2019-2020 Campus Improvement Plan Harlandale Alternative …harlandalesc.aws1.sharpschool.com/UserFiles/Servers... · Problem Statement 1: Edusmart for M.S. Science Teacher to continue

Harlandale Independent School District

Harlandale Alternative Center

2019-2020 Campus Improvement PlanAccountability Rating: Not Rated

Harlandale Alternative CenterGenerated by Plan4Learning.com 1 of 37

Campus #015904003 & 015904045.November 1, 2019 3:45 pm

Mission StatementThe mission of the Harlandale Alternative Center is to instill confidence and self-worth by teaching meaningful social and coping

skills with our at-risk students in order to develop quality learners and contributing community members.

VisionThe Harlandale Alternative Center will create a disciplined environment with productive, collaborative and resourceful members

focused on giving students the best opportunity to be successful in the classroom and work force. The Harlandale AlternativeCenter will teach student social skills to be effective and successful in today's society. Harlandale Alternative school will alsoprovide a culture of high expectations, with academic goals and nurture the students with needs so that they may be able to

improve academically and socially.

Core BeliefsThe Harlandale Alternative Center believes in providing an environment to foster...

Positive student self-worth so students can gain confidence, build appropriate relationship, and practice beneficial socialskills in order to successfully transition back to their home schools and community.

1.

Academic success through utilization of district and state resources and differentiating instruction so students cansuccessfully transition back to their home schools and community.

2.

Positive student behavioral changes by using restorative practices, holding students accountable for their behaviors, andteaching appropriate interactions and coping skills which in turn would help students successfully transition back to their

home schools and community.

3.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Achievement 5School Culture and Climate 7Staff Quality, Recruitment, and Retention 9Curriculum, Instruction, and Assessment 10Parent and Community Engagement 11School Context and Organization 12Technology 13

Priority Problem Statements 14Comprehensive Needs Assessment Data Documentation 15Goals 17

Goal 1: Academic Achievement - To provide student training in test-taking skills by departments, to provide valid testing environs, to provideinstruction in STAAR skills 17Goal 2: To provide students with tools for communications, emotional coping, social skills (including attendance) in order to better manage theirbehavior and improve their school performance. 25Goal 3: Special Education - Goal: To provide students with skills in communication, emotional coping, behavioral self-management skills as well asadequate and appropriate social skills in order to improve their school performance and become independent lifelong learners and productive membersof the community. 27Goal 4: Technology - To Increase training of faculty and staff in pertinent and relevant topics for alternative education campuses and thereby improvethe quality of instruction for students of all academic, behavioral, emotional and social skills needs. 29Goal 5: Provide staff opportunities for continued professional growth, staff developments, workshops, and collaboration 31Goal 6: Increase parental and community involvement in all school-wide events. 33

State Compensatory 34Budget for Harlandale Alternative Center: 34

2019-2020 Campus Site-Based Committee 37



Comprehensive Needs Assessment

Demographics

Demographics Summary

The student demographics at the Harlandale Alternative Center for all 4 campuses are as follows:

DAEP M.S. - 100% Hispanic, 0% Anglo, 20 % Special Education, 28% (504) = 44 %, 100% At-Risk, 100% Economically Disadvantaged,LEP (0%), ESL (0%), CATE (44%), Dyslexia (8.%). The student population is currently at 25 students with 8 females (32%) and 17 males(68%).DAEP H.S. - 100% Hispanic, 0% Special Education 26% 504, 100% At-Risk, 100% Economically Disadvantaged, Bilingual (7%), LEP(7%), ESL (7%), CATE (82.57%), Dyslexia (0%) G/T (0%). The student population is currently at 14 students with 12 males (85.71%) and 2females (14.29%).Subject to change to due to high turnover rate.

Demographics Strengths

The population of Harlandale Alternative Center is mainly Hispanic but all cultures are comfortable at the Alternative Center setting.

Special Education population has been dropping but across the campuses when peak enrollment occurs, Special Education population increases.

