 2017

Activity Persons Responsible Timeline Resources Formative Evaluation

q. Program Evaluation: By June 30, conduct an evaluation of your Migrant Education Program.


July 1, 2016 – June 30, 2017

None Evaluation in place.

r. PEIMS Migrant Indicator Code: The Title I Migrant Coordinator will provide a list of migrant stu-dents or copies of Certificates of Eligibility (COEs) to be encoded into PEIMS with the Migrant Indicator Code.

Migrant Services Clerk, PEIMS Coordi-nator

July 1, 2016 – June 30, 2017


COEs available and PEIMS records up-dated.

Appendix #2: Ten Com-ponents of a Title 1

School Wide Program

Ten Components of a Title I School-Wide Program

1. A comprehensive needs assessment of the whole school.2. Implementation of school-wide reform strategies that:

a. Provide opportunities for all children to meet proficient and advanced levels of student academic achievement.b. Use effective methods and instructional strategies that are based on scientifically based research that:

i. Strengthen cored academic program.ii. Increase the amount of learning time.

c. Include strategies for serving underserved populationsd. Include strategies to address the needs of all children in the school, but particularly low achieving children and those at

risk of not meeting state standards.

e. Are consistent with and are designed to implement state and local improvement plans, if any.3. Highly qualified teachers in all core content area classes.4. High quality and on-going professional development for teachers, principals and paraprofessionals.5. Strategies to attract high-quality, highly qualified teachers to this school.6. Strategies to increase parental involvement, such as literary services.7. Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early

Reading First or a state-run preschool program.8. Opportunities and expectations for teachers to be included in the decision making related to the use of academic assessment re-

sults leading to the improvement of student achievement.9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of

the academic achievement are provided with effective, timely additional assistance.10. Coordination and integration of federal, state and local funds and resources such as in-kind services and program components.

Appendix #3: Madis-onville Intermediate School Comprehensive Needs Assessment School Year: 2016 – 2017

DEMOGRAPHICSLocated in the Madisonville Consolidated Independent School District, Madisonville Intermediate School is a Title 1 campus consist-ing of grades 3 through 5.

The student population is ethnically represented as follows:African-American = 22.6 %Hispanic = 30.3 %White = 44.3 %Asian = 0.9 %2 + races = 1.8 %

The student population is 71.3 % Economically Disadvantaged. English Language Learners (ELL) = 13.8% of the student population, At Risk = 33.3 %

The total certified teaching staff for the campus is 34. The campus also as an administrative staff consisting of 3 (Principal, Assistant Principal, & Counselor)

Strengths Needs100% highly qualified staff Continued planning for growthLow staff turnover rate Discipline Management PlanFacilities Teacher Planning Community involvement & support Parent Conference Times

FAMILY & COMMUNITY INVOLVEMENTParent and community involvement is an integral factor to the campus and district success. There are numerous opportunities for par-ents and community members to become active participants such as: Retired Teachers, Methodist ASK tutoring, Madison County 4-H, Youth Sports, Reading volunteers, and the PTO.

A variety of opportunities for parent/community involvement in decision making exists through the District-Wide Education Improve-ment Committee, the Campus Performance Improvement Committee, and through a variety of campus & district committees.

MCISD uses varied formats to communicate district and campus information to parents. Among these are the district website, Parent Portal, Facebook, The Madisonville Meteor (newspaper), KMVL (radio), Campus Facebook Page, School Messenger, Remind 101, and Student Tuesday Folders.

Strengths NeedsActive parent involvement Improve parent involvementCommunity partners/volunteers especially among Economically

Disadvantaged groups.Revitalize Family Fun Night

SCHOOL CONTEXT & ORGANIZATIONThe Madisonville Intermediate campus is served by 2 certified administrator’s, 1 counselor, 34 certified teachers, 9 teaching assis-tants, office staff, child nutrition and custodial support staff.

Teachers new to the profession or campus are supported through a mentoring program. Training begins with New Teacher Orienta-tion prior to the start of the school year. Campus mentor continue to provide support throughout the entire first year.

Student : Teacher ratio at Madisonville Intermediate was 22 to 1

MCISD maintains a strong fiscal base and an exemplary financial rating.

Strengths NeedsInvolved support among continue to diversify means ofall campus/community stakeholders obtaining feedback from

stakeholders.Varied means of communication

Increase parent contactsStrong financial rating

Reduce class sizesCampus & district met state academicStandards

SCHOOL CULTURE & CLIMATEResults of climate surveys conducted at the end of the school year from parents and teachers are reviewed by the principal. These sur-veys are used to identify and address needs.

Parent conferences, Family Nights, Fall Festival, Book Fair, Thanksgiving Feast, Talent Show, and Meet the Teacher are conducted each school year.

The Intermediate campus emphasizes character development through the Honorable Character program, Morning Assembly, Project Wisdom, and classroom character education lessons taught by the counselor.

Safe and drug-free school activities are conducted annually.

Student council promotes leadership throughout the entire student body via numerous activities such as the Food for Families Food Drive.

Strengths NeedsSafe/secure learning environment increase use of climate surveys

Student Council Continue developing programsDealing with internet safety &

Community expectations for schools bullying.are high.

STAFF QUALITY, RECRUITMENT, & RETENTIONMadisonville Intermediate School staff is 100% highly qualified. 55.6 % of the teaching staff has over 5 years teaching experience. Staff turnover has a history of being very low over the past five years.

District hiring procedures include: posting positions on the district website, on-line application process, review of Highly Qualified credentials, campus interview teams and the campus principal has had formal training in conducting interviews.

