Watauga Middle School - birdvilleschools.net · Postsecondary Readiness Haltom Middle School Generated by Plan4Learning.com 1 of 37 Campus #041 September 17, 2019 9:29 am ... 95%

Birdville Independent School District

Haltom Middle School

2019-2020 Campus Improvement PlanAccountability Rating: B

Distinction Designations:Academic Achievement in English Language Arts/Reading

Academic Achievement in MathematicsAcademic Achievement in Science

Top 25 Percent: Comparative Academic GrowthTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Haltom Middle SchoolGenerated by Plan4Learning.com 1 of 37

Campus #041September 17, 2019 9:29 am

Mission StatementWe are Tigers who ignite a passion for learning while growing our Mind, Body,

and Spirit in a school where everyone feels safe, valued and respected.

VisionWithout Excuse, 100% of Haltom students will develop their academic, social, & emotional capacity in order to be successful at a university and career of

their choice.

TIGERS Value:

Tenacity

Integrity

Graciousness

Effort

Resiliency

Service to Others



Table of Contents

Comprehensive Needs Assessment 4Student Academic Achievement 4School Processes & Programs 6Perceptions 8

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 10Goals 12

Goal 1: Students will achieve their full potential through a system that is responsive to the academic, social and emotional needs of the student. 12Goal 2: The system will utilize efficient and effective operations to support and improve the learning organization. 23Goal 3: All students and staff will learn and work in a safe and responsive environment. 28

Comprehensive Support Strategies 30State Compensatory 31

Personnel for Haltom Middle School: 31Title I Schoolwide Elements 32

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 321.1: Comprehensive Needs Assessment 32ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 322.2: Regular monitoring and revision 322.3: Available to parents and community in an understandable format and language 32ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 323.1: Develop and distribute Parent and Family Engagement Policy 32

Title I Personnel 342019-2020 Campus Site-Based Committee 35Campus Funding Summary 36Addendums 37



Comprehensive Needs Assessment

Student Academic Achievement

Student Academic Achievement Summary

Student Academic Achievement Strengths

Academic:

95% pass rate on 8th grade math98% on Algebra state test3 students qualified for the state TAME (Texas Alliance Minorities in Engineering).Pre-AP classess offered in all core subjectsGateway to Technology offered for high school creditAP Spanish offerend for College Credit (80% of students earned college credit)

Fine Arts:

14 students made the All–Birdville/All Region BandAll 3 band recieved straight first divisions at the Beach Within Reach Band Contest21 straight years making UIL sweepstakes in BandTheatre Department excellent ratings in UIL and successful musical (Beauty and the Beast)Over 80% of our art students who participated in the highly-competitive District Art Show received 1st, 2nd and 3rd place awards.6 Students competed on the regional level at Jr VASE and those who participated earned all 4’s, with one young artist also winning a silver medal invisual arts.At our district art show 16 students recieved 1st, 2nd and 3rd place ribbons

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: HMS failed to meet System Safeguards in Reading (SE and ELL), Math (SE), Writing (All, H, ED SE and ELL), Science (SE), and



S. Studies (All, H, ED, SE, and ELL).



School Processes & Programs

School Processes & Programs Summary

Haltom's focus for the year will be on improving our meets and masters on our state testing by providing high rigor, high relevance instruction.. Anemphasis will be placed on vertical collaboration and the use of technology to enhance instruction and create engagement while teaching hard to teachTEKS.

• Administration Support - The administration team will work collaboratively with the faculty and staff to provide daily on-going support for the teachers,faculty, parents, students, and community. Open communication and collaboration will be modeled and supported and multiple forms of assistance will begiven to whoever is in need.

Professional Learning Communities (PLC’s) - The teachers and staff at Haltom will continue to participate in Professional Learning Communities (PLC’s).Teachers will meet with their vertical teams and content teams to broaden their knowledge of the subjects, discuss and share instructional strategies, anddata analysis with the goal of improving instruction.

Professional Learning will focus on getting to know our students, how to differentiate instruction, data analysis, technology tools, collaboration, anddesigning engaging lessons that meet the needs of our students. The Site Based Decision Making committee will assist in providing professionaldevelopment to the faculty and staff based on needs of the campus.