Attendance is monitored closely by our Social Worker.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Demographic needs would require support for our Special Education students in the D.A.E.P. campuses. Root Cause: High numberof Special Education students are placed at the D.A.E.P.

Problem Statement 2: Train personnel to be the trainer of trainers to educate our campus on Restorative Practices. Root Cause: Discipline referrals andaltercation referrals.



Student Achievement

Student Achievement Summary

The students are expected to remain on the district time-lines in all core areas to continue their education at the Scope and Sequence (YAG inTRS) pace of the other students on main campuses. As the students return to their home campuses, they will be able to join the learning on pace.The Scope and Sequence from the departments will be used to keep our students on pace, if it differs from the TRS YAG.

Restorative Practices is a main focus of implementation this year at HAC. Restorative Discipline will continue at all grade levels. Our goal is toempower students to become conflict problem solvers and to build relationships to have a better focus on Academic success, by implementingcampus standards of behavior during classroom instruction, transitions and meal times.

Student Achievement Strengths

Teachers at the Harlandale Alternative Center are following district time-lines and Scope and Sequences from the four core areas to keep studentson pace, or using the YAG in the TRS. Students will return to their home campuses in step to be able to continue their learning.

Restorative practices learned here at HAC could be used to keep the students on campus and build relationships to foster academic success.

During low enrollment periods, students flourish with one to one assistance and small classroom sizes.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Edusmart for M.S. Science Teacher to continue in upcoming school years. Root Cause: Continuing meaningful instruction whileplaced at the D.A.E.P. to match home campus.

Problem Statement 2: (Science Lab) with Lab equipment Root Cause: Use of portable Lab Table from C & I.

Problem Statement 3: Log Ins for Brain Pop through District Librarian Custodian. Root Cause: Campus funds are limited to purchase such programs.

Problem Statement 4: Achieve 3000 for ELAR classrooms or Computer Lab. Root Cause: Some students arrive with extremely low reading (Lexile)levels. An Researched Based Intervention is needed

Problem Statement 5: An evidence based social skills program tailored to the needs of our culturally specific population. Root Cause: Many students sent



to the D.A.E.P. lack proper coping and behavior management skills.



School Culture and Climate

School Culture and Climate Summary

The Harlandale Alternative Center Culture and Climate is one to enable students to perform at grade level. The Harlandale Alternative Centerwill provide highly at-risk students with a non-traditional education environment utilizing a diversity of conceptual and instructional strategies tomeet student and family needs. All efforts are made to provide the educational environment necessary to develop habits and tools to be successfulin the regular setting.

One of those tools will be Restorative Practices to give students options in resolving conflicts and building relationships to help foster their success.

Campus Behavior Skills (CBS) is used to track students behaviors throughout the school day. In CBS classes meditation is used to settle students.Character and Social skills lesson are used to include such topics as Respect, Responsibility, Trustworthiness, Citizenship, Fairness, Caring,Honesty, Courage, Diligence, and Integrity. The Skills are reintroduced to students due to the turnover rate at our campuses. The use of SchoolDays, Restorative Practices and a Drug Curriculum is also a focus in CBS.

At the end of the day teachers review their day and address behaviors that have been noted on their point sheets. Students who had a good day arerewarded and the others are retaught the skill of the week or focus on the behaviors in need of attention.

School Culture and Climate Strengths

In the Harlandale Alternative Center environment the faculty and staff will provide:

Habits and thinking skills that enable them to adapt to a changing world.

Positive attitudes and motivation essential for the acquisition of knowledge, understanding, and the desire for learning.

Successful performance that will allow students to qualify for employment.

Qualities important for becoming a good citizen and a self-sufficient member of society.

Positive values of cooperation and self-respect to empower them to resist negative influences.

Positive ethical and social attitudes, good self-concept and pride in their accomplishments and in their community.

