dr. edward roberson middle school€¦ · 2016-2017 site-based decision making committee roster...

2016-2017

MIDDLE SCHOOL

Campus Improvement Plan

To Be Completed by Central Administration

Reviewers: Final Approval Date:

Name Status Name Status Name Status Name Status

Dr. Edward Roberson Middle School

Campus Mission Statement

The educators of Dr. Edward Roberson Middle School will establish a learning

environment that features authentic and engaging activities in the areas of Math,

Science, and the Fine Arts that will stimulate the students’ curiosity and impel

them to work diligently.

Campus Vision Statement

The Dr. Edward Roberson Middle School will produce well-educated, well-

rounded, culturally-sensitive and socially-conscious individuals, and cultivate

their creative and innovative ability so they CNA flourish and become the leaders

of tomorrow.

2016-2017 Site-Based Decision Making Committee

Roster & Meeting Dates

2016-2017 Meeting Dates

Location Date Meeting Time RMS Library June 28, 2016 9:00 am

RMS Library July 18, 2016 10:00 am

RMS Library August 5, 2016 10:00 am

RMS Library August 9, 2016 3:45 pm

RMS Library October 10, 2016 8:00 am

RMS Library January 2, 2017 Mid-Year Review 8:00 am

RMS Library May 31, 2017 Final CIP Review 10:00 am

Required Position Committee Member Name

Chair Person Tracey Walker, Principal

Teacher Natasha Barrett

Teacher Mary Allen

Teacher Dawson Ferguson

Teacher Jessica Chatterton

Teacher Roxane Farrar

Teacher Ingrid Zeno

Teacher Tammi Green

Teacher

Non-Teaching Professional Gail Macari & Samson Moreno

Parent Jennifer Jones

Parent Tamara Criswell

District Representative Marie Mendoza

Community Member Howard Martin

Business Partner Meeka Sheerer

2016-2017 SCHOOL YEAR COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

1 2016-2017 Comprehensive Needs Assessment Summary

Data Sources Reviewed:

CIP and Campus Needs Assessments 2012-2016 / PEIMS

Attendance rates: Absences/Perfect attendance/tardies/leave early/ Staff attendance reports / Weekly class and level attendance reports

Assessment Data: STAAR 2012-2016/DFA/CFA/iStation/Math screeners/Eduphoria/TELPAS 2012-2016/ AEIS Historical

Surveys: K12 Engagement Surveys for parents and staff/Parental Involvement/ Title I/ Parent Compacts/Stakeholder

Participation counts/Volunteer logs/ PTO meetings/ PTO enrollment/ VIPS

At-risk Criteria reports and lists / Retention lists

Discipline data / Behavior RtI / RtI Audits

Special Education data and reports

TELPAS

Summer school data and reports / GPCs

Intervention Data Sources: RtI logs/ Intervention Schedules/Lesson Plans/ 504 plans/ Sp. Ed evaluations/ TII and TIII Documentation

Teacher Data: T-TESS evaluations / Observations / Goal Setting and Staff Development Plans/ Attrition Rates/ Manning Table

Staff Development: Sign-in sheets/ Workforce development calendars and schedules/ T-TESS and T-PESS evaluations

Technology: Technology Inventory Forms/ iStation Reports/

Area Reviewed Summary of Strengths

What were the identified

strengths?

Summary of Needs

What were the identified needs?

Priorities

What are the priorities for the campus,

including how federal and state program funds

will be used?

Demographics

Several High School Credit

Offerings

College and Career Ready

Pathways for At-Risk and

Low Econ. Dis. Students

Stable enrollment of

approximately 1100 students

for several years due to the

lottery selection process.

Campus-wide Literacy Program

Targeted programs for Special

Education Students

Continued Development to

enhance yearly random student

selection process

Targeted Instructional Programs to

address the needs of At-Risk

students

Targeted procedures and

programs to promote attendance

and positive behavior for at-risk

students.

More diverse staff: male and

minority.

Implement strategies for our SPED Students

Campus-wide Literacy Program

Increase overall school attendance level to 97%.

Ultimate goal is 98%

Implement strategies for our African American

& LEP students












TELPAS








strengths?

Summary of Needs


Priorities



will be used? Targeted programs for English

Language Learners

Student Achievement

Evidence of moderate

instructional growth for

individual teachers.

