2019-2020 Campus Improvement Plan Dr. Blanson CTE High ... · Detail inventory, Literacy Staff Development on technology, Project Based Instruction Problem Attic Questions, Balanced

Aldine Independent School District

Dr. Blanson CTE High School

2019-2020 Campus Improvement PlanAccountability Rating: A

Distinction Designations:Academic Achievement in English Language Arts/Reading

Academic Achievement in MathematicsAcademic Achievement in Science

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

Postsecondary Readiness

Board Approval Date: October 22, 2019

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Campus #014November 5, 2019 3:34 pm

Mission StatementBlanson Career and Technical Education High School prepares career and college ready

students equipped to respond to the global workforce demand.

Vision

"Your Future, Our Mission."

Core Beliefs

COMMUNICATION SKILLS - Accessing and expressing information in an appropriate andmeaningful manner.

TEAM WORK - Collaborating to work together toward accomplishing a common goal.

CRITICAL THINKING SKILLS - Analyzing information to create meaning andsolve problems.

GLOBAL FLUENCY - Respecting cultural diversity and responding to changes in the worldresponsibly.

SELF-MANAGEMENT - Holding oneself accountable to make appropriate choices to realize

their full potential.

DIGITAL RESPONISIBILITY - Interacting with information using technology in a professionalDr. Blanson CTE High SchoolGenerated by Plan4Learning.com 2 of 72


manner.



Table of Contents

Comprehensive Needs Assessment 6Needs Assessment Overview 6Demographics 8Student Academic Achievement 10School Processes & Programs 13Perceptions 17

Priority Problem Statements 20Comprehensive Needs Assessment Data Documentation 22Goals 25

Goal 1: Student Achievement: Accelerate student learning to dramatically increase the number of students who perform on or above grade level. 25Goal 2: School Culture: Create safe and secure learning environments that focus on the social, emotional, and cultural needs of every student. 33Goal 3: Mission-Driven Leadership: Develop the capacity of every teacher, leader, and staff member to deliver rigorous, enriching learningexperiences to every student. 38Goal 4: Organizational Efficiency: Align data, financial, technology, and operations systems to enhance student performance. 43Goal 5: Community Engagement and Outreach: Elevate district pride by strengthening partnerships with families, communities, and the businesscommunity. 48

State Compensatory 53Budget for Dr. Blanson CTE High School: 53Personnel for Dr. Blanson CTE High School: 54

Title I Schoolwide Elements 55ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 551.1: Comprehensive Needs Assessment 55ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 572.1: Campus Improvement Plan developed with appropriate stakeholders 572.2: Regular monitoring and revision 582.3: Available to parents and community in an understandable format and language 592.4: Opportunities for all children to meet State standards 592.5: Increased learning time and well-rounded education 602.6: Address needs of all students, particularly at-risk 60ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 603.1: Develop and distribute Parent and Family Engagement Policy 613.2: Offer flexible number of parent involvement meetings 61



Title I Personnel 62Attendance Committee 63LPAC 64Parent Literacy Committee 65Campus Improvement Team 66MTSS Committee 67Campus Budget Committee 68Faculty Advisory Committee 69Campus Funding Summary 70



Comprehensive Needs Assessment

Needs Assessment Overview

Each Department implemented a SWOT analysis toward the end of the Spring Semester. The Campus Improvement Plan Committee met on April 25 tosummarize the departmental SWOT analysis results to identify campus needs:

STRENGTHS:

Planning Together in Subject Area Teams , Literacy, Using Vocabulary.com, Talk Read Talk Write, Reducing paper Activities aligned with district andstate expectations, Incorporation of Groups, Dept. Chair Communicates Well

Incorporating CTE concepts into core classes, Teachers Willing to dedicate extra time to students, Sharing Best Practices in Departments, Team works welltogether, Teachers are happy to come to work, Teachers participate in district curriculum writing, Hands on activities improving collaboration within levels;Access to title 1 Supplies, Entire Department works together for EOC, Incorporating technology, Teacher Attendance, Programs and extra curricularactivities such as clubs and other related student activities capitalize on student interest, Lesson Planning in PLC, Utilizing Google Drive

WEAKNESSES:

Ability to cover required topics in depth, Finding Balances with technology, Pacing Consistency in Lesson Plans, Bridging gaps, Supplies, Differentiationof instruction, Collaboration Between levels, Classroom Management, Culturally relevant texts, Questioning Strategies, Improving Reading Selections,Teaching students organization, Misalignment of resources, Engaging Lessons, Intervention Period, Re-teaching, Formative Quizzes, Returning supplies

OPPORTUNITIES:

Read instructional materials to support activities, Increase vertical alignment, Collaboration between levels Increase technology, Rigorous AssessmentsGreater lesson creativity, Skills for each level Re-teaching, Observing Colleagues Lesson Plans, Students seeking missed instruction Vocabularyopportunities, Accurate attendance records Hold students accountable, More defined PLC’s Plan tutorial schedule, Encourage more autonomy from studentsDetail inventory, Literacy Staff Development on technology, Project Based Instruction Problem Attic Questions, Balanced description of subject areasIntegrated PLC’s, Making more use of instructional areas Data Analysis

THREATS:

Safety and Security, Scope and Sequence of District does not meet needs of students, Students lack prerequisite skills, Time to complete syllabus, Serverfails regularly, Students lack self-management, Large or Larger Class sizes, Common planning time, Supplies, Needs more clarity on campus policies and



procedures, Literacy skills, Expectations for CTE Integration, Student attendance due to field trips and not coming to school



Demographics

Demographics Summary

History

In 2015, the residents of the Aldine ISD passed a school bond referendum, which included building a Career and Technical Education High School. Thisnew high school was named The Dr. Archie Blanson CTE High School, in honor of Dr. Archie Blanson, retired Deputy Superintendent. Our new campusoffers 17 different career and technical programs where Aldine students have the opportunity to gain valuable workforce skills that will positively impactthe economic prosperity of their families and communities.

Blanson is in close proximity to an industrial business park, just off the intersection of I-45 and West Road.

As a school of choice, we serve students from all over the district, as well as surrounding districts.

The Blanson CTE High School building is designed to serve a maximum of 1,500 students in grades nine through 12. Blanson is the new school of choicein the district. Students are accepted through an application process where students are screened and consider based upon the commitment to a program ofstudy, student interest in a program of study, a holistic academic grade verification, student attendance, and student behavior.

First Year of Operations: School Year 2018-2019

In August 2018, our school opened its doors for the first time and served 1009 students--373 freshmen, 305 sophomores, 271 juniors, and 60 seniors.Student enrollment by program of study is as follows: 71 students enrolled in Animation, 65 in Audio/Video Production, 46 in Collision Repair, 124 inComputer Programming, 76 in Construction Technology, 72 in Dental Assistant, 40 in Diesel Technology, 13 in Distribution & Logistics, 88 in EmergencyMedical Technician, 61 in Hospitality Services, 29 in HVAC, 65 in Industrial Robotics, 31 in Machining, 68 in Personal Care Technician, 87 in PhysicalTherapy Assistant, 23 in Process Control & Instrumentation, and 50 in Welding.

In 2018-2019, the student population was 82.7% as Hispanic or Latino, 13.99% as African Americans, 1.7% as Asian, 1.3% as White, and 0.3% as two ormore races. Of the 1010 students that are currently enrolled, 32 are in Special Education, 37 are 504, and 88 have been identified as GT students.

There were 61 teachers, 48 of whom were fully certified and highly qualified, 7 were ESL certified and 13 were credentialed through the district ofinnovation (DOI) program.

Blanson has 10 administrative leaders, including the Coordinator for Campus and Student Initiatives. Demographically, the administrative leaders identifyas the following: 40% as African American, 30% as Hispanic or Latino, and 30% as White. Of the 66 professional staff (teachers, skills specialists, andtesting coordinator) 40% identify as White, 22.5% identify as African American, 21.2% identify as Hispanic or Latino, and 3% identify as Asian. Ourparaprofessional staff identifies as 73.3% Hispanic or Latino and 2.67% African American. The majority of our paraprofessional staff is bilingual in Englishand Spanish.Dr. Blanson CTE High SchoolGenerated by Plan4Learning.com 8 of 72


Second Year of Operations: The school Year 2019-2020

For its second year of operations, the school year 2019-2020, Blanson currently has a student enrollment of 1318 students, with Hispanic/Latino as themajority with 85.5%; 11.2% are African Americans, 1.7% are Asians, 1.2% are Whites, and 0.030% American Indian and Two or more races.

The breakdown of the total number of students by the program of study is as follows: Animation, 117; Audio/Video Production, 111; Collision repair, 110;Computer Programming, 155; Construction Technology, 100; Dental Assistant, 109; Diesel Technology, 83; Distribution & Logistics, 66; EMT, 114;Hospitality & Tourism, 96; HVAC, 61; Industrial Robotics, 90; Machining, 78; Personal Care Technician, 103; Physical Therapy, 96; Process Control &Instrumentation, 53; and Welding, 383.

For this school year, Blanson has a total of 1328 students; 346 are freshmen, 409 are sophomores, 311 are juniors, and 262 are seniors. Out of the 1328students, 35 receive special education services, 143 are served in ESL, 47 qualify for Dyslexia services, and 58 are identified and served as 504.