Restorative Practices and Campus Behavior skills will give students options in resolving conflicts and building relationships to help foster



their success when returning to their home campuses.Use of Eric Thomas School Days from the beginning of the year Professional Development to increase Culture and Climate productivity.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Need to look into developing a Social Committee on Campus for events and morale. Root Cause: Teachers and staff often donatefunds to enhance events on campus geared to boosting morale.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All of our Paraprofessionals meet the Federal Requirement for Highly Qualified, meaning they have accrued enough College Credit hours, or havea Paraprofessional Certificate or passed an exam. 100% of our teachers meet the Federal Requirement for Highly Qualified. The HarlandaleAlternative Center replaces an average of one to two staff members yearly. The majority of our faculty and staff are long term employees of thedistrict, they will remain with us as long as possible. To define long term in HISD terms, these employees would not want to work anywhere elsebut in the HISD. The recruitment of our teachers and paraprofessionals comes from interview committees who recommend the best fit for theposition being filled. Employee wellness program goals helps employees stay fit, healthy and ready to serve the community.

Staff Quality, Recruitment, and Retention Strengths

The District and Campus does an excellent job of providing teachers and staff training in areas of most need.

New teachers are provided a mentor in which time is allotted for them to meet.

At HAC we truly are a family working together.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

PLC's are held daily for 40 minutes to discuss and plan for a variety of topics. Due to low enrollment periods we are able to meet at a higher rate.

Best practices are shared using TRS/Lead4ward learning strategies to include Stimulus, Thinking, Instructional Strategies and Assessment.Teachers collaborate in departments to address specific needs and targets of instruction for students. Classroom visits at other campuses is a goalwe attained last year and would like to continue for our newest teachers.

Curriculum, Instruction, and Assessment Strengths

The Master schedule has time built into it to incorporate more PLC time to provide teachers with an opportunity to grow professionally and toplan meaningful, engaging, rigorous lessons.

Students have Social Skills period where targeted instruction will occur to address areas of growth.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Students are very mobile. Enrollments occur frequently as do withdraws coming from and returning to home campuses. Followingthe YAG is a necessity but students need remediation and a comfort level to begin instruction for students to be able to feel success. Root Cause: Studentsarrive at different levels of proficiency. Unpredictable behaviors and incidents at District campuses, makes it very difficult to predict enrollment numbers.



Parent and Community Engagement

Parent and Community Engagement Summary

The Harlandale Alternative Center is planning activities throughout the school year to invite and attract parents to communicate with teachersand observe student work and products. The Public Schools Week Open here at the Harlandale Alternative Center will be one of our major invitesto gather parents. Efforts to bring collaboration between parents and teachers include using Edulink and home flyers to invite parents to visit theschool. The Social Worker and Counselor along with Administration work together to plan these parent attracting events.

We also have invited speakers to present to and encourage our students to do well in school and keep all their options open for the future. Guestsinclude speakers from the FBI, Secret Service, U.S. Marshall and Southwest Research Center. A Career Day will be planned this school year.

Parent and Community Engagement Strengths

Our strength was our Veterans Day Activity. Our Counselor and Social Worker are key components to reaching out and communicating withparents on a daily basis. Our students would create speeches in conjunction with E.C.H.S. STEM students to present at the Veterans DayCeremony. The Gillette Choir will be joining us this past year and also invited parents and Veterans as well.

This 2019-2020 School Year the campus would like to focus on an open house during Red Ribbon Week in conjunction with other district openhouses.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Difficulty in getting parents to attend. Students are given incentives to bring in parents to Open House. Root Cause: Open House atthe Alternative Center is in its third year and needs time to grow. Consistency of parents and students creates a problem.



School Context and Organization

School Context and Organization Summary

Harlandale Alternative Center's goal is to show growth and gains in student performance while at the Alternative Center.

The Harlandale Alternative Center consists of a High School and Middle School Alternative Education Programs.

Weekly administrative and Leadership meetings are held to discuss campus needs and goals.

A major implementation to the context of our school will be Restorative Practices and our Campus Behavior Skills.

School Context and Organization Strengths

Faculty and staff recognize we service students with high at risk status in discipline and learning. Our staff take pride in knowing they also helpmold the behaviors of students to help them be successful upon their return to the home campuses. Every discussion and decision made is made ingood faith and with the best interest of the student in mind.

Teachers and paraprofessionals collaborate often to help our students most in need.

