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DISTRICT/CAMPUS PLAN COMPONENT CHECKLIST 2016/2017

√ SUPPORTING INFORMATION

Mission StatementThe Mission Statement is the foundation of the plan that provides direction and clearly indicates what the staff cares most about. It incorporates key district expectations and provides a guideline and a sense of direction that must be lived.

List of Committee Members & Roles – TEC 11.251 (e) & BQB Legal

At least two-thirds of elected professional staff must be teacherso Must be nominated and elected by other professional staff members (see local

policy for procedure and termso Must include district level staff

Parentso Must be in parental relationship to a student enrolled in the districto Cannot be employee of the district

Community Memberso Cannot be parent of student enrolled in the district’s schools (if campus level

committee, community member may be parent of student enrolled in the same district but different campus

o Must reside within the districto Must be at least 18 years of ageo Must include business representative (does not have to reside in the district unless

serving as community member)o Should reflect community’s diversity

Comprehensive Needs Assessment (TEC 11.252)

Sign in sheet of committee members

Agenda (date, time, place)

Developed by Education Service Center Region XV 1

Minutes

Copies of data considered

Summary of findings

State Compensatory Education

Brief overview of the State Compensatory Education Program

List of state criteria used to identify students in at-risk situations (SCE)

List of local criteria used to identify students for SCE if applicable

Description of how students are entered into the SCE program

Description of how students are exited from the SCE program

Total amount of SCE allotment for the District or Campus

Total # of FTE’s funded through SCE at the District or Campus level

SCE Program evaluation previous-to-present year showing the difference between at-risk/not at-risk in:

o Performance on the STAAR tests

o Drop out numbers

Budget summary

Requirement for Title I School-wide Schools

List of Federal, State and local funding sources and/or programs that will be coordinated to upgrade the entire educational school-wide programDate of Board approval May 14, 2018

Made available to parents

Goals - (Long range [3-5 years] goals to attain the state standards in each


area) x Academic Goal (including special education and LEP)

Drop Out/At Risk—x Violence Prevention/Intervention

Qualified Teachers x Parent Involvement

Other as identified - (optional)

Objectives: (Must be specific, measurable, annual targets) (TEC)

o Address in each objective: All student groups Students in special education, and/or students in special program areas,

especially Federal programsStrategies/Activities

Instructional methods for addressing the needs of student groups not achieving full potential

Methods for addressing the needs of students in special programs including suicide prevention (in accordance with Health and Safety Code requirements regarding parental or guardian notification procedures), conflict resolution, violence including dating violence prevention or dyslexia treatment programs (HB1386)

Provisions for the improvement of discipline management Methods for addressing sexual abuse of children (see TEC Section 38.004) Dating violence policy (TEC Section 37.0831)

A dating violence policy must:(1) include a definition of dating violence that includes the intentional use


of physical, sexual, verbal, or emotional abuse by a person to harm, threaten, intimidate, or control another person in a dating relationship, as defined by Section 71.0021, Family Code; and

(2) address safety planning, enforcement of protective orders, school-based alternatives to protective orders, training for teachers and administrators, counseling for affected students, and awareness education for students and parents.

Drop-out reductiono SB 976: “junior, middle, and high school campuses will analyze information related

to dropout prevention and use the information to develop plans. Results of the audit of dropout records;

Campus graduation, dropout, and high school equivalency rates, and the percentage of students who remain in high school more than four years after entering grade 9;

Number of students who enter high school equivalency programs (HSEPs) and a) do not complete the HSEP, b) complete the HSEP but do not take the high school equivalency examination, or c) complete the HSEP and take the high school equivalency examination but do not obtain a high school equivalency certificate;

Students enrolled in grades 9 and 10, academic credit hours earned, retention rates, and AEP placements and expulsions;

Results of an evaluation of each school-based dropout prevention program in the district.

Integration of technology in instructional and administrative programs


Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities

Comprehensive, Intense, Accelerated education (at-risk, SCE) Staff development for professional and paraprofessional staff based on the

district/campus comprehensive needs assessment Strategies for providing information to Middle School, Jr. High School, and High School

parents, counselors, students on higher education opportunities, including;o TEXAS, Teach for Texas Grantso Admissions and financial aid information for higher educationo The need to make informed curriculum choices

Strategy for how the school will provide the parents individual student assessment results in a language the parents can understand

Services to the Homeless Student (ESSA)

Pregnancy Related Services Implementation and evaluation strategies for coordinated school health and physical

activity (SB 892) CAP components for Special Education: Campus Plans (Optional)

o Timeline for initial evaluationo Least Restrictive Environmento Related Serviceso Timeline for Reevaluationo Transition Services

Required 10 components for Title I Schoolwide campuses1. Comprehensive Needs Assessment


2. Scientifically based research reform strategies that address the needs of all children in the school, but particularly those at risk of not meeting the state academic achievement standards

3. Instruction by highly qualified teachers 4. High quality and ongoing professional development for teachers, principals,

paraprofessionals and others 5. Strategies to attract high-quality highly qualified teachers 6. Strategies to increase parental involvement7. Plans for assisting preschool children in the transition from early childhood

programs, such as Head Start and Even Start, to local elementary school programs

8. Measures to include teachers in the decisions regarding the use of assessments in order to provide information on, and to improve, the achievement of students and the overall program

9. Effective, timely additional assistance for students that experience difficulty mastering state standards

10. Coordination and integration of Federal, State, and local services and programs

Staff Responsible

Positions of those who will implement and monitor the strategy

Timelines

Specific date(s) when the strategy is to be monitored

Resources: (Clearly specified funding, materials, personnel, etc.)

State Comp Education dollar amounts and FTE’s. 85% of the SCE funds must be specifically linked to appropriate strategies. A budget summary must also be attached.

Federal funding sources such as: Title I, Title II, Title IV, Title III, etc. (or SSAs when applicable)

Other grant sources


State/Local funding sources

Formative Evaluation (periodic, measurable outcomes)

Summative evaluation (annual measures of progress made toward stated objectives)


Wortham ISD District/Campus Improvement Plan

2017-2018

________________________Date of School Board Approval


IMPORTANT NOTE AND INSTRUCTIONS

The intent of this document is to provide a template to assist with the development of campus and district

improvement plans. A comprehensive needs assessment should be completed prior to developing

campus/district goals. The plan should be evaluated for effectiveness periodically throughout the year.

Recent additions or changes have been highlighted. The highlight should be removed from the text and all

red text should be edited to include information specific to your campus or district and converted to black to

match the rest of the plan (or delete) prior to publishing.

Legal References

Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. ( Section 11.251 of the Texas Education Code)

Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the student achievement indicators adopted under Section 39.051 and any other appropriate performance measures for special needs populations. (Section 11.253 of the Texas Education Code)

Mission Statement


At Wortham ISD, our core belief is that every single child has the right to be prepared to attend college or career training, empowered to be a lifelong learner, and become a successful productive citizen. It is the responsibility of each of us in this school district to put systems in place to make that happen.

“Every Student… Every Day… Every Period”

Planning and Decision Making Committee

Name PositionParent, Business, Community,

Teacher, etc

Signature

Cheri SpencerTeacher/Testing,RTI,ELL,GT

Jack RexTeacher/Technology

Amy Jo Miller Teacher/High School

Erica Navarro Teacher/Elementary

Erin DelmarParent

Christine Towles Teacher/Elementary

Laura SidesTeacher/Middle School

David Hayes

Middle/High School Principal

Krystal DukeMiddle/High School Counselor

Dee AllenElementary principal/counselor

Lori JonesCommunity


Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted with the Committee in August, 2017.

Participants in Attendance Data Sources Examined

Dee Allen (principal/counselor)

David Hayes (principal)

Krystal Duke (counselor)

Cheri Spencer (testing/RTI/GT/ELL)

Erin Delmar (parent)

David Allen ( superintendant)


Federal Accountability Data State Assessment Data—disaggregatedDistrict PEIMS reportsPBMAS reportsDropout and School Leaver data—disaggregatedDistrict retention dataDistrict discipline referral dataParent, Community, Teacher, and /or Student surveysStudent attendance dataBenchmark testing dataCampus parent participation dataSAT/ACT dataPSAT dataTSI dataITBSPerkins data

Wortham I.S.D. Comprehensive Needs Assessment (CNA) 2017-2018

The Wortham ISD District Improvement Plan (DIP) is prepared in accordance with requirements of Chapter 11, Subchapter F, of the Texas Education Code, specifically 11.251 and 11.252. These requirements are also contained in WISD policies BQ (Legal).

Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. The purpose of district improvement plan is to guide district and campus staff in the improvement of student performance for all students groups in order to attain state and federal standards in respect to academic excellence indicators.