Blanson CTE HS will have its first graduating class complete high school in May of 2020.

Demographics Strengths

A large number of bilingual staff members to help communicate with parents and stakeholders.Majority of CTE teachers have the first-hand industry knowledge to supplement the content curriculumHigh attendance rate--students are admitted through an application process and are motivated to come to school every day.Teacher and staff demographics are nearly equal between African-American, Hispanic, and White. They also have very diverse professionalbackgrounds.91% of all our students met approaches level or above on all STAAR tested subjects.92% African American students met approaches level or above on all STAAR tested subjects

Problem Statements Identifying Demographics Needs

Problem Statement 1: There are courses and programs of study that have low enrollment. Root Cause: Parents and students are not familiar of thedifferent programs.



Student Academic Achievement

Student Academic Achievement Summary

For Reading, our current freshmen have an average passing score of 75.17% on the 8th grade Reading STAAR test. 93.69% scored at the Approaches GradeLevel, 56.82 % scored at the Meets Grade Level, and 29.04% scored at the Masters Grade Level.

For ELA 1, the average passing score is 66.85%. Of the 343 students who took the ELA 1 test in 2018, 81.6% scored at Approaches Grade Level, 53%scored at Meets Grade Level, and 4.66% scored at the Masters Grade Level.

For ELA II, the average passing score is 69.39%. Of the 276 students who took the ELA II test in 2018, 77.5% scored at the Approaches Grade Level,59.42% scored at the Meets Grade level, and 1.45% scored at the Masters Grade Level.

For Mathematics, Blanson's current 9th graders have an average passing score of 70.65% on the 8th grade Math STAAR test. Of the 346 students who tookthe test in 2018, 97% percent scored at Approaches Grade Level on the 8th grade STAAR test, 66% scored at Meets Grade Level and 20.65% scored atMasters Grade Level. Those who scored at the Masters Grade Level were placed in Pre-AP Algebra 1. Those who scored at the Meets Grade Level wereplaced in Period 3 Enrichment Classes, while those who failed were placed in a Grad Prep Period 3 Intervention class.

Blanson's sophomore class had a passing score of 97.1% on the Algebra 1 EOC STAAR in 2018. 66.47% scored at Meets Grade Level, and 35.84% scoredat the Masters Grade Level. Those who scored at the Masters Level were enrolled in Pre-AP Geometry.

For Science, the result of the 8the grade Science STAAR test is showing a 71.17% passing score for our current 9th graders. Of the 396 freshmen who tookthe 2018 8th Grade Science STAAR test, 85.35% scored at Approaches Grade Level, 56.06% scored at Meets Grade level, and 27.02% scored at MastersGrade Level.

For the Biology EOC STAAR test, our current sophomores scored at an average of 69.30%. Of the 324 students who took the test in Spring 2018, 98.8%scored at Approaches Grade Level, 71.9% scored at the Meets Grade Level, and 25% scored at the Masters Grade Level.

For the 8th grade Social Studies STAAR test, our current freshmen scored an average of 64.28%. Of the 396 students who took the test, 77.27% scored atthe Approaches Grade Level, 37.63% scored at the Meets Grade Level, and 18.94% scored at the Masters Grade Level.

The students who scored at the Masters Grade Level were placed either in a Pre-AP class, in an Enrichment class such as, Science Fair, History Fair, and/orAP and Dual Credit classes. Those who scored at or below Approaches Grade Level were placed in intervention classes in Math and Reading. In addition,their progress will be regularly monitored and tracked by their teachers and their skills specialists. In addition to Pre-AP and Enrichment classes, we alsooffer AP courses in Physics, Math ELA3, Spanish 3 & 4, Dual Credit classes in US History, Dual Enrollment in College Algebra through the UT OnRampsprogram, Professional Communications, Engineering Design and Presentation, Welding and HVAC.

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common assessments, and diagnostic tests such numeracy and literacy assessments.

Nevertheless, there is insufficient data to support achievement in CTE courses to describe Blasnon student's career readiness.

Student Academic Achievement Strengths

Blanson CTE High School finished its first year with outstanding feats based on all the accomplishments the students and teachers had received. BlansonCT HS had set the bar high for future years, and for the entire Aldine community. The above-stated performance rates garnered Blanson a rating of A fromTEA. It had also been awarded 6 out of 7 distinctions - in ELA/Reading, Mathematics, Science, Academic Growth, Postsecondary Readiness, and Closingthe Achievement Gaps.

In addition, our students had also received a total of 589 certifications (see details below). A total of 185 students participated in various CTSOcompetitions at the regional, state, and national levels. A total of 185 students at the regional level, 48 students at the state level, and 1 student at thenational level in Skills USA. Four National Arts Honors Society members earned the first-ever letterman jackets.

Based on all the accomplishments shown below, students are more than adequately prepared to meet the rigor and the demands of their classes for theschool year 2019-2020.

English II STAAR Results: Approach-- 79%, Meets-- 56%, Masters-- 5%; English I STAAR Results, Approach-- 83%, Met-- 64%, Master-- 7%

The best participation rate in the district for TSI testing for English III students! Blanson is #5 in Vocabulary.com in the region.

U. S. History STAAR Results: Approaches level - 97%, Meets - 74%, Masters - 35%; The Social Studies department was a Top 5 finisher in theVocabulary Bowl (Division III); All subjects in Social Studies outscored the district on 3 or more DCAs;

44% OF JUNIORS PASSED SAT

Biology STAAR Results: Approaches -100%, Meets86%, Masters- 32%; Biology STAAR scores are highest in the district. The Science Dept. also receiveda Championship Banner from the engineering and science fair; One student qualified at the state level in science fair

Algebra 1 STAAR results: Meets- 97%, Meets- 72%, Masters - 39%; Algebra 1 STAAR spores are highest in the district. TSI Test: Passing rate forAlgebra 2 Pre-APGT - 81%, Algebra2 Reg - 20%, both scores are highest in the district; CLEP Test: College Algebra - 67%, Pre-calculus - 67%

The CTE department received over 500 student certifications (See Table below)



Certifications Number of Students Taken/Passed Certifications Number of StudentsTaken/Passed

ACA Flash 34/ 13 CPR-HCP 85/84ACA Photoshop 45/27 Dental Assistant Registration Exam 6/6AHLEI - Year 1 9/9 EKG 17/10AHLEI - Year 2 & HTMPCertification

5/5 MOS: Excel 2016 15/15

ASE Entry Level 11/4 MOS: PowerPoint 2016 82/81Auto CAD 10/6 MOS: Word 2016 90/89CareerSafe OSHA 57/57 NCCER Core Level 1 123/123CERT 44/40 Teen CERT 20/20

A total of 185 students participated at the regional level in various organizations (e.g., BPA, FCCLA, HOSA, Skills USA, TSA). 48 advanced to the statelevel (BPA, FCCLA, Skills USA, TSA); 1 student advanced to the national level in Skills USA.

Blanson CTE High School received the following awards and grants: Number 1 in attendance with an attendance rate at 97%; 10,000 Aldine EducationFoundation Innovative Campus Grant for #SEL4Blanson-Social and Emotional Learning; #346 from Donors Choose for Science Classroom Library and$12.000 from Geene Haas Foundation for CNC Milling and Machining Scholarship.

ART Competitions: Five students received Scholastic Honorable Mention. and one received a Scholastic Gold Key, four students earned the first lettermanjackets, Mr. Weeden was awarded Distinguished Art Teacher by the Society for the Performing Arts; FOREIGN LANGUAGE: Ms. Ruiz won SecondPlace from the Aldine Film and Photo, The Spanish Club- Foreign Language Fair Winner;

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: The overall score for meets level in all STAAR tests is 69% while masters is 22%. Root Cause: Focusing on lower achievementstudents and no prior data to compare and identify target groups.

Problem Statement 2: The English language learners (current and monitored) scored lower than the target level on the ELA/ Reading STAAR, andperformed below proficient in TELPAS. Root Cause: The interventions provided to the ELL group did not meet their needs.



School Processes & Programs

School Processes & Programs Summary

Students Admission

All prospective Blanson CTE High School must apply in the fall of the preceding school year. Students who are 8th through 10th grades anywhere in theAldine district are eligible to apply. Admission is decided by a panel and is based on a student's program of study /HB5 endorsement. In order to be eligiblefor admission, a student must have a record of satisfactory performance related to attendance, behavior, and academics. All applications must be turned inby December 15. They must also attend a series of mandatory CTEHS student-parent meetings, abide by the school's dress code and sign a student andparent contract.

Students who are admitted are informed in the spring.

For this current school year, the school hosted 10 commitment nights for parents and their students and the school staff were held in the Spring of 2018 inwhich policies and programs were explained.

Before the start of the school year 2019-2020, the campus hosted a 3-day Fish Camp to all incoming freshmen to help them adjust and prepare for theBlanson brand of the high school experience.

Instructional and Curricular Program

The focus of Blanson CTE HS it provide students opportunities to gain valuable workforce skills through its 17 programs of study which are as follows:Animation, Audio-Video Production, Computer programming & Game Design, Construction Technology, Dental Assistant, Diesel Technology,Distribution & Logistics, EMT, Hospitality Services, HVAC & Refrigeration Technology, Industrial Robotics & Automation Technology, Instrumentation& Process Control, Machining, Personal Care Technician, Physical Therapy Assistant and Welding.

