Campus Improvement Plan - Amazon S3 · 2019-10-23 · Technology Technology Plan ... Increase implementation of Sheltered Instruction strategies across the curriculum Improve academic

1

Florence Middle School

Campus Improvement Plan

2019-2020

Board Approved 10-21-2019

2

FLORENCE ISD

VISION Statement

“Florence ISD, the Foremost Leader in Education”

MISSION Statement

Florence ISD, together with family and community, will prepare tomorrow’s leaders through the relentless

pursuit of excellence.

3

FLORENCE ISD GOALS

District Goal 1:

Florence ISD will create an instructional climate that meets the needs of all students.

District Goal 2:

Florence ISD will improve communication strategies for all stakeholders.

District Goal 3:

Florence ISD will emphasize leadership, ensure accountability, and create a culture of increasing expectations.

District Goal 4:

Florence ISD will provide technology that meets the emerging needs of students and staff.

District Goal 5:

Florence ISD will ensure a well maintained facility emphasizing safety and security while using a systematic process for

improvements and growth.

4

Florence Middle School

Campus Educational Improvement Committee Members

Name Position

Brandi Spivey FMS Parent

Traci Harrell FMS Teacher

Jennifer Frank Florence Community Member

Arturo Garcia FMS Teacher

Julie Parker Florence Business Representative

Mary Harlan FMS Counselor

Thomas Pena FMS Parent

Sharon Gibson FISD Special Education/Federal Programs Director

Navin Palicherla FMS Teacher

Myssi Rizzo FMS Paraprofessional

Catherine Beckerley FMS Principal

Lynda Soape FMS Teacher

Tanya Hope FMS Teacher

5

Comprehensive Needs Assessment

Data Sources Reviewed Demographics

Enrollment by Grade and Gender

Enrollment by Ethnicity

Enrollment by Student Pop/Program

PEIMS Student Data

Mobility Data and TAPR

PEIMS Attendance

Student Achievement

State Accountability Reports

PBMAS Report

TELPAS District Report

STAAR Results

Promotion/Retention Rates

Student Success Initiative Data

TAPR Report

School Culture and Climate

TEA Discipline Summary

School Climate Surveys

PEIMS Discipline Reports

Title I Surveys (EL/MS Campuses)

Parent Conferences/Meetings

Disaggregated Discipline Data

Staff Quality, Recruitment and Retention

Teacher Certifications

Paraprofessional Qualifications

Teacher/FTE by Gender and Ethnicity

Teacher Years of Experience/Years in ISD

Staff Mobility/Stability

Teacher/Student Ratios

Special Program Qualifications

Professional Development Data

Virtual Job Fair Information Recruitment/Retention Strategies

Curriculum, Instruction and Assessment

TEKS Resource System Documents

Unit Assessments/Benchmarks

Instructional Resources/Class Materials

Instructional Technology

Class/School/Special Program Schedules

Enrichment Resources

Lesson Development

Instruction Delivery Strategies/Techniques

College and Career Readiness Alignment and Resources

Family and Community Involvement

ACE Program/Participation

Family/Community Participation Logs

Parent Volunteer Information

Parent Activity Surveys /Feedback

Event and/or Meeting Calendars

School Events – Parental Participation

Community Agencies/Support Services

School Context and Organization

School Structure (Depts.,Teams, etc.)

Decision-Making Committee(s)

Mentor Teachers

Duty Rosters

Schedule for Student Support Services

Campus Communication

School Map & Physical Environment

Extracurricular/School Program Services

Technology

Technology Plan

Technology Inventory

Technology Professional Development

Technology Policies and Procedures

6

Needs Assessment Members

Instructional Leadership Committee Tanya Hope

Lynda Soape

Christopher Beliveau

Positive Behavior Intervention Support Committee

(PBIS)

Louise Linder-Hall

Ellen Bardwell

Bryce Estes

Mary Harlan

Attendance Committee Brent Futrell

Bryce Estes

Sheri Briggs

Technology Committee Trent Shipp

Steven Smith

Navin Palicherla

Placement Review Committee Thomas Pena

Mary Harlan

Student Needs Committee Deidra Wynne

Art Garcia

Mary Harlan

7

Comprehensive Needs Assessment

Summary of Findings

Student Achievement

Target student performance rates lower than State/Federal standards

Improve performance of all students on STAAR Writing and Social Studies

Improve performance of all students on STAAR Reading, Writing, and

Math

Improve performance of Special Education students on STAAR Reading,

Writing, Math, and Science

Improve performance of English Language Learners on STAAR Reading,

Writing, Math, Science, and Social Studies

Improve performance of economically disadvantaged students in Reading,

Writing, Math, Science, and Social Studies

Improve performance of Hispanic students in Reading, Writing, Math,

Science, and Social Studies

Increase Reading and Writing strategies across the curriculum

Increase implementation of Sheltered Instruction strategies across the

curriculum

Improve academic growth for all ethnic groups, SPED, and ELs

School Culture and Climate

Continue training of Positive Behavior Strategies/Supports (PBIS)