The faculty and staff place value on knowing our students and designing engaging work that meets their needs. Our teachers pay attention to all contentareas but give additional attention to reading, math, science, social studies, and writing. Student performance data on TEKS objectives are analyzed andused to guide instruction. Individual data based on the TEKS is used to design specific intervention plans to meet the needs of our students. Continuousprogress monitoring and implementation of interventions will help us achieve excellence for the 2018-2019 school year.

Teacher surveys will continue to be given to assess the climate of the staff.

School Processes & Programs Strengths

Mentoring new and experienced teachers is an on-going process at Haltom which fosters a sense of community and PLC. We have two academic coaches tomeet the needs of our staff.Multiple opportunities for anonymous feedback to the administration ensures that staff voices are heard and valued at HMS.

Problem Statements Identifying School Processes & Programs Needs



Problem Statement 1: Although we continue to recruit and hire highly qualified staff, the staff at HMS does not closely resemble the demographics of ourstudents. Therefore, as natural attrition occurs, there needs to be an increased effort to hire Spanish speaking individuals to better support our Spanishspeaking population. Root Cause: There is a limited number of highly qualified teachers in our applicant pool that match our campus demographics.



Perceptions

Perceptions Summary

Haltom believes in nurturing and developing the mind, body and spirit of all of our students. To accomplish this we have several programs put in place.

After "Meet the Teacher" we conducted a Blackboard Voice (phone survey) about parents perception of programs at Haltom Middle SchoolOur biggest is our Advisory where students learn the district CORE values as well as our Tiger values (Tenacity, Integrity, Graciousness, Effort,Resiliency and Service to Others). Classes have at least one service project they perform, with some classes choosing multiple service projectsthroughout the year (making cards for nursing home residents, making and placing wreaths on veterans graves, collecting for the needy, etc.)We have Student of Month where staff members nominate students they have seen exhibiting that month's traits. These students (5 per grade level)get to have a pizza lunch with the Principal where she is able to assess the culture and climate of the student body.We want each of our students to have a sense of belonging so the staff provides various clubs for students to join. Whether it is a club of one or a clubof 20, our goal is to have every student involved in some way so they can feel a connection to school.To embrace the culture of the majority of our students we host Hispanic Heritage night. Students perform folkloric dance, serve various samples offood and the theatre department performs.Providing our parents/guardians an opportunity to be a part of their child's educational experience as a middle schooler, we extend an invite to ourannual Walk in My Shoes day where they spend the day being a student along with their child. Its success shows in the continued increase inparental/guardianship participation each year.Administrators, as well as teachers, make home visits to encourage regular attendance.We have Walk in My Shoes day where parents come and attend classes with our studnetsAll of our 6th grade students go visit a college campus

Perceptions Strengths

Haltom Middle is known as a positive learning environment where parents want their children to be. We have students within our district, as well as out ofdistrict, on administrative transfer.

After conducting the Blackboard voice survey, 90% thought our programs were beneficial, 90% believed that No Excuses University would benefit theirchild, 93% agreed with Growth Mindset strategies, and 93% agreed with our Tiger Common Language.



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

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction Designations

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8

Student Data: Student Groups

STEM/STEAM data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedback

Parent/Community Data



Parent surveys and/or other feedback

Support Systems and Other Data

Study of best practicesOther additional data



Goals

Goal 1: Students will achieve their full potential through a system that is responsive to the academic, socialand emotional needs of the student.

Performance Objective 1: All students will make at least one year's progress in reading between the beginning and end of year.

Evaluation Data Source(s) 1: Lexile Levels as determined by Star360 Screeners

Summative Evaluation 1:

High Priority



Strategy Description ELEMENTS Monitor ActionsReviews

Formative SummativeNov Jan Mar June

Comprehensive Support StrategyAdditional Targeted Support Strategy

1) Continue to refine and implement systemicapproach to embed literacy instruction in allcontent areas

