campus improvement plan ross sterling middle school 2018-2019 · ross sterling middle school...

Campus Improvement Plan

Humble Independent School District, Humble, Texas

1131 Wilson Road * Humble, TX 77338

2018-2019

Ross Sterling Middle School

No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido

Printed: 12/3/2018, 10:58 amRoss Sterling Middle School (#101-913-047)

ADMINISTRATORS

Damico Bartley Principal

Sergio Lopez Assistant Principal

Veonda Mahoney Emholtz Assistant Principal

Celeste Myres Assistant Principal

COMMITTEE

Damico Bartley Principal

Patricia Bennett Teacher

Darell Davis Business Representative

Jennifer Perry Teacher

Simon Perry Teacher

Gerry Poland Teacher

Candy Todash Parent

Mayquel Valverde Community Member

MISSION

Together we develop students to be critical thinkers and lifelong learners who embrace diversity

Campus Improvement Plan Humble Independent School District


VISION

Our vision is to create a meaningful and lasting educational experience for our students. We believe that in order for this to occur, we must

adhere to the following beliefs:

Culture:

Ross Sterling Middle School will be a place where all stakeholders feel a sense of belonging and appreciation. We will maintain an open -door

policy in order to create a culture of communicating to all stakeholders our commitment to hearing their concerns and doing our best to meet

their needs. SMS staff will operate in a collegial environment and make decisions based on the needs of our students. We will create positive

classroom environments and students will feel safe at all times. We will foster a culture that promotes high expectations for our students and

ourselves.

Data Driven Decisions:

SMS will foster a culture of continuous improvement for all students and staff by utilizing data to make informed decisions. As educators, we

are always trying to improve our individual skills and knowledge so that we provide students with a meaningful educational experience .

Additionally, by continuously analyzing meaningful data we will be able to reflect on what is working for our students and staff along with being

able to make adjustments as needed to best meet the needs of our students.

High Quality Instruction:

We will strive to ensure meaningful learning for our students by working to make real -world connections to their learning experience. We

understand that student engagement is increased when the material presented is perceived as relatable. Instructional practices will be aligned

with state standards and research that supports increased student-engagement.

PROFILE

Demographics: Overall SMS has worked to decrease the teacher/student ratio in order to provide increased one-to-one attention to our

students in all core areas. We have worked to monitor the population of students being served within special programs while working to

continuously provide more inclusion opportunities for this population of students. We are currently serving 77 students that qualify for Special

Education Programs.

School Culture and Climate: SMS saw a large decline in behavioral infractions this school year. The staff morale has room for improvement

as the need for increased communication between the administrative and teachers was an area of concern.



Staff Quality, Recruitment and Retention: New teachers at SMS participate in a mentor program on campus to assist with providing needed

information that will assist with their transition to a new campus. Additional dialogue among the staff and administration regarding items that

are working and possible changes needed to create a better work environment will need to increase moving forward.

Curriculum, Instruction and Assessment: SMS did a good job of provided differentiated lessons for all ability levels of students. Lesson

plans were aligned with curriculum guides and benchmark tests provided needed data to assist with intervention groups. Intervention camps

were created based on both formal and informal data and were executed during after school tutorial sessions.

Family and Community Involvement: SMS experienced success this year as it pertained to parent-attended events. Communication of

information to parents regarding grades and additional academic was an issue which will be addressed in the upcoming school year.

School Organization: Overall the structures currently in place to address high quality instruction, such as daily classroom observations,

common planning time and PLC collaboration have been a benefit to our staff and leadership team. An increased need in overall knowledge of

the coaching of struggling teachers needs to be enhanced in order to provide more effective feedback to teachers.

Technology: Students at SMS have good access to multiple sources of technology which include Ipads, Chrome Books, 3 computer labs and

updated wifi access points throughout the school. Some teachers need additional training on the incorporation of technology within their

classrooms.



Comprehensive Needs Assessment



Demographics

Strengths

The student/teacher ratios are maintained at an average of 17/1.

Diverse population of students

Needs

A1: Some student sub pops would perform better if staff demographics matched student demographics.

Data

Staff Demographic Data

Special Education student data



Student Achievement

Strengths

Incorporation of technology

Differentiation in lesson plans

Alignment of lesson plans to CIR rubrics

Availability to obtain resources

Experienced and highly qualified teachers

Professional development opportunities

Daily collaborative planning time

Needs

B1: Students lack reading materials on their reading-level

B2: Student need exposure to real-world applications to make concrete connections with classroom learning

B3: Class sizes are too large to maximize academic learning.

