images.pcmac.orgimages.pcmac.org/SiSFiles/Schools/TX/Diboll/TempleElementary... · Web viewDiboll ISD. Temple Elementary. Campus. Improvement Plan. 2011-12 ________________________

Diboll ISD Temple Elementary Campus Improvement Plan 2011-12 ________________________

Date of School Board Approval

1Temple Elementary, Diboll, Texas 75941

Temple Elementary Campus Planning Team

Campus Representatives

Nikki Miller, PrincipalShanna Powers, Asst. PrincipalJohn Carter, CounselorJulie SmithLostra BurrowKacie BridgesTanjela FinchStacie DavisJamie King

Business RepresentativesCarlye Morris (Morris A/C & Heating)

Community RepresentativesJean YoungRichard Nelson

Parent RepresentativesYuri MoradoRodney Cheshire


Temple Elementary Mission Statement


The Temple Elementary School is responsible for preparing our children to achieve academic success at the next learning level to the full extent of their individual abilities. Knowing that we are the foundation that forms all our pupils’ future educational progress, we will concentrate on improving all students’ skills in reading with comprehension, communicating orally and in writing and in developing mathematical skills in higher grades.

Temple Elementary children will be taught a well balanced curriculum which includes critical thinking and problem solving skills, citizenship skills, self-esteem, respect for others, and responsible behavior. We will continue broadening our students’ horizons through the study of our American heritage, fine arts, social studies, physical education, and science. All children will be encouraged and given the opportunity to develop to their fullest potential.

We will endeavor to help students find and keep the excitement and fulfillmentof gaining knowledge and learning new skills.

All staff will be encouraged to conduct themselves in a spirit of cooperation with and among co-workers.

Temple Elementary School will maintain accountability by studying our yearly data, analyzing our educational progress, and maintaining or improving educational programs.


All students

3rd 4th 5th CampusTeste

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R/ELA 149 133 50 89% 34% 128 110 46 86% 36% 130 123 48 95% 37% 90% 35%Math 149 115 33 77% 22% 128 103 31 80% 24% 130 124 40 95% 31% 84% 26%

Science 130 105 52 81% 40% 81% 40%Writing 127 103 19 81% 15% 81% 15%

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Pass RatingR/ELA 149 133 89% Rec 128 110 86% Rec 130 123 95% Exem 407 366 90% Exem

AA 20 18 90% Exem 11 6 55%UnAcc

* 12 11 92% Exem 43 35 81% RecH 85 73 86% Rec 57 47 82% Rec 78 74 95% Exem 220 194 88% RecW 42 40 95% Exem 55 52 95% Exem 38 36 95% Exem 135 128 95% ExemED 119 103 87% Rec 85 68 80% Rec 108 101 94% Exem 312 272 87% Rec

Math 149 115 77% Acc 128 103 80% Rec 130 124 95% Exem 407 342 84% Rec

AA 20 12 60%UnAcc

* 11 5 45%UnAcc

* 12 11 92% Exem 43 28 65% AccH 85 63 74% Acc 57 45 79% Acc 78 73 94% Exem 220 181 82% RecW 42 39 93% Exem 55 48 87% Rec 38 38 100% Exem 135 125 93% ExemED 119 86 72% Acc 87 64 74% Acc 108 102 94% Exem 314 252 80% Rec

Science 130 105 81% Rec 130 105 81% Rec

AA 12 5 42%UnAcc

* 12 5 42%UnAcc

*H 78 63 81% Rec 78 63 81% RecW 38 35 92% Exem 38 35 92% ExemED 108 83 77% Acc 108 83 77% Acc

Writing 127 103 81% Acc 127 103 81% Rec

AA 11 7 64%UnAcc

* 11 7 64%UnAcc

*H 55 46 84% Rec 55 46 84% RecW 56 45 80% Rec 56 45 80% Rec

Comprehensive Needs Assessment Data Sources Examined


AEISFederal Accountability Data for AYPTAKS Data--disaggregatedDistrict PEIMS reportsPBMAS reportsDistrict retention dataDistrict discipline referral dataParent, Community, Teacher, and /or Student surveysStudent attendance dataBenchmark testing dataReferral percentages for students in Special EducationCampus parent participation recordsTruancy dataTeacher retention dataTerra Nova (2nd grade LEP)AIMSWebRenaissance-Reading and MathSRATELPASVMathSTAR Reading and MathEllis

