2015-2016 campus improvement plan temple independent ... · attendance rates for past 5 years...

Temple Independent School District

Lamar Middle School

2015-2016 Campus Improvement Plan

Lamar Middle SchoolGenerated by Plan4Learning.com 1 of 37 Campus #114-909-041

March 10, 2016 3:40 pm

Mission StatementThe mission of the Temple Independent School District is to prepare students to be

life-long learners who are productive in 21st century college and work life.

Vision Our vision is to be the school of choice where every student is a life-long learner, every life-long learner graduates, and every graduate becomes a

meaningful contributor to his/her community and society.


March 10, 2016 3:40 pm

Comprehensive Needs Assessment

Demographics

Demographics Summary

Enrollment- 645

Eco. Dis.- 79% (495)

English Language Learner- 6.2% (20)

Mobility Profiency- 24% (186)

At-Risk- 52% (325)

African American- 27% (169)

White- 27% (168)

Hispanic- 41% (257)

Asian- .5% (3)

American Indian- .8% (5)

Pacific Islander- .2% (1)

Two or More- 3.7% (23)

Drop out- 0


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Attendance Rates for past 5 years

09-10 10-11 11-12 12-13 13-1495% 95% 95% 95% 95%

Class size:

ELA Foreign Lang. Math Science SS17 23 20 18 24

Demographics Strengths

The dropout rate is 0%.

Strong curriculumn and instruction system in place to meet the needs of all students.

Demographics Needs

We need our staff demographics to mirror that of the students. To address this need, during the hiring process we consider our student demographics whenhiring personnel.


March 10, 2016 3:40 pm

Student Achievement

Student Achievement Summary

Lamar received a met standard rating with three distinctions in Reading/ELA, Science, and Social Studies.

System Safeguard Reading

AA 52%

SPED 17%

ELL 54%

Writing

All 53%

AA 47%

H 51%

Eco Dis 49%

Science

All 58%

AA 49%

H 54%

Eco Dis 52%


March 10, 2016 3:40 pm

Social Studies

All 58%

AA 51%

H 49%

Eco Dis 51%

Index 1 Student Acheivement- 62 (Target Score= 60)

Index 2 Student Progress- 32 (Target Score= 28)

Index 3 Closing Performance Gap- 32 (Target Score= 27)

Index 4 Post Secondary Readiness- 22 (Target Score= 13)

The chart below illustrates the percent passing for students by ethnicity for each tested area according to the Texas Academic Performance Report.

All Students AA H WAmerican

IndianAsian

Pacific

Islander

Two or

MoreSPED Eco Dis ELL

All Test 66% 58% 63% 78% 45% 100% 100% 65% 44% 60% 21%RDG 73% 65% 70% 85% * * * 74% 58% 68% *Math 68% 61% 66% 79% * * * 57% 51% 62% 30%WTG 53% 51% 44% 67% * * * * 38% 44% *Sci 62% 46% 62% 75% * * * 71% * 54% *SS 56% 44% 54% 69% * * * 71% * 51% *


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Student Achievement Strengths

Met standards for Index 1, 2, 3, and 4

Received 3 Distinction Designations: Academic Achievement in Reading/ELA, Science, and Social Studies

Student Achievement Needs

Increase All Student performance in Writing, Science, ELAR, and Social Studies

Increase African American performance in ELAR Writing, Science and Social Studies

Increase Hispanic performance in Writing, Science and Social Studies

Increase SPED performance in ELA/Reading

Increase Economically Disadvantaged performance in Writing,Science and Social Studies


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Increase ELL scores in ELA/Reading

Improve closing the performance gap

Increase students achieving the advance level on the STAAR Test

Increase student attendance


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School Culture and Climate

School Culture and Climate Summary

In 1956 Lamar Middle School opened as the first middle school in Temple, Texas. Over the last ten years, there have been six leadership changes. Fromgrandparents, parents, children to grandchildren in one family, Lamar MS has been their home. With several generations traveling the hallways of Lamar,there has been a tradition started that “Once a Bearcat, Always a Bearcat.” The current leadership has created a positive campus culture by influencingstudent behavior, campus values, attitudes, and the norms of the campus. With a positive campus culture, the campus has met state standard for two yearsand has received distinctions in ELA, Social Studies, and Science.