B4: Economically disadvantaged students lack access to materials for classroom learning.

B5: Additional instructional time is needed for students to grasp learning concepts.

B6: Teachers lack a variety of tools to address differentiated instruction, especially for English Language Learners.

B7: More focused interventions are needed for struggling students, especially in Tiers 2 and 3

B8: Students struggling with expository writing

B9: Students are not meeting their maximum potential in learning, due to teacher training issues (lack of knowledge and depth of subject matter, and

classroom and curriculum management skills).

Data

STAAR/EOC Data

Report Card data

Discipline Referrals

Survey Data (Students)



School Culture and Climate

Strengths

Data driven professional learning community (PLC) meetings that focus on improving student achievement using Lead4ward instructional strategies.

Campus-wide acknowledgement of the mission.

Overall respectful environment.

Use of the rigorous and relevance framework to transform and drive instruction.

Decrease in the number of discipline referrals

Students and staffs perception of campus atmosphere

Needs

C1: Teachers desire improved communication between campus administrators and teachers.

C2: Some students need additional academic, emotional and social support when moving from elementary school to middle school and from middle

school to high school.

C3: Students would benefit from more clubs and after-school activities

C4: Support is not consistent from administrators across all programs and situations.

C5: There are too many instances of bugs, bees, rats, and snakes in and around the building.

C6: Students need additional incentives to improve attendance.

C7: New teachers lack strong classroom management skills

C8: Students need techniques and methods for peer-to-peer mediation

Data

Survey Data (Teachers/Staff)


Teacher classroom data

Referral form/processes

Behavior Intervention Plans

Professional Development follow-up

Individualized education plans

Master/class schedules; time on task

Support services (Counselors, social workers, community partnerships)



Staff Quality, Recruitment and Retention

Strengths

All teachers were designated as meeting the Highly Qualified status requirement.

New staff are provided with a mentor teacher to assist with questions regarding system protocols and processes.

Administrative staff attend multiple area wide job fairs in attempt to attract highly qualified staff that display the qualifications needed to be a successful

teacher at SMS.

Teachers are provided with direct assistance from a core area district specialist to provide additional feedback and answer any questions regarding best

practices and new ideas.

Needs

D1: Not enough documented visits between teacher mentors and their mentees

D2: Need more frequent surveys

Data


CIR Data




Curriculum, Instruction and Assessment

Strengths

Incorporation of technology

Differentiation in lesson plans

Alignment of lesson plans to CIR rubrics

Availability to obtain resources

Experienced and highly qualified teachers

Professional development opportunities

Daily collaborative planning time

Needs

E1: Students would benefit from more cross-curricular projects

E2: Teachers in all curriculum areas need to include access to technology in instruction.

E3: Better organization needed in organizing tutorials

E4: Not enough cooperative instructional planning occurring between teachers and administrators, especially special education and general education

teachers.

Data

STAAR/EOC Data

Report Card data

Multi-Year Trends

RtI Data

Special Education student data

State Comp Ed Data

Teacher classroom data

CIR Data

Curriculum Guides

Scope and Sequence; Pacing Guides

Lesson Plans

Level of rigor aligned to student expectations



Family and Community Involvement

Strengths

Parent University programs have been good for parents

Parent Nights for organizations (AVID, Fine Arts festival, Athletic banquets, etc.) were very successful.

There was an increase in PTA officers.

Community sponsored mentor program (Young Life)

Needs

F1: Increased communication with parents across different mediums

F2: Need to initiate a campus newsletter

F3: Webpage was not updated enough

F4: Not enough parent trainings on academic subjects

F5: A core team of staff members need additional training on how to increase parent involvement on campus.

Data

STAAR/EOC Data

Student Demographic Data

Mobility Rates

Community Input

Survey Data (Parents)

Family education and engagement

Support services (Counselors, social workers, community partnerships)



School Organization

Strengths

Each administrator is diligent about completing classroom walk-throughs

CIR data is used to determine professional development for staff

Staff surveys used to allow staff to have a voice in making campus-wide decisions.

Needs

G1: Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward.

G2: Coaches and ALTS need additional training on the coaching model

Data

Staff Demographic Data

Multi-Year Trends

Teacher/Staff Retention Data


CIR Data


Master/class schedules; time on task



Technology

Strengths

Improved Wifi has been beneficial

Increased access to ipads and chromebooks has been good for student success

3 computer labs

Needs

H1: Professional development needed in how to integrate technology across all subject areas.

