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DISTRICT/CAMPUS PLAN COMPONENT CHECKLIST 2016/2017
√ SUPPORTING INFORMATION
Mission StatementThe Mission Statement is the foundation of the plan that provides direction and clearly indicates what the staff cares most about. It incorporates key district expectations and provides a guideline and a sense of direction that must be lived.
List of Committee Members & Roles – TEC 11.251 (e) & BQB Legal
At least two-thirds of elected professional staff must be teacherso Must be nominated and elected by other professional staff members (see local
policy for procedure and termso Must include district level staff
Parentso Must be in parental relationship to a student enrolled in the districto Cannot be employee of the district
Community Memberso Cannot be parent of student enrolled in the district’s schools (if campus level
committee, community member may be parent of student enrolled in the same district but different campus
o Must reside within the districto Must be at least 18 years of ageo Must include business representative (does not have to reside in the district unless
serving as community member)o Should reflect community’s diversity
Comprehensive Needs Assessment (TEC 11.252)
Sign in sheet of committee members
Agenda (date, time, place)
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Minutes
Copies of data considered
Summary of findings
State Compensatory Education
Brief overview of the State Compensatory Education Program
List of state criteria used to identify students in at-risk situations (SCE)
List of local criteria used to identify students for SCE if applicable
Description of how students are entered into the SCE program
Description of how students are exited from the SCE program
Total amount of SCE allotment for the District or Campus
Total # of FTE’s funded through SCE at the District or Campus level
SCE Program evaluation previous-to-present year showing the difference between at-risk/not at-risk in:
o Performance on the STAAR tests
o Drop out numbers
Budget summary
Requirement for Title I School-wide Schools
List of Federal, State and local funding sources and/or programs that will be coordinated to upgrade the entire educational school-wide programDate of Board approval May 14, 2018
Made available to parents
Goals - (Long range [3-5 years] goals to attain the state standards in each
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area) x Academic Goal (including special education and LEP)
Drop Out/At Risk—x Violence Prevention/Intervention
Qualified Teachers x Parent Involvement
Other as identified - (optional)
Objectives: (Must be specific, measurable, annual targets) (TEC)
o Address in each objective: All student groups Students in special education, and/or students in special program areas,
especially Federal programsStrategies/Activities
Instructional methods for addressing the needs of student groups not achieving full potential
Methods for addressing the needs of students in special programs including suicide prevention (in accordance with Health and Safety Code requirements regarding parental or guardian notification procedures), conflict resolution, violence including dating violence prevention or dyslexia treatment programs (HB1386)
Provisions for the improvement of discipline management Methods for addressing sexual abuse of children (see TEC Section 38.004) Dating violence policy (TEC Section 37.0831)
A dating violence policy must:(1) include a definition of dating violence that includes the intentional use
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of physical, sexual, verbal, or emotional abuse by a person to harm, threaten, intimidate, or control another person in a dating relationship, as defined by Section 71.0021, Family Code; and
(2) address safety planning, enforcement of protective orders, school-based alternatives to protective orders, training for teachers and administrators, counseling for affected students, and awareness education for students and parents.
Drop-out reductiono SB 976: “junior, middle, and high school campuses will analyze information related
to dropout prevention and use the information to develop plans. Results of the audit of dropout records;
Campus graduation, dropout, and high school equivalency rates, and the percentage of students who remain in high school more than four years after entering grade 9;
Number of students who enter high school equivalency programs (HSEPs) and a) do not complete the HSEP, b) complete the HSEP but do not take the high school equivalency examination, or c) complete the HSEP and take the high school equivalency examination but do not obtain a high school equivalency certificate;
Students enrolled in grades 9 and 10, academic credit hours earned, retention rates, and AEP placements and expulsions;
Results of an evaluation of each school-based dropout prevention program in the district.
Integration of technology in instructional and administrative programs
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Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities
Comprehensive, Intense, Accelerated education (at-risk, SCE) Staff development for professional and paraprofessional staff based on the
district/campus comprehensive needs assessment Strategies for providing information to Middle School, Jr. High School, and High School
parents, counselors, students on higher education opportunities, including;o TEXAS, Teach for Texas Grantso Admissions and financial aid information for higher educationo The need to make informed curriculum choices
Strategy for how the school will provide the parents individual student assessment results in a language the parents can understand
Services to the Homeless Student (ESSA)
Pregnancy Related Services Implementation and evaluation strategies for coordinated school health and physical
activity (SB 892) CAP components for Special Education: Campus Plans (Optional)
o Timeline for initial evaluationo Least Restrictive Environmento Related Serviceso Timeline for Reevaluationo Transition Services
Required 10 components for Title I Schoolwide campuses1. Comprehensive Needs Assessment
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2. Scientifically based research reform strategies that address the needs of all children in the school, but particularly those at risk of not meeting the state academic achievement standards
3. Instruction by highly qualified teachers 4. High quality and ongoing professional development for teachers, principals,
paraprofessionals and others 5. Strategies to attract high-quality highly qualified teachers 6. Strategies to increase parental involvement7. Plans for assisting preschool children in the transition from early childhood
programs, such as Head Start and Even Start, to local elementary school programs
8. Measures to include teachers in the decisions regarding the use of assessments in order to provide information on, and to improve, the achievement of students and the overall program
9. Effective, timely additional assistance for students that experience difficulty mastering state standards
10. Coordination and integration of Federal, State, and local services and programs
Staff Responsible
Positions of those who will implement and monitor the strategy
Timelines
Specific date(s) when the strategy is to be monitored
Resources: (Clearly specified funding, materials, personnel, etc.)
State Comp Education dollar amounts and FTE’s. 85% of the SCE funds must be specifically linked to appropriate strategies. A budget summary must also be attached.
Federal funding sources such as: Title I, Title II, Title IV, Title III, etc. (or SSAs when applicable)
Other grant sources
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State/Local funding sources
Formative Evaluation (periodic, measurable outcomes)
Summative evaluation (annual measures of progress made toward stated objectives)
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Wortham ISD District/Campus Improvement Plan
2017-2018
________________________Date of School Board Approval
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IMPORTANT NOTE AND INSTRUCTIONS
The intent of this document is to provide a template to assist with the development of campus and district
improvement plans. A comprehensive needs assessment should be completed prior to developing
campus/district goals. The plan should be evaluated for effectiveness periodically throughout the year.
Recent additions or changes have been highlighted. The highlight should be removed from the text and all
red text should be edited to include information specific to your campus or district and converted to black to
match the rest of the plan (or delete) prior to publishing.
Legal References
Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. ( Section 11.251 of the Texas Education Code)
Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the student achievement indicators adopted under Section 39.051 and any other appropriate performance measures for special needs populations. (Section 11.253 of the Texas Education Code)
Mission Statement
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At Wortham ISD, our core belief is that every single child has the right to be prepared to attend college or career training, empowered to be a lifelong learner, and become a successful productive citizen. It is the responsibility of each of us in this school district to put systems in place to make that happen.
“Every Student… Every Day… Every Period”
Planning and Decision Making Committee
Name PositionParent, Business, Community,
Teacher, etc
Signature
Cheri SpencerTeacher/Testing,RTI,ELL,GT
Jack RexTeacher/Technology
Amy Jo Miller Teacher/High School
Erica Navarro Teacher/Elementary
Erin DelmarParent
Christine Towles Teacher/Elementary
Laura SidesTeacher/Middle School
David Hayes
Middle/High School Principal
Krystal DukeMiddle/High School Counselor
Dee AllenElementary principal/counselor
Lori JonesCommunity
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Comprehensive Needs Assessment
A Comprehensive Needs Assessment was conducted with the Committee in August, 2017.
Participants in Attendance Data Sources Examined
Dee Allen (principal/counselor)
David Hayes (principal)
Krystal Duke (counselor)
Cheri Spencer (testing/RTI/GT/ELL)
Erin Delmar (parent)
David Allen ( superintendant)
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Federal Accountability Data State Assessment Data—disaggregatedDistrict PEIMS reportsPBMAS reportsDropout and School Leaver data—disaggregatedDistrict retention dataDistrict discipline referral dataParent, Community, Teacher, and /or Student surveysStudent attendance dataBenchmark testing dataCampus parent participation dataSAT/ACT dataPSAT dataTSI dataITBSPerkins data
Wortham I.S.D. Comprehensive Needs Assessment (CNA) 2017-2018
The Wortham ISD District Improvement Plan (DIP) is prepared in accordance with requirements of Chapter 11, Subchapter F, of the Texas Education Code, specifically 11.251 and 11.252. These requirements are also contained in WISD policies BQ (Legal).
Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. The purpose of district improvement plan is to guide district and campus staff in the improvement of student performance for all students groups in order to attain state and federal standards in respect to academic excellence indicators.