School Culture and Climate Strengths

School-wide CHAMPS program implemented

Behavioral RtI system is implemented: Discipline STEPS and Progressive Discipline

School counselor is integral part of student success

Communities in Schools assist students so optimal learning can take place

Special Education behavior program assists students achieve success in their general education classes

School Culture and Climate Needs

Continue to improve our school safety procedures, continue to create a positive culture in order to increase student achievement by communicating clearexpectations, communicating clear procedures, and communicating clear processes to students,teachers and parents.


March 10, 2016 3:40 pm

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Summary

Staff Quality: 100% of staff is highly qualified

Recruitment: Grow your own teachers and leaders

Retention: Mentor Program

LMS has 31% of new staff for the 2015-2016 school year.

Staff Quality, Recruitment, and Retention Strengths

Strengths100% of teachers are highly qualified

16% of professional campus staff have an advanced degree

Staff Quality, Recruitment, and Retention Needs

Needs

Increase staff diversity

Increase staff retention

Recruiting teachers with specific certifications to meet campus needs


March 10, 2016 3:40 pm

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The curriculum used at the campus is the Texas Essential Knowledge and Skills (TEKS); the curriculum management system is the TEKS Resource System (formally known as CSOPE); the instruction is determined by student need; the organization is determined by collaboration within PLCs, and commonassessments which include unit assessments, CBAs and benchmarks.

Curriculum, Instruction, and Assessment Strengths

TCMPC (TEKS Resource System) aligns instruction and challenges our teachers to increase the depth and complexity of lesson plans.

Curriculum, Instruction, and Assessment Needs

Interactive/engaging lessons provided by teachers Teachers teaching bell to bell/no wasted instructional timeDifferentiated instruction ie. more small group targeted instruction within the classroomClear learning goals aligned to the rigor of the TEKS

Effective PLCs aligned to campus and student needs.Data disaggregation to improve instructionIntegrating technology in lessons at the application or higher levelInstruction needs to tie student learner with real world connections and other disciplines/content


March 10, 2016 3:40 pm

Family and Community Involvement

Family and Community Involvement Summary

Lamar has multiple avenues for parental and community involvement such as PTO, SBDM, Career Day, Communities in Schools, and ACE. Furthermore,Lamar has an established partnership with the Adopt-a-School unit from Ft. Hood. Communication remains a priority at Lamar and teachers. Our staff strives to reach out to all stakeholders by utilizing Skyward, email, phone calls, the marquee, automated messaging, Twitter, Facebook, Edmodo, andRemind. To date there are 596 Lamar Facebook followers.

"Walk In Your Shoes" activity for parents and students

Family and Community Involvement Strengths

Strengths Communication: Skyward Family Access, School Connect, Campus Facebook, Remind, Edomodo

Family and Community Involvement Needs

Strengthen parent/teacher communicationIncrease opportunities for parental involvement on campus


March 10, 2016 3:40 pm

School Context and Organization

School Context and Organization Summary

Lamar MS houses 6th,7th and 8th graders. There are 51 teachers on campus with 655 students. There are 229 6th graders, 213 7th graders, and 213 8thgraders. The campus is 83% economically disadvantaged and has been needs improvement the past two years.

School Context and Organization Strengths

The grade levels have been seperated so 6th grade is not mixed in with 7th and 8th graders. There is a 6th grade wing and the 7th and 8th graders areupstairs. Specific subjects have been grouped together to be able to communicate with each other.

School Context and Organization Needs

The student body has grown and the campus has reached capacity. We have 99% of our classes inside of the building.


March 10, 2016 3:40 pm

Technology

Technology Summary

LMS is a BYOD campus. The implementation of student devices for instructional purposes has yet to be fully explored. LMS has computer labs (mobile andstationary) available for students and teachers to utilize. Each classroom has a presentation station for classroom instructional use, as well as all core contentareas. We also have 4 Promethean Boards in all 6th grade Math classrooms. LMS has also implemented a 2:1 chromebook initiative.

Technology Strengths

Interactive Technology: TI Inspire Calculator, 2 to 1 Chrome book initiative, presentation stations, Interactive whiteboards, Promethean Boards, videocapability for campus wide information distribution.

Technology Needs

Create a rich digital learning environment involving student BYOD, integrate chrome book apps that coincide with Higher Order Thinking, 2 to 1 ChromeBook initiative integrated at the application/interactive instructional levels, professional development opportunities to improve technology integration.