Data



CIR Data

Curriculum Guides



PRIORITIZED NEEDS

B: Student Achievement

Students lack reading materials on their reading-levelB1

Student need exposure to real-world applications to make concrete connections with classroom learningB2

Class sizes are too large to maximize academic learning.B3

Economically disadvantaged students lack access to materials for classroom learning.B4

Additional instructional time is needed for students to grasp learning concepts.B5

Teachers lack a variety of tools to address differentiated instruction, especially for English Language Learners.B6

More focused interventions are needed for struggling students, especially in Tiers 2 and 3B7

Students struggling with expository writingB8

Students are not meeting their maximum potential in learning, due to teacher training issues (lack of knowledge and depth of

subject matter, and classroom and curriculum management skills).

B9

C: School Culture and Climate

Teachers desire improved communication between campus administrators and teachers.C1

Some students need additional academic, emotional and social support when moving from elementary school to middle

school and from middle school to high school.

C2

Students would benefit from more clubs and after-school activitiesC3

Support is not consistent from administrators across all programs and situations.C4

Students need additional incentives to improve attendance.C6

New teachers lack strong classroom management skillsC7

Students need techniques and methods for peer-to-peer mediationC8

E: Curriculum, Instruction and Assessment

Students would benefit from more cross-curricular projectsE1

Teachers in all curriculum areas need to include access to technology in instruction.E2



Not enough cooperative instructional planning occurring between teachers and administrators, especially special education

and general education teachers.

E4

F: Family and Community Involvement

Not enough parent trainings on academic subjectsF4

A core team of staff members need additional training on how to increase parent involvement on campus.F5

G: School Organization

Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in

moving students forward.

G1

H: Technology

Professional development needed in how to integrate technology across all subject areas.H1



Actions



ACTIONS

Goal #1: Provide quality instruction and learning opportunities for all students

Performance Objective: To increase the academic achievement in Math and Reading of All 6th grade Students: math from 76% to 80%; reading from

54% to 60% as evidenced by the 2018-19 test administration

Performance Objective: To increase the academic achievement in Math and Reading of All 7th grade Students: math from 71% to 76%; reading from

54% to 60% as evidenced by the 2019 STAAR assessment results.

Performance Objective: To increase the academic achievement in 7th grade Writing of all students from 48% to 60% as evidenced by the 2019

STAAR assessment results.

Performance Objective: To increase the academic achievement in S.S., Science, Math and Reading of All 8th grade Students: S.S. from 44% to

51%; Science from 67% to 72%, Reading from 74% to 76%, Math from 87% to 90% as evidenced by the 2019 STAAR assessment results.

Performance Objective: To increase the academic achievement in Math and Reading of SpEd Students by at least 5 percentage points as evidenced

by the 2019 STAAR and STAAR Alt assessment results.

Action: Purchase grade level texts so that all students, regardless of reading ability, have access to the appropriate reading level

texts.

1

Person(s) Responsible: Rela Alt

Literacy specialist

Evidence of Implementation: Purchases

Evidence of Impact (Formative): Quizzes Evidence of Impact (Summative): STAAR progress measure

Funding: Local Funds $1,500.00; Title I, Part A $1,000.00; Timeline: 8/1/2018 - 3/1/2019 (Monthly)

Needs: B1;

Action: Develop comprehensive reading program that incorporates reading across all content areas. Purchase appropriate texts for

non-RELA classes

2

Person(s) Responsible: Principal

Alts

Evidence of Implementation: Lesson plans

PLC agendas

Evidence of Impact (Formative): Increase in student reading

levels - per Istation

Evidence of Impact (Summative): Increase in STAAR scores

Funding: Local Funds; Timeline: 8/1/2018 - 4/1/2019 (Monthly)

Needs: B1;



Action: Provide hands-on learning experience for students in history and science 3


ALTS

Teachers

Evidence of Implementation: Lesson plans

Evidence of Impact (Formative): Improved student

achievement in History and Science

Evidence of Impact (Summative): Increase STAAR

Funding: Title I, Part A $5,700.00; Timeline: 9/1/2018 - 2/1/2019 (As needed)

Needs: B2;

Action: Purchase level-text for the school library 4


ALTs

Librarian

Evidence of Implementation: Receipts, list of new books

Evidence of Impact (Formative): Increase check-out of books

among students

Evidence of Impact (Summative): Improved RELA achievement

Funding: Timeline: 7/1/2018 - 12/1/2019 (Ongoing)

Needs: B1;

Action: Hire 2 additional math teachers to reduce class sizes and ensure on-level classes can be double blocked. 5