Data Sources Reviewed:2016-2017 STAAR/TELPAS results, RtI data, 504 and At Risk Data, STAR reports, 2016-2017 Campus Needs Assessment and Campus Improvement Plan, School Parent Compact, 2016 Accountability Summary, T-TESS, Walk throughs, Parent Involvement Survey , teacher, community and student surveys, PBMAS
Community Characteristics:
Comprehensive Needs Assessment Narrative
Wortham, Texas is a peaceful, rural, community-minded town located in the corner of Freestone County, eight miles north of Mexia at the intersection of State Highway 14 and FM 27. Freestone County has roughly 19,816 residents, with Wortham offering a population of 1,061 to the county’s total residents. Since Wortham is so rural, there are not many opportunities for residents to visit or participate at many local businesses or events. Most local residents must drive to have their needs met for groceries, clothing, entertainment, and healthcare. While most residents must commute to their places of employment, Wortham’s two largest employers are in natural resources and education fields. Currently, there is very little new economic development in Wortham to keep residents or bring in new families. As of the census of 2014, there were 1,061 people, 428 households, and 278 families residing in the town. The population density was 545.9 people per square mile (211.0/km²). There were 479 housing units at an average density of 241.7 per square mile (93.4/km²). The racial makeup of the town was 79.94% White, 17.84% African American, 0.65% Native American, 1.20% from other races, and 0.37% from two or more races. Hispanic or Latino of any race were 2.77% of the population.
There were 428 households out of which 35.0% had children under the age of 18 living with them, 46.3% were married couples living together, 15.7% had a female householder with no husband present, and 35.0% were non-families. 32.0% of all households were made up of individuals and 17.5% had someone living alone who was 65 years of age or older. The average household size was 2.45 and the average family size was 3.12.
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In the town, the population was spread out with 28.4% under the age of 18, 7.1% from 18 to 24, 25.8% from 25 to 44, 20.4% from 45 to 64, and 18.3% who were 65 years of age or older. The median age was 36 years. For every 100 females there were 80.6 males. For every 100 females age 18 and over, there were 72.2 males.
The median income for a household in the town was $23,988, and the median income for a family was $35,625. Males had a median income of $26,094 versus $18,098 for females. The per capita income for the town was $14,269. About 14.7% of families and 18.1% of the population were below the poverty line, including 22.1% of those under age 18 and 17.1% of those ages 65 or over.
District Characteristics:
Wortham Independent School District (WISD) maintains a student population of approximately 550. Our students benefit from small student to teacher ratios and the opportunity to obtain an outstanding first class education. WISD is considered to be a Title I school-wide district, however there are specific buildings and campus leadership that are denoted as one high school (grades 9 - 12), one junior high (grades 6 - 8), and one elementary (grades PK - 5). Our community and surrounding area maintain a vital interest in our schools and we continually develop new partnerships that connect our students with the community. School board members take an active role in setting high expectations for the district and providing support to reach the goals. District administration believes in developing strong instructional leadership skills of the campus administrators, ensuring effective instructional models are utilized with the students. Student success is the focus and goal of the district, where all WISD stakeholders are participants in providing various aspects needed for continued success.
Demographics Summary:
Wortham ISD is a school district in Wortham, TX. As of the 2016-2017 school year, it had 512 students. The school received an accountability rating of “met standard.” 46.5% of students were considered at risk of dropping out of school. 2.7% of students were enrolled in bilingual and English language learning programs. An average teacher's salary was $40,749, which is $11,776 less than the state average. On average, teachers had 10.7 years of experience. The average ACT score was 18.8. In the Class of 2016; 96.9% of students received their high school diplomas on time or earlier. The dropout rate was 0.6%.
District Demographics by special programs: Bilingual/ESL Education Career and Technical Education 2.7%
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Gifted and Talented Education 6.8% Special Education At Risk Social Economically Disadvantaged Mobility Rate
DEMOGRAPHIC STRENGTHS: CTE participation and completion rates have increased Student achievement in extra-curricular activities continues to increase; Parent participation in activities continue to be strong Interventions programs to address student needs Greater cultural awareness and diversity training as needed
DMOGRAPHIC NEEDS; Increased opportunities and support for students who are identified as being gifted Continued focus on implementation of identifying at risk students and supporting interventions that help student
achievement. Continued focus on implementation of support for ELL students Continued focus on implementation and support for the best practices for Special Education and 504 students Continued focus on implementation and support for CTE classes to increase and maintain participation Continued search and implementation of academic activities for parents to participate to increase parental Title 1
involvement Training and implementation of a wider array of collaborative learning and differentiated instructional models for teachers Increased recruitment and employment of exceptional teachers to strengthen the learning increased focus on successful implementation of RTI, cohesive writing curriculum, and differentiated instruction and
practices
STUDENT ACHIEVEMENT STRENGTHS: All Indexes well above target scores Distinction Designation earned in four areas Increased percentage of students completing dual credit courses Increased number of graduates who completed a CTE coherent course sequence Greater number of students who are college-ready graduates and college and career ready graduates; and Increased number of student who are enrolling in Texas institutions of higher education increased number of students participating in either ACT or SAT assessments and an increase in scores
SUMMARY OF NEEDS: Tutorials for students who have been identified as needing assistance through data analysis.
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Increased focus on data driven instructional interventions and differentiated instruction in an effort to meet student needs and improve student performance among all low-performing groups
Continued staff development and support from Region XII Specialists reinforcing differentiated instructional strategies, student engagement, and classroom rigor
Continued training on how to use resources available Improve overall student performance in mathematics, reading, and writing Increased support for at-risk and economically disadvantaged students endanger of dropping out Vertical alignment of foundational reading and writing skills with targeted, early intervention. Further increase SAT/ACT average test results
Student Achievement Summary:
The Texas Academic Performance Report (TAPR) report for 2016 - 2017 was reviewed and analyzed in the needs assessment process. The needs assessment process for student performance focuses on consistent attendance, STAAR pass rates, and assessment test data. Focus also includes student demographic information and at-risk data to better define student needs in the pursuit of academic excellence and sustainability. WISD’s STAAR scores are improving each year, as is the rigor of state assessments. Intensive tutorials and academic assistance will continue to be implemented and monitored throughout the year to focus on increasing success rates. District-wide efforts made by each of our teachers in regards to differentiated teaching styles and practices and a continued focus on the TEKS are priorities this year.
As evidenced on the 2017 accountability summary, Wortham ISD received the highest accountability rating possible of “Met Standard” for the 2016-2017 school year. In addition, the district was able to secure four Distinction Designations in Academic Achievement in Science and Academic Achievement in Social Studies and Top 25% Closing Performance Gap at the WJH campus. The Elementary received a Distinction on Top 25% Student Progress. WISD once again scored consistently higher than the target score for each Performance Index except Index 2 at the WHS campus. On Performance Index I, Student Achievement, WISD, as a district obtained 73 points, 13 points above the state’s target score. In regards to Performance Index 2, Student Progress, a score of 36 points was obtained, 14 points above the target score. WISD scored 38 points, that being 10 points above the target score for Index 3, Closing Performance Gaps. For the final Performance Index 4, Post-Secondary Readiness, WISD earned 82 points or 22 points over the target score.
Dropout Prevention:
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Data for 2015 - 2016 shows a dropout rate of 0.6% with the state average being 2%, WISD feels secure in current practices that are in place to increase retention rates and student’s success until graduation. The number of students at WISD entering ninth grade and graduating either four years later was 96.9% with the state average being 89.1%.
←District Culture and Climate Summary:
Wortham ISD provides a warm and welcoming environment. WISD staff, parents, and the community have high expectations for our students, academically, behaviorally, and socially. Each staff member strives to meet the needs of all students and prepare them from the day they enter the district to be college or work place ready upon graduation. In addition, WISD staff and students are able to feel safe and supported in the school environment. Through regular safety drills, the staff are all prepared in the event of an emergency. WISD also has tremendously low rates of student discipline issues, as well as high student attendance rate. Our district prides itself in being able to offer students multiple opportunities to be involved in extracurricular activities. Parents and community members are welcomed and encouraged to participate in the educational process through a variety of avenues such as PTO, booster club, district committees, Afterschool Centers on Education (ACE), and participation in other district organizations and activities.
In compliance with Texas Education Code Section 39.053, WISD completes an annual performance report regarding the number, rate, and type of disciplinary incidents occurring on campuses. For the last 8 years, these reports show that the majority of disciplinary offenses are not of a criminal nature and are categorized primarily as repeated rule violations as outlined in the WISD Student Code of Conduct. Each WISD campus publishes safety rules, dress codes, discipline codes, and emergency response protocol.
Campus assemblies, along with VOICE are employed to encourage student safety while stressing the importance of making healthy choices. Various medical services are made available through the district’s nurse. These include health screenings, information about healthy choices, information about drug and alcohol abuse, as well as information on other risky behaviors. Campus administrators and the PEIMS Coordinator track and report referrals and placements by campus and type of offense. The top categories for the disciplinary placements are as follows: skipping class, conduct and student code violations, and disruptive behavior. The overwhelming majority of all offenses on each campus were reported as violations of student code of conduct (coded 21). The responsibility for labeling the causes for referrals lies with the campus administrator. One label may not encompass the entire incident. Detailed information is gathered on the referral to better inform the receiving teachers, counselors,
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and administrators in developing an individual plan for a student if needed. Documentation of referrals include a brief narrative of the incident as well as grade level, age of the student, and any notations about the student in terms of any type of special services they may receive. In order to remediate and address specific misconduct, students may serve time in an in-school suspension, off campus suspension or DAEP, create behavioral plan between student and administrator/teacher, be reassigned to another classroom setting, or be provided with counseling.