2.4, 2.5, 2.6 PrincipalAsst. PrincipalLiteracy CoachAcademic CoachDept. Head

(A) Continue utilizing literacy strategies areimplemented in all core content classes.(B) Select teachers will be trained to deliverliteracy strategies across the curriculum.(C) Utilize coaching model to assist classroomteachers with implementation of strategies (plan,observe, provide feedback, co-teach, repeat)(D) Literacy coach will work with teachersindividually, assist teachers in instruction ofcontent area text, work with PLC departmentteams, demonstrate instructional strategies andprovide ongoing support to teachers(E) Campus-wide writing in all content areas(F) Campus-wide use of close reading strategiesin all content areas(G) Kindles in library will enable students toaccess literature 24 hours a day to increaseliteracy development. (H) Targeted tutorials before school, after school,and on Saturdays for specific groups of studentswho need additional support. (I) Use nonfiction reading strategies such assignpost and vocabulary strategies.

Funding Sources: 211 - Title I - 70000.00





Comprehensive Support StrategyAdditional Targeted Support Strategy

2) Utilize professional learning communities toensure collaboration in implementing Tier 1instruction to enhance student performance asappropriate to individual student needs.

2.4, 2.5, 2.6, 3.1 PrincipalAsst. PrincipalLiteracy CoachAcademic CoachDept. Head

(A) Teachers will utilize backwards design tocreate rigorous, standards-based commonassessments.(B) Teachers will analyze assessment data toidentify individual student strengths andweaknesses and use the data to guide futureinstruction.(C) Teachers will provide structured, standards-based tutorials for students that do not meet thestandard(s) on common assessments.(D) Each department PLC will conduct one"Positive Pop-in" to another teacher every 6weeks beginning in September, focusingspecifically on the positive ways the teacher isimplementing Tier I instruction(E) Continue training for select teachers onSheltered Instruction Observation Protocol (F) The use of AVID strategies evident inclassrooms(G) Embedded ongoing professionaldevelopment provided throughout year to helpteachers enhance student performance(H) All core teachers will utilize Remind to keepfamilies informed about content and deadlines.(I) Grade some summative assessments using asystem of process points for students andteachers to track progress towards mastery(J) Implement Refining a Lesson Protocol andAfter Action Review Protocol in Science, SocialStudies, Math, and English PLCs to improve TierI instruction as well as intervention for Tier 2 and3 students.

= Accomplished = Continue/Modify = No Progress = Discontinue



Goal 1: Students will achieve their full potential through a system that is responsive to the academic, social and emotional needs of the student.

Performance Objective 2: Close achievement gaps that exist for all under-performing groups.

Evaluation Data Source(s) 2: STAAR, PBMAS, and district CBA assessments.


High Priority



Additional Targeted Support Strategy1) Develop a campus framework that buildsstrong, equitable, and responsive learningenvironments to close learning gaps and createlearning opportunities for all students, includingthose served through special education, EnglishLanguage Learner, and dyslexia programs

2.4, 2.5, 2.6, 3.2 PrincipalAssistantPrincipalAcademic CoachLiteracy Coach Department Head

A) Make student-centered recommendations fora coordinated plan to close learning gaps andcreate learning opportunities for historicallyunder performing student groups.B) Further implementation of activities toenhance parent involvement (AVID family night,Walk in my Shoes Day, Meet the Teacher Night,Family Engagement Surveys twice per year, etc.)C) 8 teachers will receive Kagan training whichwill allow them to structure their classroom in away that supports at-risk students. This specifictraining will show teachers how utilize specificstructure that will allow them to learn how tocreate full student engagement utilizingcooperative learning instructional strategies. Thistraining is supported by a large body of scientificresearch, and has been proven effective incountless classrooms, schools, and districts,Kagan Structures use teamwork and pairs tocreate a greater level of engagement for reluctantlearners. Additionally, the Kagan structures thatthe teachers will learn will engage all student andhelp them learn more and have few disciplineproblems. Finally the Kagan Structures will helpteachers learn ways to create greater engagement,deeper understanding of the content, andimproved retention. D) Targeted intervention and small group



instruction provided to assist all students inreaching higher academic levels as measured bythe STAAR test. E) Select science teachers will attend staffdevelopment at CAST to strengthen instructionalstrategies in the classroom.F) Implement a campus wide writing initiative inwhich students will use close reading strategiesto read an article related to their content courseand/or elective. Students will then analyze thearticle based on the prompt and compose anessay citing evidence to support their thesis andtopic statements.(G) Improve academic achievement and increasemotivation among 8th grade students tosuccessfully graduate from high school bytransporting them to Haltom High School, wherethey will be allowed to walk across the stage andexperience 8th grade graduation(H) Hispanic Heritage Night in October toincrease family/community support.