Person(s) Responsible: Principal Evidence of Implementation: Staffing

Evidence of Impact (Formative): Increase in student class

averages

Evidence of Impact (Summative): Increase in STAAR math

scores

Funding: Title I, Part A $105,012.00; 1.50 FTEs; Timeline: 8/1/2018 - 6/1/2019 (Annually)

Needs: B3;



Action: Hire additional RELA teacher to reduce class sizes. 6

Person(s) Responsible: Principal Evidence of Implementation: Staffing

Evidence of Impact (Formative): Increase in student class

averages

Evidence of Impact (Summative): Increase in STAAR math

scores

Funding: Title I, Part A $68,029.00; 1.00 FTEs; Timeline: 7/1/2018 - 6/1/2019 (Ongoing)

Needs: B3;

Action: Purchase additional classroom materials for core content areas and especially self-contained classes. 7


Sped alt

Evidence of Implementation: PO

Evidence of Impact (Formative): Class performance Evidence of Impact (Summative): STAAR progress measure of

students in these classes

Funding: Local Funds $1,000.00; Title I, Part A $46,326.00; Timeline: 7/1/2018 - 2/1/2019 (Biannually)

Needs: B4;

Action: During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA

as needing additional targeted support. Timely interventions will be provided to address students' identified needs.

8

Person(s) Responsible: Administrators & Instructional

Coaches

Evidence of Implementation: PLC agendas, Eduphoria

Reports

Evidence of Impact (Formative): Benchmark/Checkpoint

assessment data

Evidence of Impact (Summative): STAAR data, Lexile Levels

Funding: Timeline: 8/8/2018 - 7/1/2019 (Weekly)

Needs: B5; B7; B9

Action: Increase iStation usage across all grade levels by providing more time and access to electronic devices for all students 9

Person(s) Responsible: ALTS

Principals

Evidence of Implementation: Device logs, computer lab

check-out

Evidence of Impact (Formative): Improved reading

engagement

Evidence of Impact (Summative): Improved RELA achievement

Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Daily)

Needs: B8;



Action: Increase student achievement scores in Reading, Writing, SS and Science all students on STAAR by having students

perform writing across all curriculum areas as well as improving the curriculum in all core content areas.

10

Person(s) Responsible: Principals

ALTS

Evidence of Implementation: Observation of student writing in

CIR

Evidence of Impact (Formative): Improved writing skills Evidence of Impact (Summative): Improvement in all STARR

areas

Funding: Local Funds; Title I, Part A $10,444.00; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)

Needs: B8;

Action: Use librarian and literacy specialist for interventions to increase reading levels for Tier II students currently reading 2-4

grades below reading level by 100%.

11

Person(s) Responsible: LTS

Librarian

Literacy Specialist

Evidence of Implementation: Teacher attendance forms,

lesson plans

Evidence of Impact (Formative): Increased student classroom

achievement

Evidence of Impact (Summative): Improved STAAR Achievement

Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)

Needs: B7;

Action: Provide additional instructional time for students through after-school tutorials. 12

Person(s) Responsible: Academic Lead Teachers,

Administrators, Principal, Front office staff

Evidence of Implementation: Teachers will provide tutoring

logs along with copies of lessons covered during tutorial

sessions. Student-lists will be created to determine which

students need to attend the sessions.

Evidence of Impact (Formative): Check point data along with

Istation/Response to Intervention data will be used to

determined progression on certain TEKS

Evidence of Impact (Summative): STAAR data and District

Benchmark Data will be observed to determine progress

Funding: Title I, Part A $1,121.00; Timeline: 9/1/2018 - 5/1/2019 (Ongoing)

Needs: B5;



Action: Establish a Transition Plan for students coming to us from 5th to 6th grade and also for those leaving SMS from 8th to 9th

grade.

13

Person(s) Responsible: Principal, Counselor, Assistant

Principals

Evidence of Implementation: Transition plan meetings at

SMS. Transition meetings with Feeder-Elementary schools at

each campus. The use of the Bridges program by 8th grade

students. "Fish Camp" partnership with exiting 8th graders and

receiving high school.

Evidence of Impact (Formative): Minutes from meetings. Sign

in sheets. Completed survey from parents and students

regarding the impact of the events.

Evidence of Impact (Summative): Minutes from meetings. Sign in

sheets. Completed survey from parents and students regarding the

impact of the events.

Funding: Local Funds $1,000.00; Timeline: 5/1/2018 - 6/1/2019 (Annually)

Needs: C2;

Action: Increase student achievement for all English Learners (EL) in the areas of Reading, Writing, Social Studies and Science by

providing professional development in SIOP training for teachers and workbooks for students to increase academic vocabulary.