Raise awareness to support safety of all students

Implement Capturing Kids Hearts program across campus

Attendance incentives for students

Campus climate surveys

Increase student participation in extracurricular activities/events

Continue use of Positive Behavior Intervention Support/PRIDE/CKH

Continue teacher presence in hallways

How Are We Better Today affirmation certificates

Motivational bulletin boards reflect CKH program

College displays of college and career readiness

Staff Quality, Recruitment and Retention

New teacher mentor program

Increase recruitment and retention of expert teachers

Designation and planning time for staff development

Additional instructional support for special programs (ESL, Sped, 504, GT)

Continue training for RTI, ELPs, Literacy, Positive Behavior Supports

Increase opportunities for 21st century skills

Support teachers in attainment of proficiency via teacher evaluation systems

Systems to support the implementation of high quality instruction

Curriculum, Instruction and Assessment

Designation and planning time for staff development

Lesson development for higher order thinking skills

Continue implementation of ELPs/Sheltered Instruction strategies

Differentiation of instruction

Continue implementation of writing across disciplines

Increase level of student engagement through research based instructional

strategies and tools

Time and resources for building common assessments/benchmarks

Increase course offerings

Vertical planning opportunities

Training on the disaggregation of student data

Professional development opportunities to improve performance in reading,

writing, and mathematics instructional delivery and student learning

College and career readiness initiatives/programs

Technology integration and instructional delivery methods

Utilization of educational software for progress monitoring

Increased opportunities for students to develop vocational skills

College and Career alignment, planning, and resources

Family and Community Involvement

Increase parent engagement including parents of ELLs and low SES

students; ACE program

Increase parental communication via various media

Parental information sessions on state assessments

Need for more parent volunteers

Regular updates to district/campus webpages

School Context and Organization

Teacher Mentor Program

Disaggregation and dissemination of data

Regular utilization of communication platforms

Create departmental/team planning

Effective use of lab for acceleration

Technology

Develop long range technology plan

8

Library and media services

Incorporation of digital technology in classrooms

Allocations for technology resources for instruction

Training and utilization of instructional technology

Teacher webpages training

Data disaggregation and analysis training

Utilization of educational software for progress monitoring

Maintain updated campus website

9

State & Local Compensatory Education

TEC Section 29.081 defines the State criteria used to identify students at risk of dropping out of school. A student at risk of dropping out of

school includes each student who is under 26 years of age and who:

1. Was not advanced from one grade to the next for one or more school years (Note: prekindergarten or kindergarten students who did not advance to the

next grade level only as the result of the request of the student’s parents are excluded from this identification; effective school year 2009-2010);

2. Is in grades 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum

during a semester in the preceding or current school year OR is not maintaining such an average in two or more subjects in the foundation curriculum in the

current semester.

3. Did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous

or current school year subsequently 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;

4. Is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year;

5. Is pregnant or is a parent;

6. Has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;

7. Has been expelled in accordance with Section 37.007 during the preceding or current school year;

8. Is currently on parole, probation, deferred prosecution, or other conditional release;

9. Was previously reported through PEIMS to have dropped out of school;

10. Is a student of limited English proficiency, as defined by Section 29.052;

11. Is in the custody or care of the Department of Protective and Regulatory Services (DPRS) or has, during the current school year, been referred to DPRS by a school

official, officer of the juvenile court, or law enforcement official;

12. Is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments;

13. 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.

14. Has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by

Section 1.07, Penal Code.

Florence ISD students who meet the state and local compensatory eligibility criteria are served in our programs. Each student’s progress is monitored and evaluated to

determine if they are making academic progress. When students no longer meet the eligibility criteria, they are exited from the program’s services.

--------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------

10

Economically Disadvantaged

2017-2018 2018-2019 2019-2020

FISD 52.8% 57.1% 57.2

FES 57.3% 61.2% 65.9

FMS 51.2% 54.2% 50.1

FHS 47.3% 53.1% 49.8

11

Federal, State, and Local Funding Sources Federal funding sources to be integrated and coordinated with State and Local funds to meet needs of all students:

Program/Funding Source Allocations Federal Programs District

2017-2018 District

2018-2019 District

2019-2020

Title I, Part A $105,558 $109,447 $103,525

Title I , Part C (Migrant) $3070 $0 $0

Title II, Part A (TPTR) $21,247 $20,110 $24,962

Title III, Part A ELA $21,976 $21,897 $23,480

Title IV, Part A SSAEP $10,000 $10,000 $10,000

Title IV, Part B 21st Century CCLC NA $260,000 $260,000

Carl Perkins $6,000 $6000 $6500

IDEA-B Formula $197,763 $200,941 $209,572

IDEA-B Pre-School $2,854 $2,984 $2,946

State Programs/Funding Source

Career/Technology Education $426,793 $439,271 $411,917

State Compensatory Education $451,589 $470,552 $542,080

Gifted/Talented $20,422 $21,471 $0

Special Education $407,328 $430,007 $561,930

Bilingual/ESL Program $67,855 $68,672 $90,629

High School Allotment $82,005 $83,875 $0

Early Education Allotment

$163,856

Dyslexia Allotment $42,578

School Safety Allotment $5437

College, Career, or Military Readiness $0

Teacher Incentive Allotment $0

Mentor Program Allotment $0

Instructional Materials Allotment $356,224 $242,170 $209,330

12

Federal, State, and Local Funding Sources

Federal funding sources to be integrated and coordinated with State and Local funds to meet the needs of all students:

Program/Funding Source 2019-2020 Special Programs Payroll

FHS FMS FES District

Wide Totals

Gifted & Talented FTE 2.4 0.0 0.0 0.0 2.4

(PIC 21) $ $98,878 $0 $0 $0 $98,878

Career Tech Ed FTE 4.7 0.0 0.0 0.0 4.7

(PIC 22) $ $330,000 $0 $0 $0 $330,000

Special Education FTE 5.0 6.0 7.0 3.3 21.3

(PIC 23) $ $244,519 $224,233 $246,378 $231,400 $946,530

State Comp Ed FTE 3.7 2.4 3.2 0.0 9.2

(PIC 24, 28, 30, 34) $ $173,465 $136,864 $146,544 $21,750 $478,623

Bilingual/ESL FTE 0.0 0.0 1.0 1.0 2.0

(PIC 25) $ $0 $0 $27,700 $77,640 $105,340

High School Allotment FTE 1.9 0.0 0.0 0.0 1.9

(PIC 31) $ $96,588 $0 $0 $0 $96,588

Title I, Part A FTE 0.0 0.0 1.6 0.0 1.6

(Fund 211) $ $0 $0 $99,225 $0 $99,225

IDEA-B FTE 0.0 1.0 1.0 1.0 3.0

(Fund 224) $ $0 $69,070 $20,749 $68,273 $158,092

21st Century CCLC FTE 1.0 0.0 1.0 0.0 2.0

(Fund 265) $ $60,000 $0 $60,000 $0 $120,000

Totals FTE 18.7 9.4 18.5 5.3 51.9

$ $1,003,450 $361,097 $579,847 $330,790 $2,275,184

13

Florence Middle School Campus Goals and

Performance Objectives

Goal 1: Florence Middle School will create an instructional climate that meets the needs of all students.

Performance Objectives: 1. Increase the academic performance of all students earning a met standard rating on all STAAR assessments in grades 6-8 by 5%.

2. Increase the academic performance of Special Education, EL, Economically Disadvantaged, and Hispanic students

on STAAR writing (grade 7) by 10%.

3. Increase the academic performance of EL students on STAAR Math and STAAR Reading in grades 6-8 by a 10%.

4. Increase the Mastery academic performance level of all students on all STAAR assessments in grades 6-8 and the assessments by 10%.

5. Decrease the number of students in grade 8 needing accelerated instruction by 10%.

6. EL students will increase one proficiency level on the TELPAS each year.

7. Increase the academic performance of all student groups on grade 8 Social Studies STAAR assessment.

8. Increase the academic performance of Special Education and EL on grade 8 Science STAAR assessment.

9. Increase the percentage of students at the “meets expectations” level to raise state accountability Academic Achievement Domain and School

Progress Domain scale scores to 80%.

Activity / Strategy Person(s)

Responsible

Timeline Resources Formative

Review

Summative

The implementation of the approved

curriculum framework (TEKS Resource

System) will be continued and the

components of the framework will be

monitored and reinforced with teachers.

Curriculum

Director;

Principal

August -

June

TEKS

Resource

System

(TRS)

Framework;

Local Funds

Professional

development on

TRS curriculum

framework;

sign-in sheets

Unit and lesson plans;

Admin.

Observations/walk-

throughs; increase in

state assessment scores

The TEKS Resource System will be

followed in the core content areas to

ensure vertically and horizontally aligned

curricula.

(1) (1) Year at a Glance (YAG)

(2) (2) Vertical Alignment Documents

(VADs)

(3) (3) Instructional Focus Documents

(IFDs)

Principal August -

June

TEKS

Resource

System

(TRS)

Framework

Documents;

Local Funds

Unit / Lesson

plan

documentation;

TRS

documents;

TRS sign-in

documentation

Administrative

Observations/Walk-

through

Documentation;

Adherence to state

standards; increase in

state assessment scores

14


Responsible


Review

Summative

Utilize unit assessments and benchmarks

(2/yr) in the core content areas to assess

students’ learning, disaggregate data, and

target learning needs.

Curriculum

Director;

Principal;

Teachers

August -

June

Local Funds Unit Exams /

Benchmark

Results for

BOY, MOY,

EOY

Student grades; state

assessments / course

work performance

Teachers will utilize Eduphoria to

disaggregate data from STAAR, unit

assessments, benchmarks and universal

screening instruments.

Principal;

Teachers;

Instructional

Technologist

August -

June

Local Funds Disaggregated

data

Utilization of data to

inform instruction and

plan for learning needs

Study disaggregated data from STAAR,

TELPAS, reading and math screeners,

unit assessments, and benchmarks to

develop and implement appropriate

interventions for students.

Principal;

Teachers; ESL

Coordinator

August -

June

Local Funds Disaggregated

data to inform

instruction and

plan for

learning needs;

progress reports

Academic achievement

- grades, coursework,

state assessments

All grade level and subject area TEKS

will be taught with research-based

instructional design and delivery.