Implementation of Data-Driven

Analysis systems to drive

instruction yielded gains in some

areas (Backwards Plan Design).

Growth in our 6th and 8th grade

Math on both the level II and

Targeted instructional programs to

address academic needs for SPED

and LEP students

A decline in 7th grade Reading

scores as well as a slight decrease

in 8th grade. (4% decrease in

Reading)

Targeted instructional

programs/strategies to address

achievement gaps in Math,

Writing, and Social Studies across

On-going Response to Intervention meetings to

address student achievement gaps.

Targeted instructional programs to address

academic needs for SPED and LEP students

Targeted instructional

programs/strategies/systems to address

achievement gaps in Math, Writing, and Social

Studies across student groups

-Increase Index 1 scores to 75 to ensure success

for increased number of students.

Writing across the curriculum and a school-wide












TELPAS








strengths?

Summary of Needs


Priorities



will be used? level III test (6% increase)

Growth in 7th grade Writing (2%

increase)

Most growth in our Science (11%

increase)

Growth in our Social Studies

(10% growth)

student groups

On-going Response to Intervention

meetings to address attendance

and behavior of at-risk students.

Students continue to struggle to

meet the rigor and demands of the

TEKS District and classroom

assessments did not match the

rigor and align to STAAR.

focus to connect reading and writing instruction

and to avoid teaching the skills in isolation.

-Increase Writing STAAR scores above 75% for

16-17.

-Increase Math STAAR Scores to 70%

Increase Reading scores for all grades to average

of 75%

Increase 8th grade Social studies to 70%

Increase 8th Science to 80%

-Increase ELL growth as measured by TELPAS.

-Increase performance of African-American

subgroup in mathematics in grade 6-8.

Increase performance of Special Education

students on all assessments.

-Above Average Engagement Survey -Increase attendance and understanding of how












TELPAS








strengths?

Summary of Needs


Priorities



will be used?

School Culture and

Climate

results for staff in the March survey.

-Very successful Behavior RtI structure

and systems in place.

Professional Learning Community

Design

Several extra-curricular clubs and

activities that builds capacity in

others

Real/Real world instructional

experiences for students and staff

Climate Control Committee that

provides incentive opportunities for

staff

On-going, timely, and effective

communication between staff and

parents.

Campus-wide Character Ed/Cultural

Program (Capturing Kids Hearts)

More Marketing and Campus Branding

Campus-wide Culture Incentive

system to increase accessibility with

principal

On-going monitoring and Student

Support of staff professionalism &

expectations

important attendance is for families with a history of

absences or tardies.

-Increase student voice opportunities with Student

Council and Safety Patrol.

On-going monitoring and Student Support of staff

professionalism & expectations

Campus-wide Culture Incentive system to increase

more student to staff and family to staff interaction.












TELPAS








strengths?

Summary of Needs


Priorities



will be used? College and Career Readiness

Instructional Pathways and exposure

for Students

-Multiple after-school organizations

with more than 80% of all RMS

students participating.

Supportive PTO

Field experiences to local areas tied in

to instruction.

Staff Quality/

Professional

Development

Teacher support from Admin and

Instructional Specialists

-Strong loyalty to the school and the

history of the school with high

expectations set for all.

Mentor program to support new

Continued prof. dev. for understanding

standards to build capacity in teachers

More opportunities to appreciate

accomplishments and provide just in

time support.

Continue to strengthen the mentor

Professional Development Plans established by Math,

,Literacy Coach, Student Support Specialist (RtI), and

New Teacher Leadership.

Monthly PLC Professional Development facilitated

by coaches and department chairs modeling strong

instructional strategies.












TELPAS








strengths?

Summary of Needs


Priorities



will be used? teachers and provide opportunities to

grow through observations and

through coaching.

program new staff members join the

campus this year.

Strengthen and train on T-TESS system

to provide clarity and more

opportunities for constructive

feedback.

Provide incentives to increase staff attendance.

Training of culturally responsive educational

practices

Increased visibility and coaching feedback from

administrative/instructional leaders.

Curriculum,

Instruction &

Assessment

Roberson Common Assessments and

Instructional Focus Activities (IFAs)

College and Career Readiness

preparation for all students

Several opportunities for High School

Credit

Increased Technology for students

Non-traditional middle school

offerings for students

-Structured Data Teams to review data.