District Culture and Climate Strengths:
← Strong community and parent support;
← Student involvement;
← Safe and orderly district;
← Well maintained and clean campus buildings; and
← Minimal disciplinary referrals
← District Culture and Climate Needs:
← Increasing parental involvement in academics;
← Instilling the importance of education and collegiate/trade/technical school completion to parents and community members;
← Developing academic support for parents so they are able to assist their students in regards to homework and academics; and
← Increasing leadership skills of current staff
←Staff Quality, Recruitment, and Retention Summary:
Wortham ISD requires all teachers and paraprofessionals to be high quality. They must be in an approved alternative teaching program or have a certified teaching certificate in their teaching field with a degree of BS, BA, Master's, or Doctoral. A complete
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background check and fingerprinting is required of all new employees. Beginning with the 2016 - 2017 school year, teachers were evaluated under a new evaluation and support system called Texas Teacher Evaluation and Support System (T-TESS). Administrators are required to consistently provide information and feedback from routine walk-throughs and observations to each teacher and the superintendent. The new evaluation system focuses on teachers developing habits of continuous improvement where both administrator and teacher focus on evidence-based feedback and professional development through ongoing dialogue and collaboration. Teachers meet with their administrator at the beginning of the year to outline goals during a preconference, undergo observations during the year, and at the end of the year a post-conference is held to discuss the year and future goals.
Wortham ISD has had 100% high quality teachers and instructional aides for the 2016 - 2017 school year. WISD employs around 43 teachers, with 10 or 23.4% holding advanced degrees. Of the 43 teachers, 27 have more than five years of classroom teaching experience. Average tenure within WISD is 8 years. The district averages one teacher per 12.5 students. This average does include core grade levels and classes with smaller elective or alternatively structured classrooms. Average pay for classroom teachers shows WISD salaries continue to be lower than the state average in all categories of years of experience. WISD continually monitors recruiting practices and employee placements to ensure positions are filled with the high quality staff members who are committed to staying and building relationships within the school community.
WISD is committed to quality staff development providing every teacher the opportunity to achieve and maintain proper qualifications, as well as the classroom effectiveness necessary for exemplary teaching and learning. Staff development participation is managed and documented through the campus principals, and Region XII ESC. New teachers and new teachers to the district are required to attend new teacher in-service training at the beginning of each year. If they are new to the profession, a selected master teacher is assigned to serve as a mentor during the first year. Finally, WISD promotes online and web-based learning environments allowing staff members to participate and engage in professional development that is delivered in methods other than face-to-face sessions.
High quality designations are based on criteria regarding proper certifications for teaching. Highly effective designations are more challenging to define and measure. As noted in both the curriculum and instruction and technology sections of this needs assessment, strategies are needed to support and monitor the efforts of teachers in the implementation and effectiveness of staff development concepts in the classroom. Improved delivery methods to address changing student needs are a priority. For
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example, approximately 46.5% of the entire student body is designated as at-risk while 51.8% are designated as economically disadvantaged. Effective instructional delivery for these students require specialized strategies, methods of instruction, and interventions gained through specialized staff development and training.
Staff Quality, Recruitment, and Retention Strengths:
← Low teacher to student ratio of 1 teacher per every 12.5 students;
← Minimal discipline issues;
← Administrative support for teachers who seek specialized staff development;
← Mentoring program providing new staff with support from master teachers within their assigned subject/grade level;
← Campus leadership set goals, give timely feedback, and focus on continuous cycles of improvement;
←
←Staff Quality, Recruitment, and Retention Needs:
← Increased teacher retention;
← Teacher salaries that are more competitive with local districts in order to attract teacher applicants;
← More effectively recruit exceptional certified teachers;
← Increase opportunities for individualized professional development;
← Increase trainings on effective instructional practices for working with ELL’s, at-risk, and economically disadvantaged;
← Continued support from Regional Service Center specialists in modeling, effective instructional methods,
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collaborative learning, and research-based strategies for all subject and grade levels; and
← Effectively assessing exit interviews to address working conditions/environments that lead to potential staff turnover
Curriculum, Instruction, and Assessment Summary:
The needs assessment process for curriculum and instruction includes the review of core and enrichment curriculum, methods of delivery and strategies, as well as monitoring efforts to determine effective implementation of current scope and sequences. Beginning during the 2014-2015 school year, WISD transitioned away from CSCOPE curriculum, but continued to use the scope and sequence. Teachers are given the freedom to create and modify unit lessons plans for each six weeks, which are monitored by campus principals. Vertical team meetings have been implemented the 2017-18 school year with great success. These are held in core subjects only this year, but may be expanded next year.
STAAR assessment and student performance data reveals a need for continued review of current scope and sequences in all core subject areas to ensure appropriate sequencing and pacing of instruction, as well as the implementation of effective instructional strategies to meet the level of rigor and depth of knowledge in which students are assessed. Increasing instructional effectiveness and student achievement will increase the likelihood that our student population has access to higher education, the ability to attend a trade or technical school, or have the skills necessary to be successful in the workforce upon graduation. With an increased focus on a cohesive writing curriculum and instruction in K-12, coupled with more intense fluency/vocabulary reading in our elementary classrooms, the district is striving to solidify stronger writing and reading skills within the student population.
Student achievement data supports the need for more effective delivery of instruction and increased opportunities to check for student understanding. With large populations of students receiving special services through special education, gifted and talented, Limited English Proficiency, and at-risk, there is a need for a variety of instructional delivery methods. WISD teachers are learning to check for understanding more often to assess mastery and to identify students who are in need of specific interventions. Identifying students in need of intervention allows for re-teach opportunities and individualized assistance for struggling learners. Early identification of student needs will accelerate Response to Intervention (RtI) efforts and support individualized instructional plans for teaching and learning.
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Curriculum, Instruction, and Assessment Strengths:
← Utilize and share successful intervention strategies and programs across grade levels/subject areas;
← Adequate teaching supplies and materials;
← Vertical team meetings
←
Curriculum, Instruction, and Assessment Needs:
Increase number of Vertical team meetings to ensure correct vertical alignment and common-based assessments for grade/subject levels;
← Increase time for teachers to plan and incorporate the usage of current instructional frameworks/scope and sequences;
← Increase student critical thinking skills to develop deeper synthesis of core content;
← Vary instructional strategies to increase students ability to use textual evidence;
← Increase time to effectively create interventions targeting low-performing students;
← Provide uniform Response to Intervention (RtI) and implement a content mastery room; and
← Design lessons that engage and motivate students to learn
Parent, Family, and Community Engagement Summary:
WISD is committed to a full partnership with parents and community members through providing optimum teaching and learning experiences for students. The needs assessment process for this area includes a review of previous and current levels of parent and community participation in school activities. Activities and events for parent and community participation include meetings offered after school hours to provide parent/student learning activities and information on other relevant school events. WISD’s School Health Advisory Council (SHAC) partner with community, and local organizations to offer employee health fairs and
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blood drives. Families and community members can be involved in meaningful activities that support students’ learning and campus needs such as PTO and Booster Club meetings, and UIL academic and athletic events. Other examples of parent and community activities include 6-week celebrations, book fairs, meet the teacher, Thanksgiving Feast, holiday performances, organizational events, and award ceremonies. More parent and community activities are sponsored through our Afterschool Centers on Education (ACE) program such as movie night, specialized events, and math and science nights.
Parents are encouraged to be involved in the decision making process through membership on various committees. These include but not limited to: Site-Based Decision Making Committee, School Health Advisory Council, Language Proficiency Assessment Committee, Booster Clubs, CTE Steering Committee and the Parent-Teacher Organization.
Parents are informed of the importance of consistent attendance at campus-based activities through parent/teacher conferences, email, phone calls, Facebook, and Twitter. The district website is updated with current news and informational items that all interested parties can access. WISD always seeks new opportunities that will increase parental engagement and student success. Continuing to improve parent involvement can be enhanced by:
← Improving communication with parents in previously underrepresented groups, such as special education and Hispanic students, by ensuring documents and information sent out to parents are both English and Spanish;
← Varying times of scheduled meetings;
← Increasing number of available translators at meetings/events if needed;
← Improving communication efforts between program administrators, campus administrators, and staff regarding the importance of parent and community participation in school activities;
←
←Parent, Family, and Community Engagement Strengths:
← Parent Involvement Policy;
← Attendance and participation at district-wide events;
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← Positive feedback from parents; and
← Strong community support
←
School Context and Organization Summary:
Wortham ISD is a structured, well-organized school system that has created a positive academic and extracurricular image within the community. Administration, faculty, and staff are all friendly, qualified, and professional during the academic school day and at afterschool events. Expectations are set high by all members of the WISD team to ensure students are successful in preparing for life and graduating college and/or career ready. District administration works diligently to meet the needs of the teachers and staff in each aspect of the school environment. Additionally, all teachers and staff are focused on making the school environment one that is inviting, clean, and inspiring for our students. While maintaining a welcoming environment full of high expectations, stakeholders strive to utilize time spent in the schools serving the academic and extracurricular need of our students.
Wortham ISD is a rural, relatively small district where student class options are somewhat limited, schedules may be hard to accommodate, and finding the same grade/subject level colleague may be difficult. However, the small size allows for a smaller teacher to student ratio (1:12.5), ease of access to teachers, and the opportunity for staff to provide more targeted assistance for students who may be struggling in some manner. Since there is a smaller number of teachers and students, more time can be spent with students who are performing poorly or need additional clarification. In turn, this allows for teachers to have a much clearer understanding of each students’ academic and social needs. This valuable input can then be evaluated and appropriate measures put into place for interventions. Additionally, many families and students from area school districts seek to transfer to WISD so they can have a more personalized academic experience.