Summary of Findings

Prioritized Areas of Concern

Areas of Concern

Data Source

Math Scores 2nd, 3rd and 4th grade AA, ED and Sp. Ed. STAR Math and State Accountability (AEIS)

Science Grade 5 AA, H, ED and Sp. Ed. State Accountability (AEIS)

Reading Grades 4 AA, ED State Accountability (AEIS)

Writing Grade 4 AA, ED State Accountability (AEIS)

Reading comprehension and fluency Grade 2,3,4,5 AIMSWeb, STAR Reading

Counseling Program (social skills, individualized counseling) Parent, community, and student surveys; administration evaluations

Special Programs –ESL/Bilingual Parent, community, and student surveys; student achievement; participation in special programs


In this plan, the term “student groups” refers to students who are H, W, AA, ED, Migrant, LEP, G/T, and Special Education

CAMPUS NEEDS ASSESSMENTStudents

Student progress and success are the reasons for the district. It is the responsibility of the district to provide the students with skills and expertise to be successful in their respective careers whether they enter the workforce or go on to a college or university after graduation.

Student Strengths

At Temple Elementary School student performance has been at or above state standards according to the State AEIS Report. During the 2010-11 AA, ED and Sp. Ed. decreased in math and science. TES received an “Academically Acceptable” status for the 2010-2011 school year. Due to the implementation of STAAR, the Academically Acceptable status will carry through the 2012-2013 school year.

Student Needs

To become a Recognized Campus all students and students groups must have at least 90% passing rate. Temple Elementary needs to bring all scores up but pay particular attention to Math, Science, in all subpops in order to reach the Recognized Rating. To do that, each teacher needs to examine his or her data.

Staff

A highly qualified and highly trained staff is perhaps the most important ingredient in the teaching-learning equation. Because all the campuses are Title I School-wide campuses, all teachers and instructional paraprofessionals on the campuses must meet the "highly qualified" criteria as stated in the federal No Child Left Behind Act of 2001. 100% of TES is highly qualified. Recruiting efforts extend into regional universities/colleges. DISD works with alternative certification programs in Region VI, VII, and Stephen F. Austin State University.


Staff Strengths

Teachers on all campuses meet those requirements, and as allowed by the legislation, all instructional paraprofessionals will meet those requirements by January, 2008. A training program to certify instructional paraprofessionals as "highly qualified" has been developed by DISD personnel, with training beginning in the 2008-2009 school year.

Temple Elementary has a diverse group of faculty members who encourage each other and students in their change to be successful.

While appropriate certification is important, experience and relevant professional development are also essential considered when employing and evaluating staff. The focus of district-provided professional development for the 2011-12 school year is the curriculum alignment process which will assist teachers and students in addressing the transition into STAAR successfully. The focus of staff development activities will continue to be curriculum alignment and improved delivery of instruction, particularly in math, writing and science and the other core academic areas.

Staff Needs

The committee identified one critical need: Transition to STAAR and differentiated instruction. Providing differentiated instruction is needed to the meet the needs of all learners in the classroom. Parent Involvement

The success of an instructional program is often significantly influenced by how well parents of the students support the school. Parents must become involved as partners in the education of their students. Every staff person must continue to cultivate the involvement and support of district parents. Several parent activities are planned throughout the year to assist parents with opportunities to help their child at home, transition and understand the higher standards in teaching, testing, and preparing children for the future.

Parental Involvement Strengths:

Like most elementary schools, Diboll Primary and Temple Elementary Schools enjoy a high level of parental support as is evidenced by the number of parents who volunteer and who attend school functions. The volunteers actively assist the teachers as needed or requested. Campuses have a direct relationship with local Parent, Teacher, and Student Association (PTSA).


Parental Involvement Needs:

In order to establish more involvement from parents for academic events, it is the goal of the district to improve parent communication through the School Reach program, website access, and a direct link with our local PTSA.

Community Involvement

Like parental involvement, the involvement of the community in the education of its students is critical and certainly worthy of cultivation. In Texas, public schools must form a financial partnership with their communities in order to have efficient instructional programs and modern, efficient facilities.