14

Person(s) Responsible: Principal, ALTs, Assistant Principals,

Teachers

Evidence of Implementation: Complete Sheltered Instruction

Observation Protocol training with all staff members. Conduct

meetings with the district ELL coordinator to conduct

observations of classrooms in order to monitor the

implementation of strategies taught

Evidence of Impact (Formative): Increase in student

achievement on local assessments

Evidence of Impact (Summative): Increase in student

achievement on District Benchmarks and STAAR Tests


Needs: B6;



Action: All teachers will meet district and state certification requirements for classes they are teaching; all instructional

paraprofessionals will meet ESSA "Highly-Qualified" requirements.

15


Human Resources

Evidence of Implementation: Human Resources - Personnel

Records

Evidence of Impact (Formative): 100% of teachers meet state

certification requirements. 100% of all instructional

paraprofessionals meet ESSA Highly Qualified requirements.

Evidence of Impact (Summative): 100% of teachers meet state

certification requirements. 100% of all instructional paraprofessionals

meet ESSA Highly Qualified requirements.

Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (As needed)

Needs: B9;

Action: Ensure students participate in moderate to vigorous physical activity 16

Person(s) Responsible: Health Coord.

PE Teacher

Evidence of Implementation: FitnessGram data analysis used

to design PE lessons

Evidence of Impact (Formative): Check-point fitness

assessments

Evidence of Impact (Summative): Increasing percentage of

students meeting all six standards on the FitnessGram Assessment

Funding: Timeline: 8/1/2018 - 5/1/2019 (Daily)

Needs: B2; E1;

Action: Provide supplemental instruction/support and timely interventions for students identified as "At-Risk" for dropping out of

school.

17

Person(s) Responsible: Principal Evidence of Implementation: # of FTEs assigned;

- 6.0 interventionists

- 1.0 at-risk counselor

Evidence of Impact (Formative): Improved at-risk

performance on

check-point assessments

Evidence of Impact (Summative): Gap between at-risk and

non-at-risk student performance and

drop-outs reduced

Funding: Local Funds; State Comp Ed Funds $451,470.00;

7.00 FTEs;

Timeline: 8/28/2018 - 5/30/2019 (Daily)

Needs: B7; C2; C3;



Action: Implement a new district-wide instructional framework for dyslexia instruction and timely interventions for dyslexic students. 18

Person(s) Responsible: Principal Evidence of Implementation: - Conduct needs assessment

- Dyslexia program evaluation

- Teacher and Advisory Committee

surveys

Evidence of Impact (Formative): Progress Monitoring mastery

checks; improved Istation trends

Evidence of Impact (Summative): Student growth between

Beginning and End of Year

Performance through multiple

measures (e.g., Istation, DRA,

Barton, Fluency, Comprehension,

spelling)

Funding: Local Funds; Title I, Part A $755.00; Timeline: 8/28/2018 - 6/4/2019 (Daily)

Needs: B5;

Action: Provide challenging learning experiences using differentiated instruction and incorporating pacing, depth and complexity to

enable students receiving "Gifted and Talented" services to demonstrate self-directed learning, thinking, research, and

communication.

19

Person(s) Responsible: Principal Evidence of Implementation: - Implementation of G/T 3 yr

plan

- PD records

- Meeting minutes

- Student work samples

Evidence of Impact (Formative): Improved performance of

G/T

identified students on district

assessments

Evidence of Impact (Summative): Improved performance of G/T

identified students on state

assessments

Funding: Gifted & Talented $49,673.00; Local Funds; Title I,

Part A $6,875.00;

Timeline: 8/28/2018 - 6/4/2019 (Daily)

Needs: B2; B9;



Action: Provide supplemental instruction/support and timely interventions for students identified as English Learners (EL). 20

Person(s) Responsible: Principal Evidence of Implementation: - Professional development

records

- FTEs assigned (if applicable)

Evidence of Impact (Formative): Increase in student

attendance;

success in core academics; meeting

expectations on check-point and

benchmark assessments

Evidence of Impact (Summative): Improved standardized test

data

Funding: Bilingual/ESL (199) $129,415.00; Local Funds; Timeline: 8/28/2018 - 6/4/2019 (Daily)

Needs: B2; B5;

Action: Provide supplemental instruction/support and timely interventions for students receiving Special Education services. 21

Person(s) Responsible: Principal Evidence of Implementation: - Training for SB1196 (Behavior

Support) and SB1727 (support for

general education teachers who instruct

special education students) completed

Evidence of Impact (Formative): Improved performance of

special

education students on district

assessments

Evidence of Impact (Summative): Improved performance of

special education students on state

assessments

Funding: Local Funds; Special Education Funds (199)

$1,011,410.00;

Timeline: 8/28/2018 - 6/4/2019 (Daily)

Needs: E4;



Action: Increase student achievement scores in Reading, Writing, SS and Science for all students on STAAR by incorporating the

use of technology and hands-on activities into their daily lesson.