School Context and Organization Strengths:
← Small teacher to student ratios; Developed by Education Service Center Region XV 23
← Positive climate and culture exhibited through all educational stakeholders;
← High expectations of administration, faculty, staff, and students; and
← Positive community/parental image, high transfers
←
←School Context and Organization Needs:
← Increased community and parental awareness and involvement;
← More opportunities for faculty professional development on new and innovative instructional approaches to reach every student on every level;
← Increased support of second language learners through enhanced/differentiated instructional strategies;
← Develop consistency in instruction;
← Increased time for teachers to collaborate, plan for more rigorous instruction, and have vertical/horizontal team meetings;
← Increased course selections; and
← Increased collegiality with staff of neighboring districts for access to and conversations with grade/subject level teaching counterparts
←
←Technology Implementation and Usage Summary:
Wortham ISD has worked diligently to improve available technology resources for staff and students. A needs assessment utilizing teacher/student surveys, interviews, and inventories were conducted to analyze the current status of technology in the district and determine future needs. Items analyzed included: infrastructure, hardware, software, programs, student achievement, technology resources, staff development, and technical support. Findings from this needs analysis are as follows:
Developed by Education Service Center Region XV 24
Currently in place at Wortham ISD:
← Direct connection to the Internet is via a 100 MB connection; wireless connection to the Internet is 20 MB;
← District-wide Wi-Fi access points;
← District website in place providing district information and instructional services;
← Website & technology training provided to teachers;
← Written procedures in place on acceptable use of the internet and network management;
← Firewalls in place to help protect student access to unauthorized websites via Lightspeed Systems Software;
← Teachers have access to a dedicated computer;
← Windows based teacher and student computers and labs;
← All campuses have computer projectors for classroom checkout or permanently affixed in classrooms;
← Implementation of Hitachi Smart Projectors;
← Junior high and high school student usage of personal devices as approved by teacher;
← High school Chrome Book loaner program for upper classmen/dual credit;
← PLATO software for both credit recovery and tutorial purposes;
← District employee email accounts and network storage space;
← One technology director and instructional technology assistant available for assistance.
←
←The needs assessment analysis noted a need for increased number of Wi-Fi access points and more one-on-one technology in lower grade levels. The analysis also indicated a need for a replacement
Developed by Education Service Center Region XV 25
←
←
←
←
←
State Compensatory Education
This District has written policies and procedures to identify the following: Students who are at risk of dropping out of school under state criteria Students who are at risk of dropping out of school under local criteria How students are entered into the SCE program How students are exited from the SCE program The cost of the regular education program in relation to budget allocations per student and/or
instructional staff per student ratioTotal SCE funds allotted to this District/Campus as available from the state
*Goal.___ Obj. *Goal_`__, Obj.___ *Goal___, Obj.___ *Goal___, Obj.___This allows auditors to quickly locate specific strategies related to SCE.
Total FTEs funded through SCE at this District/Campus
The process we use to identify students at risk is governed by the state requirements. At the beginning of each year, each student is reviewed using the following list:State of Texas Student Eligibility Criteria:
A student under 21 years of age and who:1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment
given during the current school year.
Developed by Education Service Center Region XV 26
2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.
3. Was not advanced from one grade to the next for one or more school years (students in pre-k and k that are retained at parent request are not considered at-risk).
4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument
5. Is pregnant or is a parent6. Has been placed in an AEP during the preceding or current school year7. Has been expelled during the preceding or current school year8. Is currently on parole, probation, deferred prosecution, or other conditional release9. Was previously reported through PEIMS to have dropped out of school10. Is a student of limited English proficiency11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS12. Is homeless13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.
Developed by Education Service Center Region XV 27
The process we use to exit students from the SCE program who no longer qualify is:As students met exit criteria set by the state they are removed from the at-risk list. Students removed from the At Risk list will continue to be progress monitored.
State Compensatory Education Program Program Evaluation/Needs Assessment
Grades 3rd – 12th
STAARMath
% Met StandardReading/ELA
% Met StandardWriting
% Met StandardScience
% Met StandardSocial Studies
% Met Standard2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017
Students At-Risk
52% 67% 60% 57% 53% 45% 31% 40% 45% 54% 64% 66% 30% 74% 76%
Students Not At-Risk
79% 81% 96% 82% 76% 88% 67% 76% 47% 88% 85% 86% 49% 84% 88%
Developed by Education Service Center Region XV 28
At Wortham ISD School State Compensatory Funds are used to support Title I initiatives.
ELA EOC Assessments English I Did not Meet Approaches Meets Masters2017 = 33 9=27% 24=73% 15=45% 1=3%
English II 2017 = 38 15=39% 23=61% 15= 39% 1=3%
Mathematics EOC AssessmentsAlgebra Did not Meet Approaches Meets Masters2017 = 34 8=24% 26=76% 13=38% 2=6%
Science EOC AssessmentsBiology Did not Meet Approaches Meets Masters 33 5=15% 28=85% 14=42% 4=12%
Social Studies EOC AssessmentsUS History Did not Meet Approaches Meets Masters39 3=8% 36=92 16-41% 6=15%
Developed by Education Service Center Region XV 29
Drop Out Data Completion Data
2017 2016 2017 2016
Students At-Risk 0.6% 0.0% 0.0% 0. 0%
Students Not At-Risk
0.0% 0.0% 0.0% 0.0%
The comprehensive, intensive, accelerated instruction program at this district/campusThe 2016-17 comprehensive, intensive, accelerated instruction program plan which targets students who have been identified asat-risk of dropping out of school according to the 13 criteria of the State Compensatory Education program at Wortham ISDconsist of the following opportunities based on the student needs on each campus: structured interventions during the school day,before-school and after-school structured interventions, an aide to assist with supplemental instruction which may include technology based instruction, progress monitoring, ACE program and additional supplemental instruction in areas indicated by disaggregated assessment data on all students, focusing on special reports on at-risk students. Teachers provide targeted help for at-risk students based on the needs shown by the assessment data reports, analysis of other assessments, and current classroom performance.Teachers use research-based instructional strategies to intervene students. Wortham ISD’s goals are to have students meet the standards on the state assessments, pass their current grade level, and ultimately graduate from high school and pursue a successful career.Upon evaluation of the effectiveness of this program the committee finds that… Continued strides to adjust programs to increase effectiveness will be implemented. This will be monitored through benchmarks and progress monitoring.
Developed by Education Service Center Region XV 30
Developed by Education Service Center Region XV 31
Federal, State and Local Funding SourcesFederal funding sources that will be integrated and coordinated with State and Local funds to meet the needs of all students;
Program/Funding Source
Federal Programs
Title 1, Part A (211)
Title I, Part C (Migrant)
Title II, Part A (TPTR) (255)
Title II, Part D (Technology) (262)
Title IV, Part A (Innovative) (204)
ESEA Title VI (Innovative)
Carl Perkins
Title V, Part A (Innovative)
State Programs/Funding Source
Accelerated Reading Instruction Funds (404)
Career/Technology Education (21)
State Compensatory Education (24)
Gifted/Talented(21)
Special Education
Bilingual/ESL
Local Programs/Funding Source
Grants
Developed by Education Service Center Region XV 32
Required 10 Components for Title I Schoolwide Campuses1. Comprehensive Needs Assessment2. Scientifically based research reform strategies that address the needs of all children
in the school, but particularly those at risk of not meeting the state academic achievement standards
3. Instruction by highly qualified teachers 4. High quality and ongoing professional development for teachers, principals,
paraprofessionals and others 5. Strategies to attract high-quality highly qualified teachers 6. Strategies to increase parental involvement7. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start and Even Start, to local elementary school programs8. Measures to include teachers in the decisions regarding the use of assessments in
order to provide information on, and to improve, the achievement of students and the overall program
9. Effective, timely additional assistance for students that experience difficulty mastering state standards
10. Coordination and integration of Federal, State, and local services and programs
Developed by Education Service Center Region XV 33
Goal 1 : All students will reach high academic standards attaining proficiency in reading, science, language arts, social studies, and mathematics.Objective 1 : Wortham ISD will continue to develop a climate of expectation in which the staff believes that all students can master the TEKS objectives and improve instructional organization of the campus.Summative Evaluation: 90%+ of all students will pass all portions of the state tests, meet ARD expectations, and the District will meet Safeguards on state accountability.
Data2017-2018
All Students
H W AA ED Migrant LEP Spec. Ed.