Curriculum

Director;

Principal;

Teachers

August -

June

Local Funds

; Title I, Part

A;

Title II, Part

A; Title III

Prof.

development

registrations and

certificates;

sign-in

documents;

Lesson plans

High quality

instructional delivery

and design; Increased

academic

achievements; admin.

observations/walkthrou

ghs

Teachers will focus on depth and

complexity in instructional practices and

student learning activities to ensure the

readiness of all students for college and

career readiness.

Curriculum

Director;

Principal;

Teachers

August -

June

Local Funds

; Title I, Part

A;

Title II, Part

A; Title III

Prof. dev.

registrations and

certificates;

sign-in

documents

(local PD);

Admin

walkthroughs

High quality

instructional delivery

and design;

Administrative

observations;

Increased academic

achievement

Schedule team / departmental meetings

for curriculum planning.

Principal August -

June

Local Funds Schedule of

meetings;

meeting notes /

communication

Increased collaboration

for planning quality

instruction;

observation data

15


Responsible


Review

Summative

Identify At-Risk students according to

state compensatory criteria (as listed in

district plan) and provide accelerated

instruction to identified students.

Principal;

Counselor

August-

June

State Comp.

Funds

State

Assessment

Results;

Number of at-

risk students

identified

Increased student

performance on report

cards, state

assessments

Provide additional academic support to

students through:

(1) Tutorials;

(2) Inclusion support as appropriate;

(3) Reading and math intervention

services;

(4) Intervention classes in math/reading

(5) Summer school;

(6) 21 Century CLC/ACE

(7) Instructional Aide(s) on Title I

campuses

Principal;

Counselor;

Teachers

August-

June

Local Funds; Title I, Part

A; State

Comp.

Funds; Title

III; 21st

CCLC

Grant

Grades, Unit

Exams/

Benchmarks,

Prior STAAR

Results;

TELPAS

Results; Credit

Recovery

Records; ACE

Attendance

Records

Increased performance on grades and state assessments; lower retention rates; ACE summative data

Provide professional development to

teachers to assist with best practices for

core content instruction and strategies.

(1) (1) Writing workshops/Seminars

(2) Workshops for Special Populations

(3) Educational Consultants/Coaching –

ELAR, Science, Math, Social Studies

(4) Data driven instruction training

Curriculum

Director;

Principal

August-

June

Local Funds;

Title II, Part

A; Title I,

Part A; Title

III

Training

documents;

Sign-In sheets;

Teacher

Feedback;

Professional

Development

Documentation

Teacher feedback

knowledge of content

and delivery of

instruction and use of

instructional strategies;

Admin. walkthroughs/

observations; Increase

in student performance

on grades and unit and

state assessments

16


Responsible


Review

Summative


ELAR teachers to assist with best

practices for reading instruction and

strategies.

1. (1) Reading workshops

2. (2) Workshops for Special Populations

3. (3) ELAR Consultants/Coaches

Curriculum

Director;

Principal

August-

June

Local

Funds;

Title I, Part

A;

Title II, Part

A; Title III

Training

documents; Sign-

In sheets; Teacher

input

Teacher feedback on

knowledge of content and

delivery of reading

instruction and skills;

Admin. walkthroughs/

observations; Increase in

student performance on

grades and unit and state

assessments

Utilize screeners to assess and monitor

reading levels and reading skills and

utilize the results of the screeners to plan

assistance for students.

(1) (1) Fluency Assessments

(2) STAR Reading

(3) Texas Middle School Fluency

Assessment

Principal,

Teachers

Fall-Spring Local Funds;

Title I, Part

A

Screening data

on reading

level and skills

and documented

interventions;

progress reports

Increased student

performance on

reading level and in

reading skills;

progress reports;

grades

Implement reading improvement

strategies.

(1) (1) Provide appropriate reading,

literature, and reference materials.

(2) (2) Utilize instructional reading support

software.

(3) Focus on vocabulary development in

academic and content areas.

(3) (4) Provide training in research-based

reading interventions for teachers.

(4) (5)Provide ELAR consultants to

emphasize research-based best practices.

(6)Utilize instructional resources that

target culturally diverse texts and high

interest materials/resources.

(7) Accelerated instruction support

(8) ACE after school program

Curriculum

Director;

Principal;

Teachers; ACE

Coordinator

August -

June

Local Funds;

Title I, Part

A; Title II,

Part A; Title

III; 21st

Century

Grant

Screening data

on reading

levels and skills

and documented

interventions;

progress reports

Increased student

performance in

reading; grades, state

assessments

17


Responsible


Review

Summative

Provide for the needs of dyslexic students.

(1) (1) Utilize research-based instructional

strategies to help and support dyslexic

students.

(2) (2) Employ dyslexia teacher to provide

dyslexia services to dyslexic students.

(3) (3) Utilize instructional technology to

supplement reading instruction (Study

Island).

(4) (4) Provide training on instructional

technology resources for teachers.