Additional Targeted Support StrategyTEA Priorities

Build a foundation of reading and mathImprove low-performing schools

2) Support implementation of Tier 1 prioritieswithin each content area

2.4, 2.6 PrincipalAssistantPrincipalAcademic CoachLiteracy CoachDepartment Head

A) Provide scripted walkthrough feedback toteachers with actionable feedback relative to TierI priority implementation. B) Provide necessary resources to implementTier I priorities. C) Utilize screener data to evaluate Tier Iinstruction. D) Student data folders will be utilized by allcore content teachers as a ContinuousImprovement tool to allow students and teachersan avenue to track student progress and set goalsfor higher academic achievement. E) Double block students who are taking on-levelmath to increase student learning. F) SIOP training for selected core contentteachers throughout the school year to increaselearning for ELL students. G) Implementation of SIOP strategies by all corecontent teachers in classrooms.H) District and campus co-teach training forspecial education and general education teachers. I) Math teachers will utilize flipped lessonstwice/week to help families with math content. j) Staff will utilize the Rigor and RelevanceFramework to ensure that lessons are at thecognitive level of the standards.L) Science teachers will attend CAST in order tolearn best practices for Tier I instruction.M) In order to support tier 1 instruction and ourflipped learning objective, we will purchase,train, and implement edpuzzle pro in classroomsfor instruction of all tiers.





Performance Objective 3: Students will display dispositions indicative of high levels of social-emotional development.

Evaluation Data Source(s) 3: District-administered survey of student perceptionsCampus administered survey


High Priority



Comprehensive Support Strategy1) CSF 1, CSF 5, CSF 6, CSF 71) Continue advisory framework that providesstudents with opportunities to grow, sociallyand emotionally through strategically designedadvisory lessons.

2.6 PrincipalStudentAssistanceCounselor

(A) Create advisory lessons around what studentsare dealing with throughout theirsocial/emotional development.(B) Gender only advisory classes will be utilizedto afford students a safer opportunity to sharewith their peers.(C) Continue to work with the Anti-DefamationLeague as a Spotlight Campus for No Place forHate (D) Host "Challenge Day" for select 7th & 8thgrade students to promote positive school climatewhich impacts student achievement for at-riskstudents.





2) Provide resources (English and Spanishversions) to students and families that will helpwith middle school transition, classroomsuccess, social and emotional health at schooland home, setting goals and making choices,and planning for the future

2.5, 2.6, 3.2 PrincipalAssistantPrincipalAcademic CoachStudentAssistanceCounselor

A) Evaluate need to purchase additional Englishand Spanish "Middle School InfoGuide DisplayPackage" from Woodburn Press B) Email a peachjar flyer to parents notifyingthem about the availability of this information inthe main office.(C) Purchase additional translation headsets tosupport Spanish speaking parents/families.(D) ESL family night to help provide informationabout college opportunities.(E) Send out monthly "Tiger Telegram"newsletters to families. The newsletter will inform/promote programs and events occurringat HMS (student & staff highlights, technologytips/safety tips, community events,College/University spotlight, parenting tips,homework support, etc.).






Performance Objective 4: Meet or exceed the State expectations for Meets and Masters Levels in all tested areas.

Evaluation Data Source(s) 4: STAAR Results








Additional Targeted Support Strategy1) Develop and implement a plan to increase theamount and quality of instruction to students onall tiers.