GT Male Female
% Met Standard
R. 67%M. 79%W. 65%S. 74%S.S. 84%
R. 69%M. 69%W. 56%S. 77%S.S. 70
R. 74%M. 57%W. 64%S. 74%SS 86%
R. 68%M. 68%W. 33%S. 67%S.S. 75
R. 64%M. 56%W. 53%S. 72%S.S. 80%
R. - M. - W. - S. -S.S. -
R. 50%M. 67%W. 0%S. -S.S. -
R. 36%M. 24%W. 14%S. 29%S.S. 0%
R. 100%M. 97%W.100%S. 100%S.S.100%
R. 60%M.71%W.64%S. 64%S.S.79%
R. 80%M. 81%W. 63%S. 73%S.S.86%
Activity/Strategy*Title
1 SchoolwideComponen
t (#1-10)
Person(s) Responsible
Timeline Resources
Local Funds,State, SCE,Title,
Evidence of Implementation
Evidence of Impact
1.1 G.T. PROGRAM
Continue and expand services to address the needs of identified G/T students Policy/procedures for
parents Screening/Nominations Assessment Professional
Development: GT teachers – 30
Campus Principals
8/01/2017-8/01/2018
ESC Reg. 12GT Coordinator
All teachers
Policy/procedures document on file; Parent Communications; List of identified students/PEIMS; Training/ Staff Development records; Assessment Records
GT on going
STAAR4/1/18-6/30/18Benchmark Checks:
1) Number of students identified by program diversity/gender
Developed by Education Service Center Region XV 34
hours Teachers – 6 hour
annual update Administrators and
Counselors –
2) Percentage of mastery on the STAAR Benchmark assessments
Program Evaluation: Surveys from parents and students;
6 hours All K-12 Teachers to
be certified in GT Provide Program
Options/Curriculum Online Courses Science Fair Projects all teachers with a list
of their GT students and area of giftedness
Increase identification/instruction, participation in program
Dual Credit Classes
STAAR/EOC Mastery levels; student diversity; DC/ACT/SAT scores; Local Program Evaluation
1.2 SPECIAL EDUCATION
Continue services to identified Special
Teachers
District RTI CoordinatorCounselors
8/01/2017 -8/01/2018
ESC Reg. 12Director of Special Education
Policy/procedures document on file; Progress reports, Coordination sheets, IEP; GradesList of identified
STAAR /EOC4/1/18-6/30/18
Developed by Education Service Center Region XV 35
Education students ARDs (annual and as
needed) Classroom
accommodations and modifications
Assistive technology, if needed
Speech Inclusion Self-Contained unit OT/ PT 504 Guidelines and
student lists provided at BOY in-service
Lists of student accommodations and modifications provided at BOY in-service
Give pre-ARD evaluations to teachers
PPCD Counseling Child – Find RTI (Response to
Intervention Frequent/
Sustained monitoring
Prevent “over identification”
PBMS Evaluation and Plan
CampusPrincipals
Parents
Sp.Ed. Teachers
Bi-County Coop
Special Education $320,072
students/PEIMS;Screening/testing records;PDAS/Training records for staff
Benchmark Checks:1) Student referrals for
504/Special Education2) Progress made on
IEP’s3) ____% of students
identified in special education program
4) ____% of discipline referrals for identified students
Program Evaluation: Increased number of students taking STAAR test; ARD Meetings; Increased number of students being referred out of Special Education; Parent Surveys, PBMS Quarterly reports
Number of students receiving intervention services____% of student population receiving Special Education services
1.3 CAREER/ VOCATIONAL/TECHNOLOGY
Continue Career/Vocational/ Technology (Career
Campus counselors
Campus Principals
Career/
8/01/2017 -8/01/2018
District of Innovation
Class Lists/Participation; Portfolios; Curriculum Documents
Benchmark Checks:
1) Observation
STAAR /EOC4/1/18-6/30/18
Developed by Education Service Center Region XV 36
Awareness) programs/activities
Potentials of Job Shadowing
Portfolios Add Florial Design Hybrid classes Additional Staff for
Additional classes Up to 2 days for
College visitation Elementary career
investigation Update Computer labs
hardware and software for elementary/middle/High School as needed
Vocational Coordinator
Tech coordinator
Summary2) Increased number
of articulation courses
3) Number of field trips
4) Number of students participating in career awareness activities
Program Evaluation: Increased percentage of students involved in vocational programs; STAAR; Surveys; Local program evaluation
1.4 ELL PROGRAM
Provide services for identified ELL students
Home Language Survey
Consultation with parents
Screening / testing LPAC (Language
Proficiency Assessment Committee)
State Board Trained
Translations Follow-up (Exited
Students) Monitor ELL services
w/teacher and new resources
Campus counselors
Campus principals
ELL Coordinator
8/01/2017 -8/01/2018
ESC Reg. 12 ELL resource person
Bi-Lingual Education Block Grant
Home Language Survey; Parent Conference Records; Assessment Records; LPAC Committee Minutes; Board Minutes; Training Agendas
Benchmark Check:1) Number of student
referrals; testing records
2) Number of LPAC records
3) Number of students served in the ESL program
4) % of discipline referrals for identified
BOY /Upon Enrollment
TELPAS 2/1/18 – 4/30/18
Developed by Education Service Center Region XV 37
Professional Development
Improve ESL services with new resources and teacher training and certification
Add Rosetta Stone Program as needed
Program Evaluation: Evaluate and monitor student progress for the year according to TELPAS results; STAAR results; ____# of students
exited; OLPT Assessment Terra Nova Classroom grades STAAR scores World Language
Prof.
STAAREOC4/1/17-6/30/17
1.5 MIGRANT PROGRAM
Work with the ESC Region 12 in the identification/recruitment of Migrant students.
Identification and Recruitment
Early Childhood Parental Involvement
(Parent Certificate) Secondary Credit
Accrual Graduation
Enhancement New Generation
System Migrant Services
Coordination Forms
PEIM coordinator
Campus Principals
Campus Office secretary
8/01/2017 -8/01/2018
ESC Reg. 12
NGS Student Records; Professional Development; Assessment Records; Course Credits; Forms; Policies /Procedures; Progress Reports; Report Card Grades
Benchmark Checks:1) Migrant Forms and
Applications2) Number of identified
Migrant students3) Parent Advisory
Council identified4) Identification of 3 and
4 yr. olds
Program Evaluation: Annual Student Performance Records; Migrant Application/Form required at Title I, Part A
Developed by Education Service Center Region XV 38
(English/Spanish) Monitoring (Program
& Retention) Intervention Strategies Priority for ServicesFollow-up for exited students
School wide Campuses
1.6 DYSLEXIA PROGRAM
Continue programs/services for students identified with Dyslexic tendencies:
Policies/Procedures/Notification
Parent Notification/Consent
Identification/Student Assessment/Teacher notification
Program/Activities Small
Group instruction
Frequent benchmarks
Professional Development
Early Identification AccommodationsAdditional Dyslexia Teacher
Dyslexic Coordinator
Dyslexia Teacher
CampusPrincipals
Campus Counselors
8/01/2017 -8/01/2018
specialistESC Reg. 12Bi-County Coop
Student Records; Assessment Records; Lesson Plans
Benchmark Checks:1) Number of students referred for testing2) % of discipline referrals of identified students
Program Evaluation: % of mastery on STAAR reading
Number of students exiting Read Right and Dyslexia programs.
Number of students referred for Special education Number of students participating in STAAR A, Oral- 504 students
On Going
STAAREOC4/30/18-6/30/18
1.7 AT RISK PROGRAM
Campus Principals
8/01/2017 -8/01/2018
AT- Risk SpecialistESC Reg.
Student Identification forms; Assessment Records; Conference
Developed by Education Service Center Region XV 39
Provide programs/activities to serve identified At-Risk students
Policies/Procedures/Notification
Student Identification Program Activities
Tutorials Counseling
Professional Development At-Risk Criteria Services/Programs Confidentiality
Pregnancy Related Services
Career Days Computer based credit
recovery Visit area colleges &
increase tech-prep Outside counseling
referrals Parent Topics by
newsletters and school Web-site (min. 2) Health Drugs Gangs
Research adding programs: Web based
programs Motivational
Assignments Thematic Units
Character Building programs
Voice program
Campus Counselors
PEIMs CoordinatorRTI Coordinator
Nurse
Classroom Teachers
12
SCE Funds$322,317
Title I Funds$63,606 Counselor
RTI Coordinator
Records; Activity Records; Surveys
Benchmark Checks/Progress Monitoring:1) Identification of at-risk students2) % of student identified at risk by Early Reading Indicator 3) Number students Failing at Grade level.4) Survey Parents5) % of discipline referrals6) number of students coming off at risk STAAR, Early Reading Indicator and class failure
STAAREOC4/30/18-6/30/18
Developed by Education Service Center Region XV 40
Evaluate/Research potential for adding programs by developing partnerships with the community.