Data Sources Reviewed:2016-2017 STAAR/TELPAS results, RtI data, 504 and At Risk Data, STAR reports, 2016-2017 Campus Needs Assessment and Campus Improvement Plan, School Parent Compact, 2016 Accountability Summary, T-TESS, Walk throughs, Parent Involvement Survey , teacher, community and student surveys, PBMAS

Community Characteristics:

Comprehensive Needs Assessment Narrative

Wortham, Texas is a peaceful, rural, community-minded town located in the corner of Freestone County, eight miles north of Mexia at the intersection of State Highway 14 and FM 27. Freestone County has roughly 19,816 residents, with Wortham offering a population of 1,061 to the county’s total residents. Since Wortham is so rural, there are not many opportunities for residents to visit or participate at many local businesses or events. Most local residents must drive to have their needs met for groceries, clothing, entertainment, and healthcare. While most residents must commute to their places of employment, Wortham’s two largest employers are in natural resources and education fields. Currently, there is very little new economic development in Wortham to keep residents or bring in new families. As of the census of 2014, there were 1,061 people, 428 households, and 278 families residing in the town. The population density was 545.9 people per square mile (211.0/km²). There were 479 housing units at an average density of 241.7 per square mile (93.4/km²). The racial makeup of the town was 79.94% White, 17.84% African American, 0.65% Native American, 1.20% from other races, and 0.37% from two or more races. Hispanic or Latino of any race were 2.77% of the population.

There were 428 households out of which 35.0% had children under the age of 18 living with them, 46.3% were married couples living together, 15.7% had a female householder with no husband present, and 35.0% were non-families. 32.0% of all households were made up of individuals and 17.5% had someone living alone who was 65 years of age or older. The average household size was 2.45 and the average family size was 3.12.


https://en.wikipedia.org/wiki/Marriage

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In the town, the population was spread out with 28.4% under the age of 18, 7.1% from 18 to 24, 25.8% from 25 to 44, 20.4% from 45 to 64, and 18.3% who were 65 years of age or older. The median age was 36 years. For every 100 females there were 80.6 males. For every 100 females age 18 and over, there were 72.2 males.

The median income for a household in the town was $23,988, and the median income for a family was $35,625. Males had a median income of $26,094 versus $18,098 for females. The per capita income for the town was $14,269. About 14.7% of families and 18.1% of the population were below the poverty line, including 22.1% of those under age 18 and 17.1% of those ages 65 or over.

District Characteristics:

Wortham Independent School District (WISD) maintains a student population of approximately 550. Our students benefit from small student to teacher ratios and the opportunity to obtain an outstanding first class education. WISD is considered to be a Title I school-wide district, however there are specific buildings and campus leadership that are denoted as one high school (grades 9 - 12), one junior high (grades 6 - 8), and one elementary (grades PK - 5). Our community and surrounding area maintain a vital interest in our schools and we continually develop new partnerships that connect our students with the community. School board members take an active role in setting high expectations for the district and providing support to reach the goals. District administration believes in developing strong instructional leadership skills of the campus administrators, ensuring effective instructional models are utilized with the students. Student success is the focus and goal of the district, where all WISD stakeholders are participants in providing various aspects needed for continued success.

Demographics Summary:

Wortham ISD is a school district in Wortham, TX. As of the 2016-2017 school year, it had 512 students. The school received an accountability rating of “met standard.” 46.5% of students were considered at risk of dropping out of school. 2.7% of students were enrolled in bilingual and English language learning programs. An average teacher's salary was $40,749, which is $11,776 less than the state average. On average, teachers had 10.7 years of experience. The average ACT score was 18.8. In the Class of 2016; 96.9% of students received their high school diplomas on time or earlier. The dropout rate was 0.6%.

District Demographics by special programs: Bilingual/ESL Education Career and Technical Education 2.7%


https://en.wikipedia.org/wiki/Poverty_line

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Gifted and Talented Education 6.8% Special Education At Risk Social Economically Disadvantaged Mobility Rate

DEMOGRAPHIC STRENGTHS: CTE participation and completion rates have increased Student achievement in extra-curricular activities continues to increase; Parent participation in activities continue to be strong Interventions programs to address student needs Greater cultural awareness and diversity training as needed

DMOGRAPHIC NEEDS; Increased opportunities and support for students who are identified as being gifted Continued focus on implementation of identifying at risk students and supporting interventions that help student

achievement. Continued focus on implementation of support for ELL students Continued focus on implementation and support for the best practices for Special Education and 504 students Continued focus on implementation and support for CTE classes to increase and maintain participation Continued search and implementation of academic activities for parents to participate to increase parental Title 1

involvement Training and implementation of a wider array of collaborative learning and differentiated instructional models for teachers Increased recruitment and employment of exceptional teachers to strengthen the learning increased focus on successful implementation of RTI, cohesive writing curriculum, and differentiated instruction and

practices

STUDENT ACHIEVEMENT STRENGTHS: All Indexes well above target scores Distinction Designation earned in four areas Increased percentage of students completing dual credit courses Increased number of graduates who completed a CTE coherent course sequence Greater number of students who are college-ready graduates and college and career ready graduates; and Increased number of student who are enrolling in Texas institutions of higher education increased number of students participating in either ACT or SAT assessments and an increase in scores

SUMMARY OF NEEDS: Tutorials for students who have been identified as needing assistance through data analysis.


Increased focus on data driven instructional interventions and differentiated instruction in an effort to meet student needs and improve student performance among all low-performing groups

Continued staff development and support from Region XII Specialists reinforcing differentiated instructional strategies, student engagement, and classroom rigor

Continued training on how to use resources available Improve overall student performance in mathematics, reading, and writing Increased support for at-risk and economically disadvantaged students endanger of dropping out Vertical alignment of foundational reading and writing skills with targeted, early intervention. Further increase SAT/ACT average test results

Student Achievement Summary:

The Texas Academic Performance Report (TAPR) report for 2016 - 2017 was reviewed and analyzed in the needs assessment process. The needs assessment process for student performance focuses on consistent attendance, STAAR pass rates, and assessment test data. Focus also includes student demographic information and at-risk data to better define student needs in the pursuit of academic excellence and sustainability. WISD’s STAAR scores are improving each year, as is the rigor of state assessments. Intensive tutorials and academic assistance will continue to be implemented and monitored throughout the year to focus on increasing success rates. District-wide efforts made by each of our teachers in regards to differentiated teaching styles and practices and a continued focus on the TEKS are priorities this year.

As evidenced on the 2017 accountability summary, Wortham ISD received the highest accountability rating possible of “Met Standard” for the 2016-2017 school year. In addition, the district was able to secure four Distinction Designations in Academic Achievement in Science and Academic Achievement in Social Studies and Top 25% Closing Performance Gap at the WJH campus. The Elementary received a Distinction on Top 25% Student Progress. WISD once again scored consistently higher than the target score for each Performance Index except Index 2 at the WHS campus. On Performance Index I, Student Achievement, WISD, as a district obtained 73 points, 13 points above the state’s target score. In regards to Performance Index 2, Student Progress, a score of 36 points was obtained, 14 points above the target score. WISD scored 38 points, that being 10 points above the target score for Index 3, Closing Performance Gaps. For the final Performance Index 4, Post-Secondary Readiness, WISD earned 82 points or 22 points over the target score.

Dropout Prevention:


Data for 2015 - 2016 shows a dropout rate of 0.6% with the state average being 2%, WISD feels secure in current practices that are in place to increase retention rates and student’s success until graduation. The number of students at WISD entering ninth grade and graduating either four years later was 96.9% with the state average being 89.1%.

←District Culture and Climate Summary:

Wortham ISD provides a warm and welcoming environment. WISD staff, parents, and the community have high expectations for our students, academically, behaviorally, and socially. Each staff member strives to meet the needs of all students and prepare them from the day they enter the district to be college or work place ready upon graduation. In addition, WISD staff and students are able to feel safe and supported in the school environment. Through regular safety drills, the staff are all prepared in the event of an emergency. WISD also has tremendously low rates of student discipline issues, as well as high student attendance rate. Our district prides itself in being able to offer students multiple opportunities to be involved in extracurricular activities. Parents and community members are welcomed and encouraged to participate in the educational process through a variety of avenues such as PTO, booster club, district committees, Afterschool Centers on Education (ACE), and participation in other district organizations and activities.

In compliance with Texas Education Code Section 39.053, WISD completes an annual performance report regarding the number, rate, and type of disciplinary incidents occurring on campuses. For the last 8 years, these reports show that the majority of disciplinary offenses are not of a criminal nature and are categorized primarily as repeated rule violations as outlined in the WISD Student Code of Conduct. Each WISD campus publishes safety rules, dress codes, discipline codes, and emergency response protocol.

Campus assemblies, along with VOICE are employed to encourage student safety while stressing the importance of making healthy choices. Various medical services are made available through the district’s nurse. These include health screenings, information about healthy choices, information about drug and alcohol abuse, as well as information on other risky behaviors. Campus administrators and the PEIMS Coordinator track and report referrals and placements by campus and type of offense. The top categories for the disciplinary placements are as follows: skipping class, conduct and student code violations, and disruptive behavior. The overwhelming majority of all offenses on each campus were reported as violations of student code of conduct (coded 21). The responsibility for labeling the causes for referrals lies with the campus administrator. One label may not encompass the entire incident. Detailed information is gathered on the referral to better inform the receiving teachers, counselors,


and administrators in developing an individual plan for a student if needed. Documentation of referrals include a brief narrative of the incident as well as grade level, age of the student, and any notations about the student in terms of any type of special services they may receive. In order to remediate and address specific misconduct, students may serve time in an in-school suspension, off campus suspension or DAEP, create behavioral plan between student and administrator/teacher, be reassigned to another classroom setting, or be provided with counseling.