22

Person(s) Responsible: Core Classroom Teacher Evidence of Implementation: Classroom observations will be

conducted along with data-reviews to determine improvement

levels for our students.

Evidence of Impact (Formative): Reviews will be conducted

during every 3 - week progress report to examine increase in

student achievement and the correlation of the use of

technology. Classroom observations to determine the frequency

of the use of technology along with the effectiveness of the

implementation will be conducted. The review of lesson plans

will be lesson plans will be conducted to determine the

strategies performed.

Evidence of Impact (Summative): Summative exam scores,

District Benchmark assessments, STAAR results,

Funding: Title I, Part A $41,180.00; Timeline: 2/1/2018 - 6/1/2019 (Daily)

Needs: E2

Action: Increase professional development opportunities for counselors to provide training and insight to staff regarding Whole child

Initiatives.

23

Person(s) Responsible: Counselors Evidence of Implementation: Summary of professional

development attended in addition to training provided to staff

with strategies that address Whole Child initiatives and

components. Classroom observations will be conducted to

determine effect of implementation based on frequency of use

and strategies observed.

Evidence of Impact (Formative): Reviews will be conducted

during each 9 week grading period to determine correlation

between student attendance, behavior infractions and grade

increases due to the implementation of strategies and

philosophy of Whole Child research.

Evidence of Impact (Summative): Summative exam score,

District Benchmark assessments, STAAR results, EOY Attendance and

Behavior data.

Funding: Title I, Part A $3,000.00; Timeline: 7/1/2018 - 7/1/2019 (Daily)

Needs: C2; C3; C8



Goal #2: Implement and enhance proactive safety systems throughout the district to ensure proper levels of safety for all staff

and students

Performance Objective: The number of behavior incidents as documented in eSchool will decrease by approximately 5% by June 2019.

Performance Objective: Complete all monthly safety drills

Action: Implement strategies for violence prevention and intervention 1

Person(s) Responsible: Principal, Assistant Principal,

Counselor

Evidence of Implementation: - No Place for Hate

activities/curriculum

- Individual and group counseling logs

Evidence of Impact (Formative): Reduced discipline referrals,

improved grades, increased attendance rates

Evidence of Impact (Summative): Year-over-year comparison

demonstrates reduced discipline referrals, improved grades, increased

attendance rates, and improved retention rates


Needs: C8;



Goal #3: Attract and retain the best staff for students

Performance Objective: Increase the score on Question 1 of the Employee Survey: "My principal provides

descriptive feedback pertaining to my work." from 4.02 - 4.12 this school year

Performance Objective: By the end of the year all teachers will be trained in incorporating rigor and relevance into common classroom instruction, in

analyzing student achievement data, and in developing classroom assessments that match instructional practices.

Performance Objective: I will provide training for all Academic Lead Teachers in the area of instructional coaching techniques during the Fall and

Spring of the 2018/2019 school year.

Action: Train all staff members in behavior management techniques 1

Person(s) Responsible: Principal Evidence of Implementation: Agenda

Evidence of Impact (Formative): Teacher feedback Evidence of Impact (Summative): Discipline referrals

Funding: Local Funds $500.00; Title I, Part A $9,588.00; Timeline: 8/1/2018 - 1/1/2019 (Biannually)

Needs: C7;

Action: Provide SIOP training for teachers so that they can address student vocabulary levels. 2

Person(s) Responsible: Alts

Principal

Evidence of Implementation: Agendas

Evidence of Impact (Formative): Report card grades Evidence of Impact (Summative): Increase in STAAR scores

Funding: Local Funds; Timeline: 8/1/2018 - 3/1/2019 (Biannually)

Needs: B6;

Action: Provide training to teachers on incorporating rigor and relevance into common classroom instruction, in analyzing student

achievement data, and in developing classroom assessments that match instructional practices. Lesson plans will be created that

correspond with the CIR rubrics.

3


Alts

Evidence of Implementation: Assessments

Evidence of Impact (Formative): Student grades Evidence of Impact (Summative): Increase in STAAR scores

Funding: Title I, Part A $17,225.00; Timeline: 7/1/2018 - 3/1/2019 (Ongoing)

Needs: B6;



Action: Provide content training to co-teachers so they have the skills necessary to instruct students at the proper levels. 4

Person(s) Responsible: Alts Evidence of Implementation: PLC agendas

Evidence of Impact (Formative): Student learning Evidence of Impact (Summative): Increase in STAAR progress

measure of co-teach students


Needs: B6;

Action: Employ During-the- Day academic Interventionists during the Fall and Spring semesters to help with focused student

academic interventions.