(5) (5) Provide training and use of best practices

for dyslexia students

Curriculum

Director;

SPED /

Federal

Programs

Director;

Principal

August -

June

Local Funds,

Title I, Part A,

State Comp

Screening data

on reading

levels and skills

and

documented

interventions;

progress

reports;

documentation

of professional

development

for dyslexia

teacher

Increased student

performance in reading;

grades; state assessments;

increased teacher

proficiency

Provide accommodations for instruction and

assessments as appropriate, and focus on

differentiated instruction to meet the needs

of various student populations (SPED, EL,

G/T, 504, Migrant, Dyslexia, and At-Risk

students).

Principal;

Teachers;

SPED/Federal

Programs

Director; ESL

Coordinator

August -

June

Local Funds,

Title I, Part A;

IDEA Part B;

State Comp;

Migrant SSA

Unit assessments

and benchmarks;

progress reports

Increased student

performance on report

cards; state assessments

results

Utilize instructional technology resources to

provide additional content support for

students.

(1) Study Island (MS)

(1) (2) STAR Math

(3) STAR Reading

(4) Renaissance Learning

(5) Learning Ally

Curriculum

Director;

Instructional

Technologist;

Principal;

Teachers

August -

June

Local Funds;

Title I, Part A;

IDEA Part B

Progress

monitoring

reports

provided by

technology

resources

Increased student

performance in reading

and math; grades; state

assessments

18


Responsible


Review

Summative

Employ DAEP teacher and paraprofessional to instruct the students assigned to disciplinary alternative education program (DAEP) and

ensure academic progress

monitoring and delivery of services

to all students and special

populations (as appropriate) in the

DAEP.

Principal;

ESL

Coordinator;

Federal

Programs

Director

August -

June

Local Funds;

State Comp.

Pre- and post-

assessments;

attendance

records;

progress

reports

Recidivism rates;

report card grades;

State assessments

Monitor the progress of ESL students

and provide additional support for

students to become proficient in English

and to obtain mastery of the grade-level

/ content specifics TEKS.

(1) ESL Progress Monitoring

Spreadsheets

(2) Small group instruction

(3) TELPAS Results/State Assessments

(4) Progress Notices/Report Cards

(5) Tutorials

Principal;

ESL

Coordinator;

Teachers;

Federal

Programs

Director

August-

June

Local Funds;

State Comp.;

Title III

Unit

assessments,

benchmarks,

progress

reports, grades

End of year grades;

TELPAS; STAAR

Continue to provide professional

development to assist teachers in

addressing the English Language

Proficiency standards.

(1) (1) Sheltered Instruction

Training/strategies

(2) (2) ESL Certifications (for all ELAR

teachers)

(3) (3) ELPS Support/Instructional

Strategies for ELs

(4) (4) ESL Professional Development and

Workshops

(5) (5) ESL Instructional Resources

(6) (6) TELPAS Rater Training

Curriculum

Director;

Principal;

ESL

Coordinator;

Federal

Programs

Director;

District

Testing

Coordinator

August-

June

Local Funds;

Title II, Part

A; Title III

Certificates of

Participation;

Sign-In Sheets

Increased teacher

proficiencies; Admin

walkthroughs/

observations; Increase

student achievement

on TELPAS and

STAAR

19


Responsible


Review

Summative

Track student progress on TELPAS,

target areas of need, and provide

appropriate interventions for ELLs.

ESL

Coordinator;

Principal

August-

June

Local Funds;

Title III;

State Comp.

Unit

assessments,

benchmarks,

progress reports,

grades

End of year grades,

TELPAS, STAAR

Target the needs of G/T students in

classrooms by differentiating

instruction and implementing G/T

strategies.

Principal;

Teachers

August-

June

Local Funds Unit

assessments,

benchmarks,

progress reports

Walkthroughs/observatio

n; End of year grades;

state assessments

(6) Include career opportunities and

occupational information in the regular

curriculum and vocational classes and

relate the subject matter to occupations

and use in real life.

(7) (1) Field trips (2) Career Exploration

Events (3) Career Fair

Curriculum

Director;

Principal;

Teachers

Weekly Local Funds Unit / Lesson

plans

Student surveys -

increased vocational

awareness; college

and career readiness

performance

Administer career interest inventory

surveys to students and utilize results to

plan for programs of study.

Principal;

Counselor

Spring

Semester

Local Funds;

Carl Perkins

Grant

Inventory

results

Career pathway /

programs of study

coursework

recommendations

Continue to emphasize Health

Education and provide opportunities to

develop healthy living habits.

(1) Physical Education Classes/Health

classes

(2) Athletics classes/participation

(3) FitnessGram Assessment

(4) Health and Sexual Wellness

curriculum

(5) CPR and First Aid Instruction

Curriculum

Director;

Principal;

Teachers;

District

Nurse;

SHAC

Committee

August-

June

Local Funds Participation

in Health

Education and

Physical

Education

programs/

activities;

progress in

coursework

FitnessGram results;

grades in

PE/Athletics/Health

courses; participation

in Athletics

20

(6) CATCH My Breath curriculum


Responsible


Review

Summative

Administrators, teachers, campus

attendance clerks, secretaries, and

counselors will receive current

information to identify new and existing

students who may be homeless.