-Streamlining the RtI process

Strategic alignment of engaging lessons

to assessed/tested standards

More Real/Real world application

built-in lesson

Writing across curriculum in all grades.

-Monthly PLC Data Team with Grade Levels to discuss

student progress, intervention, and strategies to increase

achievement.

. Strategic alignment of engaging lessons to

assessed/tested standards

More strategic and directed PLC model

Professional Development Training and

Implementation of instructional models for SPED and












TELPAS








strengths?

Summary of Needs


Priorities



will be used? Data Driven Backwards Design

Model Lesson Planning

Strong intervention provided to

struggling students.

RtI process implemented with fidelity

During the Day Intervention time

build in schedule.

More strategic and directed PLC model

Professional Development Training

and Implementation of instructional

models for SPED and LEP students.

LEP students.

Writing and Reading across the curriculum.

Family and

Community

Involvement

Strong PTO with multiple events for

families throughout the year.

High percentage of families

participating with volunteer hours for

secondary campuses.

Increase community partners

Increased monthly activities for

parents.

Parent Advisory Council

Monthly classes for parents

(technology; literacy ;school

relationships ;critical issues/trends)

Partnerships with local businesses in

Teacher provides video lessons to help support and

teach parents how to assist their children with

learning. (Flipped classroom instruction).

Teachers work with parents during conferences to

focus on academic goals their child has.

Monthly classes for parents (technology; literacy

;school relationships ;critical issues/trends)












TELPAS








strengths?

Summary of Needs


Priorities



will be used? meeting College and Career Readiness

goals.

Partnerships with local businesses in meeting College

and Career Readiness goals.

School Context and

Organization

Strong, consistent leadership team.

Strong mentor teachers and

opportunities to collaborate.

Curriculum planning and RtI

planning times for teams built in

during school day.

Strong co-teaching partnerships.

Consistent After school Tutorial

Program Model

On-site campus instructional support

staff

Consistent PLC schedule for Data

Teams and Professional Development

Team responsibility chart

Active participation and collaboration

from all teachers in the planning

process.

-Active participation and collaboration

from all teachers in the PLC process.

Monitoring, support, execution, and

timely administrative feedback of

campus-wide systems

Establish strong coaching cycles with administrators

and coaches.

Professional Learning Community Meeting Model

growth.

Technology Multiple devices available with access

to the internet in every classroom.

Provide opportunities for students to

create and communicate using

Staff development on relevant technology.

Implementation of technology as a tool for












TELPAS








strengths?

Summary of Needs


Priorities



will be used?

Most classrooms having more than 5

devices. (Chromebooks, Chrome

boxes, tablets, and CPUs.)

Google access for staff and students

Projectors with document cameras in

each room.

technology throughout their learning.

Professional development on effective

utilization of technology in the

classroom.

instruction.

Provide staff development for teachers to increase the

creativity and collaboration in classrooms using

technology.

Is your Campus Title I: Spring Independent School District

YES NO 2016-2017

Campus Name: DR. EDWARD ROBERSON MIDDLE SCHOOL Principals Name: Tracey Walker

Page 1 of 24

Spring ISD Imperative: Reach Every Student

Campus Goal 1: Roberson Middle School will increase the student performance in Index 1 from 69 to 74 for the 16-17 school year.

Campus Performance

Challenge (Priorities)

Action Steps to Address Performance Challenge(s)

Title I School-Wide Components

Campus Staff Responsible

Resources Needed

Timeline for Actions

Evidence of Progress

In each row, capture the critical challenge your school faces (what problem are you trying to solve?).

List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goals.

For each action, list the Title I component that is addressed through the action.

For each action, list

the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?

For each action, list the resources, estimated cost and funding source to ensure the action is

completed

For each action, provide a timeline for completing the action (when) Sequence the interventions, activities, etc.

Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for review.

A)Increase student level

II passing rate for all

students in Reading all

grades to 75%; Increase

student level II mastery

in Math all grades to

75%; Increase student

level II mastery in 7th

grade Writing to 73%;

Increase student level II

mastery in 8th grade

Social Studies to 70%;

Increase students level

II mastery in Science in

8th grade to 80%

We will implement our Drop

Everything & Read D.E.A.R.