Community Involvement Strengths

Diboll is a small very close-knit, conservative community. Residents often represent third and fourth generation graduates from the school. Businesses, as a rule, support the school by providing donations and/or incentives. The local churches are positively involved with school activities, and local civic organizations recognize the importance of a sound educational system in the growth of the area.

Community Involvement Needs

In order to continue and/or improve the involvement of the community in the school system, members of this goal committee determined that it is important to keep the community informed of the district's needs and the plans to address those needs in manageable increments. It also determined that communication is needed to build better contacts with area businesses so that the career concentrations offered to students can better coordinate with the employment opportunities of the area.

Facilities

The final ingredient in a successful teaching-learning process to be considered is the facilities in which the process is carried out. Facilities include more than the buildings; equipment, supplies, and materials are also needed to enhance instruction. Safety and comfort of the students and staff are also facility issues that should be considered.

Facility Strengths


Facility Needs

Groundbreaking November 1, 2010 for new K – 6 campus. Projected completion date for the new campus is December 2011 with student moves for Spring 2012.


No Child Left Behind ActPerformance Goals and Objectives

To facilitate the implementation of the No Child Left Behind Act, the U.S. Department of Education identified five performance goals and objectives that focus on student achievement. These goals and objectives were required to be adopted in the submittal of the consolidated state application to receive funds under the No Child Left Behind Act.

1. Performance Goals 1: By 2013-2014, all students will reach high standards at a minimum attaining proficiency or better in reading, language arts, and mathematics.

1.1 Performance Indicator: The percentage of students, in the aggregate and for each subgroup, who are not at orAbove the proficient level in reading on the State’s assessment. (Note: These subgroups are those for which theESEA requires state reporting as identified in section 1111 (h)(1)(C)(l) and include students disaggregated by Race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economicallyDisadvantaged.

1.2 Performance Indicator: The percentage of students, in the aggregate and for each subgroup, who are not at orabove the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those forwhich the ESEA requires state reporting as identified in section 111 (h)(1)(C)(l) and indicate and include students disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status aseconomically disadvantaged.

1.3 Performance Indicator: The percentage of Title 1 schools that make adequate yearly progress.

2. Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic Standards, at a minimum attaining proficiency or better in reading, language arts, and mathematics.

2.1 Performance Indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance Indicator: The percentage of limited English proficient students who are at or above the proficient level in reading, language arts on the State’s assessment, as reported for performance indicator 1.1. 2.3 Performance Indicator: The percentage of limited English proficient students who are at or above the proficient

level in mathematics on the State’s assessment as reported for performance indicator 1.2.

3. Performance Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.


3.1 Performance Indicator: The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high ‘poverty” schools (as the term is defined in section 1111(h)(1)(viii) of the ESEA). 3.2 Performance Indicator: The percentage of teachers receiving high-quality professional development (as the term

“professional development” is defined in section 9101(34).3.3 Performance Indicator: The percentage of paraprofessionals (excluding those whose sole duties are translators and parental involvement assistants) who are qualified. (See section 1119© and (d).

4. Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.4.1 Performance Indicator: The number of persistently dangerous schools, as defined by the State.

5. Performance Goal 5: All students will graduate from high school?5.1 Performance Indicator: The percentage of students who graduate from high school, with a regular diploma,

- disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;

Calculated in the same manner as used in National Center for Education Statistics reports on CommonCore of Data.

5.2 Performance Indicator: The percentage of students who drop out of school, - disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;

Calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.


10 Component Parts of a Schoolwide Program1. Comprehensive Needs Assessment

* AEIS* TAKS* Attendance/Drop-out* Surveys (parent, community, teacher, students)

* Other Assessment Results (Benchmarks, District Criteria Test, SRA, Terra Nova – 2nd LEP, AIMSWeb, Renaissance-Math and Reading) 2. School Reform Strategies

* Provide opportunities for all students to meet the advanced levels of academic achievement.* Use effective methods and instructional strategies that are based on scientifically based research that:

Strengthen the core academic program in the schoolIncrease the amount and quality of learning timeInclude strategies for meeting the needs of historically underserved populations* Address the needs of all children but particularly the needs of the targeted populations (TAKS Reading, Math, Writing, Science, Social Studies, Curriculum Alignment, Integration of Technology, Classroom/Discipline Management)

3. Instruction by Highly Qualified Professional Staff* Teachers hired on or after the first day of the 2002-2003 school year must be highly qualified before being hired* Teachers hired before the first day of the 2002-2003 school year must be highly qualified by the last day of the

2006-2007 school year* Paraprofessionals hired after January, 2002 must meet qualifications requirements before being hired* Paraprofessionals hired after January, 2002 must meet qualifications requirements by January 8, 2006

4. Highly Qualified Professional Development* 5% of the LEA’s entitlement must be used to help uncertified teachers become highly qualified* Low Performing campuses are required to spend 10% of their entitlement on professional development for at least 2 consecutive years.

* Professional development activities are high quality, intensive, and classroom focused in order to have a positive


and lasting impact on classroom instruction and the teacher’s performance in the classroom and are not one day or short term workshops or conferences. However, several one-day workshops that can be tied back to one broad instructional goal or objective can meet the definition of sustained and intense.

5. Parental Involvement* LEA’s that receive over $500,000 must reserve 1% of their entitlement for Parental Involvement Activities.* 95% of the 1% must be allocated to the Title I, Part A campus* Must have a written parent involvement policy that describes strategies to increase parental involvement such as

family literacy services.* School/Parent Compacts

- Developed jointly with parents- Describes the responsibilities of the school, the parents, and the students.- Go to all districts. (Open House, PTO, Parent/Teacher Conferences, Orientation, Newsletters, Calendars, Progress Reports)

6. Strategies to Attract High/Quality, Highly Qualified Teachers* Job Fairs* Recruiting* Forming partnerships with institutes of higher education to establish school-based teacher training programs.* Create programs to enable paraprofessionals to obtain the education necessary for them to become certified Teachers.

7. Transition* Assist preschool children in the transition from early childhood programs such as Head Start, Even Start,

Early Reading First, or a State-run preschool program to local elementary school programs; elementary to middle school; middle school to high school.

Establish channels for communication between campusesCurriculum alignmentPlanning meetings involving parents and teachers of the transitioning campusesJoint transition related training of the staffs

8. Teachers Included in Decisions * Provide information on the achievement of individual students


* Provide information on the overall instructional program- PreTAKS/Release TAKS- Alternative Assessment- ESL- Achievement Tests

9. Students Experiencing Difficulty* Student difficulties identified in a timely manner* Students are given effective and timely additional assistance* Professional Development for teacher’s in identification and strategies to assist students in experiencing difficulty.* Communication with parents for students who have no mastered standards (Data disaggregation, Tutorials, Computer Assisted Instruction)

10. Coordination of Federal, State, and Local Services and Programs* Campus Improvement Plans must clearly show how coordination and integration occurs between programs

- Federal Title Programs- Violence Prevention Programs- Nutrition Programs- Head Start

State Compensatory Education Program Program Evaluation/Needs AssessmentGrades 3-5


How Who What Resources?

When How will we know?

1. Strategically design and implement a balanced literacy program for grades K-3 which includes a balanced instructional focus on phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.

PrincipalInstructional Coach Teachers

C ScopeBasalSRA

Daily Benchmarks; Progress Monitoring Data;Report Cards

2. Implement researched-based Reading Mastery K-2, C-Scope for reading, math, science and social studies.

PrincipalInstructional CoachCore Teachers

SRA Reading Program

Daily Benchmarks; Progress Monitoring Data;Report Cards

3. Provide writing training for 4th grade teachers. 4th grade will share with lower grade levels.

PrincipalInstructional Coach

Region VI and Discover Writing

Aug. 2011, Oct. and Nov. 2011, ongoing as needed with assistance of Reg. VI

Learning Walks, DATA throughout the year & Improved Student Performance


District Goal 1: Student Growth and Development- NCLB GOAL: 1Campus Objective 1: Maintain high expectations for students. Students will demonstrate exemplary performance in their reading and writing of the English language and in their understanding of mathematics, science, and social studies. 90% of all students pass all portions of the state tests, meet ARD expectations, and the Campus/District will meet AYP.1a. All Students will demonstrate exemplary performance in their reading and writing of the English language and in their understanding of mathematics, science, and social studies.1b. Students will reach or exceed grade level standards in math, science, and social studies by the end of third grade and every year thereafter.