District

Homeless

Liaison;

Counselor

August Local Funds Information

on

Identification

of Homeless

Students

Campus rosters of

homeless students;

PEIMS Reports

Assistance will be provided to homeless

students to help identified students meet

academic success.

Federal

Programs

Coordinator;

Counselor;

Homeless

Liaison

August-

June

Title I, Part

A;

Communities

in Schools

Progress

Reports

Student Report Cards

Assess the academic needs of Migrant

students and address each need with

targeted instructional and support

services.

Region 13

ESC Migrant

SSA; Federal

Programs

Coordinator

August -

June

Title I, Part

C; Migrant

Priority for

Services

Action Plan –

Region 13

Migrant SSA

Beg. of Year

Assessments;

Progress

Reports;

Services

Participation;

ESC 13

Training/Com-

munication

PEIMS Reports for

Identification; Program

Evaluation; Student

Report Cards; State

Assessments

21

Goal 2: Florence Middle School will improve communication strategies for all stakeholders.

Performance Objective:

1. Maintain a campus attendance rate of 97.0% or higher.

2. Increase the number of parent and community engagement activities including federal programs.

3. Promote and communicate opportunities for community/parent engagement at the middle school.

4. Expand outreach to families with language and cultural differences.


Responsible


Review

Summative

Utilize the campus website to

inform parents and community

about campus information and post

a calendar of events.

Principal;

Technology

Director;

Instructional

Technologist

Weekly Local

Funds

Review of

websites for

updates /

maintenance

Review of websites;

parental and community

feedback

Communicate with parents via

telephone, email, or parent-teacher

conferences regarding academic

progress, attendance, etc.

Principal;

Teachers;

Counselor

August-June Local

Funds

Principal Review;

Teacher

Schedules/Logs of

Contacts

Parental Feedback;

Teacher Documentation

Utilize teacher websites to

communicate classroom

information such as course syllabi,

teacher expectations, assignments,

and resources.

Principal;

Teachers;

Instructional

Technologist

August-

June

Local

Funds

Principals

review website

for updates /

maintenance

Parental / Student

Feedback

Keep parents informed of academic

progress via three-week progress

notices, grading period report cards,

grading period IEP reports, and

other reports.

Principal;

Teachers

Progress

reports

every 3

weeks

Local

Funds

Progress reports

/ reports cards /

IEP reports

Parental Feedback

Continue to provide parental access

to “Gradebook” via TxEIS.

Technology

Director;

Principal

Aug-June Local

Funds

Parent access via

computer to

grades/attendance

Parental Feedback; amount

of access

Continue to utilize “Remind” app to

inform parents of school events,

announcements, etc.

Principal; Technology

Director; Instructional

Technologist

August -

June

Local

Funds

Supt/Principal

Messages

Parental Feedback

22


Responsible


Review

Summative

Parents, business members, and

community members will serve on

campus advisory committee.

Principal Four times

per year

Local

Funds

Meeting

agendas;

committee

member

attendance

Sign-in sheets; meeting

minutes; increased

school/parent/community

communication & input

Florence Middle School campus

will conduct annual Title 1

meetings to convey information

about the Title 1 program.

Principal;

Federal

Programs

Director;

Counselor

Annually Title I,

Part A

Meeting agenda;

sign-in sheets

Meeting minutes;

school/parent/community

communication & input

Florence Middle School campus

will provide School-Parent

Compacts addressing parent

support of student learning and the

importance of ongoing

communication.

Principal;

Federal

Programs

Director;

Counselor

August Title I,

Part A

School

compacts

Increased school/parent

communication

FMS will conduct a parent survey

in the spring in accordance with

Title I requirement.

Principal;

Federal

Programs

Director;

Counselor

Annually –

April

Title I,

Part A

Parent survey

results

Increased parental input/

parental feedback

Provide parent information

meetings regarding state

assessments, Student Success

Initiative, grade placement

meetings (grade 8).

Principal;

Counselor

Fall and

spring

semester

Local

Funds

Student

Handbooks;

Grade placement

meeting

notifications /

letters

Increased parental

community engagement /

communication

Provide ways to foster

communication with parents and

community members, and assist

staff members with acquiring

information and skills on building

positive relationships.

(1) After school English language

class – ACE Program

Principal;

Curriculum

Director;

Spanish

Teacher; ACE

Coordinator

August-

June

Local

Funds; 21st

Century

Grant;

Title IV

Record of

professional

development

attended / book

studies; faculty

meeting agendas

Parent / student /

community feedback

23


Responsible


Review

Summative

Conduct planning meetings with

parents of middle school students as

required in preparation for high

school success.

Principal;

Counselor

Fall-Spring

semester

Local

Funds

Schedule of

meetings

Record of meetings /

graduation plans signed by

parents and students;

increased parental

communication and

engagement via meeting

attendance; parental

feedback

Provide parental engagement

meeting for parents of ESL

students.

Principal;

ESL

Coordinator

November Local

Funds;

Title III;

21st

CCLC

Grant

Meeting agenda Sign-in sheets; increased

parental communication

and participation

Provide interpreters for parents of

students as needed and information

and notices as required in the home

language to parents of EL students.