All students are under the House Bill 5 requirements, which means they will be taking the required courses including core classes and elective courses.Students have the opportunity to earn credits towards an associate degree and are required to take licensure and/or certification exam for their program ofstudy. This means that some students will graduate with licenses and/or workforce certifications an/or hours toward post-secondary education.

Academic core and CTE teachers will be provided with common PLC meetings to collaborate for an integrated curriculum on project-based learning.

The programs of study are supported by the academic core courses --Languages, Science, Math and Social Studies. It is the intent that all courseworkprovides students with access to real-world experiences and career training that includes job shadowing, school-based enterprises, volunteering /clinicalinternships, community service and/or service-learning.

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develop, implement and evaluate instructional support programs such as after school and Saturday School Tutorials, Grad Prep Interventions, Enrichment,and Accelerated classes, to increase student achievement. The ESL and Special Education departments ensure that the needs of the identified students aremet so that all students are successful.

To promote the school's mission of equipping college and career ready students, the coordinator of campus and student initiatives actively recruits forbusiness and college partnerships and also manages Blanson's online presence.

Personnel (recruitment/support/retention)

In the spring of 2017, the school board named Mr. Benjamin Ibarra as the school principal. In the fall, Mr. Ibarra, together with the CTE program directors,selected the curriculum and Instruction AP, the lead Counselor, and the Coordinator of Campus and Student Initiatives to spearhead the recruitment ofstudents, community partnerships and staff, as well as spearhead the development of CTE programs of study.

To initiate the process of building a cohesive and collaborative school community, focused on an innovative and integrated curriculum, Blanson CTE Highschool held a summer curriculum writing workshop on June 4 - 22, 2018 at the Child Nutrition Center which was led by the building principal and thecurriculum and instruction principal. During this workshop, the group was tasked with formulating the school's mission and core beliefs.

New teachers are under the Teacher Mentorship program. Each new teacher is assigned a mentor or a buddy to aid him/her in professional development.The new teachers, together with their mentors, regularly meet as a PLC to discuss and support their needs and celebrate their successes.

School Culture and Climate

The administration regularly conducts surveys to staff and parents to identify problems affecting the culture, and climate of the school, and the instructionalneeds of the teachers and students, and the concerns of parents. This helps in measuring the constituents' satisfaction in the culture and climate of the school.In addition, the building principal conducts monthly meetings for all staff to celebrate achievements, and disseminate pertinent information.

He also meets with the Faculty Advisory Committee, composed of teacher representatives from each department, every month to address critical issues andneeds pertaining to classroom instruction, resources, building and policy issues, and concerns. This is the communication support structure of the schoolwhere each individual's voice is heard.

Student Organizations and Extra-curricular Activities

All students are members of a CTSO, and other extra-curricular clubs and organizations based on their interests and program of study. All CTE teachersserve as sponsors for different Career and Technical Students Organizations (CTSO). Core and elective teachers serve as sponsors for other school-relatedorganizations such as Student Council, Student Ambassadors, National Honors Society, National Technology Honors Society, Academic Decathlon, MoveWell, Photography Club, Gaming Club, Book Club, etc. These organizations regularly meet at least once a week, or at Period 3 during enrichment classes.

School Organization and Administrative Structure



The school is headed by the building principal. He is supported by the assistant principal for curriculum and instruction, the lead counselor and thecoordinator for campus and student initiatives. The 17 programs of study are grouped into three academies headed by an assistant principal and a counselorwho is called the case managers. The three academies are as follows, Academy of Construction, Manufacturing, and Automotive Technology, Academy ofInformation and Engineering Technology, and the Academy of Health and Human Services.

HVAC, Construction Tech, Welding, Machining, Collision Repair, and Diesel Tech are under the Academy of Construction, Manufacturing and Auto Tech.The Information and Engineering Tech Academy include Robotics, Instrumentation, Distribution & Logistics, Audio Video Production and ComputerProgramming. The Academy of Health and Human Services includes Hospitality Services, EMT, Dental Assistant, Physical Therapy and Personal CareTechnician. The case managers follow the same set of students to ensure that they are on track for their certification programs and graduation requirements.To support effective classroom instructions, three skills specialists provide instructional coaching to both core and CTE teachers.

The administration is decentralized, which means that the offices of the case managers are located in different hallways to provide for more immediate andefficient educational services.

Community Partnerships

To date, the coordinator for campus and student initiatives has secured at least 21 community businesses for internships partnerships and four collegesand/or universities for college partnerships.

Discipline Process

The teachers will be trained to be able to provide positive behavior intervention through social and emotional learning.

School Processes & Programs Strengths

Blanson CTE HS has a career focused education. The application process ensures a high degree of commitment and motivation from both parents andstudents. The master schedule, the room assignments and the design of the building allows numerous opportunities for collaboration between core and CTEclasses.

Organization of students and staff are strategically grouped into academies in such a way that it maximizes the amount of support that 'adults in the campus 'are able to provide support to all students.

Highest attendance rate in the district. Attendance issues are communicated and addressed accordingly and help prevent truancy.

Blanson CTE HS offers after-school tutorials and programs for students.



Blanson CTE is piloting the UT on ramps program for dual enrollment in Algebra 2.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: The CTE programs requiring a certain sequence of courses pose a difficult challenge in scheduling of students to ensure they meetall the course requirements. Root Cause: The master schedule does not have sufficient flexibility to accommodate students not meeting requirements fortheir program choice.

Problem Statement 2: The school has established a minimal number of community partnerships that support directly the students and their programs ofstudy Root Cause: As a brand new school, Blanson is at the initial stages in effectively establishing a working partnership with community businesses andresources.



Perceptions

Perceptions Summary

Recruiting Process included both students and parents sign commitment letters supporting the mission, core beliefs, policies and expectations of the school.

The staff who were hired also signed commitment letters to participate in the summer curriculum writing to forge the mission and core beliefs of the school.The staff were very responsive and enthusiastic to the idea that they were included and that they had input into the formation of the mission and core beliefs.

Moving forward, Blanson will establish the Jaguar start up team which is a group of students who volunteered to help acclimate students to the school. Theyare trained for two weeks before the start of the school to plan activities to rally and build school spirit. We will also form a group of student ambassadorswho will serve as the face of the school.

Classroom instruction is expected to be highly innovative, and collaborative where the CTE courses are integrated into the core classes.

The instructional council which includes the skills specialists and the department chairs serves as the school's think tanks for policies, and programs forinstruction.

Classroom instruction will incorporate the core beliefs for all staff and students to live these core beliefs and the mission of the school.

The principal will regularly meet with staff representatives to review and evaluate policies and practices; he will also survey staff satisfaction to improveculture and climate

Below is the summary of the first survey conducted by the principal:

1) Surprises.

Starting this first year of Blanson, all staff had high expectations on everything. Student discipline and dress code exceeded expectations.

Staff are appreciative of the collaborative culture that started during the summer workshop, i. e. friendly co-workers, and how well "we play together!" Staffare surprised that for a new school building, things are running smoothly, and there is a "relative lack of stress!" and freedom to experiment and to learnfrom others. Staff are very satisfied with the outstanding technology available in the campus, such as chromebooks for students, Promethean boards, and theglass walls. Staff and students morale are at all time high. Everybody seems to be happy to be in Blanson.

2) What has worked well.

Parent meetings, and orientations has worked well as evidenced in how students are following school policies like dress code. The communication betweenadministration and staff keeps everyone involved in process building. Work order requests are addressed in a timely and efficient manner. Staff integration,



collaboration, and accessibility of the principal are evident. Classroom procedures, attendance policies and lessons on the core beliefs are teaching studentsresponsibility and self-management.

3) What needs improvement?

IT support is inadequate. Blanson needs an in house IT person because of the amount and nature of all the technology in the building. Going totallypaperless in a classroom is a challenge. Blanson still needs to develop clearer policies on how to address students not following expectations. Printingissues, and copying policies need to be streamlined. The campus needs to start with cross-curricular integration. Continuous improvement of practices oncoaching and mentoring new teachers.

Students require a wide variety of support from adults, from their parents, and from their teachers and other school personnel in order to receive a well-rounded education and be successful academically. More importantly, they need to learn how to manage their time efficiently, and deal with challenges andissues concerning affecting their socio-emotional well-being. This year, the campus is initiating social emotional learning to address the social emotionalwell being of all our students.

Perceptions Strengths

Administrators are highly visible before school, during passing periods, at lunch, and during dismissal. They conduct frequent walkthroughs andmonitor areas where students are located.The culture at Blanson CTE HS emphasize professionalism, which creates an environment where students learn to be self-managing.The Blanson culture recognize and celebrate educators who go the extra mile each day to face challenges and transform the campus into an idealplace where students and staff feel safe and connected.Cohesiveness as a groupBlanson CTE is the new school of choice in Aldine ISD.The campus is technology rich. A trailblazer for paperless classroom, and integrated curriculum.High degree of expectations for both students and staff.The building was designed to maximize collaboration between and among the different courses. The glass walls allows for an open concept fishbowlmodel for classroom instruction.Because of the application process, the incoming students have a higher degree of motivation and comportment , more positive mindset towardsacademic and career achievementGrowth mindset/ mindedness

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Blanson CTE is in the developing stage in establishing procedures and its own culture to challenge assumptions and perceptions.Dr. Blanson CTE High SchoolGenerated by Plan4Learning.com 18 of 72


Root Cause: Insufficient data to analyze perceptions because Blanson CTE is a new campus.