Razor-Sharp Literacy

lessons/activities will be

utilized daily and with fidelity

during RMS intervention

block.

CNA

Comprehensi

ve Needs

Assessment

RS – School-

wide Reform

Strategies

TDA –

Teacher in

Decision

Making A

Teachers,

Literacy Coach,

Student Success

Specialist,

Administrators,

Instructional

Leaders, Special

Education

Teachers,

Instructional

Support,

-FTE-2 Teachers: Title I

Funds ($130,000)

-FTE 4.5 Teachers:

General Ed. Budget-ESL

Allotment ($254,250)

General Budget-ESL

Allotment

$7,000 laptops for

instructional leadership

$28,750 General

Supplies

-Afterschool Tutorial

Supplemental Teacher

Pay $16,000-State Comp

Schedules developed with

common planning periods

including Sped/LEP within

Cores

Sign In Sheets &

documentation from

Eduphoria Workshop

Weekly PLC agendas & sign

in sheets-Agendas include

teaching & training

components

Data Binders Weekly

Updated/Reviewed during

collaboration meetings

We will continue to ensure

that our district support

specialists, our literacy coach,

our Math coach, our LEP

coordinator, and our

administrative team lead and

facilitate core content teachers

with effective PLC meetings,

planning, and delivery of

instruction.


YES NO 2016-2017


Page 2 of 24

We will continue to host

Rising STAAR after school/Sat

interventions, starting in

October-April.

Ed Funding Source

-Afterschool Tutorial

Transportation $13,842-

State Comp Ed Funding

Source

-Instructional Resources

and Materials for After

School Tutorials $7,000

–State Comp Ed

Funding Source

Instructional Licenses

Materials- Measuring

Up Live books, STAAR

Maker Bank

(Code 6321)

Title I Funds ($10,000)

-Teacher Schedules

developed with

common planning times

-PLC Training for

School Leaders by

Sullivan Group $1,000-

General Budget

-Student Support

Specialist Salary

$67,738.66 & SCE

Coach position

$67,738.66.--State

Comp Ed Fund

-Eduphoria Aware

Data

We will implement RMS 3

Step Data Team Process (I

notice, wonder, to monitor

data regularly.

All teachers will use the

campus “What-How Days”

RMS Planning protocols

frame work to work as a

collaborative team.

We will continue to

implement our Master

schedule double blocking

all core subjects for

increased instructional

time.

We will continue to target

at-risk students by

implementing “RMS Rising

STAARs” After-school

Intervention/Tutorial

Calendar for all STAAR

tested subject areas.


YES NO 2016-2017


Page 3 of 24

B) Increase student

achievement on

STAAR in sub-

population: African

American students,

LEP, & Sped

students.

We will provide a LEP

strategy of the week to

ensure teachers are

continually provided with

strategies to use for ELL

student instruction across

the campus.

RS – School

wide Reform

Strategies

TDA-Timely

Additional

Assistance

Administrators

LEP

Coordinator

Counselors

Administrators

Enrichment

Teachers

Leadership

Team

All Teachers

Administrators

SSS

Teachers

Administrators

Go Math

Think Through Math

I-Station

Achieve 3000

Schedule Academic

Enrichment

Courses

Data from TEA

Larger STEP Binders

for staff $400 –

General Budget

STEP Training

Data

RtI Process Training

& Review

Eduphoria Data

Collaborative RtI

Mtgs

9/2016-5/2017

8/22/16

9/2016-5/2017

8/22/2016-5/2017

8/2016

8/22/16-5/2017

LEP Strategies

Documented in Teachers

Lesson Plans in

Forethought

Data reports from Go-

Math, TTM, Achieve 3000,

& I-station

Meeting Agenda &

Documentation

Binders reviewed &

monitored by teachers’

TTESS appraiser & DCs

We will use academic

enrichment classes built in

schedules that will utilize

GO Math!, Think Through

Math, iStation, & Achieve

3000

We will refine and utilize

our RMS Forty Focus Data

Group strategy & tracking

Teachers will use RMS

Teacher Step binder &

administrators will use A-

Step binder to track student

growth of spec. populations

Student Support Specialist-

will implement our RMS

RtI Flowchart to respond to

students at-risk.