Teamwork is our strength. We take a family working together very seriously.

Training Paraprofessionals in professional developments like the Restorative Practices is considered a strength at HAC.



Technology

Technology Summary

The Harlandale Alternative Center relies on a on-line program (APEX) to help with accelerated instruction for the H.S., and access Achieve 3000and Istation programs for M.S. students. The campus has recently switched to APEX. With help from our technology department, HarlandaleAlternative has new Computer Labs. The campus has two computer labs with 15+ computers for student or teacher use. Every classroom isequipped with 4 student computers for use and completion of APEX credits, accessing Achieve 3000 and Istation for assessing purposes.

Technology Strengths

Students have access to computers throughout the school day in case they are finished with their classwork and have time to work on APEXcourses for credit. On-line program for credit recovery is key to student completion and motivation. The courses are in line with TEKS and whennot aligned, teachers modify to adhere to and stay in the lane of the TEKS. Students are able to work during advisory to help complete on-linecourses.

We had recently purchased with the help of Information Services a Ipad cart with 15 Ipads. We also have on order another cart with 15 laptops.With the replacement computers we received from the IT department due to the summer storm and warranties, we feel we are fully equipped inthe technology department. Other items would be a projector and a Mimio graph.

We have also had Ipad training with Instructional Technology last year. Instructional Technology will need to offer another refresher in IPadtraining.

Problem Statements Identifying Technology Needs

Problem Statement 1: Need to explore Mimeographs as an inexpensive write board for teachers. Root Cause: Funds for equipment are low at our campus.



Priority Problem Statements



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

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)Texas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Observation Survey results

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsTobacco, alcohol, and other drug-use data

Employee Data

Professional learning communities (PLC) dataCampus leadership dataCampus department and/or faculty meeting discussions and data

Parent/Community Data



Parent surveys and/or other feedbackParent engagement rate

Support Systems and Other Data

Budgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data



Goals

Goal 1: Academic Achievement - To provide student training in test-taking skills by departments, toprovide valid testing environs, to provide instruction in STAAR skills

Performance Objective 1: English/Language ArtsAdminister reading assessment to all new Students using Lexile profiles and Achieve 3000 RTIInform teachers of reading deficiencies and Lexile Levels.Increase incentives for Achieve 3000 usage and increasing Lexile Levels.Address deficiencies through Reading and Language Objective ActivitiesIntegrate reading across the curriculum

Increase student choice of reading material for students.The Language Arts Teachers will produce assessments in the TRS and Pre-tests for the students during PLC sessions to gauge the progress of students. Teachers will use the TEKS Resource System for following the YAG to keep pace with district home campuses.Writing across the curriculum, Use Sentence Stems to foster writing and discussions.Language Objective Development to foster discussions and speaking in classes.Have students keep Journals and/or interactive journals for their core subjects and keep evidence.Have students use different types of writing during their course work. Vocabulary Development in the form of Interactive Word Walls and Activities.

Teachers requesting Landesk to monitor student usage of computers.

Evaluation Data Source(s) 1: Begin/End PlacementTerm and Daily GradesTeacher & Staff Comments Growth and Threshold accomplishments (projects/research papers) from Entry to Exit Date.

Summative Evaluation 1:



Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) English/Language ArtsAdminister reading assessment to all newStudents using Lexile profiles and Achieve 3000RTIInform teachers of reading deficienciesAddress deficiencies through Reading andLanguage Objective ActivitiesIntegrate reading across the curriculumThe Language Arts Teachers will produceassessments in the TRS and Pre-tests for thestudents during PLC sessions to gauge theprogress of students. Train teachers in TEKS Resource System.Writing across the curriculum, Use SentenceStems to foster writing and discussions.Language Objective Development to fosterdiscussions and speaking in classes.Have students keep Journals and/or interactivejournals for their core subjects and keepevidence.Have students use different types of writingduring their course work. Vocabulary Development in the form ofInteractive Word Walls and Activities.

AdministrationAcademic DeanDepartmentChairs

ELAR Department feels the only target notaccomplished was the interactive journals, butfeels all other objectives were accomplished.