Problem Statement 2: Blanson CTE is in the developing stage in identifying and implementing best practices in nurturing the social-emotional well beingof the students. Root Cause: Research is social emotional learning is relatively new.



Priority Problem Statements

Problem Statement 1: There are courses and programs of study that have low enrollment.Root Cause 1: Parents and students are not familiar of the different programs.Problem Statement 1 Areas: Demographics

Problem Statement 2: The overall score for meets level in all STAAR tests is 69% while masters is 22%.Root Cause 2: Focusing on lower achievement students and no prior data to compare and identify target groups.Problem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: The CTE programs requiring a certain sequence of courses pose a difficult challenge in scheduling of students to ensure they meetall the course requirements.Root Cause 3: The master schedule does not have sufficient flexibility to accommodate students not meeting requirements for their program choice.Problem Statement 3 Areas: School Processes & Programs

Problem Statement 4: The school has established a minimal number of community partnerships that support directly the students and their programs ofstudyRoot Cause 4: As a brand new school, Blanson is at the initial stages in effectively establishing a working partnership with community businesses andresources.Problem Statement 4 Areas: School Processes & Programs

Problem Statement 5: The English language learners (current and monitored) scored lower than the target level on the ELA/ Reading STAAR, andDr. Blanson CTE High SchoolGenerated by Plan4Learning.com 20 of 72


performed below proficient in TELPAS.Root Cause 5: The interventions provided to the ELL group did not meet their needs.Problem Statement 5 Areas: Student Academic Achievement

Problem Statement 6: Blanson CTE is in the developing stage in establishing procedures and its own culture to challenge assumptions and perceptions.Root Cause 6: Insufficient data to analyze perceptions because Blanson CTE is a new campus.Problem Statement 6 Areas: Perceptions

Problem Statement 7: Blanson CTE is in the developing stage in identifying and implementing best practices in nurturing the social-emotional well beingof the students.Root Cause 7: Research is social emotional learning is relatively new.Problem Statement 7 Areas: Perceptions



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsPostsecondary college, career or military-ready graduates including enlisting in U. S. armed services, earning an industry based certification, earningan associate degree, graduating with completed IEP and workforce readinessAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIREStudent failure and/or retention ratesGrades that measure student performance based on the TEKS



Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline,attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataCareer and Technical Education (CTE), including coherent sequence coursework aligned with the industry-based certifications, program growth andstudent achievement by race, ethnicity, and gender dataDyslexia DataDual-credit and/or college prep course completion dataPregnancy and related services data

Student Data: Behavior and Other Indicators

Attendance dataDiscipline recordsTobacco, alcohol, and other drug-use dataSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataDr. Blanson CTE High SchoolGenerated by Plan4Learning.com 23 of 72


Processes and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures data



Goals

Goal 1: Student Achievement: Accelerate student learning to dramatically increase the number of studentswho perform on or above grade level.

Performance Objective 1: All students will increase their academic achievement by at least 3 percentage points on all STAAR EOCs-Algebra I, Biology,English I, English II, and U.S. History.

Evaluation Data Source(s) 1: Campus Assessments, District Common Assessments, STAAR tests

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

TEA PrioritiesConnect high school to career and college

1) Implement a collaborative and integratedcurriculum to ensure that students' academicperformance in all content areas and programsof study successfully meet all state requiredtesting and standards.

2.4, 2.5, 2.6 Principal,Curriculum AP,Counselors,Skills Specialists

Increased student achievement on STAAR,DCAs. licensure and certification exams.

Problem Statements: Student Academic Achievement 1Funding Sources: Principals Budget - 7363.00, Title I, Part A - 50334.00

2) Reduce class size to provide a smallerteacher-student ratio to ensure higher levels ofstudent engagement and achievement.

Principal Increased frequency of student to teacherinteractions will result in higher studentachievement as measured by campus, district andstate standards.

Problem Statements: Student Academic Achievement 1Funding Sources: Title I, Part A - 290214.00, State Compensatory Ed. - 70115.00





Additional Targeted Support StrategyTEA Priorities

Connect high school to career and college3) All teachers will regularly participate incollaborative and cross-curricular PLC planningto develop, design and implement performancebased learning (PBL) projects to maintain highlevels of student achievement, and support allCTE courses.

2.4, 2.5, 2.6 Skills Specialists& DepartmentChairs; AP forCurriculum &Instruction

Increased student achievement;

Problem Statements: Demographics 1

4) Provide after school tutorials or extended dayfor academic interventions.

2.4, 2.5, 2.6 Curriculum &Instruction AP,Skills Specialists& DepartmentChairs

Problem Statements: Student Academic Achievement 1Funding Sources: State Compensatory Ed. - 17994.50, Title I, Part A - 10418.00

Additional Targeted Support Strategy5) Provide Saturday School or extended weekfor academic interventions, and credit recovery.

2.4, 2.5, 2.6 Curriculum andInstruction AP;Skills Specialists& DepartmentChairs

Growth in student achievement specially in themeets and masters level.

Problem Statements: Student Academic Achievement 1Funding Sources: Title I, Part A - 12472.00

Additional Targeted Support StrategyTEA Priorities

Connect high school to career and college6) Provide a technology rich classroomenvironment for an online digital teaching andlearning platform for students to developtechnical skills with critical thinking andinteract intelligently and responsively withdigital information and resources.

2.4, 2.5, 2.6 Administratorsand Principal

Strengthen the technology culture of the campus;technology rich learning experience will result ingrowth student achievement.

Problem Statements: Student Academic Achievement 1Funding Sources: Title I, Part A - 375.00

Additional Targeted Support Strategy7) Utilize PLC meetings to plan highly engaginglessons and model effective instructionalstrategies such as Talk, Read, Talk Write, SIOP,Lead4Ward, etc.

2.4, 2.5, 2.6 Skills Specialists& DepartmentChairs; AP forCurriculum &Instructions

Rigor in academic conversations leads to betterstudent engagement.

Problem Statements: Student Academic Achievement 1





Additional Targeted Support Strategy8) Develop and implement strategic formativeassessments aligned with the rigor of the DOKlevels to increase the percentage rates at themeets and mastery levels on all STAAR testedsubjects.

2.4, 2.5, 2.6


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem Statement 1: There are courses and programs of study that have low enrollment. Root Cause 1: Parents and students are not familiar of the different programs.

Student Academic AchievementProblem Statement 1: The overall score for meets level in all STAAR tests is 69% while masters is 22%. Root Cause 1: Focusing on lower achievement students and no prior data tocompare and identify target groups.



Goal 1: Student Achievement: Accelerate student learning to dramatically increase the number of students who perform on or above grade level.

Performance Objective 2: ELL, SpEd, and GT student groups will increase their achievement on STAAR EOCs by 5%.

Evaluation Data Source(s) 2: Tutoring records, prescriptive documentation, Saturday school attendance





Additional Targeted Support Strategy1) Develop a tracking sheet of studentperformance descriptors to regularly review andidentify students in special populations such asSpEd & ELL who require additionalinterventions such as small group and one-on-one instruction.

2.4, 2.5, 2.6 ELA Teachers &ELA SkillsSpecialist; LPACCommitteeChair; AP forCurriculum &Instruction

ELL will meet state required standards.

Problem Statements: Student Academic Achievement 2Additional Targeted Support Strategy

2) Offer a mandatory after school tutorials forELL to provide them a more intentionalintervention and remediation in Reading andEnglish Language Arts.

2.4, 2.5, 2.6 ELA Teachers &ELA SkillsSpecialist; LPACCommitteeChair; AP forCurriculum &Instruction


Problem Statements: Student Academic Achievement 2Funding Sources: State Compensatory Ed. - 10494.50

Targeted Support Strategy3) Provide teachers with ongoing training withSIOP strategies and TELPAS data so that theyare able to utilize their PLCs to develop targetedinterventions for ELL.

2.4, 2.5, 2.6 Skills Specialists,and the LPACchair.

Increased passing rates on the ELA ReadingSTAAR and TELPAS.






Targeted Support Strategy4) Utilize the SIOP Classroom ObservationChecklist during walkthroughs as an additionalresource to measure and calibrate the rigor ofacademic language learning in all classes.

2.4, 2.5, 2.6 Skills Specialists.the ELA SkillsSpecialist, theLPAC Chair, andthe AP forCurriculum &Instruction.

Increased passing rates on the ELA ReadingSTAAR and TELPAS.

Problem Statements: Student Academic Achievement 2Targeted Support Strategy

5) Teachers utilize a variety of technology suchas tablets, chromebooks, phones, flipgrid, andmoviemaker, to broaden the methods in whichELL students can practice deliberately theircommunication skills.

2.4, 2.5, 2.6 ELA SkillsSpecialist, LPACChair & AP forcurriculum &instruction.





Student Academic AchievementProblem Statement 2: The English language learners (current and monitored) scored lower than the target level on the ELA/ Reading STAAR, and performed below proficient inTELPAS. Root Cause 2: The interventions provided to the ELL group did not meet their needs.