4. Analyze data to address areas of success from areas of concern to further adjust needs of students to various programs.

Curriculum staff, including special populations; interventionist, team leaders, teachers

DMAC; AIMSWebSTAR Reading and Math

After unit assessments, after BOY and MOY testing

Test results; lists of students receiving acceleration or remediation;IEP’s

5. Focus on Tiered Instruction-RTI InterventionistTeachers, ESL teacher

DMAC, AIMSWebUnit Assess.STAR Rdg. And math

Daily Use Unit Assessment Data to make instructional decisions

6. Effectively utilize researched-based instructional strategies to positively impact student performance. Book studies relating to instructional strategies.

Curriculum staff; including special populations; academic specialists, and principals, team leaders, teachers

7 Simple Secrets to Successful Classroom-Whitaker,Lead4Ward,CScope

Weekly Wed. grade level meetings

Curriculum guides; lesson plans*100% on-level in core areas*TAKS/TAKS-M, TAKS ALT*Unit Assessments*Commended Performance* TEKS*Promotion/Passing

7. Teach social skills to improve interaction between peers and adults

School Counselor, Principals, teachers

Counselor MaterialsCurriculum

1time per classroom each 6 weeks

Lesson plans; assessments; classroom snapshots; curriculum guides

8. Strengthen student communication by promoting technology

District Instructional Technology and Curriculum Staff, including Special Populations; Special Education Technology

Computer Lab Meet teacher night, Report Card Night, Fall

Parent feedback, Parent contacts,School evaluation




Coordinator Festival, Bilingual Night

9. Communicate with all stakeholders to address the needs of students who are performing below grade level.

Curriculum Specialist; Reading Specialist; Campus Administrators; At-risk coordinators; reading teachers, parents, ESL

Parent Corres-pondence Logs;Morning Tutoring, Power UP in classroom, Attendance; SA2SIT meetings

Daily Literacy tests; STAR Early Literacy; SRA; AIMSWeb; Unit Assessments, STAR Reading and math, STAAR

10. Implement effective instruction that stresses critical thinking questioning techniques beyond the knowledge and comprehension levels to all students (ie: remediation, acceleration).

All content area teachers, especially English/Language Arts

Region VII GT, Instructional Specialists for In-services

Training 2011-12,

Learning Walk data

11. Provide students with hands-on activities in all core subjects.

All content area teachers

Manipulatives in Science and Math; C-Scope

Daily lessons

Lesson plans; observation; Learning walk data

12. Implement monthly progress monitoring by classroom teachers.

Classroom teachersTLC staff

AIMSWeb (2nd), STAR Reading and math

Monthly beginning Sept. 2011- May 2012

Progress Monitoring Data-AIMSWeb and STAR Reading and Math

13. Plan lessons as a grade level to foster teamwork, focused planning and goal setting.

Mentor Teachers;Grade level planners

C-Scope Lessons

Weekly grade level

Benchmarks; common assessments; lesson plans




meetings and Vertical team meetings 1 time per six weeks

14. Retention addressed through SIT and GPC committees

SIT and Grade PlacementCommittees

RTI data,Assessment data , SA2, Light’s RetentionScreenings

March 2012

Annual AEIS report on Retention rates per grade level.

15. Study Island to address 4th / 5th grade levels in science.

PrincipalTeachers

Study IslandComputer lab

Morning Tutoring and daily tutoring

Reports

16. DEW Day – 4th grade PrincipalTeachersTeam Leaders

Writing Prompts

6 week intervals

Student growth in writing

17. Participation of all students in grades 2-5 in PTSA Reflections contest

PrincipalTeam LeadersTeachers

Writing Prompt chosen by PTSA

Oct.-Nov. 2011

Award presentation in January 2012 and submissions by teachers


How Who Resources? When How will we know?