= Accomplished = Continue/Modify = No Progress = Discontinue



Goal 1: Academic Achievement - To provide student training in test-taking skills by departments, to provide valid testing environs, to provide instruction inSTAAR skills

Performance Objective 2: MATH IMPROVEMENT -Remain on HISD District Year at a Glance (YAG) Scope and Sequence for 6th, 7th, and 8th Grade Mathematics; Algebra I, Geometry, Algebra II, Pre-Calculus , Math Models, Advance Quantitative Reasoning, +/- 1 week to ensure students return to their Home Campus at the same TEKS/contentinstruction.Provide Student Centered Intervention/instruction during Campus Social Skills and 8th Period Campus Behavior Skills (including Friday Behavior/Levelsrewards days) to close any Mathematics learning gaps.Utilize APEX as necessary to support individual Student performance improvement needs in specific content areas.Teach 8th grade Math students the TI Inspire Calculator at year end to prepare for 9th Algebra 1.The campus has 16 TI-Inspire calculators, 4 more are needed due the current high number in the D.A.E.P. to start the year (17).Batteries for the Calculators (AAA).Vocabulary development.

Evaluation Data Source(s) 2: Daily Walkthroughs, Observations, and Student Assignments






1) MATH IMPROVEMENT -Remain on HISD District Year at a Glance(YAG) Scope and Sequence for 6th, 7th, and 8thGrade Mathematics; Algebra I, Geometry,Algebra II and Pre-Calculus +/- 1 week toensure students return to their Home Campus atthe same TEKS/content instruction.Provide Student CenteredIntervention/instruction during 4th PeriodMastery and 9th Period Campus Behavior Skills(including Monday Behavior/Levels rewardsdays) to close any Mathematics learning gaps.Utilize Edmentum as necessary to supportindividual Student performance improvementneeds in specific content areas.Teach 8th grade Math students the TI InspireCalculator at year end to prepare for 9th Algebra1.Vocabulary development.


Preparing 8th grade students for Freshman yearand use of the TI Inspire calculator.





Performance Objective 3: Science Follow District pacing guideConduct Lab Safety Program for studentsUse Reg. 20 resources for lab experimentsProviding 40% or greater lab settings for students, has proved to be difficult at current facility. + Working Science Lab (Work w/ Science Coordinator) about a possible Lab Table.Conduct BenchmarksSome items needed to increase our Science Teaching Effectiveness:Disposable gloves, towels, etc.Continue building Vocabulary Word Wall for each subject.Microscopes, lab glassware, lab tables and chairs.Sink - Basin Sink or Utility SinkBasic Needs: Eye wash bottles, Gloves, lab coats, fire extinguisher, drying rack, broken glass disposal container, De-Ionized water, Basic Set Up ofchemicals.Eye wash Station, Shower Station, Vented Fume Hood for both H.S. and M.S.Scales and balance beams, electric weighing devices.Lab Pro and Science manipulatives.A rolling white board for instruction.

Evaluation Data Source(s) 3: Science test results,Lesson Plans,Lesson Plans Syllabus,Test Results, IEP






1) Science Follow District pacing guideConduct Lab Safety Program for studentsUse Reg. 20 resources for lab experimentsProviding 40% or greater lab settings forstudents, has proved to be difficult at currentfacility. + Working Science Lab (Work w/ ScienceCoordinator)Conduct BenchmarksSome items needed to increase our ScienceTeaching Effectiveness:Disposable gloves, towels, etc.Continue building Vocabulary Word Wall foreach subject.Microscopes, lab glassware, lab tables andchairs.Sink - Basin sink or Utility sink.Eye wash bottles.Eye wash Station, Shower Station, Vented FumeHood.Scales and balance beams, electric weighingdevices.Lab Pro and Science manipulatives.


Because of the setting the departmentunderstands the difficulty in constructing aworking lab but feels the vocabularydevelopment was successful.