Performance Objective 3: To have 100% of PLC members analyze student achievement data every three weeks for the purpose of providing effectiveclassroom interventions.

Evaluation Data Source(s) 3: PLC agenda, lesson plans, student achievement data





1) Utilize common planning as opportunities forteachers to showcase and share their expertise inusing technology for engaging instruction.

2.4, 2.5, 2.6 Skills Specialists;AP forCurriculum &Instruction

Increased student engagement and achievement.

Problem Statements: Student Academic Achievement 1TEA Priorities

Recruit, support, retain teachers and principalsConnect high school to career and college

2) Provide regular training opportunitiesfacilitated by district level experts whereteachers learn to master the effective use oftechnology for instructional purposes.

2.6 AP forcurriculum andInstruction

Meaningful use of technology will addressdifferent types of learners.

Problem Statements: Perceptions 1



Student Academic AchievementProblem Statement 1: The overall score for meets level in all STAAR tests is 69% while masters is 22%. Root Cause 1: Focusing on lower achievement students and no prior data tocompare and identify target groups.



PerceptionsProblem Statement 1: Blanson CTE is in the developing stage in establishing procedures and its own culture to challenge assumptions and perceptions. Root Cause 1: Insufficient datato analyze perceptions because Blanson CTE is a new campus.




Performance Objective 4: The campus will maintain 100% of staff are certified and highly qualified in their assigned courses and programs of study.

Evaluation Data Source(s) 4: Teacher Roster, HR certification documentation, Campus Master Schedule




TEA PrioritiesRecruit, support, retain teachers and principals

1) The campus mentoring program will provideongoing guidance to all newly hired teachersespecially those undergoing alternativecertifications.

2.4, 2.5, 2.6 Administratorsand Principals

Increased teacher capacity will result higherstudent achievement.



2) The campus will actively seek out and recruitfully certified teachers through HR, job fairs,and teaching certifications programs.

Administratorsand Principal

All students are taught by highly qualifiedteachers.






Goal 2: School Culture: Create safe and secure learning environments that focus on the social, emotional,and cultural needs of every student.

Performance Objective 1: The security protocol of the school will maintain 0% security breach to ensure the safety and security of the school.

Evaluation Data Source(s) 1: Security incident logs; Monthly Fire Drills, lock-down drill observation logs; records of emergency protocols




1) Develop teacher and staff duty assignmentsto ensure that all critical areas of the school arealways manned before, during, and after schoolhours.

AssistantPrincipals overAdministration

A safe and secure campus protects theinstructional time and environment. A safe andsecure campus provides a conducive learningenvironment resulting in higher studentachievement.

2) Regularly train all staff and students onemergency procedures and protocols throughmonthly fire and lock-down drills.


Zero incidents of security and safety violations.

3) Assign a staff to monitor the school'sentrance at all times.


The safety and security of the campus isensured.


4) All teachers will regularly participate incollaborative and cross-curricular PLCplanning to develop, design and implementperformance based learning (PBL) projects tomaintain high levels of student achievement,and support all CTE courses.

2.4, 2.5, 2.6 Curriculum AP,Skills Specialists,DepartmentChairs

Problem Statements: Demographics 1








Goal 2: School Culture: Create safe and secure learning environments that focus on the social, emotional, and cultural needs of every student.

Performance Objective 2: To create monthly opportunities for shared leadership with the staff and students to create a "Blanson Bold" culture.

Evaluation Data Source(s) 2: Sign in sheets for clubs and organizations; record of events, programs and initiatives hosted and sponsored byclubs and organizations.




1) Develop opportunities where students mayparticipate in leadership activities so that theymay share their voice on issues that directlyimpact their welfare and achievement.

2.6 Club sponsors &Administrators

Positive school culture and climate leads to moresuccessful teaching learning experience for allstudents.

Problem Statements: Perceptions 12) Encourage teachers and staff to share andpublicize (e. g., Twitter) engaging classroomactivities, and other relevant campus events tohighlight campus strengths and create a positiveschool culture.

Coordinator forStudent andCommunityInitiatives

Positive school culture results in growth instudent achievement.

Problem Statements: Perceptions 13) Create meaningful opportunities such asCulture Night, parent nights, and extra-curricular social events, for students andteachers to showcase their programs of study,clubs and organizations.

2.6 Coordinator forCampus &StudentInitiatives

A stronger and more positive school culturenurtures the whole well being of all students.

Problem Statements: Perceptions 1Funding Sources: Principals Budget - 4000.00


4) Provide meaningful supports to studentsparticipating in competitions through theirCareer and Technical Student Organizations.

2.5 Club sponsors;Administratorsand the Principal

Increased number of certificates obtained bystudents.








Goal 2: School Culture: Create safe and secure learning environments that focus on the social, emotional, and cultural needs of every student.

Performance Objective 3: Decrease crisis counseling referrals and discipline referrals by 15%.

Evaluation Data Source(s) 3: Counseling logs, discipline incident reports, teacher discipline referral logs




1) Regularly train staff members on social andemotional learning to address issues onbullying, mental help and coping with stress.

2.6 AssistantPrincipals &Principal

Learning time is maximized resulting in growthin student achievement.

Problem Statements: Perceptions 22) Develop a hierarchy of support network toprovide appropriate responses and interventionsto students dealing with social-emotional issues.

2.6 Administrators,Counselors

MTSSCommittee

Increased student achievement.

Problem Statements: Perceptions 23) Utilize after school hours for extra-curricularactivities such as the Wellness Club, and otherstudent organizations to address the social-emotional needs and physical well-being ofstudents.

2.5, 2.6

Problem Statements: Perceptions 2Funding Sources: Principals Budget - 2000.00



PerceptionsProblem Statement 2: Blanson CTE is in the developing stage in identifying and implementing best practices in nurturing the social-emotional well being of the students. Root Cause 2:Research is social emotional learning is relatively new.



Goal 3: Mission-Driven Leadership: Develop the capacity of every teacher, leader, and staff member todeliver rigorous, enriching learning experiences to every student.

Performance Objective 1: Increase the number and types of opportunities that develop teacher leadership capacity.

Evaluation Data Source(s) 1: Professional development registrations, staff led professional development logs, aspiring admin meetings, FACmeetings





1) Implement an aspiring administratorsleadership program for future teacher leaders toshadow and assist campus administrators to helpthem gain leadership skills.


2) Maintain open communications betweenteachers and administration through periodicdialogues (FAC) between the principal andteacher representatives to identify and solveproblems regarding instructional practices,school processes, culture and climate.




Goal 3: Mission-Driven Leadership: Develop the capacity of every teacher, leader, and staff member to deliver rigorous, enriching learning experiences toevery student.

Performance Objective 2: 100% of students will earn at least one certification, and/or workforce certificate, and/or hours towards a college degree by thetime they graduate.

Evaluation Data Source(s) 2: Student enrollment in CTE programs; student participation and success rates in certifications and licensureexams.





1) The academy assistant principals willregularly meet with the counselors and thecoordinator for campus and student initiatives toreview and ensure that all students are placed inthe right program and are meeting all therequirements of the program accordingly.

2.5, 2.6

Problem Statements: School Processes & Programs 1

2) The coordinator for campus and studentinitiatives together with the student ambassadorswill regularly visit middle school and ninthgrade campuses to recruit students to apply andenroll in Blanson CTE HS. Problem Statements: Demographics 13) The coordinator for campus and studentinitiatives will promote the different CTEprograms through community blurbs,advertisements and social media such asTwitter. Problem Statements: Demographics 1






School Processes & ProgramsProblem Statement 1: The CTE programs requiring a certain sequence of courses pose a difficult challenge in scheduling of students to ensure they meet all the course requirements.Root Cause 1: The master schedule does not have sufficient flexibility to accommodate students not meeting requirements for their program choice.



Goal 3: Mission-Driven Leadership: Develop the capacity of every teacher, leader, and staff member to deliver rigorous, enriching learning experiences toevery student.

Performance Objective 3: All teachers will acquire at least 36 hours of continuing professional education training, and all auxiliary staff will acquire atleast 15 hours of professional development hours to help improve student achievement and job performance as measured by campus and district scorecards.

Evaluation Data Source(s) 3: Teachers' professional development logs shared with their appraiser; INVEST hours logged, and CPEdocumentation.





1) The campus will implement a school-wideprofessional development program to provide anin-house continuing professional education toall teachers.

2.4, 2.5, 2.6


2) Teachers and administrators will regularlyparticipate in professional developmentworkshops offered by professional organizationssuch as Region 4 to respond to the critical needsof the students in particular and of the school ingeneral.

2.4, 2.5, 2.6

Problem Statements: Student Academic Achievement 1Funding Sources: Principals Budget - 10000.00

Additional Targeted Support Strategy3) The campus instructional leadership teamwill develop and implement a series of buildingprofessional development targeted towardseffective classroom instruction anddifferentiation to increase student achievementspecially to ELL.

2.4, 2.5, 2.6 AP forcurriculum andinstruction

Increased teacher capacity will result in studentachievement growth.