5


ALTs

Evidence of Implementation: Time-sheets, student rosters

Evidence of Impact (Formative): Improved student

engagement

Evidence of Impact (Summative): increased STAAR scores

Funding: Local Funds; Title I, Part A $32,557.00; Timeline: 10/1/2018 - 5/1/2019 (Daily)

Needs: B7;

Action: Provide teacher training on integrating technology in the classroom 6

Person(s) Responsible: Academic Lead Teachers and Staff Evidence of Implementation: Training date and sign in sheet

Evidence of Impact (Formative): Teachers will implement

learned strategies in the classroom with their students.

Evidence of Impact (Summative): Teachers will implement

learned strategies in the classroom with their students.

Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Daily)

Needs: H1;



Action: Train Academic Lead Teachers in instructional coaching techniques across all content areas. Also provide leadership

training for better evaluation and coaching of staff to administrators.

7

Person(s) Responsible: Principal Evidence of Implementation: A log of completed coaching

sessions of teachers within each ALT's department will be

maintained and monitored to ensure completion. Completed

surveys and evaluations will be collected at the conclusion of the

session.

Evidence of Impact (Formative): Observations will be

conducted both formal and informal to determine if

competencies covered during coaching sessions are being

covered. Improved teacher performance will be evidenced

based on the TTESS Rubrics

Evidence of Impact (Summative): Formal Teacher observations

will reflect the adoption of recommendations offered by Academic Lead

Teachers during coaching sessions. Lesson plans will reflect clear

understanding of required components of curriculum rubrics provided

by TTESS.

Funding: Local Funds; Title I, Part A $1,185.00; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)

Needs: E4;

Action: Provide training for administrators in the areas of communication and coaching techniques across all content areas. Also

provide leadership training for better evaluation and coaching of staff to administrators.

8

Person(s) Responsible: Principal Evidence of Implementation: A log of completed agendas with

coaching sessions of teachers and ALT's will be maintained

and monitored to ensure completion. Completed surveys and

evaluations will be collected at the conclusion of the session.

Evidence of Impact (Formative): Observations will be

conducted both formal and informal to determine if

competencies covered during coaching sessions are being

covered within the classrooms. Improved teacher-feedback will

be evidenced based on the TTESS Rubrics

Evidence of Impact (Summative): Formal Teacher observations

will reflect the adoption of recommendations offered by Academic Lead

Teachers and administrators during coaching sessions. Lesson plans

will reflect clear understanding of required components of curriculum

rubrics provided informal walkthroughs and TTESS.


Needs: C1; C4



Goal #4: Grow and maintain community support

Performance Objective: Increase parent participation rate of the end of the year school survey by 25% from the previous school year.

Performance Objective: Increase the number of participants during our February Career Day 20%.

Action: Provide programs linked to learning that encourage Parent and Family Engagement ( e.g. Hold Parent University workshops

to train parents on math and reading strategies to use with helping their child, incorporating Parenting Partners curriculum, etc).

1

Person(s) Responsible: Principal, Assistant principals,

RELA/Math ALTS, Parent Involvement Liaison, Campus Staff

Evidence of Implementation: Advertising to parents,

attendance logs, agendas, attendance sheets

Evidence of Impact (Formative): Number of parents attending

different events

Evidence of Impact (Summative): Increased parental involvement

Funding: Title I, Part A $923.00; Timeline: 8/29/2018 - 6/1/2019 (Ongoing)

Needs: F4; F5;

Action: Meet with Academic Lead Teachers, Literacy Specialist, Admin Team biweekly to discuss progress and possible

adjustments needed.

2


ALTS

Evidence of Implementation: Agendas, Sign-in sheets

Evidence of Impact (Formative): increased student

engagement and classroom achievement

Evidence of Impact (Summative): Improved academic

achievement


Needs: E4;

Action: Members of the staff will be trained on topics pertaining to increasing Parent and Family Engagement 3

Person(s) Responsible: Parent Involvement Liaison

Parent Involvement Liaison assistant

Evidence of Implementation: Completed training certificate

Evidence of Impact (Formative): Implementation of plans to

increase parent involvement

Evidence of Impact (Summative): Overall increased parent

involvement in overall programming and events

Funding: Local Funds; Timeline: 9/1/2018 - 5/1/2019 (As needed)

Needs: F5;



Goal #5: Efficiently maximize district resources to support staff, students, and taxpayers

Performance Objective: Increase student attendance rate from 95%-96%

Performance Objective: Maintain a balanced budget for the school with no more than 10% of carryover funds.