Performance Objective 4: Social Studies Differentiated instructional materialsUse the TRS and YAG Year at a Glance to develop Assessments. Use APEX System and Achieve 3000 to provide supplementary coursework.Support & implement; Celebrate Freedom Week and Veterans Day on a yearly basis.Integrate geography into all history subjects and lessons.Use of technology (IPad) and digital content/textbooks.Career Day

Evaluation Data Source(s) 4: Test Results, CBA ResultsIEP requirements,Edmentum Feedback, Lesson PlansLesson Plans with vocabulary development in the classroom.Use TEKS Resource System Assessments.




1) Social Studies Differentiated instructional materialsUse the TRS and YAG Year at a Glance todevelop Assessments. Use Edmentum (Plato) System and Achieve3000 to provide supplementary courseworkSupport & Celebrate Freedom Week andVeterans Day on a yearly basis.Integrate geography into all history subjects andlessons.Use of technology (IPad) and digitalcontent/textbooks.


Students will be prepared for the next grade levelin each subject of Social Studies.








Goal 2: To provide students with tools for communications, emotional coping, social skills (includingattendance) in order to better manage their behavior and improve their school performance.

Performance Objective 1: To Increase attendance rate to 85%. To decrease the number of discipline reports by 10% from the previous year. To increasebehavioral, emotional, communications and social skills 50%.Individual Counseling and Family Counseling provided by Social Worker and Counselor.Referrals to community service agenciesReferrals to self-help support groupsTeach students conflict resolution and anger Management Social Skills Activities to enhance the Student ability to self-monitor behaviors.

Evaluation Data Source(s) 1: Staff will continue to contact parents and students regarding attendance.Social worker continues home visits, attendance meetings and coordinate with outside resources to support positive attendance outcomes.Behavior Improvement - Continue to use Behavioral Level Monitoring System / Interpersonal skills.Utilize a discipline management plan which include 3 actions -- Intervention, Accountability (restoration) and Behavior Management.Social Worker and counselor will provide interpersonal support services through individual and group counseling interventions, to includemeditation sessions and mindfulness activities.Use Campus Behavior Support.Engage with community resources to assist in addressing substance abuse, violence prevention, community action endeavors, (Speakers).Classroom Guidance






1) To Increase attendance rate to 85%. Todecrease the number of discipline reports by10% from the previous year. To increase behavioral, emotional,communications and social skills in order toassist in the decrease the number of disciplinereferrals.Individual Counseling and Family Counselingprovided by Social Worker and Counselor.Referrals to community service agenciesReferrals to self-help support groupsTeach students conflict resolution and angerManagement Social Skills Activities to enhance the Studentability to self-monitor behaviors.

AdministrationAcademic DeanSocial workerCounselor

Decrease in referrals, training in classes of socialand behavior skills for students.




Goal 3: Special Education - Goal: To provide students with skills in communication, emotional coping,behavioral self-management skills as well as adequate and appropriate social skills in order to improvetheir school performance and become independent lifelong learners and productive members of thecommunity.

Performance Objective 1: IEP / BIP will be implemented Monitor staff supervision and guidance based on home campuses student services/support.Academic core classes: HS - 384 minutes per day, MS - 380 minutes per day.Compliance of Campus Behavior and Social Skills classes.Mainstreamed classes with accommodations.Provide the following services:Crisis Prevention Training CPIAssistance to parents in completing paperwork for Social Security disability and health insurance facilitated by the Social Worker.Special transportation for safety reasons:Smaller number of students on bus Campus-wide.Health and medication needs through registered NurseRevision ARDS for placement of student on the home campusProvide Support Personnel:ARD FacilitatorCase ManagerItinerant TeacherBehavior SpecialistSpecial Ed. Paraprofessional Administration and Social Worker

Evaluation Data Source(s) 1: Case by Case Assessment:Attendance, GradesFIEBIPParent InputStudent InputTeacher InputCase Manager InputBehavior Monitoring Level SheetsSocial Skills Progress Review