District Culture and Climate Strengths:

← Strong community and parent support;

← Student involvement;

← Safe and orderly district;

← Well maintained and clean campus buildings; and

← Minimal disciplinary referrals

← District Culture and Climate Needs:

← Increasing parental involvement in academics;

← Instilling the importance of education and collegiate/trade/technical school completion to parents and community members;

← Developing academic support for parents so they are able to assist their students in regards to homework and academics; and

← Increasing leadership skills of current staff

←Staff Quality, Recruitment, and Retention Summary:

Wortham ISD requires all teachers and paraprofessionals to be high quality. They must be in an approved alternative teaching program or have a certified teaching certificate in their teaching field with a degree of BS, BA, Master's, or Doctoral. A complete


background check and fingerprinting is required of all new employees. Beginning with the 2016 - 2017 school year, teachers were evaluated under a new evaluation and support system called Texas Teacher Evaluation and Support System (T-TESS). Administrators are required to consistently provide information and feedback from routine walk-throughs and observations to each teacher and the superintendent. The new evaluation system focuses on teachers developing habits of continuous improvement where both administrator and teacher focus on evidence-based feedback and professional development through ongoing dialogue and collaboration. Teachers meet with their administrator at the beginning of the year to outline goals during a preconference, undergo observations during the year, and at the end of the year a post-conference is held to discuss the year and future goals.

Wortham ISD has had 100% high quality teachers and instructional aides for the 2016 - 2017 school year. WISD employs around 43 teachers, with 10 or 23.4% holding advanced degrees. Of the 43 teachers, 27 have more than five years of classroom teaching experience. Average tenure within WISD is 8 years. The district averages one teacher per 12.5 students. This average does include core grade levels and classes with smaller elective or alternatively structured classrooms. Average pay for classroom teachers shows WISD salaries continue to be lower than the state average in all categories of years of experience. WISD continually monitors recruiting practices and employee placements to ensure positions are filled with the high quality staff members who are committed to staying and building relationships within the school community.

WISD is committed to quality staff development providing every teacher the opportunity to achieve and maintain proper qualifications, as well as the classroom effectiveness necessary for exemplary teaching and learning. Staff development participation is managed and documented through the campus principals, and Region XII ESC. New teachers and new teachers to the district are required to attend new teacher in-service training at the beginning of each year. If they are new to the profession, a selected master teacher is assigned to serve as a mentor during the first year. Finally, WISD promotes online and web-based learning environments allowing staff members to participate and engage in professional development that is delivered in methods other than face-to-face sessions.

High quality designations are based on criteria regarding proper certifications for teaching. Highly effective designations are more challenging to define and measure. As noted in both the curriculum and instruction and technology sections of this needs assessment, strategies are needed to support and monitor the efforts of teachers in the implementation and effectiveness of staff development concepts in the classroom. Improved delivery methods to address changing student needs are a priority. For


example, approximately 46.5% of the entire student body is designated as at-risk while 51.8% are designated as economically disadvantaged. Effective instructional delivery for these students require specialized strategies, methods of instruction, and interventions gained through specialized staff development and training.

Staff Quality, Recruitment, and Retention Strengths:

← Low teacher to student ratio of 1 teacher per every 12.5 students;

← Minimal discipline issues;

← Administrative support for teachers who seek specialized staff development;

← Mentoring program providing new staff with support from master teachers within their assigned subject/grade level;

← Campus leadership set goals, give timely feedback, and focus on continuous cycles of improvement;

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←Staff Quality, Recruitment, and Retention Needs:

← Increased teacher retention;

← Teacher salaries that are more competitive with local districts in order to attract teacher applicants;

← More effectively recruit exceptional certified teachers;

← Increase opportunities for individualized professional development;

← Increase trainings on effective instructional practices for working with ELL’s, at-risk, and economically disadvantaged;

← Continued support from Regional Service Center specialists in modeling, effective instructional methods,


collaborative learning, and research-based strategies for all subject and grade levels; and

← Effectively assessing exit interviews to address working conditions/environments that lead to potential staff turnover

Curriculum, Instruction, and Assessment Summary:

The needs assessment process for curriculum and instruction includes the review of core and enrichment curriculum, methods of delivery and strategies, as well as monitoring efforts to determine effective implementation of current scope and sequences. Beginning during the 2014-2015 school year, WISD transitioned away from CSCOPE curriculum, but continued to use the scope and sequence. Teachers are given the freedom to create and modify unit lessons plans for each six weeks, which are monitored by campus principals. Vertical team meetings have been implemented the 2017-18 school year with great success. These are held in core subjects only this year, but may be expanded next year.

STAAR assessment and student performance data reveals a need for continued review of current scope and sequences in all core subject areas to ensure appropriate sequencing and pacing of instruction, as well as the implementation of effective instructional strategies to meet the level of rigor and depth of knowledge in which students are assessed. Increasing instructional effectiveness and student achievement will increase the likelihood that our student population has access to higher education, the ability to attend a trade or technical school, or have the skills necessary to be successful in the workforce upon graduation. With an increased focus on a cohesive writing curriculum and instruction in K-12, coupled with more intense fluency/vocabulary reading in our elementary classrooms, the district is striving to solidify stronger writing and reading skills within the student population.

Student achievement data supports the need for more effective delivery of instruction and increased opportunities to check for student understanding. With large populations of students receiving special services through special education, gifted and talented, Limited English Proficiency, and at-risk, there is a need for a variety of instructional delivery methods. WISD teachers are learning to check for understanding more often to assess mastery and to identify students who are in need of specific interventions. Identifying students in need of intervention allows for re-teach opportunities and individualized assistance for struggling learners. Early identification of student needs will accelerate Response to Intervention (RtI) efforts and support individualized instructional plans for teaching and learning.


Curriculum, Instruction, and Assessment Strengths:

← Utilize and share successful intervention strategies and programs across grade levels/subject areas;

← Adequate teaching supplies and materials;

← Vertical team meetings

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Curriculum, Instruction, and Assessment Needs:

Increase number of Vertical team meetings to ensure correct vertical alignment and common-based assessments for grade/subject levels;

← Increase time for teachers to plan and incorporate the usage of current instructional frameworks/scope and sequences;

← Increase student critical thinking skills to develop deeper synthesis of core content;

← Vary instructional strategies to increase students ability to use textual evidence;

← Increase time to effectively create interventions targeting low-performing students;

← Provide uniform Response to Intervention (RtI) and implement a content mastery room; and

← Design lessons that engage and motivate students to learn

Parent, Family, and Community Engagement Summary:

WISD is committed to a full partnership with parents and community members through providing optimum teaching and learning experiences for students. The needs assessment process for this area includes a review of previous and current levels of parent and community participation in school activities. Activities and events for parent and community participation include meetings offered after school hours to provide parent/student learning activities and information on other relevant school events. WISD’s School Health Advisory Council (SHAC) partner with community, and local organizations to offer employee health fairs and


blood drives. Families and community members can be involved in meaningful activities that support students’ learning and campus needs such as PTO and Booster Club meetings, and UIL academic and athletic events. Other examples of parent and community activities include 6-week celebrations, book fairs, meet the teacher, Thanksgiving Feast, holiday performances, organizational events, and award ceremonies. More parent and community activities are sponsored through our Afterschool Centers on Education (ACE) program such as movie night, specialized events, and math and science nights.

Parents are encouraged to be involved in the decision making process through membership on various committees. These include but not limited to: Site-Based Decision Making Committee, School Health Advisory Council, Language Proficiency Assessment Committee, Booster Clubs, CTE Steering Committee and the Parent-Teacher Organization.

Parents are informed of the importance of consistent attendance at campus-based activities through parent/teacher conferences, email, phone calls, Facebook, and Twitter. The district website is updated with current news and informational items that all interested parties can access. WISD always seeks new opportunities that will increase parental engagement and student success. Continuing to improve parent involvement can be enhanced by:

← Improving communication with parents in previously underrepresented groups, such as special education and Hispanic students, by ensuring documents and information sent out to parents are both English and Spanish;

← Varying times of scheduled meetings;

← Increasing number of available translators at meetings/events if needed;

← Improving communication efforts between program administrators, campus administrators, and staff regarding the importance of parent and community participation in school activities;

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←Parent, Family, and Community Engagement Strengths:

← Parent Involvement Policy;

← Attendance and participation at district-wide events;


← Positive feedback from parents; and

← Strong community support

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School Context and Organization Summary:

Wortham ISD is a structured, well-organized school system that has created a positive academic and extracurricular image within the community. Administration, faculty, and staff are all friendly, qualified, and professional during the academic school day and at afterschool events. Expectations are set high by all members of the WISD team to ensure students are successful in preparing for life and graduating college and/or career ready. District administration works diligently to meet the needs of the teachers and staff in each aspect of the school environment. Additionally, all teachers and staff are focused on making the school environment one that is inviting, clean, and inspiring for our students. While maintaining a welcoming environment full of high expectations, stakeholders strive to utilize time spent in the schools serving the academic and extracurricular need of our students.