1. Relate real world experiences to daily instruction.

District curriculum and counseling administrators and staff; district Career & Technology Education, administrators, counselors, teachers

Library Field Trips Authors

2011-12 as decided by campus team

Curriculum guides and lesson plans; classroom guidance lessons; Career Days

2. Teach LEP, GT, and special education students the TEKS as outlined in district curriculum documents, adjusting instruction as necessary to meet the particular group’s learning characteristics and academic needs.

Curriculum staff, including special populations; teachers; department chairs; district textbook administrator; campus textbooks campus custodians

Special Services Staff

Aug. 11-June12

Lesson plans; reports or student achievement; distribution lists of guide; textbook custodians’ record*IEP* %Commended Performance*Unit Assessments/TEKS

3. Accelerate LEP students’ successful acquisition of proficiency in English.

Bilingual/ESL coordinators; ESL liaisons; bilingual and ESL teachers; campus administrators; LPAC members; curriculum staff; helping teachers

Campus Ellis Program

Daily teaching

LPAC Data; agendas and rosters; *Unit Assessments* STAR Early Literacy*TELPAS scores


District Goal 2: Student Growth and Development-NCLB GOAL: 2

Campus Objective 2: Continue to close the achievement gap between all students and the following subpopulations: African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient, and At Risk students.

How Who Resources? When How will we know?4. Improve At-risk students’ chances for success by providing extra instructional time.

Principals; campus at-risk staff and committees; counselors and teachers; curriculum staff; special education staff

Supplemental Tutorial Materials Title I

Ext Day – 2 days per week;2012 Spring, morning tutoring

Written plans, including schedules showing extended time; tutorial attendance; Common Assessments; Universal Screenings

5. Enhance the educational experience for at-risk students by implementing the research-based strategies

Principals; campus at-risk staff and committees; counselors and teachers; curriculum staff; special education staff

Research Materials

Daily *Promotion/Passing, Learning Walks

6. Improve special education students’ programs and learning outcomes by implementing the district’s plan of action for improvement.

Curriculum Staff, Principals, Teachers, TA’s

IEP Campus Special Services NotebookSA2

2011-12 school year, Monitor every six weeks

Data disaggregated for the economically disadvantaged group

7. Coordinate, integrate, and evaluate programs supported by state and district compensatory funds to determine effectiveness in improving student achievement and addressing needs.

Curriculum administrators, including special education; coordinators; principals; campus staff

Program Effectiveness Evaluation Documents

Aug. 11-June12

Evaluation results; follow-up plans

*CNA *Promotion/passing

8. Implement the RTI model of intervention to close the achievement gap for all students not performing at expectations.

RTI Grade level teams; Data Analysis Team; Core Team Members

SA2, DMAC/Unit Assessments

Power Up daily time in classroom

Number of students exited from each tier of intervention; grades; Progress monitoring

9. Provide morning tutoring RTI Teams; Teachers; Instructional Specialists

As defined by tiers of

Daily 7:30-7:55

Test Results; Common Assessments; Grades


How Who Resources? When How will we know?intervention for RTI Model

10. Adjust schedule to include Science tutoring during the school day

Science Personnel; Instructional Specialists

Intervention Curriculum;Post and Pre Tests; Title 1 SCE (see appendix)Brain Pop, Study Island

Daily Science Common Assessments;

11. Monitor Benchmark data for Math, Reading, Science, and Writing of all student groups in grade level meetings. Data will be utilized to determine tutoring groups.

TeachersTeam LeadersInstructional Coach

Master Schedule, VMath, ELLIS, ARI, AMI

After each unit assessment

Unit Assessment results

12. Build fluency and vocabulary recognition for all student groups.

TeachersTeam LeadersInstructional Coach

6 minute fluency

Daily AIMSWeb, 6 minute fluency, STAR Reading, STAR Early Literacy

13. Provide accelerated Math training on goal settings and weekly conference

Instructional CoachPrincipals

Vocabulary Lists

Weekly Informal meetings

14. Utilize V math with at risk students identified by data teams-students have home access

At Risk CoordinatorAt Risk TeacherData Team

V Math live Daily Universal screenings and V Math Pretest and Posttest data

15. Review ELPS training for all core teachers Principal ELPS toolkit Aug. 2011 Learning walks, LEP student data



1. Increase student attendance by motivating students to attend school daily by creating an engaging and supportive environment.