We will continue to utilize

PLC process during Black

& Gold days so that teams

can collaborate in

scheduled planning times

on cross curricular projects/

departmental core


YES NO 2016-2017


Page 4 of 24

planning/tasks, grade level

protocols & systems, &

campus instructional

systems

Spring ISD Imperative: Excellence in Every School

Campus Goal 2: RMS will ensure that the staff collaborates 20% of the instructional week to discuss, refine, and monitor school-wide reform

strategies so that the school community, culture, and climate is safe, productive, and positive. Campus

Performance Challenge (Priorities)




Resources Needed







the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed



A) We need a campus

wide process to

ensure fidelity of data

collection &

implementation.

Collaborative Student

Support Process (CSSP/RtI)

will be used to screen, &

monitor students at all

levels of intervention using

data-based decision-

making.

ETA–

Effective &

Timely

Assistance

TDA –

Teacher in

Decision

Making

RS – School-

wide Reform

SSS

IS

Administrators

School

Leadership

Teachers

Administrators

NIDQT /Data

Steward

Attendance &

Scheduled PLC/RtI

meetings

Data/ STEP

Binders/Eduphoria

RtI Documentation in

Eduphoria

Google Collaboration

9/2016-5/2017

8/2016-5/2017

NIDQT meet 2x

Month 9/2016-

5/2017

8/2016-5/2017

Daily

CSSP Meetings

held/Agendas & Sign-In

Sheets Results

documented in Eduphoria

& Data Binders

NIDQT Mtgs, Agendas, &

Reports submitted to

District Data Director

Implement reconciling

process for discipline &

attendance (Google Doc

Tracking w/AP secretaries)


YES NO 2016-2017


Page 5 of 24

Attendance/Discipline

Error SCNA will be ran

weekly to ensure errors are

corrected in a timely,

accurate manner.

Strategies

PD –

Professional

Development

Discipline

Clerks

Teachers

Data Steward

Attendance &

Discipline

Clerks

Google Doc/Drive

Eschool Tools

Additional Raptor

SCNAner and printer

combination (2)-

General Funds $400

8/2016-5/2017

Weekly

Error SCNA ran & any

corrections documented

B) We need to

reinforce and monitor

the campus- wide

behavior

management systems

at RMS.

1.We will continue to

implement our RMS

Change Agents Safety

Society Campus

Management organization

(Generals; Sergeants;

Specialists)

Continue our Counseling

Team Activities (RtI)

supporting behavior

strategies for students.

We will continue to use

CHAMPS to uphold staff to

strong student behavior

management systems.

We will implement a new

Attendance, Tardy, and

Discipline Incentive

Program (RMS Change

Agent Safety Society) aligned

with students and teacher

incentives, and staff

classroom management

accountability systems

(class safety sergeants &

safety specialists)


YES NO 2016-2017


Page 6 of 24

We will continue to use and

improve our Tardy Sweep

Stations allowing student

Safety Generals & para-

professional captains to

captures, track, and record

tardies using raptor

scanning system & Google

share consequence

monitoring.

We will continue to use the

RMS Staff Silent Bus Code

Dismissal System to ensure

a safe & orderly end-of-day

system is in place.

We will continue the use of

Breakfast to Go to ensure a

safe & orderly process is in

place for the beginning of

the school day.

Spring ISD Imperative: High Performance from Every Employee

Campus Goal 3: RMS will ensure that all teachers use the English Language Proficiency Standards along with the RMS campus instructional protocols to guide highly effective planning and instruction in order to increase English Language Learner student performance by 1 TELPAS proficiency level.

Campus Performance





Resources Needed




List one or more specific actions you will take to address the root causes and pursue the goal (how) Strategies/Interventions/Activities required to meet annual goal.



the person

responsible for

ensuring the action

is completed.

Organized actions

by groups. Who will

perform the action?


completed


Define what measureable evidence would indicate needed progress toward long-term goal How will you monitor goals based on the sequence of interventions, activities, etc.? Implement and monitor - Determine what data will be reviewed and the timeline for


YES NO 2016-2017


Page 7 of 24

review.

A. Increase the

number of core

content teachers

(outside of ELAR) on

the campus who are

ESL certified.