March 10, 2016 3:40 pm

Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent 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) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsAEIS longitudinal dataAYP longitudinal dataFederal Report Card DataNCLB Report Card dataPBMAS dataCommunity and student engagement rating data

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 versionsProgress of prior year STAAR failersSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment data


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Student Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records results

Student Data: Student Groups

Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etcSection 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RTI) student achievement dataRecommended High School Program (RHSP)/Distinguished Achievement Program (DAP) graduates data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student Ratio


March 10, 2016 3:40 pm

Campus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTeacher STaR Chart Technology DataTexas STaR Chart longitudinal dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results


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Goals

Goal 1: Temple ISD will provide rigorous standards of academic achievement to prepare 21st century learners forgraduation and post-secondary opportunities.

Performance Objective 1: TISD campuses will meet or exceed state standards for the Texas Accountability System.

Summative Evaluation: District Rating of Met Standard

Strategy Description Title I Staff Responsiblefor Monitoring Evidence that Demonstrates Success

FormativeReviews

Nov Jan Apr June1) Support the implementation of secondary technology Initiatives, including 1)Learning Management System, 2) Digital literacy, 3) extended learningopportunities, 4) targeted staff development to include development of LMS:model" courses, usage of digital resources, and student digital products, 5)alignment of digital resources, 6) PLC planning with IC and ITS.

2, 4 Executive Directorof SecondaryEducation; Directorof Technology;Campus Principal;Instructional Coach;InstructionalTechnologist

Documentation of staff development and alignmentdocuments of digital resources to scope and sequence,student and teacher feedback.

2) Create and implement a standardized format for academic interventions at allACE / CIS RtI afterschool programs.

9, 10 Director of ACE;Campus Principal

Developed plan; plan implementation trainingdocumentation; intervention monitoring of afterschoolprograms

State System Safeguard Strategies3) LMS will create data reports of low standards to share with our ACE staff tosupport classroom instruction.

9, 10 PrincipalAssistant PrincipalsInstructional CoachACE Coordinator

Monthly data reports of current dataClassroom Unit Assessment performanceRTI- progress monitoring

State System Safeguard StrategiesCritical Success Factors

CSF 1 CSF 2 CSF 4 CSF 7

4) Targeted professional development will be presented weekly in all PLCmeetings. Professional development is based on campus needs.

2, 4, 8 PrincipalAssistant PrincipalsInstructional CoachDepartment Leaders

Monthly observations, data meetings, lesson plandevelopment


CSF 1

5) LMS is implementing Read with a Pencil testing strategy across all contents.

2 PrincipalAssistant PrincipalsInstructional Coach

Assessment data, lesson plans, classroom observations

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: Temple ISD will provide rigorous standards of academic achievement to prepare 21st century learners for graduation and post-secondaryopportunities.

Performance Objective 2: TISD will improve each district accountability measure: Index 1 from 68% to 70% , Index 2 from 35% to 37%, Index 3 from35% to 37%, and Index 4 60% to 61% , as indicated in the state accountability system.

Summative Evaluation: District Accountability Index Measure


FormativeReviews

Nov Jan Apr June1) Strengthen K-8 math teachers' understanding of the new math TEKS throughtargeted staff development.

2, 3 Executive Directorsof Elementary andSecondaryEducation; CampusPrincipal;Instructional Coach

Documentation of targeted staff development; monitorand support implementation of instructional strategies;increase CBA and BM scores on math assessments

2) Strengthen 5-12 math teachers' understanding of the new math TEKS throughvertical teaming.

2, 3 Executive Directorsof Elementary andSecondaryEducation; CampusPrincipal;Instructional Coach

Documentation of vertical team meetings; monitor andsupport implementation through classroomwalkthroughs and lesson plan evaluation; increaseLevel III scores on math assessments

3) Strengthen the Advanced Academics program on secondary campuses by: 1)Providing required training for AA teachers. 2) Provide appropriate resourcesfor AA courses. 3) Continue vertical teaming to align instructional expectations.4) Implementation of National Merit Scholar support plan. 5) Create andimplement GPS course for AA freshman. 6) Continue to support dual creditagreements for core courses.