Principals; campus staff and administration; Student Services; nurses

Incentives Campus funds

Daily Semester excessive-absence reports;School Reach reports*Attendance*Participation in state assessments

2. Analyze characteristics and behavior patterns of chronically absent students.

Assistant Principal; Attendance Clerk

PEIMS Data Daily Cumulative file; attendance reports

3. Encourage student motivation through Renaissance programs and grade level celebrations

Teachers; librarian; campus administration

Diagnostic Reports; Student celebration rosters

End of 6 weeks

Diagnostic Reports; Student celebration rosters

4. Address individual needs, both academic and behavioral, of identified students who have fallen behind their peers.

District and Campus Curriculum Staff, including special populations; academic achievement specialists; counselors; student services advocates; campus leaders; teachers

Special Services Staff

Weekly grade level meetings, DATA meetings held in Jan. 2012 and May 2012

Campus Improvement Plans; discipline referrals; data regarding least-restrictive environmentIEPs*Discipline placements*Promotion/Passing


District Goal 3: Student Growth and Development-NCLB GOAL: 5Campus Objective 3: Implement strategies to improve student attendance and to reduce the number of drop-outs as evidenced by state reports

District Goal 4: Student Growth and Development- NCLB GOAL: 4Campus Objective 4: Implement strategies to maintain a safe and drug free environment conducive to student learning and employee effectiveness.


1. Foster students’ physical and emotional fitness.

Curriculum staff, including special populations; teachers of health and PE; coaches; counselors; Food Services

Fitness Tests Daily;Fitness Test once each year

Healthy and Wise Program reports; documentation of offerings for guidance and small group counseling*Fitness Gram*Discipline placements*Promotion/passing

2. Incorporate Drug Free activities into curriculum through group and individual counseling.

Counselors; teachers; faculty and staff; DARE Officer

Drug Free Materials Ribbons; Posters; PTSA

October drug free celebration; Monthly counseling sessions, Weekly 5th

grade DARE lessons

Counseling records; discipline placements

3. Continue the team concept among grade levels to development school pride.

Team Leaders None Daily Student Feed Back

4. Provide a guidance curriculum program for identified students through the Counselor’s office or the Assistant Principal’s office.

CounselorAssistant PrincipalTeacher

Local Each 6 weeks

Sign in SheetsMeeting Agendas

5. Provide an outlined Student Code of Conduct and alternative discipline strategies to improve student behavior.

Principals; Administrative Team

Student Conduct ; Super Citizens Award;

Aug. 2011-montior each 6

Decrease in referrals,Parent feedback


How Who Resources? When How will we know?CampusActivity Funds

weeks

6. Conduct training, drills, and audits to ensure coordination with all aspects of the emergency operation plan. (EOP)

All Staff Crisis Management Manual , City Police

1 time per six weeks

Drill time; number of correctly implemented requirements

7. Participate in drug free activities with support of PTSA

Faculty and Staff;Drug Free County

Drug Free Materials

Drug FreeWeek; and

Number of activeparticipants; decrease in Counseling referrals

All Stars Ribbons; Posters;PTSA

through-out school year

8. Super Citizen Celebrations for good behavior and leadership

Teachers; Counselors Awards; Campus Funds

Each Six weeks

Number of students receiving award; decreased referrals

9. Counselor will teach in the classroom once per six weeks emphasizing social skills and drug-free life styles.

Principal; counselor Social Skills Curriculum

Each six weeks

Student Referrals to counselor

10. Counselor will have individual sessions based on student needs-death, retention, bully, etc…

Counselor; teacher Counselor Supplies

Aug 2011-May 2012

Number of students participating in programs

11. Recognitions of student achievement or success will be held periodically. Super citizen, AR, AM, attendance, academics

All Staff Awards; Renaissance Supplies; Campus funds

May 2012 Number of students meeting goals; Report cards




1. Actively recruit teachers and staff through job fairs and internet job postings.

PrincipalTeachersHuman Resources

Diboll ISD Pamphlet and materials

FallSpringSummer

Number of Highly Qualified Teachers

2. Explore opportunities to become involved with local universities for the purpose of enlisting student teachers.

PrincipalHuman Resources Specialist

Correspon-dence

FallSpringSummer

Assigned Student Teachers

3. Encourage currently certified teachers to earn additional teaching credentials especially in critical needs areas.

Campus Administration Texas Educa-tion Agency; State Board of Education Updates

On going Number of increased certifications

4. Newly hired and/or first year teachers will be assigned a mentor to help facilitate classroom management and instructional best strategies.