Require ESL certification

for all professional staff

members to support ELL

learners

CNA-

Comprehensi

ve Needs

Assessment

Instruction

by HQS -

Highly

Qualified

RS – School-

wide Reform

Strategies

SRA –

Strategies to

Retain &

Attract HQ

Staff

ETA–

Effective &

Timely

Assistance

T –Transition

from ECP &

other grade

Administrators

Teachers

LEP

Coordinator

SSS

IS

Department

Leaders

Administrators

Teachers

LEP

Coordinator

SSS

IS

Department

Leaders

District Title III funds

$77 per certification

$120 per ESL test

(per non certified

teacher)

8 Teachers

$500 – District Title

III Funds (Code

6321)

Pearson SIOP Virtual

Trainer Professional

Development for LEP

Coordinator $300-

General Budget

August 22, 2016

Monitor Monthly

and update roster

Daily

Weekly

Every 6 week

period

Daily from August

2016 to May 2017

100% of professional staff

SIOP trained and/or ESL

certified by April 2017.

Manning Table

TELPAS 2017

STAAR 2017

DFA

CFAs

At least 85% of all RMS

Teachers

implementing ELPS in

both lesson planning and

classroom instruction by

May 2017.

TELPAS 2017

STAAR 2017

We will implement a

leveraged A-team

Observation and Feedback

Schedule with required 10

observations per week.

We will implement five

Face to Face Coaching

Sessions per week (A-

team).

We will monitor

performance stages for all

teachers (monitor bi-

weekly) using Google Form

tracking system to monitor

observations weekly as

team.

B) We need to

continue to build

capacity in teachers to

reach ELL students in

their need of

language acquisition

comprehension.

We will utilize the campus

Math/Literacy coach on a

bi-weekly basis

to model effective

strategies that support

language acquisition and

comprehension and how to

gradually make the

learning and acquisition


YES NO 2016-2017


Page 8 of 24

more rigorous (4 or more

stimuli for students) from

grade level to grade level.

We will implement a

campus-based SIOP Virtual

Institute for teachers (our

LEP coordinator trainer of

teachers) in order to

develop teachers during

PLC planning on how to

use sheltered instructional

strategies to make core

content comprehensible

We will monitor and ensure

that all teachers are

teaching with the English

Language Proficiency

Standards (ELPS) as part of

their daily core content

curriculum.

We will create & implement

Google Form tracking

system to monitor teacher

observations weekly as

team.

Spring ISD Imperative: Engaged Stakeholders in Every Community

Campus Goal 4: During the 2016-2017 school year, Roberson Middle School will increase the percentage of parents who interact on campus by a minimum of 10% participation growth per grade level in all campus events, productions, and/or meetings.

Timeline for Actions Action Steps to Address

Performance Challenge(s)

Title I School-Wide

Components


Resources Needed




YES NO 2016-2017


Page 9 of 24




For each action,

list the person

responsible for

ensuring the

action is

completed.

Organized actions

by groups. Who

will perform the

action?


completed



A. There is a need to

strengthen families’

knowledge and skills

to support and

extend their

children’s learning at

home and in the

community

As a leadership team we

will ensure that teachers

make regular homework

assignments that require

students to discuss with

their families what they

are learning in class.

FLIPPED CLASSROOMS

CNA-

Comprehensiv

e Needs

Assessment

PI-Strategies

to Increase

Parental

Involvement

CIS-

Coordination

and

Integration

T –Transition

from ECP &

other grades

CIS –

Coordination/

Integration of

Services

ETA–

Effective &

Timely

Assistance

Administrator

s

Instructional

Specialists

Teachers/Cou

nselors/Staff

Title I Parent

Liaison

$2000 – Parent

Liaison Stipend Title

I (6117) funds

Parent Academic

Nights Materials

General (Parental

Involvement) Supply

Title I Funds ($1,674)

Instructional

Materials:

Computers,

Smartboards,

Document Cameras:

Title I Budget (6397)

($37,087)

General Supplies:

paper, notebooks,

pens $30,163 (6399)

Title I funds

August 22, 2016

Monthly

Each six weeks

2016-2017

August 2016-May

2017

Meeting Agendas/Parent

Sign In Sheets

Parent Surveys

News Letters

School Website

Flyers

We will offer workshops

to inform families of the

high expectations and

standards children are

expected to meet in each

grade level such as our

RMS Family Math, ELA,

and Social Studies &

Science Nights and

provide ways for families

to support the

expectations and learning

at home.