Wortham ISD is a rural, relatively small district where student class options are somewhat limited, schedules may be hard to accommodate, and finding the same grade/subject level colleague may be difficult. However, the small size allows for a smaller teacher to student ratio (1:12.5), ease of access to teachers, and the opportunity for staff to provide more targeted assistance for students who may be struggling in some manner. Since there is a smaller number of teachers and students, more time can be spent with students who are performing poorly or need additional clarification. In turn, this allows for teachers to have a much clearer understanding of each students’ academic and social needs. This valuable input can then be evaluated and appropriate measures put into place for interventions. Additionally, many families and students from area school districts seek to transfer to WISD so they can have a more personalized academic experience.

School Context and Organization Strengths:

← Small teacher to student ratios; Developed by Education Service Center Region XV 23

← Positive climate and culture exhibited through all educational stakeholders;

← High expectations of administration, faculty, staff, and students; and

← Positive community/parental image, high transfers

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←School Context and Organization Needs:

← Increased community and parental awareness and involvement;

← More opportunities for faculty professional development on new and innovative instructional approaches to reach every student on every level;

← Increased support of second language learners through enhanced/differentiated instructional strategies;

← Develop consistency in instruction;

← Increased time for teachers to collaborate, plan for more rigorous instruction, and have vertical/horizontal team meetings;

← Increased course selections; and

← Increased collegiality with staff of neighboring districts for access to and conversations with grade/subject level teaching counterparts

←

←Technology Implementation and Usage Summary:

Wortham ISD has worked diligently to improve available technology resources for staff and students. A needs assessment utilizing teacher/student surveys, interviews, and inventories were conducted to analyze the current status of technology in the district and determine future needs. Items analyzed included: infrastructure, hardware, software, programs, student achievement, technology resources, staff development, and technical support. Findings from this needs analysis are as follows:


Currently in place at Wortham ISD:

← Direct connection to the Internet is via a 100 MB connection; wireless connection to the Internet is 20 MB;

← District-wide Wi-Fi access points;

← District website in place providing district information and instructional services;

← Website & technology training provided to teachers;

← Written procedures in place on acceptable use of the internet and network management;

← Firewalls in place to help protect student access to unauthorized websites via Lightspeed Systems Software;

← Teachers have access to a dedicated computer;

← Windows based teacher and student computers and labs;

← All campuses have computer projectors for classroom checkout or permanently affixed in classrooms;

← Implementation of Hitachi Smart Projectors;

← Junior high and high school student usage of personal devices as approved by teacher;

← High school Chrome Book loaner program for upper classmen/dual credit;

← PLATO software for both credit recovery and tutorial purposes;

← District employee email accounts and network storage space;

← One technology director and instructional technology assistant available for assistance.

←

←The needs assessment analysis noted a need for increased number of Wi-Fi access points and more one-on-one technology in lower grade levels. The analysis also indicated a need for a replacement


←

←

←

←

←

State Compensatory Education

This District has written policies and procedures to identify the following: Students who are at risk of dropping out of school under state criteria Students who are at risk of dropping out of school under local criteria How students are entered into the SCE program How students are exited from the SCE program The cost of the regular education program in relation to budget allocations per student and/or

instructional staff per student ratioTotal SCE funds allotted to this District/Campus as available from the state

*Goal.___ Obj. *Goal_`__, Obj.___ *Goal___, Obj.___ *Goal___, Obj.___This allows auditors to quickly locate specific strategies related to SCE.

Total FTEs funded through SCE at this District/Campus

The process we use to identify students at risk is governed by the state requirements. At the beginning of each year, each student is reviewed using the following list:State of Texas Student Eligibility Criteria:

A student under 21 years of age and who:1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment

given during the current school year.


2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years (students in pre-k and k that are retained at parent request are not considered at-risk).

4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent6. Has been placed in an AEP during the preceding or current school year7. Has been expelled during the preceding or current school year8. Is currently on parole, probation, deferred prosecution, or other conditional release9. Was previously reported through PEIMS to have dropped out of school10. Is a student of limited English proficiency11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS12. Is homeless13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.


The process we use to exit students from the SCE program who no longer qualify is:As students met exit criteria set by the state they are removed from the at-risk list. Students removed from the At Risk list will continue to be progress monitored.

State Compensatory Education Program Program Evaluation/Needs Assessment

Grades 3rd – 12th

STAARMath

% Met StandardReading/ELA

% Met StandardWriting

% Met StandardScience

% Met StandardSocial Studies

% Met Standard2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017

Students At-Risk

52% 67% 60% 57% 53% 45% 31% 40% 45% 54% 64% 66% 30% 74% 76%

Students Not At-Risk

79% 81% 96% 82% 76% 88% 67% 76% 47% 88% 85% 86% 49% 84% 88%


At Wortham ISD School State Compensatory Funds are used to support Title I initiatives.

ELA EOC Assessments English I Did not Meet Approaches Meets Masters2017 = 33 9=27% 24=73% 15=45% 1=3%

English II 2017 = 38 15=39% 23=61% 15= 39% 1=3%

Mathematics EOC AssessmentsAlgebra Did not Meet Approaches Meets Masters2017 = 34 8=24% 26=76% 13=38% 2=6%

Science EOC AssessmentsBiology Did not Meet Approaches Meets Masters 33 5=15% 28=85% 14=42% 4=12%

Social Studies EOC AssessmentsUS History Did not Meet Approaches Meets Masters39 3=8% 36=92 16-41% 6=15%


Drop Out Data Completion Data

2017 2016 2017 2016

Students At-Risk 0.6% 0.0% 0.0% 0. 0%

Students Not At-Risk

0.0% 0.0% 0.0% 0.0%

The comprehensive, intensive, accelerated instruction program at this district/campusThe 2016-17 comprehensive, intensive, accelerated instruction program plan which targets students who have been identified asat-risk of dropping out of school according to the 13 criteria of the State Compensatory Education program at Wortham ISDconsist of the following opportunities based on the student needs on each campus: structured interventions during the school day,before-school and after-school structured interventions, an aide to assist with supplemental instruction which may include technology based instruction, progress monitoring, ACE program and additional supplemental instruction in areas indicated by disaggregated assessment data on all students, focusing on special reports on at-risk students. Teachers provide targeted help for at-risk students based on the needs shown by the assessment data reports, analysis of other assessments, and current classroom performance.Teachers use research-based instructional strategies to intervene students. Wortham ISD’s goals are to have students meet the standards on the state assessments, pass their current grade level, and ultimately graduate from high school and pursue a successful career.Upon evaluation of the effectiveness of this program the committee finds that… Continued strides to adjust programs to increase effectiveness will be implemented. This will be monitored through benchmarks and progress monitoring.


Federal, State and Local Funding SourcesFederal funding sources that will be integrated and coordinated with State and Local funds to meet the needs of all students;

Program/Funding Source

Federal Programs

Title 1, Part A (211)

Title I, Part C (Migrant)

Title II, Part A (TPTR) (255)

Title II, Part D (Technology) (262)

Title IV, Part A (Innovative) (204)

ESEA Title VI (Innovative)

Carl Perkins

Title V, Part A (Innovative)

State Programs/Funding Source

Accelerated Reading Instruction Funds (404)

Career/Technology Education (21)

State Compensatory Education (24)

Gifted/Talented(21)

Special Education

Bilingual/ESL

Local Programs/Funding Source

Grants


Required 10 Components for Title I Schoolwide Campuses1. Comprehensive Needs Assessment2. Scientifically based research reform strategies that address the needs of all children

in the school, but particularly those at risk of not meeting the state academic achievement standards

3. Instruction by highly qualified teachers 4. High quality and ongoing professional development for teachers, principals,

paraprofessionals and others 5. Strategies to attract high-quality highly qualified teachers 6. Strategies to increase parental involvement7. Plans for assisting preschool children in the transition from early childhood programs,

such as Head Start and Even Start, to local elementary school programs8. Measures to include teachers in the decisions regarding the use of assessments in

order to provide information on, and to improve, the achievement of students and the overall program

9. Effective, timely additional assistance for students that experience difficulty mastering state standards

10. Coordination and integration of Federal, State, and local services and programs


Goal 1 : All students will reach high academic standards attaining proficiency in reading, science, language arts, social studies, and mathematics.Objective 1 : Wortham ISD will continue to develop a climate of expectation in which the staff believes that all students can master the TEKS objectives and improve instructional organization of the campus.Summative Evaluation: 90%+ of all students will pass all portions of the state tests, meet ARD expectations, and the District will meet Safeguards on state accountability.