Service Logs




1) IEP / BIP will be implemented Monitor staff supervision and guidance based onhome campuses student services/support.Academic core classes: HS - 384 minutes perday, MS - 380 minutes per day.Compliance of Campus Behavior and SocialSkills classes.Mainstreamed classes with accommodations.Provide the following services:Crisis Prevention Training CPIAssistance to parents in completing paperworkfor support resources by the Social Worker.Special transportation for safety reasons:Smaller number of students on bus Campus-wide.Health and medication needs through registeredNurseRevision ARDS for placement of student on thehome campus

Provide SupportPersonnel:ARD FacilitatorCase ManagerItinerant TeacherBehaviorSpecialistSpecial Ed.Paraprofessional Administrationand SocialWorker

Supporting success in academic and socialsettings in the least restrictive environments.




Goal 4: Technology - To Increase training of faculty and staff in pertinent and relevant topics foralternative education campuses and thereby improve the quality of instruction for students of allacademic, behavioral, emotional and social skills needs.

Performance Objective 1: Develop a procedure for maintaining equipment / Work orders.Develop a Mass Inventory at CampusMaintain a Computer LabCLASSROOM MULTI-MEDIA minimum equipment in each room:Computer / Multi View Overhead Projectors & ScreensHeadphone stations (Reading Resources and Special Ed. Classrooms).ACCESSIBILITY OF TECHNOLOGY TO STUDENTSEach classroom provides computers and printers for student useTeacher directed instructionLab Teacher directed instruction for program and softwareReinforcement Activity for studentsCURRICULUM INTEGRATIONEach classroom provides 4 computer(s) and a printer for student use.Upgrade Windows 10 to all computers.

Evaluation Data Source(s) 1: Posted Schedule, Lesson PlansWalk throughsLevel Sheets, T. Permission InventoryNeeds Assessment TechnologyNeeds assessment Inventory






1) Develop a procedure for maintainingequipment / Work orders.Develop a Mass Inventory at CampusMaintain a Computer LabCLASSROOM MULTI-MEDIA minimumequipment in each room:Computer / Multi View Overhead Projectors & ScreensHeadphone stations (Reading Resources andSpecial Ed. Classrooms).ACCESSIBILITY OF TECHNOLOGY TOSTUDENTSEach classroom provides computers and printersfor student useTeacher directed instructionLab Teacher directed instruction for programand softwareReinforcement Activity for studentsCURRICULUM INTEGRATIONEach classroom provides 4 computer(s) and aprinter for student use.Upgrade Windows 10 to all computers.

Administration andComputer Lab /EdmentumTeachers.

Access to computers in all classrooms.

The campus has purchased and or acquired 15Ipads and 15 laptops kept in two computer cartshoused in the two computer labs.




Goal 5: Provide staff opportunities for continued professional growth, staff developments, workshops, andcollaboration

Performance Objective 1: Staff members will share 2 instructional strategies during PLC's that have been acquired from the required professionaldevelopment workshops.Focus for the 2017-2018 School Year PLC's:TRSRestorative DisciplineLanguage Objective

Evaluation Data Source(s) 1: Staff members will be assessed throughout the year through Administrative walk throughs.






1) Staff members will share 2 instructionalstrategies during PLC's that have been acquiredfrom the required professional developmentworkshops.Focus for the 2017-2018 School Year PLC's:

2 Day Restorative Discipline Practices trainingfor Teachers and Teacher Assistants.

A form was developed for teachers to meet andtake notes as they too PLCs in to departmentsand campuses.

Administration:Principal, LeadTeacher andAcademic Dean.

PLCs began this year at 5 days a week, mostlylead by administration or presentations from staffmembers sharing knowledge acquired at a PD orin research. From September to November PLCswere held and began with review or our 4 dayplan and strategies for usage: Monday - VerticalAlignment/Campus Behavior Skills Planning,Tuesday - Data/ Eduphoria Aware, Wednesday -Book Study, Thursday - TRS, Friday - CIP /CPERC / Faculty Meeting. -PLCs were led by teachers. The book study ofSummarization was primarily discussion on theeffectiveness or possible usage of the specificstrategy in the classroom. Teacher input wasmost effective because conversations werehonest. One method was the Socratic Circlewhere all teachers participated. Other teacher ledPLCs consisted of Making Literacy LearningVisible, Working with Students who are Difficultto Teach and Restorative Discipline. A form wasdeveloped for teachers to meet and take notes asthey too PLCs in to departments and campuses.-Administration led PLCs to include Grading,Heart Activities, and Kristen Henry's TALA &Lesson Plans.-Two Day Restorative Discipline PracticesProfessional Development presented by Region20's Cheri Kahn & Cindi Bowling.