1, 2, 3, 4,7, 10

Executive Directorof SecondaryEducation, CampusPrincipals, MYP,DP, APcoordinators

Documentation of attendance of required trainings forAA teachers; purchase orders of required resources;documentation of vertical team meetings; completionof National Merit Scholar support plan; completion ofGPS scope and sequence; monitor and supportimplementation of instructional recommendations fromvertical teams through classroom walkthroughs andlesson plan evaluation; MOU agreements for dualcredit courses


CSF 1 CSF 2

4) Improve the rigor of AA instructional processes on the LMS campus.

Student participation in Duke TIP

1, 2, 3, 4,7, 10

PrincipalAssistant PrincipalsInstructional CoachCounselor

Development of lesson plans for AA classes, Weeklyobservations, Testing data


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CSF 1 CSF 2 CSF 4 CSF 7

5) Principal data meetings with teachers on unit tests, CBAs, and Benchmarks.

1, 2, 4 PrincipalInstructional Coach

Testing data


CSF 1 CSF 2

6) LMS has implemented writing activities during their RTI period everyThursday,

2 PrincipalAssistant PrincipalsInstructional Coach

Documents are given to 7th grade ELA teachers, RTIlesson plans, increased writing scores on CBAs andBenchmark assessments.



March 10, 2016 3:40 pm


Performance Objective 3: TISD will increase the graduation rate from 88.7% to 90.0% or above.

Summative Evaluation: Graduation Rate of 90.0% or Above


FormativeReviews

Nov Jan Apr June1) Complete PGP plans for each student to meet state requirements at eachsecondary campus.

7, 9 Director ofCounseling;Campus Principal;Campus Counselors

PGP development meeting schedule; completed PGPs

2) Apply and participate in the CREST program with the Texas SchoolCounseling Association.

9 Director ofCounseling;Campus Principal;Campus Counselors

CREST application; counseling program presentationdocumentation



March 10, 2016 3:40 pm


Performance Objective 4: TISD will decrease the dropout rate in grades 7 through 12 from 3.2% to 2.5% or less.

Summative Evaluation: Dropout Rate of 2.5% or Less


FormativeReviews

Nov Jan Apr June1) Strengthen instructional interventions and processes on secondary campusesby: 1) Monitoring the effectiveness of Tier 2 interventions. 2) Providing trainingand support in small group reading and writing instruction. 3) Creating andimplement MAPS and EOC prep and EOC trailer scope and sequences. 4)Monitoring training and support of RtI processes.

9 Executive Directorof SecondaryEducation; CampusPrincipal;Instructional Coach;Coordinator ofStudentInterventions

Monitor usage and documentation of interventionsthrough RtI reports; documentation of targeted staffdevelopment; completion of MAPS, EOC prep, andTrailer scope and sequence and documentation ofongoing training and support for teachers; Increasedstudent achievement on STAAR/ EOC scores



March 10, 2016 3:40 pm


Performance Objective 5: TISD will meet or exceed performance standards for all state and federal programs including CTE, B/ESL, SPED and NCLB, asindicated by no staging for PBMAS.

Summative Evaluation: PBMAS Program Staging of "0" or "1"


FormativeReviews

Nov Jan Apr June1) Continue development of CTE curriculum to align with business partners andIHE expectations through: 1) Alignment and implementation of ManufacturingPracticum, and 2) Support creation and implementation of MS technologycourses.

10 Executive Directorof SecondaryEducation; Directorof CTE; Director ofTechnology; ITS

Completion of Manufacturing Practicum scope andsequence; completion of technology scope andsequences for MS technology courses; monitor andsupport implementation of new courses at middleschool through classroom walkthroughs and lessonplan evaluation

2) Reduce identification of AA students in special education through earlyinterventions in the RtI process.

10 Director of SpecialEducation;Coordinator ofSpecial Education;Campus Principal;Campus RtICoordinator

RtI data report summaries; special education studentand referral demographic data



March 10, 2016 3:40 pm


Performance Objective 6: TISD will hire only those teachers that have a valid certification and meet the Highly Qualified standards set by federal law.

Summative Evaluation: Campus highly qualified teacher data.


FormativeReviews

Nov Jan Apr June1) Monthly reports will be run by campus for individuals needing to completeprofessional certification. M-net Teacher Preparation will be made available toall candidates needing to complete this certification.

3, 4, 5 AssistantSuperintendent ofHuman Resources;Director ofPersonnel; CampusPrincipal; M-netMonitor

Highly Qualified report; certification documentation



March 10, 2016 3:40 pm

Goal 2: Temple ISD will provide a safe and healthy environment to support positive behaviors for students, staff, families,and community.