2.4, 2.5, 2.6 PrincipalAsst. PrincipalGuidanceCounselorAcademic CoachLiteracy CoachDept. HeadClassroomTeachers

A) Provide targeted tutorials for students whosegoals are Masters level. B) Align Pre-AP student tasks with expectationsof AP courses to better prepare students forsuccess on AP exams.C) Build teacher capacity to deliver rigorous andengaging high-level instruction.D) Send selected teachers to AdvancedPlacement training to increase their knowledgeand increase the rigor in their instruction and intheir formative and summative assessments. E) Incorporate additional student-driventechnology utilization in meaningful, relevantsituations during classroom instructionF) Train teachers with Lead4Ward's Rockin'Review where they will focus on contentstrategies to engage learners, hands on/ minds onactivities, create engaging reviews, studentsanalyze and take ownership of dataG) Purchase a testing data bank, Texas BankOne, to support teachers when preparingcommon formative assessments with high levelsof rigor.H) Implement Title I Targeted Tutorials acrosscore content areas to help students increaseachievement on STAAR tests; purchase supplies,paper, toner, calculator batteries for Title ITargeted TutorialsI) Students will keep individual data folders ineach core subject to track progress and studentachievement






2) Develop and implement an articulated plan toensurethat students at-risk of not graduating remain inschool,including those served through specialeducation, dyslexia,and pregnancy-related services.

2.4, 2.6 PrincipalAsst. PrincipalGuidanceCounselorStudentAssistanceCounselorGraduationCoach

A) Provide strategic, appropriate, RtI structure toensure that every child is provided the additionaltime and support needed to learn at high levelswithin a responsive learning environment.B) Provide appropriate interventions for studentsin danger of not completing high school on therecommended ordistinguished plan within four years.C) Investigate a plan to provide increasedflexibility and personalization for studentsattending DAEPD) Investigate the need of a local familyassistance center to serve campus families incrisis.

3) Provide career education to assist students indevelopingthe knowledge, skills and competenciesnecessary for abroad range of career opportunities.

2.5, 2.6 PrincipalAsst. PrincipalGuidanceCounselorAcademic CoachLiteracy Coach

A) Provide college and careers course to alleighth grade studentsB) Provide college and career awareness to allstudents through advisory lessonsC) Provide opportunities for student to apply theportrait of a graduate profile to college and careerpreparation.D)Use the PSAT 8/9 interest and aptitudeassessment toidentify talents for development of graduationplans.

4) Enlist community and business partners toassist in providing support to students andfamilies who are in need

3.1, 3.2 PrincipalASPIRECoordinator

A) Collaborate with PTA and ASPIRE toschedule and host school-wide events in order toincrease parent involvement, such as parenteducation classes. B) Identify and communicate the needs of thestudent population and their families withcommunity partnersC) Design and implement a Family and ParentEngagement PolicyD)Host a Title 1 Meeting E) Provide translator headsets with system forNon English speaking parents.




Goal 2: The system will utilize efficient and effective operations to support and improve the learningorganization.

Performance Objective 1: Increase the annual total average daily attendance (ADA) as compared to the prior school year

Evaluation Data Source(s) 1: Improved student retention, recruitment, and days in attendance




1) Develop and implement a campus-wideprogram to increase student and staffattendance.

2.5, 2.6 PrincipalGuidanceCouselorAssistantPrincipalDepartment Head

A) Continue implementation of Tiger PowerCard program to reward students with 98% orbetter attendance, maintain an exemplary GPAand have no office referrals. Students will receiveprivileges associated with the card for 6 weeks ata time.B) Certificates for perfect attendance each 6weeks presented during lunch.C) Students who have perfect attendance will berecognized at the end of the 1st semester at honorroll ceremony and will receive a certificate, Tigerlanyard and free ice cream coupon from Sonic.(D) Students will have grade level competitionsbased on highest attendance being recognizedand rewarded every six weeks. Attendancetracking is displayed in the case in front hall witheach grade levels' attendance for the six weeks.




Goal 2: The system will utilize efficient and effective operations to support and improve the learning organization.