Principal August-

June

Local

Funds

Record of

scheduled

meetings;

meeting minutes

Increased

parental

communication/participati

on/

meeting attendance

Inform parents of attendance

policies and required

documentation for absences.

(1) Student Handbooks

(2) Letters/Brochures

(3) Campus communication

Principal August Local

Funds

Student

Handbooks;

Campus

communications

Increased attendance rates

Parents will be contacted by each

campus administrator or designee

regarding “excessive” absences for

their child(ren).

Principal August-

June

Local

Funds

Documentation

of contacts;

attendance data

Increased student

achievement; grades

24

Goal 3: Florence Middle School will emphasize leadership, ensure accountability, and create campus culture of increasing expectations.

Performance Objectives:

1. Provide all Special Education students with an individualized transition plan based upon age appropriate transition assessments prior to their

14th birthday.

2. Examine accountability indicators and focus on increasing expectations for academic performance of special populations.

3. Continue good hiring practices and coordinate professional development to ensure 100% of teachers on the campus are state certified.

4. Implement professional development opportunities that focus on research-based practices in instruction, student learning, and positive behavior

strategies.


Responsible


Review

Summative

Inform staff members of campus

accountability indicators and set

expectations for meeting the indicators.

Principal;

Curriculum

Director

August Accountability

Reports

Reports

interpreted and

needs identified

Campus plan for

meeting indicators

Communicate campus accountability

report and Texas Academic Performance

Report, and lead staff members in efforts

to target indicators where improvements

are needed.

Curriculum

Director;

SPED

Director;

Principal

August /

November

/ January

Campus

Accountability

Reports and

TAPR Reports

Needs

assessments

Campus plan for

meeting indicators

Adhere to the district scope and sequence

to ensure that all students receive

instruction on the tested TEKS prior to

state assessments.

Principal August-

June

Local Funds Unit / Lesson

Plans;

Admin

Walkthroughs

T-TESS

Seek high quality certified teachers. Superintendent;

HR; Principal

August-July SBEC

Certifications;

State certification

requirements

State

certification

requirements

Review of state

certification

Meet the highly qualified requirement for

all paraprofessionals.

Superintendent;

HR, Principal

August-July State criteria for

paraprofessionals

HR evaluations of

paraprofessional

credentials

Review of

paraprofessional

certifications

25


Responsible

Timeline Resources Formative Review Summative

Provide mentors for new teachers / teachers

new to the district, and provide training

/support to these teachers with orientation to

the district / campus, classroom management

techniques, “best practices” in instruction,

curriculum and planning support, etc.

Principal;

Curriculum

Director

August-

June

Local Funds New teacher

orientation;

Professional

development

documentation;

Mentoring meetings

Retention of teachers;

increased teacher

proficiencies/support

Incorporate additional ways to recognize

teachers and show teacher appreciation.

Principal; PBIS

committee

August-

June

Local Funds Increased retention /

support of teachers

Teacher surveys

Provide support for all teachers in Capturing

Kids Hearts, best practices, and content area

professional development, and provide job-

related training for paraprofessionals and

auxiliary personnel.

Curriculum

Director; Principal

August-

June

Local Funds;

Title I, Part A;

Title II, Part A;

Title III

Record of teacher /

staff participation in

professional

development and

trainings; progress

notices

Increase in teacher


observations; increase in

student achievement

Utilize walk-throughs and T-TESS to provide

feedback to teachers.

Principal; Special

Education

Director

August-

May

Local Funds T-TESS calendar;

documented

walkthroughs and

observations in

Eduphoria

T-TESS results; quality

instruction

Schedule times for grade levels and/or

departments to meet frequently to plan.

Principal;

Curriculum

Director; Sped

Director

August-

June

Local Funds Schedule of

meetings; meeting

notes

Planned, collaborative

instruction and lesson

activities

Review student records and diagnostic results

to determine the most appropriate

instructional arrangements for SPED

students.

SPED Director;

ARD Committee

August-

June

IDEA Part B Diagnostic results;

IEP Progress Reports

Placement of students in

least restrictive

environment

Gather a series of documented interventions

and other relevant information for Special

Education referrals.

Principal; SPED

Director; ESL

Coordinator; RtI

Committee

August-

June

Local Funds;

Title I, Part A

Documented

Interventions (RtI)

(Tier I, Tier II, Tier

III); progress reports;

unit exams and

benchmarks

Student performance as

documented by grades and

assessments

26


Responsible


Review

Summative

Study the performance objectives, STAAR

blueprints, and the depth and complexity of

the TEKS needed for success on STAAR.

Adjust course content/ instruction, unit

assessments, benchmarks, and provide

resources needed to prepare for depth and

complexity in instruction.

Curriculum

Director;

Principal

August-

July

Local Funds;

Title I, Part A;

IDEA Part B;

Title II, Part A

Progress reports;

Unit exams and

benchmarks

Student performance on

state assessments

Study STAAR results and provide

strategies and resources to help students

meet success on objectives and student

expectations.