Continue to increase the number of home visits
1.8 CURRICULUM/ INSTRUCTION
Provide an enriched curriculum to insure academic success for all students in all subjects
Continue Pre-Kindergarten and Kindergarten programs and activities for the young learner and their parents Policies and
Procedures Pre-K-Kinder
Notification (English and Spanish)
Student assessmentPrograms/Activities
Pre-enrollment screening
Reading / Writing: Scheduled benchmarks
assessments for
All Faculty & StaffESC 12Campus Principals
Campus Counselor
Pre-k and Kindergarten teachers
RTI Coordinator/Testing
Pre K – 12 language Arts Teachers
8/01/2017 -8/01/2018
ESC Reg. 12
Lesson Plans; Staff Development; Student Assessment Records
Benchmark Checks
1) TPRI Early Inventory Reports
2) Dibels K-53) STAR Benchmarking
1-8 Reading and Math4) Teacher Generated
Benchmarks
Field Trips to colleges
Each 6 weeks
BOY, MOY, EOY
Developed by Education Service Center Region XV 41
STAAR STAAR interventions
for 3-12 Reading Teachers Reading Aides Math Teachers Math Aides
Develop incentives to read by conducting Book Fairs, Reading Clubs and incentive charts
Continue to enhance Middle/ School AR program by adding more tests/incentives
Oral reading by teachers, community members, and grade level to grade level
Disaggregated Test Data to target sub-groups
Student current event/curriculum
Technical Writing Writing across
curriculum Develop incentives to
write Field trip that include
research/ investigation into colleges
Include essays and/or short answer questions on tests across the curriculum
Encourage publication Encourage
participation in local and national essay and
Developed by Education Service Center Region XV 42
poetry contests STAAR intervention Training on using
Eduphoria for benchmarking and data gathering Ace Math: Interventions as needed Scheduled STAAR
benchmark assessments
Input Math across the curriculum
Accelerated Math Computer Program
Use disaggregated STAAR data to target sub-groups for enrichment
Training on using Eduphoria for benchmarking and data gathering
Continue computer generated practice
Provide students greater access to computers
Increased professional development for teachers
Increase UIL participation in calculators number sense, mathematics contests
Utilize previous STAAR date to target students in need of assistance
Math:
All Pre k-12 Math Teachers/Teacher Aides
Campus principals
Math:
Lesson Plans; Staff Development; Student Assessment Records Curriculum; Lesson Plans; Progress Reports; Report Card Grades; Participation Records; Passing Rates
Benchmark Checks
1) Increase student mastery to 80% on assessments
2) Equation Testing3) Number of students
participating in UIL Meets
4) # of students attending intervention identified in need of assistance
Developed by Education Service Center Region XV 43
Horizontal/Vertical Alignment
ACE
Social Studies: Instruction across
curriculum Continue STAAR/EOC
material & professional development to include cross-curriculum usage
Increase use of maps, oral reports, projects
Field Trip Increase usage of guest
speakers Increase community
awareness ACE
Campus PrincipalsPre k- 12 Social Studies teachers
8/01/2017 -8/01/2018
ESC Reg. 12
Mobile Lab
Library Speakers
Field Trips
I-Pads
Lesson Plans; Staff Development; Student Assessment Records
Benchmark Checks:1) Number of presentations
2) Tests/Portfolios
STAAR/EOC and classroom data
STAAREOC4/30/18-6/30/18
Science: Instruction across
curriculum Scheduled
STAAR/EOC benchmark assessments
Integrate weather station into curriculum
Integrate greenhouse into curriculum
Science Fair Incorporate computer
based student activities Continue STAAR
material & staff development to include cross-curriculum usage
Update Lab equipment and facilities
Increased teacher
Campus Principals
Pre K – 12 Science teachers
8/01/2017 -8/01/2018
ESC Reg. 12
Fund Balance ARRA Stimulus Funds
STAAR/EOC4/30/18-6/30/18
Developed by Education Service Center Region XV 44
training and science materials
ACE1.9 HOMELESS
PROGRAM
Provide services to identified homeless students: Policies/ Procedures Identified
Homeless Liaison Student
Identification Program/Services
Campus Counselors
ESC Reg. 12 Homeless students are being identified and served.
Benchmark Checks:
1) Student records reviewed to identify homeless
2) Students are advised of services and programs
Upon enrollment
1.10 MASTERY ACTIVITIES
Continue to provide opportunities for students not mastering required objectives to acquire needed skills:
STAAR/EOC Interventions
Class Interventions Study Skills Instructional
Assistance Summer school Credit recovery –
Computer based RTI
All Faculty and Staff
Campus Principals
8/01/2017 -8/01/2018
Lesson Plans; Participation Records for Tutorials
Benchmark Checks:1) ___% of students attending intervention that require assistance during Academic Prep
2) ----% of mastery on student assessments
1.11 STAFF DEVELOPMENT
SBDM 8/01/2017-
ESC Reg. 12 Staff Development Calendar;
Developed by Education Service Center Region XV 45
Provide appropriate staff development to meet the needs of all staff.
* See Staff Development Calendar (approved by the SBDM Committee)
Substitute Training Create packet
to give subs with policies and procedures
Include substitute teachers during in-service training
Campus Strategy sessions
Campus Principals
8/01/2018 Campus Leaders
Policies/Procedures; Training Agendas/Sign-in Sheets
1.12 ASSESSMENTS
Administer appropriate assessments to monitor student progress* Released STAAR Test*Dibels*STAAR math/Reading *Formative assessments*Renaissance STAR math/reading
All Faculty
Campus Principals
8/01/2017/1/2018
ESC Reg. 12
State Compensatory Education Grant
Assessments; Performance Records
Benchmark Checks1) Increase d % of students mastery on benchmark student assessments (including 3wk and 6wk assessments)
2) _____% of students mastery on STAAR/EOC assessment
STAAREOC4/30/18-6/30/18
1.13 TECHNOLOGY
Continue to expand the use of technology for instruction and educational management
Campus Principals
All Faculty
Technology
8/01/2017 -8/01/2018
ESC Reg. 12
Fund Balance
State Comp. Ed. Funds
Checkout lists for portable labs; lesson plans
Benchmark:1) 100% of students
being served with Developed by Education Service Center Region XV 46
BYOD Replace and update
Portable Laptops Expand Computer
Stations Update hardware
and add software paperless
classrooms Online textbooks
Increase Pre-K-2 availability of academic computer programs
CoordinatorState Technology Grant
IMACARL PERKINs
technology in the regular classroom
2) 100% of students using internet resources for academic assignments
3) 100% of teachers using internet resources for reference, planning, and instruction
1.14 CLUBS AND ACTIVITIES
Provide campus clubs and organizations for student involvement and leadership development.
Student Council Community Services projects
Jr. Honor Society UIL Academics FFA Spanish Club HS Honor Society FCA ACE
Campus principals
Club sponsors
8/01/2017 -8/01/2018
Honor Society
ACE
Activity Funds
Participation records
Meeting agendas
Sign-in Sheets
Number of students participating
Veteran’s Day ceremony
Veterans Flags
Community Service Sponsor
Food Can Drive
1.15 TRANSITIONS
Continue activities to transition students successfully through the educational process
Career Pathways
Campus Principals
Campus Counselors
Grade level
8/01/20178/1/2018
ESC Reg. 12
Bi-County Coop
CENTEX ARC
Activity RecordsOpen HouseCareer DairsVisits to Campuses
Developed by Education Service Center Region XV 47
Orientations Exit Program Graduate Tracking
Service Back to School
Bash Open House Prk-Kindergarten
Roundup Investigate
possibility of adding other clubs
Career Clusters
teachers participating in Orientations
High School CTE
Navarro College
TSTCArmed Services
1.16 SUPPORT SYSTEMS
Utilize support / technical assistance from sources listed below: College Universities Advisory CommitteeAttract and Maintain highly qualified staff
Region 12Bi- County COOP
DSB Committee
Campus Principals
Campus
8/01/20178/01/2018
ESC Reg. 12Bi-County Coop
Meeting Schedule/Agendas; Sign-in Sheets; ARD agendas
1.17 COMMUNICATION
Continue multiple approaches to improve communication on the campus and within the community.
Local Papers Community
Services through Youth Organizations
Adult Programs Web page
DSB Committee
Campus Principals
Campus Office secretary
Faculty/staff
8/01/2016 -8/01/2017
Local fundsMedia resources: Mexia Daily NewsFreestone County TimesFairfield Recorder
Publications; Monthly Projects; Certifications;
Web Site Updates; Marquee on Highway
Developed by Education Service Center Region XV 48
Charms office assistant
Radio/ TV Monthly Calendar Newsletters PTO Bulletin
Board Weekly planner Email Staff
Accounts Flash Alerts Parent Portal
Remind 1011.18 Staff
Issues/Personnel
Develop a plan and a timeline to attract/maintain qualified, highly-skilled staff for high risk programs/student groups:
Conduct employee survey to access needsImplement a plan to meet qualifications/certification:
All Teachers All
Paraprofessionals - Certified
DSBCommittee
Campus Principals
Board of Trustees
A.AB.Arme
C.
ESC Reg. 12
Local funding
Title II Part A funds to be used for: 1. Incentives2. Signing bonus3. Planning and goal-setting 4. Mentors
Employment Records
Develop issue and review survey results.
Staff development calendar; Mentor program records
Benchmarks:1) 100% of surveys
returned2) Feedback on
survey results
1.19 PLANNING OPPORTUNITIES
Provide various opportunities for the staff and others to be involved in planning for campus improvements
SBDM Committee
DSBCommittee
8/01/2017 -8/01/2018
ESC Reg. 12
Eduphoria
Meeting’s agenda; calendar; surveys and sign-in sheets
Benchmark:1) Survey
conducted2) SBDM elections3) ____# of staff
Developed by Education Service Center Region XV 49
Faculty Meetings Surveys Comprehensive
needs assessment for District and all campuses.
Calendar Equity planning
meetings/agendas
1.20 PLANNING EVALUATION
Disseminate a survey to evaluate the campus climate
Superintendent8/01/2017 -8/01/2018
ESC Reg. 12HB5Process evaluation
Compiled Survey results
Benchmark:50% of surveys returned
1.21 ATTENDANCEContinue strategies/activities to assure high student attendance Explore incentive
programs to increase attendance.