Performance Objective 2: Use continuous improvement to identify and improve operations and outcomes in every department and campus

Evaluation Data Source(s) 2: Campus survey data, use of PDSA




1) Implement a system of continuousimprovement for the classroom

2.5, 2.6 PrincipalAssistantPrincipalLiteracy CoachAcademic CoachDepartment Head

A) Review campus PDSA for Student Progressin August staff development and throughout theyear in PLCs - plan developed in 2017 - 2018 toimplement continuous improvement across thecampusB) Continue implementation of coordinated planfor training teachers on classroom continuousimprovement (August staff development andongoing professional development)C) Each teacher will create and post an annualSMART goal. D) Each teacher will create SMART goal foreach summative exam and follow the PDSAprocess with each class.E) Grade summative assessments using a systemof process points for students and teachers totrack progress towards mastery.F) Utilize a rubric to monitor implementation ofContinuous Improvement in the classroomG) Train teachers on Kagan strategies toimplement in the classroom to increase studentperformance.H) Train teachers with Lead4ward's Rockin'Review where they will focus on contentstrategies to engage learners, hands on/minds onactivities, create engaging reviews, studentsanalyze and take ownership of data,





Performance Objective 3: All students will participate in school and community activities, including co- and extra-curricular, that extend their learningand enhance leadership development.

Evaluation Data Source(s) 3: Annual review of student participation, Spring 2019






1) Create programs and conditions to providestudents the opportunity to develop their talents,passions and strengths beyond the corecurriculum.

2.4, 2.5, 2.6 PrincipalAssistantPrincipalGuidanceCounselorTeachers

A) Implement programs and activities thatemphasize the development of creativity andcuriosity.B) Programs such as various campus clubs willbe made available to provide students withopportunities to identify and develop theirstrengths in ways that enhance their thinkingabout engagement in the fabric of learning anddiscovery of one's talents and interests. A list ofclubs, sponsors & meeting times will be madeaccessible for all students.C) Provide locations for students to demonstratetheir understanding and personal integration ofsocial, physical, and emotional wellness.D) Develop students' concept of leadership andhow school activities are the basis for developingthose leadership skills.E) Provide opportunities for students todemonstrate how their participation in activitiesoutside the classroom enhance theirmarketability.F) Integrate technology solutions to enhanceopportunities for students to pursue their talents,passions, and strengths.G) Art teacher will continue Choice-Based Artprogram which helps students acquire artisticbehavior to enhance personal accountability.H) Tour BCTAL and Haltom High School I) Girls will attend an engineering and mathcamp at Texas Wesleyan. Teachers attendtraining for different activities to use in theclassroom.





Performance Objective 4: HMS will incorporate the 6 Exceptional systems of a No Excuses University Campus

Evaluation Data Source(s) 4: Accreditation approval from the National NEU board.




1) Implementation of 6 Exceptional systemswith fidelity.

2.5, 2.6 Administration A) Students will utilize NEU planner to set goals,track growth and reflect each 6 weeksB) All teachers will adopt a college of theirchoice and teach various facets to the studentsC) 6th graders will visit a collegeD) Students and parents will receive a Collegereadiness report card 3 times a year (BOY,MOY,EOY)E) Teachers will log onto NEU connect 2/monthfor lesson planning ideasF) Upload one stellar lesson to NEU connect byJanuary 28, 2020G) School wide implementation requiring allstudents write their assignments in plannerH) Principal and Literacy Coach will attendconference to gain knowledge about ways toimplement 6 Exceptional systems. I) Selected staff members will attend the NEUleadership institute to gain knowledge that willhelp our students grow academically andsocially.





Goal 3: All students and staff will learn and work in a safe and responsive environment.

Performance Objective 1: Increase the percentage of students and staff who report feeling safe at school.

Evaluation Data Source(s) 1: Campus Safety Survey




1) Collect perception data from students, staff,and parents to identify strategies to improvecampus safety.

3.1 PrincipalAssistantPrincipal

A) Communicate results of 2018-2019 safetysurvey to all faculty/staffB) Create and administer safety surveys forstudents in advisory classesC) Identify areas in need of improvementD) Develop and implement strategies to addressareas of needE) Schedule and monitor monthly safety drillsduring the school year




Goal 3: All students and staff will learn and work in a safe and responsive environment.

Performance Objective 2: Reduce the number of accidents resulting in workers' compensation claims by 10% over the previous year and reduce thenumber of work days lost each year due to accidents occurring on the job by 10%.