We will conduct more

surveys of parents to

identify volunteer

interests, talents and


YES NO 2016-2017


Page 10 of 24

availability, matching

these resources to school

programs and staff-

support needs.(Parent

Compact)

Spring ISD Imperative: Opportunities and Choice for Every Family

Campus Goal 5: RMS will gradually increase the number of A averages by 10% each six weeks for all 8th

grade students in each high school credit course at RMS.

Campus Performance



Title I School-Wide

Components

Campus Staff

Responsible

Resources Needed






For each action,

list the person

responsible for

ensuring the

action is

completed.

Organized

actions by

groups. Who will

perform the

action?


completed



A)We need to

implement an

evidence based

monitoring process

using Technology

Tools to collaborate

with all campus

shareholders.

We will establish school-

business partnerships to

provide 8th grade students

mentoring, internships

and onsite, experiential

learning opportunities to

transition them to high

school college and career

opportunities.

CNA-

Comprehensive

Needs

Assessment

T-T-Transition

CIS-

Coordination

and Integration

Instructional

Specialists

Campus

Academic

Specialists

Administrato

rs

TEKS – no funding

Lead4ward-No

funding

Transportation

$10,000-

Student Activity

Fund

August 22, 2016

by Six Weeks

PLC Meeting Agenda

Notes

Curriculum Maps

PLC sign in sheets

Updated and Mastered


YES NO 2016-2017


Page 11 of 24

We will continue to

provide local field

experiences to connect

learning to real-world

application

Principal,

Administrato

rs

Counselors

CTE Teachers

SISD Middle and

High School Program

of Studies

AIPs STAAR results New

Monitor Groups

TELPAS 2017

Target Group Data

Tracking Forms

Title I Ten School-wide Components: At-A-Glance

1. CNA – Comprehensive Needs Assessment 2. RS – Schoolwide Reform Strategies 3. HQS – Instruction by Highly Qualified Teachers

4. PD – Professional Development 5. SRA –Strategies to Retain and Attract HQ Staff 6. PI – Parental Involvement

7. T –Transition from ECP and other grades 8. TDA – Teacher in Decision Making 9. ETA– Effective and Timely Assistance

10. CIS – Coordination/Integration of Services

1. Comprehensive Needs Assessment 2. School-wide Reform Strategies 3. Instruction by Highly Qualified Teachers 4. Professional Development 5. Strategies to Retain and Attract Highly Qualified Staff 6. Parental Involvement 7. Assist in Transition from Early Childhood Programs (ECP) and other grade levels 8. Teachers Involved in Decision Making Assessments 9. Effective and Timely Assistance 10. Coordination and integration of Federal, State, and local services and programs

State Compensatory Education-these activities and funds must be clearly defined within the CIP Such as:

1. Employees who are paid out of SCE Funds (Student Support Specialist, Accountability Specialist etc.) 2. Services: Tutorials, Academics Buses


YES NO 2016-2017


Page 12 of 24

Spring ISD Imperatives:

1. Reach Every Student 2. Excellence in Every School 3. High Performance from Every Employee 4. Engaged Stakeholders in Every Community 5. Opportunities and Choice for Every Family

10 Components of a Title I, Part A School-wide Program www2.ed.gov/policy (1) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). (2) Schoolwide reform strategies that —

(i) provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement described in section 1111(b)(1)(D); (ii) use effective methods and instructional strategies that are based on scientifically based research that — (I) strengthen the core academic program in the school; (II) increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and (III) include strategies for meeting the educational needs of historically underserved populations; (iii)(I) include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the school-wide program, which may include — (aa) counseling, pupil services, and mentoring services; (bb) college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and (cc) the integration of vocational and technical education programs; and (II) address how the school will determine if such needs have been met; and (iv) are consistent with, and are designed to implement, the State and local improvement plans, if any.

(3) Instruction by highly qualified teachers. (4) High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State's student academic achievement standards In accordance with section 1119 and subsection (a)(4)

SCE-State Compensatory Education


YES NO 2016-2017


Page 13 of 24

(5) Strategies to attract high-quality highly qualified teachers to high-need schools. (6) Strategies to increase parental involvement in accordance with section 1118, such as family literary services. (7) Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. (8) Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (9) Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (10) Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

dr. edward roberson middle school€¦ · 2016-2017 site-based decision making committee roster...

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