Data2017-2018

All Students

H W AA ED Migrant LEP Spec. Ed.

GT Male Female

% Met Standard

R. 67%M. 79%W. 65%S. 74%S.S. 84%

R. 69%M. 69%W. 56%S. 77%S.S. 70

R. 74%M. 57%W. 64%S. 74%SS 86%

R. 68%M. 68%W. 33%S. 67%S.S. 75

R. 64%M. 56%W. 53%S. 72%S.S. 80%

R. - M. - W. - S. -S.S. -

R. 50%M. 67%W. 0%S. -S.S. -

R. 36%M. 24%W. 14%S. 29%S.S. 0%

R. 100%M. 97%W.100%S. 100%S.S.100%

R. 60%M.71%W.64%S. 64%S.S.79%

R. 80%M. 81%W. 63%S. 73%S.S.86%

Activity/Strategy*Title

1 SchoolwideComponen

t (#1-10)

Person(s) Responsible

Timeline Resources

Local Funds,State, SCE,Title,

Evidence of Implementation

Evidence of Impact

1.1 G.T. PROGRAM

Continue and expand services to address the needs of identified G/T students Policy/procedures for

parents Screening/Nominations Assessment Professional

Development: GT teachers – 30

Campus Principals

8/01/2017-8/01/2018

ESC Reg. 12GT Coordinator

All teachers

Policy/procedures document on file; Parent Communications; List of identified students/PEIMS; Training/ Staff Development records; Assessment Records

GT on going

STAAR4/1/18-6/30/18Benchmark Checks:

1) Number of students identified by program diversity/gender


hours Teachers – 6 hour

annual update Administrators and

Counselors –

2) Percentage of mastery on the STAAR Benchmark assessments

Program Evaluation: Surveys from parents and students;

6 hours All K-12 Teachers to

be certified in GT Provide Program

Options/Curriculum Online Courses Science Fair Projects all teachers with a list

of their GT students and area of giftedness

Increase identification/instruction, participation in program

Dual Credit Classes

STAAR/EOC Mastery levels; student diversity; DC/ACT/SAT scores; Local Program Evaluation

1.2 SPECIAL EDUCATION

Continue services to identified Special

Teachers

District RTI CoordinatorCounselors

8/01/2017 -8/01/2018

ESC Reg. 12Director of Special Education

Policy/procedures document on file; Progress reports, Coordination sheets, IEP; GradesList of identified

STAAR /EOC4/1/18-6/30/18


Education students ARDs (annual and as

needed) Classroom

accommodations and modifications

Assistive technology, if needed

Speech Inclusion Self-Contained unit OT/ PT 504 Guidelines and

student lists provided at BOY in-service

Lists of student accommodations and modifications provided at BOY in-service

Give pre-ARD evaluations to teachers

PPCD Counseling Child – Find RTI (Response to

Intervention Frequent/

Sustained monitoring

Prevent “over identification”

PBMS Evaluation and Plan

CampusPrincipals

Parents

Sp.Ed. Teachers

Bi-County Coop

Special Education $320,072

students/PEIMS;Screening/testing records;PDAS/Training records for staff

Benchmark Checks:1) Student referrals for

504/Special Education2) Progress made on

IEP’s3) ____% of students

identified in special education program

4) ____% of discipline referrals for identified students

Program Evaluation: Increased number of students taking STAAR test; ARD Meetings; Increased number of students being referred out of Special Education; Parent Surveys, PBMS Quarterly reports

Number of students receiving intervention services____% of student population receiving Special Education services

1.3 CAREER/ VOCATIONAL/TECHNOLOGY

Continue Career/Vocational/ Technology (Career

Campus counselors

Campus Principals

Career/

8/01/2017 -8/01/2018

District of Innovation

Class Lists/Participation; Portfolios; Curriculum Documents

Benchmark Checks:

1) Observation

STAAR /EOC4/1/18-6/30/18


Awareness) programs/activities

Potentials of Job Shadowing

Portfolios Add Florial Design Hybrid classes Additional Staff for

Additional classes Up to 2 days for

College visitation Elementary career

investigation Update Computer labs

hardware and software for elementary/middle/High School as needed

Vocational Coordinator

Tech coordinator

Summary2) Increased number

of articulation courses

3) Number of field trips

4) Number of students participating in career awareness activities

Program Evaluation: Increased percentage of students involved in vocational programs; STAAR; Surveys; Local program evaluation

1.4 ELL PROGRAM

Provide services for identified ELL students

Home Language Survey

Consultation with parents

Screening / testing LPAC (Language

Proficiency Assessment Committee)

State Board Trained

Translations Follow-up (Exited

Students) Monitor ELL services

w/teacher and new resources

Campus counselors

Campus principals

ELL Coordinator

8/01/2017 -8/01/2018

ESC Reg. 12 ELL resource person

Bi-Lingual Education Block Grant

Home Language Survey; Parent Conference Records; Assessment Records; LPAC Committee Minutes; Board Minutes; Training Agendas

Benchmark Check:1) Number of student

referrals; testing records

2) Number of LPAC records

3) Number of students served in the ESL program

4) % of discipline referrals for identified

BOY /Upon Enrollment

TELPAS 2/1/18 – 4/30/18


Professional Development

Improve ESL services with new resources and teacher training and certification

Add Rosetta Stone Program as needed

Program Evaluation: Evaluate and monitor student progress for the year according to TELPAS results; STAAR results; ____# of students

exited; OLPT Assessment Terra Nova Classroom grades STAAR scores World Language

Prof.

STAAREOC4/1/17-6/30/17

1.5 MIGRANT PROGRAM

Work with the ESC Region 12 in the identification/recruitment of Migrant students.

Identification and Recruitment

Early Childhood Parental Involvement

(Parent Certificate) Secondary Credit

Accrual Graduation

Enhancement New Generation

System Migrant Services

Coordination Forms

PEIM coordinator

Campus Principals

Campus Office secretary

8/01/2017 -8/01/2018

ESC Reg. 12

NGS Student Records; Professional Development; Assessment Records; Course Credits; Forms; Policies /Procedures; Progress Reports; Report Card Grades

Benchmark Checks:1) Migrant Forms and

Applications2) Number of identified

Migrant students3) Parent Advisory

Council identified4) Identification of 3 and

4 yr. olds

Program Evaluation: Annual Student Performance Records; Migrant Application/Form required at Title I, Part A


(English/Spanish) Monitoring (Program

& Retention) Intervention Strategies Priority for ServicesFollow-up for exited students

School wide Campuses

1.6 DYSLEXIA PROGRAM

Continue programs/services for students identified with Dyslexic tendencies:

Policies/Procedures/Notification

Parent Notification/Consent

Identification/Student Assessment/Teacher notification

Program/Activities Small

Group instruction

Frequent benchmarks

Professional Development

Early Identification AccommodationsAdditional Dyslexia Teacher

Dyslexic Coordinator

Dyslexia Teacher

CampusPrincipals

Campus Counselors

8/01/2017 -8/01/2018

specialistESC Reg. 12Bi-County Coop

Student Records; Assessment Records; Lesson Plans

Benchmark Checks:1) Number of students referred for testing2) % of discipline referrals of identified students

Program Evaluation: % of mastery on STAAR reading

Number of students exiting Read Right and Dyslexia programs.

Number of students referred for Special education Number of students participating in STAAR A, Oral- 504 students

On Going

STAAREOC4/30/18-6/30/18

1.7 AT RISK PROGRAM

Campus Principals

8/01/2017 -8/01/2018

AT- Risk SpecialistESC Reg.

Student Identification forms; Assessment Records; Conference


Provide programs/activities to serve identified At-Risk students

Policies/Procedures/Notification

Student Identification Program Activities

Tutorials Counseling

Professional Development At-Risk Criteria Services/Programs Confidentiality

Pregnancy Related Services

Career Days Computer based credit

recovery Visit area colleges &

increase tech-prep Outside counseling

referrals Parent Topics by

newsletters and school Web-site (min. 2) Health Drugs Gangs

Research adding programs: Web based

programs Motivational

Assignments Thematic Units

Character Building programs

Voice program

Campus Counselors

PEIMs CoordinatorRTI Coordinator

Nurse

Classroom Teachers

12

SCE Funds$322,317

Title I Funds$63,606 Counselor

RTI Coordinator

Records; Activity Records; Surveys

Benchmark Checks/Progress Monitoring:1) Identification of at-risk students2) % of student identified at risk by Early Reading Indicator 3) Number students Failing at Grade level.4) Survey Parents5) % of discipline referrals6) number of students coming off at risk STAAR, Early Reading Indicator and class failure

STAAREOC4/30/18-6/30/18


Evaluate/Research potential for adding programs by developing partnerships with the community.