Evaluation Data Source(s) 2: Quarterly review of workers' compensation program




1) Develop and implement a campus-widesafety program

3.1 PrincipalAssistantPrincipal

A) Safety video provided by the district viewedby all staff at faculty meeting.B) Provide training for campus staff in order todevelop purposeful language, actions androutines to model the expected safety procedures.C) Review policy regarding the use of extensioncords and appliances in the classrooms BOYfaculty meeting.D) Create and administer safety surveys forcampus personnelE) Continue to monitor the implementation ofsafety procedures




Comprehensive Support Strategies

Goal Objective Strategy Description1 1 1 Continue to refine and implement systemic approach to embed literacy instruction in all content areas

1 1 2 Utilize professional learning communities to ensure collaboration in implementing Tier 1 instruction to enhance studentperformance as appropriate to individual student needs.

1 3 1 CSF 1, CSF 5, CSF 6, CSF 7 1) Continue advisory framework that provides students with opportunities to grow, socially andemotionally through strategically designed advisory lessons.



State Compensatory

Personnel for Haltom Middle School:

Name Position Program FTE

Erica Roosa I Lab EA Math Intervention EA 1.0Josey Arrendondo ELL aide ELL 1.0Kristen Johnson Teacher Reading Interventionist 1.0Marta Benavides Teacher ELL 1.0Melanie Shelton Teacher Reading Interventionist 1.0Pamela Starling Teacher Math Interventionist 1.0Rebecca Belardi Education Aide Reading Interventionist EA 1.0



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentThe Comprehensive Needs Assessment was completed in July 2019.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.2: Regular monitoring and revisionRevised on 9/13/2018

2.3: Available to parents and community in an understandable format andlanguageThe Campus Improvement Plan is made available to parents and the public through the district website in English, and a printed copy may be requested inthe campus front office.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement PolicyThe Parent and Family Engagement Plan was developed through the input and involvement of the following:



Parents:

Maria Johnson

Tamara Favors

Mom Brown

Administrators:

Jill Balzer, Principal

Tracy Cox, Assistant PrincipalOther Campus and District Staff:

Jeni McNeeley, Academic Coach

The Parent and Family Engagement Plan is made available to parents and the public through the campus website in English and other languages aspracticable. A printed copy is provided by request in the campus front office.



Title I Personnel

Name Position Program FTE

Angie Tidwell EA Intervention 1.0Brandon Lacy Teacher English 1.0Chandra Koirala Teacher Math 1.0Jaye Antwine Teacher Literacy Coach 1.0Maria Johnson teacher Math 1.0



2019-2020 Campus Site-Based Committee

Committee Role Name PositionAdministrator Jill Balzer PrincipalNon-classroom Professional Ashley Zamora Academic CoachCommunity Representative Rosa Estrada 1st YearNon-classroom Professional Jaye Antwine Literacy CoachDistrict-level Professional Keith Morrison 2nd yearClassroom Teacher April Couch 2nd yearClassroom Teacher Amy Wasielewski 2nd yearClassroom Teacher Jordan Molina 2nd yearClassroom Teacher Mary Strickland 2nd yearParent Angie Ramos 2nd yearParent Beronica Gregory 1st yearCommunity Representative Sharon Mylius 1st year



Campus Funding Summary

211 - Title IGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 Pay teachers for targeted tutoring outside of school day $10,000.001 1 1 Literacy Coach $60,000.001 2 1 Kagan Training $5,300.001 2 1 Transportation to Haltom High School for 8th grade $1,000.001 3 2 $1,009.231 4 1 Funding for registration fees ($225x4) and subs ($90x3) $1,170.001 4 1 Funding for Pear Deck subscription $1,460.001 4 1 Texas Bank One $1,808.001 4 1 Funding to purchase Smart Board $0.002 4 1 NEU Conference Registration $1,150.002 4 1 NEU Leadership $2,100.00

Sub-Total $84,997.23Grand Total $84,997.23



Addendums



2018-2019 Highly Qualified Recruitment and Retention Plan Campus: __Haltom Middle School_______

Campus Goal: All students will be taught by highly qualified teachers and assisted by highly qualified paraprofessionals.