Performance Objective 1: TISD will develop and pass a bond package for district-wide facilities improvement.

Summative Evaluation: Bond election results November 2015


FormativeReviews

Nov Jan Apr June1) Publicize early voting opportunities. Assistant

Superintendent forFinance andOperations;Director ofCommunications;Campus Principal

Documentation of publicizing activities

2) Schedule events on campuses to coincide with early voting schedule. AssistantSuperintendent forFinance andOperations;Director ofCommunications;Campus Principal

Events calendar and participation data

3) Assist with voter registration. AssistantSuperintendent forFinance andOperations;AssistantSuperintendent forStudent Services;Director ofCommunications;Campus Principal

Documentation of voter registration events



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Goal 2: Temple ISD will provide a safe and healthy environment to support positive behaviors for students, staff, families, and community.

Performance Objective 2: TISD will develop and maintain academically driven and functionally appropriate facilities where students' safety and health areparamount.

Summative Evaluation: Dashboards will reflect monthly measurable progress.


FormativeReviews

Nov Jan Apr June1) Monitor custodial services at the campus level for quality and completion. Assistant

Superintendent forFinance andOperations; GCA;Campus Principal

Custodial satisfaction survey information

2) Monitor general operating and bond expenditures. AssistantSuperintendent forFinance andOperations; CampusPrincipal

Budgetary and bond expenditure reports

3) Monitor student participation in the breakfast and lunch program to maintaindaily participation at previous year levels.

AssistantSuperintendent forFinance andOperations;Director of SchoolNutrition; CampusPrincipal

Breakfast and lunch participation data



March 10, 2016 3:40 pm

Goal 2: Temple ISD will provide a safe and healthy environment to support positive behaviors for students, staff, families, and community.

Performance Objective 3: TISD campuses will improve discipline at each campus and decrease ISS, OSS, and DAEP placements.

Summative Evaluation: Each campus will decrease ISS, OSS and DAEP placements by 1%.


FormativeReviews

Nov Jan Apr June1) Monitor campus PBMAS indicators related to the discipline of studentsthrough the Foundation reports (special education, ethnicity).

2, 10 Director of SpecialEducation;Coordinator ofSpecial Education;Campus Principal

Foundation reports

2) Provide training on Foundation reports and strategies to decrease regular edand special ed OSS and ISS placements by 1%.

AssistantSuperintendent ofStudent Services;Coordinator ofStudent InterventionServices; CampusPrincipal; AssistantPrincipals

Training schedule, agendas and participationdocumentation; campus visit documentation; OSSplacement documentation; ISS placementdocumentation

Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6

3) LMS has implemented a discipline step process to incorporate interventionsfor student success.

2, 10 PrincipalAssistant Principals

Reduced number of referrals, Teacher/Parent/Studentcommunication

Critical Success FactorsCSF 4 CSF 5 CSF 6

4) Implementation of behavioral RTI interventions

2, 10 PrincipalAssistant PrincipalsCounselor

Why Try, Second Step, Progress Monitoring



March 10, 2016 3:40 pm

Goal 3: Temple ISD will develop, facilitate, and support strategies to increase the attendance and participation of students,parents, and staff in school-related activities.

Performance Objective 1: TISD will increase student attendance at each campus by 0.5% in 2015-2016 to reach a district student attendance rate of 95%.

Summative Evaluation: Each campus student attendance rate increased by 0.5%.


FormativeReviews

Nov Jan Apr June1) Provide attendance incentives for EOY with focus on seniors. Campus Principal;

Attendance OfficerLast grading period attendance rate

2) Implement accountability period check and designate "absence person"contact on all campuses.

9 THS Registrar;Assistant Principals

Student attendance data



March 10, 2016 3:40 pm

Goal 3: Temple ISD will develop, facilitate, and support strategies to increase the attendance and participation of students, parents, and staff in school-related activities.

Performance Objective 2: TISD will increase teacher attendance average in 2015-2016 to 96.2%.

Summative Evaluation: PreK campus target 96.0%; elementary campus target 96.3%; middle school campus target 96.0%; high school campus target96.5%.


FormativeReviews

Nov Jan Apr June1) Teacher attendance will be promoted consistently at each campus by thecampus administration. Teacher attendance will be tracked by HR with specialrecognition each six weeks and end of year.