Continue to increase the number of home visits

1.8 CURRICULUM/ INSTRUCTION

Provide an enriched curriculum to insure academic success for all students in all subjects

Continue Pre-Kindergarten and Kindergarten programs and activities for the young learner and their parents Policies and

Procedures Pre-K-Kinder

Notification (English and Spanish)

Student assessmentPrograms/Activities

Pre-enrollment screening

Reading / Writing: Scheduled benchmarks

assessments for

All Faculty & StaffESC 12Campus Principals

Campus Counselor

Pre-k and Kindergarten teachers

RTI Coordinator/Testing

Pre K – 12 language Arts Teachers

8/01/2017 -8/01/2018

ESC Reg. 12

Lesson Plans; Staff Development; Student Assessment Records

Benchmark Checks

1) TPRI Early Inventory Reports

2) Dibels K-53) STAR Benchmarking

1-8 Reading and Math4) Teacher Generated

Benchmarks

Field Trips to colleges

Each 6 weeks

BOY, MOY, EOY


STAAR STAAR interventions

for 3-12 Reading Teachers Reading Aides Math Teachers Math Aides

Develop incentives to read by conducting Book Fairs, Reading Clubs and incentive charts

Continue to enhance Middle/ School AR program by adding more tests/incentives

Oral reading by teachers, community members, and grade level to grade level

Disaggregated Test Data to target sub-groups

Student current event/curriculum

Technical Writing Writing across

curriculum Develop incentives to

write Field trip that include

research/ investigation into colleges

Include essays and/or short answer questions on tests across the curriculum

Encourage publication Encourage

participation in local and national essay and


poetry contests STAAR intervention Training on using

Eduphoria for benchmarking and data gathering Ace Math: Interventions as needed Scheduled STAAR

benchmark assessments

Input Math across the curriculum

Accelerated Math Computer Program

Use disaggregated STAAR data to target sub-groups for enrichment

Training on using Eduphoria for benchmarking and data gathering

Continue computer generated practice

Provide students greater access to computers

Increased professional development for teachers

Increase UIL participation in calculators number sense, mathematics contests

Utilize previous STAAR date to target students in need of assistance

Math:

All Pre k-12 Math Teachers/Teacher Aides

Campus principals

Math:

Lesson Plans; Staff Development; Student Assessment Records Curriculum; Lesson Plans; Progress Reports; Report Card Grades; Participation Records; Passing Rates

Benchmark Checks

1) Increase student mastery to 80% on assessments

2) Equation Testing3) Number of students

participating in UIL Meets

4) # of students attending intervention identified in need of assistance


Horizontal/Vertical Alignment

ACE

Social Studies: Instruction across

curriculum Continue STAAR/EOC

material & professional development to include cross-curriculum usage

Increase use of maps, oral reports, projects

Field Trip Increase usage of guest

speakers Increase community

awareness ACE

Campus PrincipalsPre k- 12 Social Studies teachers

8/01/2017 -8/01/2018

ESC Reg. 12

Mobile Lab

Library Speakers

Field Trips

I-Pads

Lesson Plans; Staff Development; Student Assessment Records

Benchmark Checks:1) Number of presentations

2) Tests/Portfolios

STAAR/EOC and classroom data

STAAREOC4/30/18-6/30/18

Science: Instruction across

curriculum Scheduled

STAAR/EOC benchmark assessments

Integrate weather station into curriculum

Integrate greenhouse into curriculum

Science Fair Incorporate computer

based student activities Continue STAAR

material & staff development to include cross-curriculum usage

Update Lab equipment and facilities

Increased teacher

Campus Principals

Pre K – 12 Science teachers

8/01/2017 -8/01/2018

ESC Reg. 12

Fund Balance ARRA Stimulus Funds

STAAR/EOC4/30/18-6/30/18


training and science materials

ACE1.9 HOMELESS

PROGRAM

Provide services to identified homeless students: Policies/ Procedures Identified

Homeless Liaison Student

Identification Program/Services

Campus Counselors

ESC Reg. 12 Homeless students are being identified and served.

Benchmark Checks:

1) Student records reviewed to identify homeless

2) Students are advised of services and programs

Upon enrollment

1.10 MASTERY ACTIVITIES

Continue to provide opportunities for students not mastering required objectives to acquire needed skills:

STAAR/EOC Interventions

Class Interventions Study Skills Instructional

Assistance Summer school Credit recovery –

Computer based RTI

All Faculty and Staff

Campus Principals

8/01/2017 -8/01/2018

Lesson Plans; Participation Records for Tutorials

Benchmark Checks:1) ___% of students attending intervention that require assistance during Academic Prep

2) ----% of mastery on student assessments

1.11 STAFF DEVELOPMENT

SBDM 8/01/2017-

ESC Reg. 12 Staff Development Calendar;


Provide appropriate staff development to meet the needs of all staff.

* See Staff Development Calendar (approved by the SBDM Committee)

Substitute Training Create packet

to give subs with policies and procedures

Include substitute teachers during in-service training

Campus Strategy sessions

Campus Principals

8/01/2018 Campus Leaders

Policies/Procedures; Training Agendas/Sign-in Sheets

1.12 ASSESSMENTS

Administer appropriate assessments to monitor student progress* Released STAAR Test*Dibels*STAAR math/Reading *Formative assessments*Renaissance STAR math/reading

All Faculty

Campus Principals

8/01/2017/1/2018

ESC Reg. 12

State Compensatory Education Grant

Assessments; Performance Records

Benchmark Checks1) Increase d % of students mastery on benchmark student assessments (including 3wk and 6wk assessments)

2) _____% of students mastery on STAAR/EOC assessment

STAAREOC4/30/18-6/30/18

1.13 TECHNOLOGY

Continue to expand the use of technology for instruction and educational management

Campus Principals

All Faculty

Technology

8/01/2017 -8/01/2018

ESC Reg. 12

Fund Balance

State Comp. Ed. Funds

Checkout lists for portable labs; lesson plans

Benchmark:1) 100% of students

being served with Developed by Education Service Center Region XV 46

BYOD Replace and update

Portable Laptops Expand Computer

Stations Update hardware

and add software paperless

classrooms Online textbooks

Increase Pre-K-2 availability of academic computer programs

CoordinatorState Technology Grant

IMACARL PERKINs

technology in the regular classroom

2) 100% of students using internet resources for academic assignments

3) 100% of teachers using internet resources for reference, planning, and instruction

1.14 CLUBS AND ACTIVITIES

Provide campus clubs and organizations for student involvement and leadership development.

Student Council Community Services projects

Jr. Honor Society UIL Academics FFA Spanish Club HS Honor Society FCA ACE

Campus principals

Club sponsors

8/01/2017 -8/01/2018

Honor Society

ACE

Activity Funds

Participation records

Meeting agendas

Sign-in Sheets

Number of students participating

Veteran’s Day ceremony

Veterans Flags

Community Service Sponsor

Food Can Drive

1.15 TRANSITIONS

Continue activities to transition students successfully through the educational process

Career Pathways

Campus Principals

Campus Counselors

Grade level

8/01/20178/1/2018

ESC Reg. 12

Bi-County Coop

CENTEX ARC

Activity RecordsOpen HouseCareer DairsVisits to Campuses


Orientations Exit Program Graduate Tracking

Service Back to School

Bash Open House Prk-Kindergarten

Roundup Investigate

possibility of adding other clubs

Career Clusters

teachers participating in Orientations

High School CTE

Navarro College

TSTCArmed Services

1.16 SUPPORT SYSTEMS

Utilize support / technical assistance from sources listed below: College Universities Advisory CommitteeAttract and Maintain highly qualified staff

Region 12Bi- County COOP

DSB Committee

Campus Principals

Campus

8/01/20178/01/2018

ESC Reg. 12Bi-County Coop

Meeting Schedule/Agendas; Sign-in Sheets; ARD agendas

1.17 COMMUNICATION

Continue multiple approaches to improve communication on the campus and within the community.

Local Papers Community

Services through Youth Organizations

Adult Programs Web page

DSB Committee

Campus Principals

Campus Office secretary

Faculty/staff

8/01/2016 -8/01/2017

Local fundsMedia resources: Mexia Daily NewsFreestone County TimesFairfield Recorder

Publications; Monthly Projects; Certifications;

Web Site Updates; Marquee on Highway


Charms office assistant

Radio/ TV Monthly Calendar Newsletters PTO Bulletin

Board Weekly planner Email Staff

Accounts Flash Alerts Parent Portal

Remind 1011.18 Staff

Issues/Personnel

Develop a plan and a timeline to attract/maintain qualified, highly-skilled staff for high risk programs/student groups:

Conduct employee survey to access needsImplement a plan to meet qualifications/certification:

All Teachers All

Paraprofessionals - Certified

DSBCommittee

Campus Principals

Board of Trustees

A.AB.Arme

C.

ESC Reg. 12

Local funding

Title II Part A funds to be used for: 1. Incentives2. Signing bonus3. Planning and goal-setting 4. Mentors

Employment Records

Develop issue and review survey results.