Continue procedures for calling absent students
o Phone Callso E-mails to
parentso Truancy letters
mailed homeo Complaints
File with the County Court
Parent Conferences for students with multiple absences
$20 Fee for make-up days (Sat. School)
DSBCommitteePEIM coordinator
Campus Principals
Campus Office secretaries
Attendance committee
8/01/2017 -8/1/2018 Local
fundingDonationsNewspapers
Attendance Records; PEIMS; grades; tardy records; procedures/policies; parent conference records; committee
Each 6 weeks
Developed by Education Service Center Region XV 50
Advisory Attendance Committee
Incentive awards for perfect and near perfect attendance
Attendance Letters
1.22 RECOGNITION/ CELEBRATIONS
Continue multiple opportunities to recognize student/staff success Use state waiver days to
integrate curriculum and form partnerships for development of units of study
Recognize teachers for years of service every five years
UIL recognize in local papers and on website
Academic Blankets Hall Parties JR. High Award ceremonies You Rock Jr. High A/B Honor Roll
Breakfast. Jr. High
DSBCommittee
Campus PrincipalsPre K – 12 Faulty
8/01/2078/1/2018 Local
fundingDonationsNewspapersTreasure Chest
Edible incentives
Special Occasion notices; waivers; certificates/rewards; integrated curriculum; in-service records
Each 6 Weeks
End of Year
End of Activity
1.23 MAJOR CAMPUS DOCUMENTS
Disseminate all major campus documents in English and Spanish and provide an interpreter, if needed.
Campus PrincipalsCampus Campus Office Secretaries Bi-Lingual personalCampus Counselors
8/01/201701/2018 Local funds
Campus Documents in both languages (as required)
Developed by Education Service Center Region XV 51
District Testing/RTI coordinator
1.24 FEDERAL REQUIRMENTS
Ensure compliance with the requirements of Title IX (Sexual Discrimination) Posted Notice Student/ Staff
HandbooksParent Rights Booklets
Campus PrincipalsCampus CounselorsFaulty/Staf
8/01/2017 -8/01/2018
Local funds Notices; Student Handbook; Staff Handbook; Footnote disclaimer notice; sign-off from forms
1.25 FEDERAL REQUIRMENTS
Ensure compliance with the requirements of Title VI (Civil Rights)
Posted Notice Application Form Student/Staff
Handbooks Posted on all
outgoing mail1.26 FEDERAL REQUIRMENTS
Ensure that all students and parents are informed of their rights and responsibilities
Student Handbook Parental
Involvement Policy Texas Grant Top 10% Rule Parent Rights
BookletsParents Right-to-know
Campus PrincipalsCampus CounselorsFaulty/Staff
Campus Principals
Campus Counselors
Campus Office Secretaries
Faulty/Staff
8/01/2017 -8/01/2018
Local funds
Local fundsPrint Media
Notices; Applications; Student Handbooks/ Staff Handbooks; Footnote disclaimer notice; sign-off from forms; Parent Rights BookletsBenchmark:
Date Notice is postedDate handbooks are
distributed
Student Handbook; Parental Involvement Policy; Texas Grant; Top 10% Rule; sign-off sheets; Transcript applications filed with appropriate agencies; Parent Rights BookletsBenchmark:
Date Notice is postedDate handbooks are
distributed
Developed by Education Service Center Region XV 52
*Identify the Title 1 Schoolwide Component that the activity/strategy addresses if applicable. This column will help ensure that the 10 Components for schoolwide schools have been addressed. Delete the column if desired.
Developed by Education Service Center Region XV 53
Goal 2 : In Wortham ISD 100% of core academic classes will be taught by qualified teachers and 100% qualified staff will be maintained.Objective 1: 100% of core academic classes will be taught by qualified teachers and 100% of paraprofessionals with instructional duties. The LEA will recruit and retain qualified teachers.Summative Evaluation 100% of core academic classes will be taught by qualified teachers and 100% qualified staff will be maintained.
Data 2016-17% Classes taught by Qualified Teachers
% Qualified Teachers % Qualified Paraprofessionals
100% 100% 100%
Activity/Strategy Title 1 Schoolwid
e Componen
t
Person(s) Responsible Timelin
e
ResourcesLocal Funds,State, SCE,
Title,
Evidence of Implementation
Evidence of Impact
2.3 STAFF Development
Provide appropriate staff development to meet the needs of all staff.
Substitute Training
create packet to give subs with policies and procedures
Campus Strategy Session
SBDMCampus Principals
8/01/2017 -8/01/2018
ESC Reg. 12
Campus Leaders
Staff Development Calendar; Policies/Procedures; Training Agendas/ Sign-in Sheets
Increased student performance on benchmark assessments
2.4 Qualified Teachers and Staff
Develop a plan (Equity Plan) to attract/maintain qualified, highly-skilled
SBDM
Campus Principals
Superintenden
ESC Reg. 12
Local funding
Employment Records
Develop issue and review survey results.
Staff development
Teachers retained
Developed by Education Service Center Region XV 54
staff for all students.
conduct employee survey to access needs and implement a plan to meet requirements for staff qualifications/ certifications: all Teachers
Qualified all
Paraprofessionals Certified
t Board of Trustees
Title II Part A funds to be used for:1. Incentives2. Signing bonus3. Planning and goal setting4. Mentors
1.Incentives2.2
calendar; Mentor program records
Benchmarks:1.) 100% of
surveys returned
2.) Feedback on survey results
Developed by Education Service Center Region XV 55
Goal 3: All students in Wortham ISD will be educated in learning environments that are safe, drug free, and conducive to learning. Objective 1 : By May 2016 the number of incidents involving violence (to include dating violence), tobacco, alcohol and other drug use, will be reduced by __ % as measured by PEIMS and number of discipline referrals.Summative Evaluation : Example: There is a reduction in both incidents noted and discipline referrals by the amount stated.
Activity/Strategy Title 1 Schoolwid
e Componen
t (#1-10)
Person(s) Responsibl
e
Timeline
Resources
Local Funds,State, SCE,
Title,
Evidence of Implementation
Evidence of Impact
3.1 DISCIPLINE MANAGEMENT
Revise/improve the campus: Discipline Plan Student Code of
Conduct Student Handbook
Video Surveillance
DSB CommitteeSuperintendent Campus Principals
8/01/2017 -8/01/2018
Teacher InputLegislative updateBi-County Coop
Campus/District Discipline Plan; Code of Conduct; Student Handbook; Signed Acceptance Forms
3.2 CRISIS MGT./VIOLENCE PREVENTION
Identify/maintain Crisis Response
Team/Training School Safety Audit Create and distribute
School Dating Violence Policy
Crisis Management/ Response Plan
Superintendent Campus PrincipalsSafety Team
8/01/2017 -8/01/2018
ESC Reg. 12
Texas School Safety CenterFreestone County Sheriff
Wortham VFD
Wortham City Police
Roster of Crisis Response Team; Meeting Agendas/Sign-in Sheets; Crisis Plan; Agendas of Drills; Staff Development
Benchmarks:1) Staff orientation
completed2) Drills conducted and
documented
Developed by Education Service Center Region XV 56
Staff Orientation in Practice Emergency Drills Building
Evacuation (Fire) Shelter in Place
(Tornado) Lockdown BASE (Building
Active Shooter Emergency)
Evacuation kit and site
Low Level Code Word
New Bell/intercom system3.3 FACILITIES
In conjunction with input from teachers and parents, develop a timeline to do the annual upkeep and improvements on the campus facilities
Track Auditorium updates Maintenance of Athletic
Facilities/Cafeteria Maintain clean/orderly
classrooms Maintain clean and graffiti
free restrooms Maintain classroom décor
conducive to learning enclose area between Elem. /Middle school building
DSB Committee
Superintendent
Campus Principals
J. Craig
Faculty and Staff
On going Facility Committee
Fund Balance
Local Funds
Maintenance Requests/ Records
3.4 TECHNOLOGY/ SECURITY
Continue the expansion/ purchasing/ networking of
District Tech personal
Superintendent
District Technology Plan
Fund Balance
Teachers check out portable labs from library; Technology Plan; Attendance records
Benchmark:
Developed by Education Service Center Region XV 57
campus technology in order to meet current needs by following the district technology plan and developing timeline to do the following:
Continue updating security hardware and software
Continue updating computer labs
Campus Principals
Technology Coordinator
Campus Counselors
DSB Committee
REAP Grant
1) Technology needs assessment completed
Technology plan up to date
3.5 CLIMATE ISSUES
Continue to encourage and develop a positive and nurturing climate for students, parents, and teachers
Positive notes and phone calls
Provide opportunity for staff to attend event together
Mentoring program for new staff
Bulldog Pride Positive Referrals
Continue Character Education
Increase parent involvement contact
DSB Committee
Campus Principals
Campus Counselors
Survey; Phone Logs; Agendas; Sign-in Sheets; Policies/Procedures; Program Description; character education; physical plant changes; increased contacts
Benchmark:1)Character themes
addressed daily2)Office/reception
arrangement improved