3 AssistantSuperintendentHuman Resources;Campus Principal;Executive Assistant/ AESOP Specialist

EOY Teacher Attendance Report

Critical Success FactorsCSF 6 CSF 7

2) LMS will provide incentives to teachers with perfect attendance at the end ofeach six weeks.

3 PrincipalAssistant Principals

Teacher monthley attendance



March 10, 2016 3:40 pm


Performance Objective 3: TISD will improve teacher retention rate by 2% over previous year.

Summative Evaluation: TAPR Report with adjustment for retirees and promotions.


FormativeReviews

Nov Jan Apr June1) All teacher non-renewals will be documented through the process of anunsuccessful Growth Plan developed by the campus principal with assistancefrom the HR Department. Campuses will seek to grow all teachers in their fieldwith the use of professional development resources.

5 AssistantSuperintendent ofHuman Resources;Campus Principal

Teacher retention and turnover rates



March 10, 2016 3:40 pm


Performance Objective 4: TISD will establish strategies to increase the participation of parents in regular, two-way, and meaningful communicationinvolving student academic learning and school activities.

Summative Evaluation: Number of parent involvement activities and parent participation.


FormativeReviews

Nov Jan Apr June1) Improve communication to parents from TISD teachers and staff. 6 Assistant

Superintendent ofStudent Services;Director of ACE;AttendanceCommittee;Campus Principal

Meeting minutes from Foundations teams, PublicRelations Committee, and Superintendent AdvisoryCouncil; parent contact documentation; Parent Portalsin place; evidence of communication in Spanish

2) Use Family Access as a primary means of communication with parents. 6 TechnologyDirector, Directorof ACE, StudentInterventionCoordinator;Campus Principal

Documentation of use of Family Access

3) Provide training on use of new website and identify personnel responsible forwebsite updates at each campus.

Director ofCommunications;Director ofTechnology;Director of ACE;Campus Principal

Training documentation; monitoring of campuscalendars for event posting; list of expected forms andcommunication log

Critical Success FactorsCSF 5

4) LMS will use specific events to invite parents to our campus. Events such asWalk in your student shoes, Open House, and Parent University

6 PrincipalAssistant Principals

Parent participation, parent survey



March 10, 2016 3:40 pm

State System Safeguard Strategies

Goal Objective Strategy Description1 1 3 LMS will create data reports of low standards to share with our ACE staff to support classroom instruction.

1 1 4 Targeted professional development will be presented weekly in all PLC meetings. Professional development is based on campusneeds.

1 1 5 LMS is implementing Read with a Pencil testing strategy across all contents.1 2 4 Improve the rigor of AA instructional processes on the LMS campus. Student participation in Duke TIP1 2 5 Principal data meetings with teachers on unit tests, CBAs, and Benchmarks.1 2 6 LMS has implemented writing activities during their RTI period every Thursday,


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Title I

Schoolwide Program Plan

Lamar Middle School Parental Involvement Policy

Parental involvement is the participation of parents in every facet of the education and development of children from birth to adulthood. Parents are theprimary influence in their children's lives. Title I and other federal programs recognize that parent involvement takes many forms, including parents' sharedresponsibilities in decisions about their children's education, health and well-being, as well as parents' participation in organizations that reflect thecommunity's collaborative aspirations for all children.

Campus Goal

The goal of Lamar Middle School is to ensure the educational success of all students by having high expectations, a commitment to quality instruction, acommitment to excellence and a comprehensive parental involvement program, confirming the belief that parental involvement increases studentachievement and self-esteem as well as the belief that the difference between a good school and a great school is the involvement of its parents.

I. It is the policy of Lamar Middle School to involve parents in the joint development of the Lamar Parental Involvement policy by:

Holding various and regular meetings in which all parents are made aware of the school’s participation in the Title I program, the requirements of saidprogram, and the right of parents to be involved. These meetings include but are not limited to:

Events involving students from Fine Arts, Athletics, and Academic programs, providing parents many opportunities to visit the school andinteract with teachers and staff in a social setting.The LMS Site-Based Decision-Making CommitteeParent University that will provide information into the academics of the campus and improving their child’s success in class.P.T.O. meetings which are held each month. Parents are invited to join and to participate in a myriad of activities that the P.T.O. sponsorsthroughout the school year.A.C.E. meetings, our afterschool program which provides numerous Parent Nights throughout the school year. Parents are encouraged to attendthese events as well as those that are sponsored district-wide.