Goal 6: Increase parental and community involvement in all school-wide events.

Performance Objective 1: HAC will provide opportunities for parent and community involvement.

Evaluation Data Source(s) 1: Compare parent sign in sheets and attendance to the previous years.




1) Holding events, which include the VeteransDay Ceremony, College or Career Fair andTexas Public Schools Week Open House. Wewill reach out for involvement through phonemessages and flyers. We will also try to developour Website to be user friendly and create aFacebook account for the campus.

AdministrationStaff to includethe Principal,Academic Dean,Counselor,TransitionCoordinator andSocial Worker.

Veterans Day was a success by involving thecommunity and reaching out to schools withinthe district. We partnered with STEM ECHS andGillette Elementary. STEM provided the studentspeakers and Gillette provided their Choir.

Career Fair is still a work in progress.

Open House was cancelled by consensus due tocampus safety concerns.

Sign In sheets will be used to monitorparticipation and involvement.




State Compensatory

Budget for Harlandale Alternative Center:

Account Code Account Title Budget

6100 Payroll Costs02900C 6112 Salaries or Wages for Substitute Teachers or Other Professionals $3,000.00199-11-6112-00-003-82900c 6112 Salaries or Wages for Substitute Teachers or Other Professionals $2,000.00199-13-6112-00-003-82900C 6112 Salaries or Wages for Substitute Teachers or Other Professionals $1,000.00199-11-6118-01-003-82900C 6118 Extra Duty Stipend - Locally Defined $290.00

6100 Subtotal: $6,290.00

6200 Professional and Contracted Services199-11-6219-00-003-82800C 6219 Professional Services $3,000.00199-11-6249-14-003-82900C 6249 Contracted Maintenance & Repair $2,500.00

6200 Subtotal: $5,500.00

6300 Supplies and Services199-12-6329-00-003-82800C 6329 Reading Materials $354.00199-11-6395-00-003-82800C 6395 Supplies, DP Operations - Locally Defined $2,166.00199-11-6395-CP-003-82800C 6395 Supplies, DP Operations - Locally Defined $11,163.00199-23-6395-00-003-82800C 6395 Supplies, DP Operations - Locally Defined $2,166.00199-11-6399-00-003-82800C 6399 General Supplies $5,000.00199-11-6399-00-003-82900C 6399 General Supplies $6,900.00199-11-6399-01-003-82800C 6399 General Supplies $3,000.00



Account Code Account Title Budget

199-23-6399-00-003-82800C 6399 General Supplies $1,595.00199-31-6399-00-003-82900C 6399 General Supplies $100.00

6300 Subtotal: $32,444.00

6400 Other Operating Costs199-13-6411-00-003-82800C 6411 Employee Travel $900.00199-23-6499-00-003-82800C 6499 Miscellaneous Operating Costs $600.00199-11-6499-00-003-82800C 6499 Miscellaneous Operating Costs $481.00

6400 Subtotal: $1,981.00





2019-2020 Campus Site-Based Committee

Committee Role Name PositionAdministrator Andrew Dominguez PrincipalAdministrator Magdalena Keller Academic DeanClassroom Teacher Henry Grady Adams TeacherClassroom Teacher Furqan Tinsley TeacherClassroom Teacher Scott Jenrette TeacherNon-classroom Professional Lori Leija CounselorSocial Worker Shelly Odom Non-classroom Professional



Documents

2019-2020 Campus Improvement Plan Harlandale Alternative …harlandalesc.aws1.sharpschool.com/UserFiles/Servers... · Problem Statement 1: Edusmart for M.S. Science Teacher to continue