Staff development calendar; Mentor program records

Benchmarks:1) 100% of surveys

returned2) Feedback on

survey results

1.19 PLANNING OPPORTUNITIES

Provide various opportunities for the staff and others to be involved in planning for campus improvements

SBDM Committee

DSBCommittee

8/01/2017 -8/01/2018

ESC Reg. 12

Eduphoria

Meeting’s agenda; calendar; surveys and sign-in sheets

Benchmark:1) Survey

conducted2) SBDM elections3) ____# of staff


Faculty Meetings Surveys Comprehensive

needs assessment for District and all campuses.

Calendar Equity planning

meetings/agendas

1.20 PLANNING EVALUATION

Disseminate a survey to evaluate the campus climate

Superintendent8/01/2017 -8/01/2018

ESC Reg. 12HB5Process evaluation

Compiled Survey results

Benchmark:50% of surveys returned

1.21 ATTENDANCEContinue strategies/activities to assure high student attendance Explore incentive

programs to increase attendance.

Continue procedures for calling absent students

o Phone Callso E-mails to

parentso Truancy letters

mailed homeo Complaints

File with the County Court

Parent Conferences for students with multiple absences

$20 Fee for make-up days (Sat. School)

DSBCommitteePEIM coordinator

Campus Principals

Campus Office secretaries

Attendance committee

8/01/2017 -8/1/2018 Local

fundingDonationsNewspapers

Attendance Records; PEIMS; grades; tardy records; procedures/policies; parent conference records; committee

Each 6 weeks


Advisory Attendance Committee

Incentive awards for perfect and near perfect attendance

Attendance Letters

1.22 RECOGNITION/ CELEBRATIONS

Continue multiple opportunities to recognize student/staff success Use state waiver days to

integrate curriculum and form partnerships for development of units of study

Recognize teachers for years of service every five years

UIL recognize in local papers and on website

Academic Blankets Hall Parties JR. High Award ceremonies You Rock Jr. High A/B Honor Roll

Breakfast. Jr. High

DSBCommittee

Campus PrincipalsPre K – 12 Faulty

8/01/2078/1/2018 Local

fundingDonationsNewspapersTreasure Chest

Edible incentives

Special Occasion notices; waivers; certificates/rewards; integrated curriculum; in-service records

Each 6 Weeks

End of Year

End of Activity

1.23 MAJOR CAMPUS DOCUMENTS

Disseminate all major campus documents in English and Spanish and provide an interpreter, if needed.

Campus PrincipalsCampus Campus Office Secretaries Bi-Lingual personalCampus Counselors

8/01/201701/2018 Local funds

Campus Documents in both languages (as required)


District Testing/RTI coordinator

1.24 FEDERAL REQUIRMENTS

Ensure compliance with the requirements of Title IX (Sexual Discrimination) Posted Notice Student/ Staff

HandbooksParent Rights Booklets

Campus PrincipalsCampus CounselorsFaulty/Staf

8/01/2017 -8/01/2018

Local funds Notices; Student Handbook; Staff Handbook; Footnote disclaimer notice; sign-off from forms

1.25 FEDERAL REQUIRMENTS

Ensure compliance with the requirements of Title VI (Civil Rights)

Posted Notice Application Form Student/Staff

Handbooks Posted on all

outgoing mail1.26 FEDERAL REQUIRMENTS

Ensure that all students and parents are informed of their rights and responsibilities

Student Handbook Parental

Involvement Policy Texas Grant Top 10% Rule Parent Rights

BookletsParents Right-to-know

Campus PrincipalsCampus CounselorsFaulty/Staff

Campus Principals

Campus Counselors

Campus Office Secretaries

Faulty/Staff

8/01/2017 -8/01/2018

Local funds

Local fundsPrint Media

Notices; Applications; Student Handbooks/ Staff Handbooks; Footnote disclaimer notice; sign-off from forms; Parent Rights BookletsBenchmark:

Date Notice is postedDate handbooks are

distributed

Student Handbook; Parental Involvement Policy; Texas Grant; Top 10% Rule; sign-off sheets; Transcript applications filed with appropriate agencies; Parent Rights BookletsBenchmark:

Date Notice is postedDate handbooks are

distributed


*Identify the Title 1 Schoolwide Component that the activity/strategy addresses if applicable. This column will help ensure that the 10 Components for schoolwide schools have been addressed. Delete the column if desired.


Goal 2 : In Wortham ISD 100% of core academic classes will be taught by qualified teachers and 100% qualified staff will be maintained.Objective 1: 100% of core academic classes will be taught by qualified teachers and 100% of paraprofessionals with instructional duties. The LEA will recruit and retain qualified teachers.Summative Evaluation 100% of core academic classes will be taught by qualified teachers and 100% qualified staff will be maintained.

Data 2016-17% Classes taught by Qualified Teachers

% Qualified Teachers % Qualified Paraprofessionals

100% 100% 100%

Activity/Strategy Title 1 Schoolwid

e Componen

t

Person(s) Responsible Timelin

e

ResourcesLocal Funds,State, SCE,

Title,


Evidence of Impact

2.3 STAFF Development

Provide appropriate staff development to meet the needs of all staff.

Substitute Training

create packet to give subs with policies and procedures

Campus Strategy Session

SBDMCampus Principals

8/01/2017 -8/01/2018

ESC Reg. 12

Campus Leaders

Staff Development Calendar; Policies/Procedures; Training Agendas/ Sign-in Sheets

Increased student performance on benchmark assessments

2.4 Qualified Teachers and Staff

Develop a plan (Equity Plan) to attract/maintain qualified, highly-skilled

SBDM

Campus Principals

Superintenden

ESC Reg. 12

Local funding

Employment Records

Develop issue and review survey results.

Staff development

Teachers retained


staff for all students.

conduct employee survey to access needs and implement a plan to meet requirements for staff qualifications/ certifications: all Teachers

Qualified all

Paraprofessionals Certified

t Board of Trustees

Title II Part A funds to be used for:1. Incentives2. Signing bonus3. Planning and goal setting4. Mentors

1.Incentives2.2

calendar; Mentor program records

Benchmarks:1.) 100% of

surveys returned

2.) Feedback on survey results


Goal 3: All students in Wortham ISD will be educated in learning environments that are safe, drug free, and conducive to learning. Objective 1 : By May 2016 the number of incidents involving violence (to include dating violence), tobacco, alcohol and other drug use, will be reduced by __ % as measured by PEIMS and number of discipline referrals.Summative Evaluation : Example: There is a reduction in both incidents noted and discipline referrals by the amount stated.


e Componen

t (#1-10)

Person(s) Responsibl

e

Timeline

Resources

Local Funds,State, SCE,

Title,


Evidence of Impact

3.1 DISCIPLINE MANAGEMENT

Revise/improve the campus: Discipline Plan Student Code of

Conduct Student Handbook

Video Surveillance

DSB CommitteeSuperintendent Campus Principals

8/01/2017 -8/01/2018

Teacher InputLegislative updateBi-County Coop

Campus/District Discipline Plan; Code of Conduct; Student Handbook; Signed Acceptance Forms

3.2 CRISIS MGT./VIOLENCE PREVENTION

Identify/maintain Crisis Response

Team/Training School Safety Audit Create and distribute

School Dating Violence Policy

Crisis Management/ Response Plan

Superintendent Campus PrincipalsSafety Team

8/01/2017 -8/01/2018

ESC Reg. 12

Texas School Safety CenterFreestone County Sheriff

Wortham VFD

Wortham City Police

Roster of Crisis Response Team; Meeting Agendas/Sign-in Sheets; Crisis Plan; Agendas of Drills; Staff Development

Benchmarks:1) Staff orientation

completed2) Drills conducted and

documented


Staff Orientation in Practice Emergency Drills Building

Evacuation (Fire) Shelter in Place

(Tornado) Lockdown BASE (Building

Active Shooter Emergency)

Evacuation kit and site

Low Level Code Word

New Bell/intercom system3.3 FACILITIES

In conjunction with input from teachers and parents, develop a timeline to do the annual upkeep and improvements on the campus facilities

Track Auditorium updates Maintenance of Athletic

Facilities/Cafeteria Maintain clean/orderly

classrooms Maintain clean and graffiti

free restrooms Maintain classroom décor

conducive to learning enclose area between Elem. /Middle school building

DSB Committee

Superintendent

Campus Principals

J. Craig

Faculty and Staff

On going Facility Committee

Fund Balance

Local Funds

Maintenance Requests/ Records

3.4 TECHNOLOGY/ SECURITY

Continue the expansion/ purchasing/ networking of

District Tech personal

Superintendent

District Technology Plan

Fund Balance

Teachers check out portable labs from library; Technology Plan; Attendance records

Benchmark:


campus technology in order to meet current needs by following the district technology plan and developing timeline to do the following:

Continue updating security hardware and software

Continue updating computer labs

Campus Principals

Technology Coordinator

Campus Counselors

DSB Committee

REAP Grant

1) Technology needs assessment completed

Technology plan up to date

3.5 CLIMATE ISSUES

Continue to encourage and develop a positive and nurturing climate for students, parents, and teachers