Student Academic AchievementProblem Statement 1: The overall score for meets level in all STAAR tests is 69% while masters is 22%. Root Cause 1: Focusing on lower achievement students and no prior data tocompare and identify target groups.Problem Statement 2: The English language learners (current and monitored) scored lower than the target level on the ELA/ Reading STAAR, and performed below proficient inTELPAS. Root Cause 2: The interventions provided to the ELL group did not meet their needs.



Goal 4: Organizational Efficiency: Align data, financial, technology, and operations systems to enhancestudent performance.

Performance Objective 1: All funds and resources are carefully aligned and appropriated with identified critical needs.

Evaluation Data Source(s) 1:




1) Skills specialists and department chairscarefully analyze student achievement data todetermine and request required resources andmaterials for interventions and enrichment.

2.4, 2.5, 2.6

2) The principal will meet at least quarterly withthe site based budget committee to review andevaluate critical needs to allocate funds andresources accordingly.3) Each department will meet at least monthly toanalyze and evaluate instructional practices anddevelop intervention plans for after schooltutorials and Saturday school.

2.4, 2.5, 2.6




Goal 4: Organizational Efficiency: Align data, financial, technology, and operations systems to enhance student performance.

Performance Objective 2: Maintain fiscal solvency by ensuring that 100% of all departments and student organizations implement sound financialplanning principles and practices as measured by district budget analysis reports and scorecard.

Evaluation Data Source(s) 2: CIP, bookkeeper's purchase records; inventories




1) All teachers who sponsor fundraisers aretrained in fiscal responsibility and are expectedto follow campus and district policies forfundraising.2) Develop and maintain a strategic campuscalendar of fundraising and other relatedevents.

3) All departments and student organizationswill maintain an accurate record of inventoryand make regular evaluations to ensure that allsupplies, materials and resources are utilizedappropriately and are positively impactingstudent achievement.





Performance Objective 3: Ensure that Blanson CTE HS will maintain 100% compliance with current educational legislation by regularly reviewing boardand administrative policies throughout the school year.

Evaluation Data Source(s) 3: School budget




1) The site based budget committee includingthe bookkeeper regularly attends trainings andmeetings on campus budget and planning asoffered by the finance and special programsdepartments.2) The principal will regularly update theinstructional leadership teams on changes toeducational laws and policies affecting studentachievement growth and other items relevant toclassroom instruction.





Performance Objective 4: Ensure that 100% of key work processes and campus operations are optimized to ensure efficiency, and effectiveness, and tomaintain a high degree of security and well-being of the whole campus.

Evaluation Data Source(s) 4: Records of work order completion.




1) Provide sufficient custodial supplies formaintenance and operations to ensure that thebuilding maintains a physical learningenvironment that is high functioning andconducive to teaching and learning.

AssistantPrincipal overBuilding andHead Custodian

The building and its amenities provide andsupports an excellent environment for teachingand learning.

Funding Sources: Principals Budget - 1000.00

2) The building administration together with thehead custodian will establish procedures andprocesses to ensure that work order requests areaddressed promptly and efficiently.3) Provide adequate supplies for the HealthServices office to respond to students basicneeds.

Funding Sources: Principals Budget - 125.00





Performance Objective 5: The campus will maintain a yearly attendance rate of 98%.

Evaluation Data Source(s) 5: Attendance Records




1) The campus attendance committee willreview students who have NG. The school willsend warning letters to students who have morethan three absences.

2.4 AssistantPrincipal overattendance,Attendance clerk, Attendancecommittee

Increase student achievement




Goal 5: Community Engagement and Outreach: Elevate district pride by strengthening partnerships withfamilies, communities, and the business community.

Performance Objective 1: One hundred percent (100%) of all students including their parents or guardians and all teachers and staff will gainunderstanding of and show support and commitment to the school's vision and mission.

Evaluation Data Source(s) 1: Signed commitment letters; Owner's manual sign out sheet for teachers. Year end turn around rate for thecampus; student enrollment and withdrawals.





1) Conduct parent meetings and orientationswhere both students and parents commit to therequirements of the school and the programs ofstudy through a letter of commitment.

3.1, 3.2 Administration,Counselors,Coordinator forStudentInitiatives

Increased parental involvement supports studentachievement.

Problem Statements: Demographics 1Funding Sources: Principals Budget - 500.00, Title I, Part A - 3000.00

2) All teachers participate in the curriculumplanning and integration to provide input onhow to live the mission and core beliefs of theschool to develop a positive and nurturingclimate and culture of the school.

2.4, 2.5, 2.6 Skills Specialists,Administrators

Improved school culture and climate.

3) Allocate 10% of Title 1 funds to supportprograms to maximize parental involvement

3.1, 3.2 Principal Increased level of parental involvement.

Problem Statements: Demographics 1Funding Sources: Title I, Part A - 675.00





4) PBMASCritical Success FactorsCSF 3, CSF 5

Regularly send out letters and call outs toparents regarding student progress, schoolevents, functions and other relevantinformation to maintain a high degree ofcommunication and involvement between theschool and the students' parents

3.1, 3.2 AssistantPrincipals ofAdministration

Increased level of parental involvement supportsstudent achievement.

5) Utilize technology, such as headphones, astools for language translation to facilitate easiercommunication with bilingual or multilingualparents and students during meetings.

3.2 AssistantPrincipals ofAdministration

Increased level of parental involvement.

6) The campus will regularly send out a surveyto school staff and parents to identify issuesand/ or concerns regarding the school's cultureand climate

3.2 Principal,Administration

Continuous improvement of school culture andclimate






Goal 5: Community Engagement and Outreach: Elevate district pride by strengthening partnerships with families, communities, and the businesscommunity.

Performance Objective 2: One hundred percent (100%) of all courses will offer and provide relevant real-life training and learning experiences for allstudents to gain the necessary assistance and support towards their licensure and certifications.

Evaluation Data Source(s) 2: Number of hours logged by students through job shadowing and internships. Master schedule and programguides showing off campus training.




1) One hundred percent (100%) of all theprograms of study will form partnerships withcommunity businesses to support jobshadowing and students' internships.

2.4 Administration,Coordinator forCampus andStudentsInitiative

Increased student achievement.

2) Critical Success FactorsCSF 1

Counselors and CTE teachers will regularlyreview with students all the licensure andcertification requirements, such as number ofhours, exams, internships, etc

2.6 Principal andAssistantPrincipals

Lower rates of drop outs and withdrawals.

3) All students will participate in extra-curricular activities and will form part invarious career and technical studentsorganizations (CTSO).

2.4, 2.5, 2.6 StudentCoordinator forStudentInitiatives

4) Members of CTSOs will represent theschool in all district, regional, state, andnational levels of career and technicalcompetitions.

Principal andAssistantPrincipals

Participation at the regional, state and nationalcompetitions.

Problem Statements: School Processes & Programs 1Funding Sources: Principals Budget - 1000.00





5) Critical Success FactorsCSF 6

Utilize an ambassador organization that servesas a resource for student representatives andspokespersons for public relations purposes.

StudentCoordinator forStudentInitiatives

Improvement of school culture and climate.Build upon skills needed in workforce to supportcore values.

6) Continue to actively seek out and recruit forcommunity business and college and universitypartnerships to provide more opportunities forstudents to learn workforce skills throughinternships and job shadowing.

Principal,Coordinator forStudent andCampusInitiatives

Increased student achievement

7) Students and staff and all CTSOs areencouraged to participate in outreach programsto surrounding communities to offer voluntaryservices and gain real-life experiences relevantto their respective programs of study.

2.5




School Processes & ProgramsProblem Statement 1: The CTE programs requiring a certain sequence of courses pose a difficult challenge in scheduling of students to ensure they meet all the course requirements.Root Cause 1: The master schedule does not have sufficient flexibility to accommodate students not meeting requirements for their program choice.




Goal 5: Community Engagement and Outreach: Elevate district pride by strengthening partnerships with families, communities, and the businesscommunity.

Performance Objective 3: One hundred percent (100%) of all EL students will have an increase by one level in all levels of the TELPAS exam as well asmeet standards in the English 1 or 2 STAAR by offering Parent Literacy Classes one Saturday a month.

Evaluation Data Source(s) 3: Parent attendance sheets. TELPAS Data.Improve the academic achievement status with EL population in ELA/ReadingSTAAR English 1 and 2 Data




Additional Targeted Support Strategy1) Offer English language literacy to the parentsof EL students to support their performance onthe the TELPAS exam.

2.4, 2.6 Principal andLPACadministrator

The TELPAS scores of EL students will advanceby at least one level.

Problem Statements: Student Academic Achievement 2Funding Sources: Title III, Part A (LEP) - 3870.00



Student Academic AchievementProblem Statement 2: The English language learners (current and monitored) scored lower than the target level on the ELA/ Reading STAAR, and performed below proficient inTELPAS. Root Cause 2: The interventions provided to the ELL group did not meet their needs.