Staff members are recognized annually for services at the campus and at the district-wide Appreciation Banquet. Award are given for service in increments of 5 years. The Superintendent and Board of Trustees recognize a teacher and auxiliary staff member each month at regular board meetings.

Strengths Needs100% highly qualified staff Continue to provide a variety

of staff development opportunitiesExperience administrative & based upon identified needsteaching staff.STUDENT ACHIEVEMENTMadisonville Intermediate school was rated as Met Standard by the Texas Education Agency. Results on standardized tests in grades 3 through five were higher than or very near the state average in all subjects tested.

In addition to the mandated STAAR test, benchmarks are conducted twice during the year. This data is used to identify students for intensive interventions and differentiated instruction.

Additional data sources include: DMAC, Eduphoria, teacher input, grade reports, observations, RTI referrals and on-going assess-ments.

Strengths Needs

Campus rated as Met Standard Continue to conduct staff developmentto develop strategies to assist

Attendance Rate of 97.2% led the African-American & Econ Disadvantageddistrict & above state average students raise academic achievement

Campus Enrichment period Develop more differentiated instruction

XLR8 intervention classes

TECHNOLOGYEvery classroom at Madisonville Intermediate has a teacher presentation system that includes a laptop, projector, document camera and/or interactive board. In addition, computer labs and mobile labs are available.

The MCISD Technology Department and Board of Trustees has created an atmosphere dedicated to keeping up with current technol-ogy to benefit both the teachers and students.

A variety of professional development opportunities are provided or mandated to make sure that staff has the skills to implement new technology effectively.

Strengths NeedsAvailable classroom presentation continued trainingSystems Smart Boards

Mounted ProjectorsDistrict-wide commitment

CURRICULUM, INSTRUCTION, AND ASSESSMENTVertical teams have met during the summer and during the school year to insure that TEKS are imbedded in the scope and sequences. At the conclusion of each session the teams have modified the scope and sequence documents to meet the demands of the more rigor-ous accountability standards.

The instruction process is enhanced by the utilization of the latest technology as well as instructional resources available via subscrip-tion or the MCISD website.

The Parent Portal will continue to be utilized. This provides an additional avenue for constant communication between parents, stu-dents, and teachers.

Strengths NeedsVertical team meetings to continued staff development focusedAlign/modify scope and best practicesSequences

Efficient use of Parent PortalTechnology resources

Continued use of data to make informedVaried instructional programs instruction decisions.to engage all learners

Madisonville IntermediateSystem Safeguards

Performance Rates 15 out of 25 = 60%Total 29 out of 39 = 74%

Areas below 60% (10 areas of focused improvement)

*All Subjects

Intervention is being provided in math and reading to all students who would not pass this year’s STAAR standard based on their score last year. 2015-16 1262016-17 250

African American 56%Special Education 24%ELL 54%

ReadingAfrican American 55%Special Education 19%ELL 51% *

MathematicsSpecial Education 34%

Writing 5 out of the 10 areas were in WritingAll Students 59%African American 44%Hispanic 57%Economically Disadvantaged 53%ELL 37%

ScienceAfrican American 41%Economically Disadvantaged 58%ELL 36% *

Madisonville Intermediate Curriculum MaterialsReading Math Science Social

StudiesWriting

3rd Grade

Mentoring Minds, Motivation Reading

People’s Education Group,

ECS Learning, Practice Tests

ECS Learning, STAAR Master

Forde-Ferrier

Hartcourt Text

StemScope

Studies Weekly

5 Minute Language Re-view

Grammar Keepers

Writing Implemented 6+1 Trait Writing Program

in 3rd and 4th grade. Personnel change within 4th grade writing

department. Writing is being taught separate from

Reading in 3rd grade.

Science All students have access to the science lab

for hands on Curriculum changes

o StemScopeo Envision

Attendance focus:2018 accountability will be based on this year’s attendance rating.

Special Education – Full inclusion program

Word Explorer Vo-cabulary

ECS Learning, STAAR Master

Countdown to STAAR

GF Educators, Step Up to the TEKS

Treasures

Math Warm-Ups, STAAR Fast Focus

GF Educators, Step Up to the TEKS

Envision

Grammar Textbook (Green)

Treasures Textbook Grammar workbook which accompanies Treasures(Orange)

Revising & Editing (Howeth)Write for Texas

Jill Rouse info

6 + 1 Traits of Writing

Daily 6 Trait Writing

6 Trait Mentor Texts

4th Grade

Mentoring Minds, Motivation Reading

Step Up to STAAR

Treasures

Mentoring Minds, Moti-vation Math (one copy)

ECS Learning, Practice TestsECS Learning, STAAR Master

Mathwarm Ups, Lone Star Daily Rigor


Math Warm Ups, Count Down to STAAR

GF Educators, Step Up to the TEKS (don’t care for)

Envision

Mentoring Minds, Mo-tivation Science

Fusion

EduSmart

BrainPop Jr

BrainPop

Scholastic Study Jams.

Texas Studies Weekly

Mentoring Minds, Motiva-tion Writing

5 Minute Language Re-view

Gretchen Bernabei, Gram-mar Keepers

Fun Size Learning

5th ECS Learning, ECS Learning, STAAR Mentoring Minds, Mo- USA Studies

Grade STAAR Master

Treasures

Master


GF Educators, Step Up to the TEKS(do not want to use)

Envision

*Math Warm Ups, Count Down to STAAR

*Math Warm Ups, Lone Star Daily Rigor

tivation Science

Fusion

Weekly

McGraw Hill textbook

Inter-vention

Voyager; esolutions (Intervention)

Math IXL

madisonville intermediate school - 1.cdn.edl.io web viewmadisonville intermediate school. campus ......

Documents