3.6 SAFE/DRUG-FREE SCHOOL AND COMMUNITIES ACTIVITIES
Continue S/DFSC activities on campus
K-12 Curriculum
Campus Counselors
Campus Principals
DSB Committee
8/01/2017 -8/1/2018
N. CrossESC Reg. 12
VOICE
Curriculum; Program Descriptions; Staff Development; Sign-in Sheets; Agendas; Survey
Program Evaluation: Title IV Safe and Drug Free Program Evaluation; Survey Results
Developed by Education Service Center Region XV 58
Red Ribbon Week Retrain Students Strategies (based on
identified needs) Comprehensive Programs Retrain students VOICE
CTE Coordinator
3.7 SURVEYS Continue to administer teacher and student surveys Teacher Student
DSB Committee Campus PrincipalCampus CounselorSuperintendentS. Shivers
8/01/2017 -8/01/2018
ESC 12Texas School Safety Center
Survey; Compilation of Results
3.8 SAFETY ISSUES
1. The campus will conduct bi -monthly Disaster Drills * Fire Monthly
Tornado Lock down Violence
2. Maintain building security Locked
hallway/classroom doors
Visitor sign-in/badges Student/Teacher sign-
out Security lighting on
timer in parking lot Upgrade security
camera system
Campus PrincipalsSuperintendentCampus Secretaries
8/01/2017 -8/1/2018
Local funding
TASB Loss Prevention Grant
Local funds
Drill DocumentationEquipment Functionality
Developed by Education Service Center Region XV 59
3. Maintain a safe traffic flow for students
Drop-off and pick-up Parent
Communications Traffic Signs Striped crosswalk in
front of Elementary on street
4. Maintain an intercom system between all classrooms and office for emergency situations
5. Ensure student safety by contacting parents when a child is absent
E-mail Phone Calls Parent Portal if
possible
PIEMS Coordinator
Phone Logs; Attendance Records
3.9 SAFE/DRUG-FREE SCHOOL AND COMMUNITIES ACTIVITIES
Continue other complementary activities on campus
Character Education Digital Citizenship Peer Mediation
Campus Principals
DSB Committee
Campus PrincipalsCampusCounselors
8/01/2017 -8/01/2018
ESC Reg. 12VOICE
Curriculum; Program Descriptions; Staff Development; Sign-in Sheets; Agendas; Survey
Program Evaluation: Title IV Safe and Drug Free Program Evaluation; Survey Results
3.10 STAFF DEVELOPMENT/STRATEGIES
Continue to provide
Campus Principals
Campus Counselors
8/01/2017 -8/1/2018
Region 12 ESC
Sign In sheets
Benchmark:1) TBSI training
completed
Developed by Education Service Center Region XV 60
training/strategies in following areas:
Suicide Prevention Conflict Resolution Violence PreventionTexas Behavior Support Initiative (TBSI
2) Suicide prevention model in place
Developed by Education Service Center Region XV 61
Goal 4: All students will graduate from high school. Objective 1: By May 2016, a dropout rate of less than 1% for all students and all student groups will be maintained and achieve a completion rate of 90%.Summative Evaluation: Dropout rate of less than 1% and a completion rate of 90%.
Activity/Strategy Title 1 Schoolwid
e Componen
t (#1-10)
Person(s) Responsible
Timeline
Resources
Local Funds,State, SCE,
Title
Evidence of Implementation
Evidence of Impact
Provide credit recovery program and/or acceleration program for students at-risk for failure/drop out
2,9Principal
Designated teachers
End of each semester
Successful completion of course work to recover credits
Developed by Education Service Center Region XV 62
Goal 5: All parent, community members, and educators at Wortham ISD will be active partners in the education of our students.Objective 1: In 2015-2016, Parent and community involvement will be documented, thus setting a standard for future goals.Summative Evaluation: School records indicate percentage of students’ parents/family members participated in partnership in education opportunities.
Activity/Strategy Title 1 Schoolwide Component
(#1-10)
Person(s) Responsibl
e
Timeline ResourcesLocal Funds,State, SCE,
Title
Evidence of Implementation
Evidence of Impact
5.1 COMMUNICATIO N
Continue numerous approaches to assure open communication between the school
and home BACK TO SCHOOL
BASH Meet the teacher night Newsletters;
Website; Progress Reports; Report Cards;
Surveys, Face book, Remind 101 K-1 Orientation Student Planners as
appropriate Monthly Calendar
Discipline Contacts:1) Phone call
2) Written
DSB Committee
Campus Principals
Campus Counselors
8/01/2017 -8/1/2018
PTO
All Staff
Local funding
News media
Sign in sheets; Agendas, Handouts; Newsletters; Website usage reports; progress reports; report cards; surveys; calendar
Benchmarks: 1)___# of newsletters
sent home2)___# of hits on
website3)___# of surveys
returned
Developed by Education Service Center Region XV 63
documentation Positive Referral
Contacts:1) Phone Call
2) Written Documentation
Open House (Public School Week)
Book Fair5.2 TEACHER /PARENT CONFERENCES
Conduct teacher/parent conferences as needed or upon request Teachers available
during conference period for parent
Teachers return parent phone calls within 24 hours
Student Planners as appropriate
Classroom Teachers
8/01/2017 -8/1/2018
Office Phone log; Parent/Teacher Conference Documentation; Sign-in Sheets; Assessment Data; Discipline Records
5.3 INVOLVEMENT OPPORTUNITIES
Continue opportunities for parents and community members to be actively involved in the programs of the school BACK TO SCHOOL
BASH Open House PTO Book Fair
Classroom teachers
Campus Principals
Campus Counselors
8/01/2017 -8/1/2018 Fund
Raisers
Student ActivityPTO DonationsESC Reg. 12Student Activity funds
1)parents participating in
a. PTOb. Field tripsc. As guest
speakersd. As
volunteers 2). survey results Sign-in Sheets; Agenda/Brochures; Participation Records;
Developed by Education Service Center Region XV 64
Holiday Programs Mentors/Tutors Fieldtrip Chaperones Volunteer Program Veteran’s Day
Activities Project graduation Band Boosters Athletic Boosters Guest Speakers Parent Volunteers Career Days College Financial
Planning Workshop Choir Booster ACE
ACE Membership Records
___# of
5.4 TRAINING/ INFORMATION SESSIONSProvide opportunities for sharing information or training with parents Drug & Alcohol
Abuse Program Violence Prevention
Program PAWS Character Building
Activities Orientations ACE
DSB Committee
Campus Principals
Campus Counselors
8/01/2017 -8/1/2018
ACE
Region 12Parent Participation Records; Agendas; Sign-in Sheets
5.5 Special Campus Projects
DSB Committee
8/01/2017 -8/1/2018
Sign-in Sheets; Participation Records; Agendas; Notice
Developed by Education Service Center Region XV 65
Provide campus projects / activities to encourage parent and community involvement Project Graduation PTO Student Council
(JH/HS)
Project sponsors/leader
Campus Principals
of Grant Approvals; minutes from meetings
5.6 Planning OpportunitiesProvide opportunities for parents and community members to be involved in the planning process
Parent Involvement Policy
School/Parent Compact
SBDM Committee
Campus Principals
8/01/2017 -8/1/2018
Meeting minutes; Agendas; Sign in sheets; Handouts; Policies/ Procedures; CompactBenchmark:
1)SBDM sign-in sheets
2)___# of parent surveys returned
Program Advisory agendas
5.7 CLUBS AND ORGANIZATIONS
Continue clubs and organizations for parent involvement
Booster Clubs Field Trips Project GraduationPTO
Campus Principals
Faculty and Staff
8/01/2017 -8/1/2018
Fund Raisers
Student Activity
Meeting minutes; Agendas; Sign in sheets; Policies/Procedures; Documentation of Activities
5.8 PARTNERSHIPS Continue / expand partnerships with local businesses and organizations NUCOR
Campus Principals
CTE coordinator
Teachers
Community
Completed Project Sheets; Agendas; Sign-in Sheets; Partnership contracts; minutes of meetings
Developed by Education Service Center Region XV 66
5.9 RIGHTS AND RESPONSIBILTIES
Ensure that parents and students are informed of their rights and responsibilities
Student Handbook Parental Involvement
Policy School/Parent
Agreement G/T Policy and
Procedures Special Education
Rights Student Code–of–
Conduct Policy link on
websiteInternal Student e-mail5.10 SURVEYS Disseminate a parent and student surveys to collect information /input for planning and school improvement
Campus Principals
Campus Counselor
DSB Committee
Campus Office Secretaries
DSB Committee
Campus Principals
Campus Counselor
CampusOffice Secretaries
Local fundingSchool web-page
Production of handbook, Code of Conduct, parent involvement policy, website link to district policy
1)____# of acknowledge forms returned
2)____# of requests for information
Survey; Compilation of Results
____# of surveys returned
Summative Evaluation: Parental
Involvement Records
Survey Information STAAR Scores
AEIS Data
Developed by Education Service Center Region XV 67
Goal: Objective: Summative Evaluation:
Data All Students
H W AA ED Migrant LEP Spec.Ed. GT Male Female
Activity/Strategy Title 1 Schoolwid
e Componen
t (#1-10)
Person(s) Responsible
Timeline
Resources
Local Funds,State, SCE,
Title
Evidence of Implementation
Evidence of Impact
Developed by Education Service Center Region XV 68