State Compensatory

Budget for Dr. Blanson CTE High School:

Account Code Account Title Budget

6100 Payroll Costs014 6112 Salaries or Wages for Substitute Teachers or Other Professionals $98,604.00

6100 Subtotal: $98,604.00



Personnel for Dr. Blanson CTE High School:

Name Position Program FTE

Terrea Anderson Teacher Mathematics 1.0



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentIn 2015, the residents of the Aldine ISD passed a school bond referendum, which included building a Career and Technical Education High School. Thisnew campus will allow Aldine to provide students an opportunity to gain valuable workforce skills. The Dr. Archie L. Blanson Career and TechnicalEducation High School opened in the fall of 2018. The Aldine ISD Career & Technical Education High School was constructed on a 44-acre site, near theintersection of West Rd. and Deer Trail Dr. Our new 227,000 square-foot facility encompasses specialized classrooms for (1) robotics, (2) animation, (3)logistics, (4) auto technology, (5) engineering, (6) machining, (7) welding, (8) health science programs - i.e., dental, EMT), (9) standard classrooms, (10)science labs, (11) gymnasium, and (12) integrated building technology, which directly serve our 17 programs of study. The AISD CTE program continuesto grow as high school campuses focus on implementing House Bill 5. The bill known as HB5 encourages students to graduate with a program areaendorsement. It also encourages students to obtain an industry-standard recognized national certification. The CTE High School will enable AISD studentsto meet the growing demands of the workforce as a school of choice for Aldine families. In our first of operation in 2018-2019, we served approximately950 students in grades 9 through 11. In 2019-2020, Blanson will serve approximately 1300 students from 9th through 12th grades. It will have its firstgraduates in 2020.

Based on last year's student achievement reports from TEA, Blanson CTE HS had the set bar high during its first year of operations by garnering a rating ofA and receiving 6 out of 7 distinctions.

For ELA 1, the average passing score is 66.85%. Of the 343 students who took the ELA 1 test in 2018, 81.6% scored at Approaches Grade Level, 53%scored at Meets Grade Level, and 4.66% scored at the Masters Grade Level.

For ELA II, the average passing score is 69.39%. Of the 276 students who took the ELA II test in 2018, 77.5% scored at the Approaches Grade Level,59.42% scored at the Meets Grade level, and 1.45% scored at the Masters Grade Level.

For Mathematics, Blanson's current 9th graders have an average passing score of 70.65% on the 8th grade Math STAAR test. Of the 346 students who tookthe test in 2018, 97% percent scored at Approaches Grade Level on the 8th grade STAAR test, 66% scored at Meets Grade Level and 20.65% scored atMasters Grade Level. Those who scored at the Masters Grade Level were placed in Pre-AP Algebra 1. Those who scored at the Meets Grade Level wereplaced in Period 3 Enrichment Classes, while those who failed were placed in a Grad Prep Period 3 Intervention class.



Blanson's sophomore class had a passing score of 97.1% on the Algebra 1 EOC STAAR in 2018. 66.47% scored at Meets Grade Level, and 35.84% scoredat the Masters Grade Level. Those who scored at the Masters Level were enrolled in Pre-AP Geometry.

For Science, the result of the 8the grade Science STAAR test is showing a 71.17% passing score for our current 9th graders. Of the 396 freshmen who tookthe 2018 8th Grade Science STAAR test, 85.35% scored at Approaches Grade Level, 56.06% scored at Meets Grade level, and 27.02% scored at MastersGrade Level.

For the Biology EOC STAAR test, our current sophomores scored at an average of 69.30%. Of the 324 students who took the test in Spring 2018, 98.8%scored at Approaches Grade Level, 71.9% scored at the Meets Grade Level, and 25% scored at the Masters Grade Level.

For the 8th grade Social Studies STAAR test, our current freshmen scored an average of 64.28%. Of the 396 students who took the test, 77.27% scored atthe Approaches Grade Level, 37.63% scored at the Meets Grade Level, and 18.94% scored at the Masters Grade Level.

The students who scored at the Masters Grade Level were placed either in a Pre-AP class, in an Enrichment class such as, Science Fair, History Fair, and/orAP and Dual Credit classes. Those who scored at or below Approaches Grade Level were placed in intervention classes in Math and Reading. In addition,their progress will be regularly monitored and tracked by their teachers and their skills specialists. In addition to Pre-AP and Enrichment classes, we alsooffer AP courses in Physics, Math ELA3, Spanish 3 & 4, Dual Credit classes in US History, Dual Enrollment in College Algebra through the UT OnRampsprogram, Professional Communications, Engineering Design and Presentation, Welding and HVAC.

Our needs include the following:

Fill seats in the HVAC, Collision Repair, Diesel Tech, Distribution & Logistics, and Instrumentation and Process Control programs of studyIncrease the number of students at the mastery level on STAAR EOC examsIncrease student achievement as evidenced on standardized tests for ELL and SpEd populationsProvide in house support for the social and emotional needs of studentsEnsure students' program of study course requirements are met, as CTE programs require a certain sequence of coursesEstablish more community partnerships that support directly the students and their programs of studyDevelop and establish good procedures and a positive school culture

Barriers for educators, students and parents include:

Unstable home life/home responsibilitiesLack of community partnerships for internshipsLack of understanding of different programs of studyLarge class sizesLack of timeEmerging English language responsibilitiesNot enough staffNo previous secondary teaching experience



Lack of necessary equipment and supplies or lack of funding to fund projects

CNA was monitored and/or revised during these dates:

September 2019: 18th

October 2019: 3rd-4th

November 2019:

December 2019:

January 2020:

February 2020:

March 2020:

April 2020:

May 2020:

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholdersThe campus improvement plan was developed by:

Benjamin Ibarra (Principal)Roma Guerra (Assistant Principal)Kathyanne Sheffield (Assistant Principal)Divina Browne (Math Skills Specialist)Sherri Chambers (Social Studies Teacher/Department Chair)Alexis Cabarcas (Science Skills Specialist)Ann ford (English Skills Specialist)Amie Francis (CTE Teacher/Department Chair)Angela Ford-Robinson (Electives Teacher/Department Chair)



Ericka Jackson (Parent)M. Rodriguez (Parent)Wendy Chaing (Parent)Lydia Calderon (District Representative)J. Mattox (Business Partner)

2.2: Regular monitoring and revisionCIP was monitored and/or revised during these dates:

July 2019: 23rd, 25th

August 2019: 1st, 11th, 19th

September 2019: 2nd-3rd, 7th-10th, 12th, 17th-18th, 27th, 30th

October 2019: 1st-4th

November 2019:

December 2019:

January 2020:

February 2020:

March 2020:

April 2020:

May 2020:

The campus improvement plan committee regularly meets to evaluate existing campus programs and policies, and make recommendations for revisions.The administration, including the instructional leadership team will conduct regular surveys to determine the needs of the staff and students, and theconcerns of parents.

In addition, to improve instruction campus wide the assistant principals and the instructional coaches conduct both informal and formal meetings to discussthe individual needs of teachers to identify their goals and help them develop a plan to reach these goals.Dr. Blanson CTE High SchoolGenerated by Plan4Learning.com 58 of 72


2.3: Available to parents and community in an understandable format andlanguageThe campus improvement plan will be published online, in English via the Aldine ISD website and campus site with future plans to make the documentavailable in Spanish as well.

The campus improvement plan will be made available in English at Baker Ripley East Campus, Paco's Bakery, and Victory Packaging.

The campus improvement plan will be made available in English at the campus front office.

Parent and Family Engagement Policy and School-Parent Compact will be updated and made available on our campus website in English and Spanish.

All verbal and written communication related to Title I will be made available in both English and Spanish.

2.4: Opportunities for all children to meet State standardsImplement a collaborative and integrated curriculum to ensure that students' academic performance in all content areas and programs of study tosuccessfully meet all state-required testing and standards. (Page 17)

Goal 1, Performance Objective 1, Element 2 Reduce class to provide a smaller teacher-student ratio to ensure higher levels of student engagement and achievement. (Page 17)

Teachers provide daily tutorials Monday- Thursday for intervention/enrichment in core content areas. Tutorials will allow students to catch up onmissing assignments, re-test as needed, receive one on one support, a quite environment to complete homework, and extra time for practice.Our campus will offer Saturday School monthly for the purpose of extended day/increased learning time in order to meet standard and masterstandards on standardized State assessments. Saturday School is specific in nature and targets students on the cusp of the meets or masters standard inAlgebra I, Biology, English I and II and U.S. History STAAR EOCs. These specialized tutorials narrow the focus on test specific content andstrategies to meet individual testing goals.Students who are struggling in reading or math will be placed in intervention classes within the normal school day during a daily 45 minute class.Intervention classes allow teachers and students extra time to interact with content in a smaller setting.Students who are successful on standardized State assessments will be placed in enrichment classes to enhance their regular course schedule;Enrichment course titles include, History Fair, Study Skills (Social and Emotional Learning), SAT/ACT Prep. Enrichment courses give studentsopportunities to apply their knowledge in different contexts, further reinforcing key concepts across all disciplines.



2.5: Increased learning time and well-rounded education

Provide after school tutorials or extended day for academic interventions.