Campus Objectives:

1) 100% of core area teachers will be highly qualified

2) 100% of instructional paraprofessionals will be highly qualified

3) 100% of teachers will receive high-quality professional development

School-wide

Component

Strategic Action Target

Population

Responsible

Staff

(Position)

Resources

(Funds/Professional

Learning/Materials)

Monitoring

(Formative)

Results

(Summative)

3 1.Communicate with

Human Resources

staff regarding highly

qualified status of all

teachers to ensure

that all classes are

taught by highly

qualified staff

All staff Principal

Human

Resources

Director &

Coordinators

Local funds Personnel files

Teacher

interviews

Review of

applications

Personnel files for current

year teachers Principal

Attestations

100% of teachers and

paraprofessionals are

highly qualified

3, 4 2. Assist teachers in

maintaining or

attaining

certifications and

endorsements and

completing required

technology and/or

GT hours

All teachers Principal

Designated

teachers

C & I Staff

Technology

staff

Local funds

Title III funds

Schedule of

professional

learning

opportunities

Number of

teachers attaining

certifications and

endorsements

Expenditure reports for

Stipends

Certifications of

completion of training

Eduphoria Workshop

files


3 3. Communicate with

Human Resources

staff regarding

highly qualified

status of all

instructional

paraprofessionals

All instructional

paraprofessionals

Principal

Human

Resources

Director &

Coordinators

Local funds Personnel files

Paraprofessional

applications

Personnel files

Principal attestations

3, 5 4. Provide strategies

to attract highly

qualified teachers

including

participating in

district recruiting

activities

All Teachers Principal

Human

Resources

Director &

Coordinators

Local funds Teacher

interviews

Number of

recruitment

activities

Number of

applicants

interviewed for

open positions

Schedule of district

recruitment activities

Information regarding

campus incentives for

staff

100% of teachers are

highly qualified

3 5.Participate in and

monitor effective

teacher mentoring

system in order to

retain highly

qualified staff

First-year

teachers

Principal

First year

teachers

Mentor

Coaches

Local funds

Title I funds

List of first-year

teachers

Schedule of

mentor activities

Personnel files

Mentor training

modules

All first-year teachers

are provided a mentor


4 6. Ensure that

teachers receive high-

quality professional

development at the

campus and the

district level

All teachers Principal

Director of

Curriculum

& Instruction

Local funds

Title I-A funds

Title III funds

Schedule of

professional

learning

opportunities

Eduphoria Workshop

Records

Agendas of campus

professional learning

sessions

Documentation of

conferences attended

Title I Schoolwide Components

1. Comprehensive Needs Assessment 6. Parental Involvement

2. Reform Strategies 7. Transition

3. HQ Staff 8. Teachers Inv. In Assessments

4. Professional Development 9. Mastery

5. Attract HQ Staff 10. Coordinate Programs

Haltom Middle School

Family/School

Compact 2019-2020

The Family/School Compact is a voluntary agreement between students, parents, teachers and the principal at

Haltom Middle School. The Compact outlines how students, parents, teachers, and the principal will share

responsibility in helping the students meet the state and district academic standards.

As a student, I will:

Participate actively in my own learning.

Be on time and come to school each day.

Follow all school rules.

Come to school with a positive attitude and maintain it throughout the day.

Respect myself, other students, school staff, and property.

Complete all assigned work and understand it is required and not an option.

______________________________________________ __________________

Student’s Signature Date

As a parent/guardian, I will:

Have my child attend school regularly and arrive on time.

Attend called parent/teacher conferences and openly communicate the needs of my child.

Check my child’s grades via Skyward on-line weekly. http://schools.birdvilleschools.net/bisd. (Use of

public library or school library computers available.)

Expect my child to practice self-discipline and show respect.

Establish a time for homework, review it regularly and partner in my child’s education.

______________________________________________ __________________

Parent/Guardian/s Signature Date

As a teacher, I will:

Maintain high standards of academic achievement and positive behavior.

Accept the challenge of helping all learners succeed.

Respect students, parents, and community members as equal partners in the education process.

Maintain an open line of communication between school and home.

Create a learning environment that will help develop responsible, caring, and independent students.

__Haltom Middle School Teachers_______________

Teacher’s Signature 9-24-19 Date

As a principal, I will:

Provide an environment that allows for positive communication between the students, parents and

school staff.

Respect students, parents, and community members as equal partners in the education process.

__Haltom Middle School Administration___________________ 9-24-19Principal’s Signature Date

http://schools.birdvilleschools.net/bisd

Documents

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