Positive notes and phone calls

Provide opportunity for staff to attend event together

Mentoring program for new staff

Bulldog Pride Positive Referrals

Continue Character Education

Increase parent involvement contact

DSB Committee

Campus Principals

Campus Counselors

Survey; Phone Logs; Agendas; Sign-in Sheets; Policies/Procedures; Program Description; character education; physical plant changes; increased contacts

Benchmark:1)Character themes

addressed daily2)Office/reception

arrangement improved

3.6 SAFE/DRUG-FREE SCHOOL AND COMMUNITIES ACTIVITIES

Continue S/DFSC activities on campus

K-12 Curriculum

Campus Counselors

Campus Principals

DSB Committee

8/01/2017 -8/1/2018

N. CrossESC Reg. 12

VOICE

Curriculum; Program Descriptions; Staff Development; Sign-in Sheets; Agendas; Survey

Program Evaluation: Title IV Safe and Drug Free Program Evaluation; Survey Results


Red Ribbon Week Retrain Students Strategies (based on

identified needs) Comprehensive Programs Retrain students VOICE

CTE Coordinator

3.7 SURVEYS Continue to administer teacher and student surveys Teacher Student

DSB Committee Campus PrincipalCampus CounselorSuperintendentS. Shivers

8/01/2017 -8/01/2018

ESC 12Texas School Safety Center

Survey; Compilation of Results

3.8 SAFETY ISSUES

1. The campus will conduct bi -monthly Disaster Drills * Fire Monthly

Tornado Lock down Violence

2. Maintain building security Locked

hallway/classroom doors

Visitor sign-in/badges Student/Teacher sign-

out Security lighting on

timer in parking lot Upgrade security

camera system

Campus PrincipalsSuperintendentCampus Secretaries

8/01/2017 -8/1/2018

Local funding

TASB Loss Prevention Grant

Local funds

Drill DocumentationEquipment Functionality


3. Maintain a safe traffic flow for students

Drop-off and pick-up Parent

Communications Traffic Signs Striped crosswalk in

front of Elementary on street

4. Maintain an intercom system between all classrooms and office for emergency situations

5. Ensure student safety by contacting parents when a child is absent

E-mail Phone Calls Parent Portal if

possible

PIEMS Coordinator

Phone Logs; Attendance Records

3.9 SAFE/DRUG-FREE SCHOOL AND COMMUNITIES ACTIVITIES

Continue other complementary activities on campus

Character Education Digital Citizenship Peer Mediation

Campus Principals

DSB Committee

Campus PrincipalsCampusCounselors

8/01/2017 -8/01/2018

ESC Reg. 12VOICE

Curriculum; Program Descriptions; Staff Development; Sign-in Sheets; Agendas; Survey

Program Evaluation: Title IV Safe and Drug Free Program Evaluation; Survey Results

3.10 STAFF DEVELOPMENT/STRATEGIES

Continue to provide

Campus Principals

Campus Counselors

8/01/2017 -8/1/2018

Region 12 ESC

Sign In sheets

Benchmark:1) TBSI training

completed


training/strategies in following areas:

Suicide Prevention Conflict Resolution Violence PreventionTexas Behavior Support Initiative (TBSI

2) Suicide prevention model in place


Goal 4: All students will graduate from high school. Objective 1: By May 2016, a dropout rate of less than 1% for all students and all student groups will be maintained and achieve a completion rate of 90%.Summative Evaluation: Dropout rate of less than 1% and a completion rate of 90%.


e Componen

t (#1-10)


Timeline

Resources


Title


Evidence of Impact

Provide credit recovery program and/or acceleration program for students at-risk for failure/drop out

2,9Principal

Designated teachers

End of each semester

Successful completion of course work to recover credits


Goal 5: All parent, community members, and educators at Wortham ISD will be active partners in the education of our students.Objective 1: In 2015-2016, Parent and community involvement will be documented, thus setting a standard for future goals.Summative Evaluation: School records indicate percentage of students’ parents/family members participated in partnership in education opportunities.

Activity/Strategy Title 1 Schoolwide Component

(#1-10)

Person(s) Responsibl

e

Timeline ResourcesLocal Funds,State, SCE,

Title


Evidence of Impact

5.1 COMMUNICATIO N

Continue numerous approaches to assure open communication between the school

and home BACK TO SCHOOL

BASH Meet the teacher night Newsletters;

Website; Progress Reports; Report Cards;

Surveys, Face book, Remind 101 K-1 Orientation Student Planners as

appropriate Monthly Calendar

Discipline Contacts:1) Phone call

2) Written

DSB Committee

Campus Principals

Campus Counselors

8/01/2017 -8/1/2018

PTO

All Staff

Local funding

News media

Sign in sheets; Agendas, Handouts; Newsletters; Website usage reports; progress reports; report cards; surveys; calendar

Benchmarks: 1)___# of newsletters

sent home2)___# of hits on

website3)___# of surveys

returned


documentation Positive Referral

Contacts:1) Phone Call

2) Written Documentation

Open House (Public School Week)

Book Fair5.2 TEACHER /PARENT CONFERENCES

Conduct teacher/parent conferences as needed or upon request Teachers available

during conference period for parent

Teachers return parent phone calls within 24 hours

Student Planners as appropriate

Classroom Teachers

8/01/2017 -8/1/2018

Office Phone log; Parent/Teacher Conference Documentation; Sign-in Sheets; Assessment Data; Discipline Records

5.3 INVOLVEMENT OPPORTUNITIES

Continue opportunities for parents and community members to be actively involved in the programs of the school BACK TO SCHOOL

BASH Open House PTO Book Fair

Classroom teachers

Campus Principals

Campus Counselors

8/01/2017 -8/1/2018 Fund

Raisers

Student ActivityPTO DonationsESC Reg. 12Student Activity funds

1)parents participating in

a. PTOb. Field tripsc. As guest

speakersd. As

volunteers 2). survey results Sign-in Sheets; Agenda/Brochures; Participation Records;


Holiday Programs Mentors/Tutors Fieldtrip Chaperones Volunteer Program Veteran’s Day

Activities Project graduation Band Boosters Athletic Boosters Guest Speakers Parent Volunteers Career Days College Financial

Planning Workshop Choir Booster ACE

ACE Membership Records

___# of

5.4 TRAINING/ INFORMATION SESSIONSProvide opportunities for sharing information or training with parents Drug & Alcohol

Abuse Program Violence Prevention

Program PAWS Character Building

Activities Orientations ACE

DSB Committee

Campus Principals

Campus Counselors

8/01/2017 -8/1/2018

ACE

Region 12Parent Participation Records; Agendas; Sign-in Sheets

5.5 Special Campus Projects

DSB Committee

8/01/2017 -8/1/2018

Sign-in Sheets; Participation Records; Agendas; Notice


Provide campus projects / activities to encourage parent and community involvement Project Graduation PTO Student Council

(JH/HS)

Project sponsors/leader

Campus Principals

of Grant Approvals; minutes from meetings

5.6 Planning OpportunitiesProvide opportunities for parents and community members to be involved in the planning process

Parent Involvement Policy

School/Parent Compact

SBDM Committee

Campus Principals

8/01/2017 -8/1/2018

Meeting minutes; Agendas; Sign in sheets; Handouts; Policies/ Procedures; CompactBenchmark:

1)SBDM sign-in sheets

2)___# of parent surveys returned

Program Advisory agendas

5.7 CLUBS AND ORGANIZATIONS

Continue clubs and organizations for parent involvement

Booster Clubs Field Trips Project GraduationPTO

Campus Principals

Faculty and Staff

8/01/2017 -8/1/2018

Fund Raisers

Student Activity

Meeting minutes; Agendas; Sign in sheets; Policies/Procedures; Documentation of Activities

5.8 PARTNERSHIPS Continue / expand partnerships with local businesses and organizations NUCOR

Campus Principals

CTE coordinator

Teachers

Community

Completed Project Sheets; Agendas; Sign-in Sheets; Partnership contracts; minutes of meetings


5.9 RIGHTS AND RESPONSIBILTIES

Ensure that parents and students are informed of their rights and responsibilities

Student Handbook Parental Involvement

Policy School/Parent

Agreement G/T Policy and

Procedures Special Education

Rights Student Code–of–

Conduct Policy link on

websiteInternal Student e-mail5.10 SURVEYS Disseminate a parent and student surveys to collect information /input for planning and school improvement

Campus Principals

Campus Counselor

DSB Committee

Campus Office Secretaries

DSB Committee

Campus Principals

Campus Counselor

CampusOffice Secretaries

Local fundingSchool web-page

Production of handbook, Code of Conduct, parent involvement policy, website link to district policy

1)____# of acknowledge forms returned

2)____# of requests for information

Survey; Compilation of Results

____# of surveys returned

Summative Evaluation: Parental

Involvement Records

Survey Information STAAR Scores

AEIS Data


Goal: Objective: Summative Evaluation:

Data All Students

H W AA ED Migrant LEP Spec.Ed. GT Male Female


e Componen

t (#1-10)


Timeline

Resources


Title


Evidence of Impact