Goal 1, Performance Objective 1, Element 5Provide Saturday School or extended week for academic interventions, and credit recovery. (Page 18)

Each classroom will have a Chromebook cartAll classrooms are equipped with Promethean Activ-BoardsStudent desks are designed to be moved easily and grouped for small group instructionOur campus is outfitted with # collaboration areas for teacher and student useCore class will integrate CTE within their lessonsContextual Curriculum Focus – IntegratedWe offer an integrated curriculum that includes concepts from core content areas, electives, and CTE coursesWork-based applications into core curriculum as well as a focus on project-based learning

All students will participate in extra-curricular activities and will form part in various career and technical student organizations (CTSO). (page 27)

2.6: Address needs of all students, particularly at-risk

School will provide after school tutorials or extended day for academic interventions; transportation and after school meal service will be provided fortutorials occurring Monday-ThursdayTeachers and school leadership will attend weekly staff development focused on the school's yearly goals/initiativesSchoolwide implementation of the PLC model to strengthen classroom instructionTeachers and staff will implement social and emotional learning strategies focused on the five competencies of SELTeachers and staff will use strategies from Behavior 101 to reduce instances of misbehaviorSkills Specialists will work together with Assistant Principals to devise intentional planning for at-risk students in danger of not meeting STAAREOC standardsCounselors will provide crisis counseling as needed for students in need of tier 3 supportsCounselors will enrich academic programs by providing SAT prep courses, self-esteem retreats, parent meetings, and study hall opportunities



ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

Regularly send out letters and call outs to parents regarding student progress, school events, functions and other relevant information to maintain ahigh degree of communication and involvement between the school and the students' parents.Make parent-school compact available on the school website as well as in print copy in the attendance office, front office, and counseling offices. Theschool-parent compact will detail by grade level, how parents can best support their students at Blanson, suggest ways to keep lines of communicationopen with the school, and give information on current campus goals-increasing rigor through academic conversations and questioning as well as theroll out of a new social and emotional learning curriculuConduct parent meetings and orientations where both students and parents commit to therequirements of the school and the programs of study through a letter of commitment.

Regularly send out letters and call outs to parents regarding student progress, school events, functions and other relevant information to maintain a highdegree of communication and involvement between the school and the students' parents.

A Parent Advisory Council Meeting was held on October 2nd and October 3rd to gather input about our Parent and Family Engagement Policy andParent-School Compact.We anticipate at least one more meeting date to be held in the morning and in the afternoon of the second semester.The policy will be available in both English and Spanish on our campus website. As well as in a hard copy form in English and Spanish in the frontoffice of our school.

3.2: Offer flexible number of parent involvement meetings

Parent Advisory Council Meeting was held in the Fall of 2019 on two different occasions:

October 2, 2019 at 4:45 pmOctober 3, 2019 at 9:00 pm



Title I Personnel

Name Position Program FTE

Jessica Luis Teacher Social Studies 1.0Jose Borjas Teacher Social Studies 1.0Ruchaman Belizor Teacher ELA 1.0Tara Wodzicki Teacher Science 1.0



Attendance Committee

Committee Role Name PositionAdministrator Kathyanne Sheffield AdministratorParaprofessional Sylvia Zuniga Attendance clerkCounselor Rhonda WIlliams CounselorParaprofessional Sendy Luna Registrar



LPAC

Committee Role Name PositionAdministrator Roma Guerra LPAC AdministratorClassroom Teacher Viviana Barreiro ESL teacherClassroom Teacher Lindsay Loredo ESL teacherLPAC Counselor Lourdes Perez CounselorParent Olga Castillo ESL ParentParent Katya Moreno ESL ParentParent Sandra Martinez ESL ParentClassroom Teacher Rachel Kress ESL teacherClassroom Teacher Kayla Almaguer English Teacher



Parent Literacy Committee

Committee Role Name PositionAdministrator Roma Guerra Assistant PrincipalClassroom Teacher Ann Ford English Skills SpecialistAdministrator Kathyanne Sheffield Assistant PrincipalNon-classroom Professional Divina Browne Math Skills Specialist



Campus Improvement Team

Committee Role Name PositionAdministrator Benjamin Ibarra PrincipalAdministrator Roma Guerra Assistant PrincipalAdministrator Kathyanne Sheffield Assistant PrincipalNon-classroom Professional Divina Browne Math Skills SpecialistNon-classroom Professional Ann Ford English Skills SpecialistNon-classroom Professional Alexis Carbacas Science Skills SpecialistClassroom Teacher Sherri Chambers U.S. History Teacher/Department ChairClassroom Teacher Angela Ford-Robinson Professional Communications Teacher/Dept. ChairClassroom Teacher Amie Francis CTE Teacher/Dept. ChairBusiness Representative Jess Mattox Vice PresidentDistrict-level Professional Lidia Calderon Program Director of Professional LearningParent Maria Rodriguez ParentParent Wendy Chiang ParentParent Ericka Jackson Parent



MTSS Committee

Committee Role Name PositionAdministrator Kathyanne Sheffield AdministratorClassroom Teacher Kimberly Kiser CTE TeacherClassroom Teacher Emma Sobey English TeacherClassroom Teacher Curtis Caldwell Mathematics TeacherClassroom Teacher Jeremy West Social Studies TeacherClassroom Teacher Linda Rubio Science TeacherClassroom Teacher Kristal Gosselin Math TeacherStudent Javier Argueta Student



Campus Budget Committee

Committee Role Name PositionAdministrator Benjamin Ibarra PrincipalAdministrator Roma Guerra Assistant PrincipalParaprofessional Yolanda Davis BookkeeperNon-classroom Professional Ann Ford English Skills SpecialistNon-classroom Professional Divina Browne Math Skills Specialist



Faculty Advisory Committee

Committee Role Name PositionAdministrator Benjamin Ibarra PrincipalClassroom Teacher Jose Borjas Social Studies TeacherClassroom Teacher Tamatha Clark Math TeacherClassroom Teacher Linda Garcia Science teacherClassroom Teacher Sergio Llanas Spanish TeacherClassroom Teacher Leonel Rodriguez CTE Teacher



Campus Funding Summary

Principals BudgetGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 General Classroom Supplies ( spiral notebooks, markers, printerpaper, pencils, pens, glue sticks,etc.) F11 6399 11 $7,363.00

2 2 3Funds for security purposes such as ID badges, locks forchromebooks, pay for police officers during evening social events forstudents, (e.g., dances, culture night, prom, etc)

F52 6399-00 $4,000.00

2 3 3 Salary for P.E. teachers providing sports activities during the afterschool Wellness Club. F11-6119 04 $2,000.00

3 3 2 Registration fee for professional staff development provided byprofessional organizations such as Region 4. F13 6399-00 $2,000.00

3 3 2 Registration and travel fees for the instructional leadership team andadministrators to attend professional conferences . F23 6239-00 $8,000.00

4 4 1 Custodial supplies F51 6399-00 $1,000.004 4 3 Basic first aid supplies for the nurse's office. F33 6399-00 $125.00

5 1 1 Community service expenses such as snacks and brochures for parentmeetings F61 6499 08 $500.00

5 2 4 Extra curricular activities expenses such as payment for buses neededfor field trips F36 6399 00 $1,000.00

Sub-Total $25,988.00

State Compensatory Ed.Goal Objective Strategy Resources Needed Account Code Amount

1 1 2 Salary for highly qualified teachers in core classes. F11 6119-00 $70,115.00

1 1 4Salary for teachers providing after school tutorials for students whoare at or below approaches level and for those who are at risk offailing.

F11 6119-04 $10,494.50



State Compensatory Ed.Goal Objective Strategy Resources Needed Account Code Amount

1 1 4 Salary for after school aspiring administrators assisting in after schooltutorials F11 6119-04 $7,500.00

1 2 2 Salary for Teachers for after school tutorials for ESL & ELL students. F11 6119-04 $10,494.50Sub-Total $98,604.00

Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 General Classroom Supplies ( spiral notebooks, markers, printerpaper, pencils, pens, glue sticks,etc.) F11 6399 00 $43,783.00

1 1 1 Shelves to store and organize books for reading in ELA classrooms F11 6399 10 $6,551.00

1 1 2 Salary for highly qualified teachers in core classes to reduce classsizes in core or STAAR subjects. F11 6119 00 $290,214.00

1 1 4 Payment for core teachers providing after-school tutorials F11 6119 04 $10,418.001 1 5 Teacher pay for Saturday school tutorials F11 6119 06 $12,472.00

1 1 6Software (Problem-attic) as additional resource to increase the rigorof instruction and formative assessments in Math, Social Studies &Science core classes.

F11 6249 04 $375.00

5 1 1 Speakers for translating English to Spanish during meetings forparental involvement. F61 6299 00 $1,000.00

5 1 1 Reading materials such as brochures for parental involvement F61 6329 00 $2,000.005 1 3 Snacks for parents during parent meetings. F61 6499 08 $300.00

5 1 3 General supplies to facilitate meetings and communications withparents and to increase parental involvement. F61 6399 00 $375.00

Sub-Total $367,488.00

Title III, Part A (LEP)Goal Objective Strategy Resources Needed Account Code Amount

5 3 1 Teacher Extra duty pay for Extended week for Parent Literacy classes $2,100.00



Title III, Part A (LEP)Goal Objective Strategy Resources Needed Account Code Amount

5 3 1 Books for reading; Dictionaries, General supplies (Notebook, paper,pens, etc.) for parent Literacy classes $1,000.00

5 3 1 Snacks for parents for Saturday Parent Literacy classes $770.00Sub-Total $3,870.00

Grand Total $495,950.00



Documents

2019-2020 Campus Improvement Plan Dr. Blanson CTE High ... · Detail inventory, Literacy Staff Development on technology, Project Based Instruction Problem Attic Questions, Balanced