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Making it possible for all parents to be involved by holding meetings that accommodate working parents as well as those parents whose dominantlanguage is not English.Providing training sessions for parents, especially with regard to Family Access in Skyward.Involving parents in the reviewing and revising of the school’s' parental involvement policy.Ensuring that all parents understand policies, rules, parent compacts, notices, etc., by having them printed in both English and Spanish as well asconducting meetings in a language the parents can understand.Providing the parents information regarding the Elementary and Secondary Education Act.

II. Volunteers will be solicited to serve on the Campus Site-Based Decision-Making Committee and recommended for the District EducationImprovement Committee.

Every effort will be made to ensure that all special populations are represented—at-risk, special education, bilingual, English as a Second Language,Gifted and Talented, Title I regular, Title I migrant.Members shall be selected, elected, or appointed.Administrators, teachers, staff, and business community members can serve on the committee.

III. The expectations of parental involvement are:

Increased student achievement as a result of school-parent-student compacts.Increased student achievement as a result of parent training opportunities.Increased awareness of school policies and activities as a result of regular Parent Teacher Organization meetings, and other campus meetingsfacilitated by C.I.S. and A.C.E., as well as promotion of the annual district meeting for Title I parents.Increased school to home communications by teachers and administrators, using

Skyward Messenger,Telephone,Gaggle, andNotifications by flyers, mail, and News Announcements on the school web site and campus marquee.

Evaluation


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http://www.tea.state.tx.us/nclb/

There will be an annual evaluation of the content and effectiveness of the Title I Parental Involvement program, and parents will be asked for their input. Theevaluation will include an assessment of how much parental involvement is increasing and what barriers to parental participation still need to be overcome.Lamar Middle School will revise its Parental Involvement Policy on the basis of this annual review.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Academic and Behavioral RTI programs are in implemented

CSCOPE as a viable curriculum

37 minute RTI period

Parent involvement

Teachers meet in PLC’s daily to review content, assessments, disaggregate data, and develop interventions.

System Safeguards were reviewed as part of the comprehensive needs assessment

2: Schoolwide Reform Strategies

Academic RTI system in place and reviewed every 3 weeks

Universal screeners

CSCOPE

Research-based interventions used for Tier 2/3 students

Co-Teachers for every core content area

3: Instruction by highly qualified professional teachers

All teachers on campus are highly qualified for their teaching position.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff


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The campus provides professional development during PLC's throughout the year based on campus needs. Teachers take a survey at the beginning of theyear to help administrators plan professional development to help meet the teachers needs. The campus also analyzes assessment data and createsprofessional development when teachers are struggling teaching specific concepts throughout the year.

5: Strategies to attract highly qualified teachers

The campus has achieved a Met Standard rating with three distinctions for the past two years. Teachers are recruited through job fairs. We will strive tocreate a supportive learning environment for all learners, where teachers and students feel confident in trying new things, being creative, and being critical intheir thinking and application for learning.

6: Strategies to increase parental involvement

The campus plans activities periodicly to involve parents. We have Parent University to distribute campus information and we have a Walk in my Shoes dayfor parents to attend classes with their students. The campus also has a PTO,SBDM, Career Day, Fall Festival, and Field Trip Chaperones to help involveparents.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

All teachers are involved in a PLC – Content Focus, Assessments, Data, Interventions, and vertical alignment planning

Teachers are involved with RTI and Behavior RTI meetings where teachers discuss interventions and strategies to increase student acheivement.

Teachers are involved in Site Based Decision Making meetings

Teachers are involved with Grade level meetings where they discuss current academic and behavior strategies

Teachers meet to analyze, disaggregate data, and create a plan of action from unit exams, CBAs and benchmarks

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Universal screeners will show which students are Tier 2/3. Every 3 weeks teachers will, in PLC’s, review the universal screener results and developinterventions for those students. The interventions are research-based and district-supported. Interventions are logged into Skyward and reviewed foreffectiveness every 3 weeks. Teachers will monitor and adjust. An RtI period has been established during the day to meet the needs of these students.


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10: Coordination and integration of federal, state and local services and programs

Faculty meetings

Counseling program

Communities in Schools

RTI

ACE


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