Action: Develop student incentive program to increase attendance 1

Person(s) Responsible: Administrators Evidence of Implementation: Increase in student attendance

Evidence of Impact (Formative): Student learning Evidence of Impact (Summative): ADA report

Funding: Local Funds $1,000.00; Timeline: 10/1/2018 - 4/1/2019 (9 weeks)

Needs: C6;

Action: A Comprehensive Needs Assessment will be conducted each year that examines data across all programs and fund sources

available at the school that was part of an evaluation of the prior year plan. Campus Staff (including teachers), Parents and

community members will participate in examining the data and identifying needs that must be addressed. The team will create a

comprehensive plan of action based on the prioritized needs determined in the CNA will be completed.

2

Person(s) Responsible: Principal Evidence of Implementation: Documentation from teachers,

parents, and community members participating in the CNA.

Areas of concern will be addressed in the Campus Improvement

Plan.

Evidence of Impact (Formative): Areas of concern will be

addressed in the Campus Improvement Plan and will show

improvement through assessment data and surveys.

Evidence of Impact (Summative): State assessment scores will

improve as will survey data.

Funding: Local Funds; Timeline: 1/1/2018 - 6/1/2019 (Annually)

Needs: G1;

Action: Staff will coordinate the use of funds across all programs (including Title I, State Comp Ed, At-Risk funds, and local funds) to

maximize efficiency and reduce duplication of effort.

3

Person(s) Responsible: Principal Evidence of Implementation: All funding will be used to

increase student achievement.

Evidence of Impact (Formative): Ross Sterling Middle School

will meet standard as per TEA's Accountability Summary.

Evidence of Impact (Summative): The number of students

passing state assessment will increase.


Needs: G1;



ADDITIONAL TARGETED SUPPORT

Student Success Two or More

During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA as

needing additional targeted support. Timely interventions will be provided to address students' identified needs.

Goal #1, Action #8



FUNDING

$129,415.00Bilingual/ESL (199)

$49,673.00Gifted & Talented

$5,000.00Local Funds

$451,470.00 7.00State Comp Ed Funds FTEs

$1,011,410.00Special Education Funds (199)

$356,626.00 2.50Title I, Part A FTEs



Title I

This campus is consolidating Title I, Part A funds only.

Title I Element #1: Conduct a Comprehensive Needs Assessment

Increase student achievement scores in Reading, Writing, SS and Science for all students on STAAR by incorporating the

use of technology and hands-on activities into their daily lesson.

* Goal #1, Action #22

During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA as

needing additional targeted support. Timely interventions will be provided to address students' identified needs.


Provide training for administrators in the areas of communication and coaching techniques across all content areas. Also

provide leadership training for better evaluation and coaching of staff to administrators.


A Comprehensive Needs Assessment will be conducted each year that examines data across all programs and fund sources


community members will participate in examining the data and identifying needs that must be addressed. The team will

create a comprehensive plan of action based on the prioritized needs determined in the CNA will be completed.


Title I Element #2: Prepare a Comprehensive Schoolwide Plan

A Comprehensive Needs Assessment will be conducted each year that examines data across all programs and fund sources


community members will participate in examining the data and identifying needs that must be addressed. The team will

create a comprehensive plan of action based on the prioritized needs determined in the CNA will be completed.


Staff will coordinate the use of funds across all programs (including Title I, State Comp Ed, At-Risk funds, and local funds) to

maximize efficiency and reduce duplication of effort.




Title I Element #3: Implement programs, activities, and procedures for the involvement of parents and family members

Establish a Transition Plan for students coming to us from 5th to 6th grade and also for those leaving SMS from 8th to 9th

grade.


Provide programs linked to learning that encourage Parent and Family Engagement ( e.g. Hold Parent University

workshops to train parents on math and reading strategies to use with helping their child, incorporating Parenting

Partners curriculum, etc).


Members of the staff will be trained on topics pertaining to increasing Parent and Family Engagement* Goal #4, Action #3



TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES

#1: Recruit, support, and retain teachers and principals

#2: Build a foundation of reading and math

#3: Connect high school to career and college

#4: Improve low-performing schools

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their

potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the

conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further

grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement

in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and

who can understand and productively function in a free enterprise society.

Objective #6: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #10: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and

administration


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