Team LeadersPrincipal

None Weekly Learning Walks, Team conversations

5. Provide opportunities for all staff to explore different teaching styles through peer observations.

Teachers None On going ObservationsWalk Throughs

6. Maintain team time to facilitate independent collaboration to ensure student success.

Team LeadersPrincipal

None Weekly Teaming LogsAgendas

7. Maintain and strengthen grade level teams and Principal Weekly Teaming Logs


District Goal 5: Personnel and Safe Schools -NCLB GOAL: 3Campus Objective 5: Recruit; retrain Highly Qualified staff who are responsive to the needs of the district’s diverse student population.



quality of meetings in an effort to focus on data driven decision making and instructional modifications related to individual student needs. Meetings will incorporate data desegregation of Bench marks.

Instructional CoachTeam Leader

Data Analysis LogsImproved Student Performance

8. Utilize work shops and conferences to enhance the educational growth of all teachers.

PrincipalTeachers

On going Certificates of Attendance

9. TES hospitality committee will plan and institute programs that promote positive staff morale.

Hospitality Committee None Aug 2011-May 2012

Staff survey input

10. Teachers are selected on the basis of individual qualifications and their ability to support the achievement of the campus mission and goals.

PrincipalsTeam Leaders

April 2011-Aug.2012

Interview Questionnaires




1. School will provide opportunities for parent/community interactions through Open House, Fall Festival, parent nights, testing awareness seminars, Report Card Day, Book Fairs, Field Days, PTSA Reflections program and other special events along with a volunteer program. POW WOW, Colonial Day, Texas Hoedown, Math Safari, Veteran’s Day, Breakfast with Dads

ALL Staff Parent Involvement Funds, PTSA

2011-12 Sign In sheets

2. Utilize public relations committee to inform parents/community of student activities/programs and achievements.

Principals News letter correspon-dence materials;Website

Monthly Sign In sheets for activities and programs; number of volunteers

3. Provide parents with information needed to have Web access to their child’s grades.

Technology Staff; Principals

Computer access codes

Aug. 2011, Sept.2011, Oct. 2011, Nov. 2011

Parent Feedback

4. Encourage staff to become active members of the PTSA.

Counselor; Assistant Principal;Principal

Notes Home;Newsletter Distribution

Aug. 2011 Number of new members

5. Utilize the Diboll ISD website to announce campus activities each week.

Secretaries; Principals; Human Resources;

Calendar Weekly Increased number of parents/community on


District Goal 6: Community Relations Campus Objective 6: Continue to expand and refine efforts in communicating with students, parents, and the community.



Library; Technology campuses6. Utilize School Messenger to support campus to community communications, absences and tardies

Attendance Clerks; Assistant Principals; Technology Staff

Computer program-Parent Involvement Funds

Daily Increased number of parents/community members participation

7. Utilize the campus web site to communicate classroom events and curriculum assignments with parents.

PrincipalTeachers

CampusWeb site

Daily Parent/staff surveysInformal Parent feed back

8. Inform parents about state wide testing and requirements.

PrincipalInstructional CoachStaffSite Based Team

Local On going Sign in sheetsParent surveys

9. All communication to parents will be published in English and Spanish.

PrincipalTranslator

None As Needed

Parent Surveys

10. Hold a “Back to School” Open House night for parents and students entering TES for the 2011-12 school year.

PrincipalsTeachers

None August 2011

Sign in SheetsPresentation reports from teachers

11. Multi Cultural activities, eg: Black History Month, Cinco deMayo (will be held in parental assistance and attendance encouraged).

Teachers Local Each Semester

Parent, Staff surveysSign In Sheets


Appendix

State Compensatory Education

Support Personnel – 3

Teacher – 1

Medicare, Health/Life, Workers Comp,TRS

Supplies/Travel

Extended Day

Total - $____________