Principal;

Curriculum

Director;

SPED

Director

August-

June

Local Funds;

Title I, Part A;

IDEA Part B;

Title II, Part A;

Title III

Progress reports;

Unit exams and

benchmarks


state assessments

Incorporate ways to train in-district teachers

to facilitate and lead professional

development sessions for staff.

Curriculum

Director;

Principal

August-

June

Local Funds,

Title I, Part A;

Title II, Part A;

Title III

Record of teacher /

staff participation

in professional

development and

trainings

Increase in teacher


observations

Provide interventions for students who are

identified as needing additional assistance

or who are failing or in danger of failing a

subject and/or grade level.

Principal;

Counselor;

ACE

Coordinator

August-

June

Local Funds,

State Comp.;

Title I, Part A;

IDEA Part B;

Title III; 21st

Century Grant

Progress reports;

Unit exams and

benchmarks


state assessments

Monitor instruction for the incorporation of

higher order thinking skills and problem

solving in all classes.

Principal August-

June

Local Funds Progress reports;

Unit exams and

benchmarks


state assessments; grades

Examine student records and diagnostic

information to provide appropriate

accommodations.

SPED Director;

ARD Committee

August-June Local Funds Progress reports; Unit

exams and

benchmarks


state assessments; grades

Work collaboratively from campus to

campus to transition students and student

information to the next campus (Fifth grade

to middle school and Eighth grade to high

school).

Principal,

SPED

Director;

Counselor

August-

June

Local Funds Counselor and

admin. meetings

Compliance with state

and federal transition

indicators; increase in

teacher and student

proficiencies

27


Responsible


Review

Summative

FMS will communicate attendance

procedures to teachers, staff, and

parents. Stress the importance of

encouraging student attendance.

Principal August-

June

Local Funds;

Title I, Part A

Attendance

records; campus

documentation

Increase in attendance

rate

Campus administration will ensure that

parents/guardians are contacted

regarding their student’s absence if the

parents have not provided

documentation or contacted the school

regarding their student’s absence.

Principal;

designee

August-

June

Local Funds;

Title I, Part A

Attendance

records; campus

documentation

Increase in attendance

rate

FMS and program coordinators will

continue to seek ways to increase

student participation and student

performance in extracurricular and co-

curricular activities such as athletics and

UIL Academic Competition and reduce

the number of discipline referrals while

incorporating CKH

initiatives/strategies.

Principal;

Athletic

Director;

Band

Director;

UIL

Coaches;

Sped

Director;

Curriculum

Director

August-

June

Local Funds;

Title IV

Documentation

of campus

meetings and

outreach through

various sources

Increase in student

participation and

performance

28

Goal 4: Florence Middle School will provide technology and professional development that meets the emerging needs of students and staff.


1. Evaluate, train, and implement educational technology programs for intervention.

2. Continued professional development for appropriate technology use in student learning.

3. One hundred percent of all teachers will maintain an updated website.

4. Utilize Eduphoria and other district technology programs to analyze formative and summative student assessments.

5. Increase the number of technology devices on campus.


Responsible


Provide opportunities for teachers to

participate in professional development

in meeting the needs of special

populations including SPED, ESL, 504,

dyslexic, and homeless students.

Curriculum

Director;

Principal;

SPED

Director

August-

June

Local Funds;

Title I Part A;

Title III; Title

II; IDEA Part

B

Record of teacher /


professional

development and

trainings

Increase in teacher

proficiencies;

Admin.

walkthroughs/obse

rvations

Continue to provide professional

development opportunities to teachers in

the TEKS and strategies to help students

meet success on state-mandated

assessments.

Curriculum

Director;

Principal

August-

June

Local Funds,

Title I Part A,

Title II,

IDEA Part B;

Title III

Record of teacher / staff

participation in

professional

development and

trainings

Increase in teacher

proficiencies; Admin.

walkthroughs/observat

ions


teachers to assist with best practices for

writing instruction and strategies for

reinforcing writing across the curricula.

(1) Content area writing training

(2) Educational Consultants

Curriculum

Director;

Principal

August-

June

Local Funds,

Title I Part A,

Title II, IDEA

Part B, Title

III


participation in

professional

development and

trainings

Increase in teacher



ions; Student grades;

state assessments

Continue to equip teachers with strategies

to address the English Language

Proficiency Standards and meet the needs

of ELs in all content areas.

(7) (1) Sheltered Instruction Training

(8) (2) ESL Certifications (for all ELAR

teachers)

(9) (3) ELPS / Support for ELs via ESC 13

Workshops

(10) (3)TELPAS Training/Performance Level

Descriptors Training

Curriculum

Director;

Principal;

SPED/Feder

al Programs

Director

August-

June

Local Funds;

Title I Part A;

Title III; Title

II


participation in

professional

development and

trainings

Increase in teacher



ions,

29


Responsible


Provide training to teachers in data

disaggregation and data disaggregation tools.

(1) (1) Training teachers to utilize Eduphoria

(3)Train teachers on instructional software.

Curriculum

Director,

Principal,

Instructional

Technologist

August-June Local Funds;

Title II


participation in

professional

development and

trainings; unit exams

and benchmarks

Increase in teacher



ions; increase in unit

exams and

benchmarks

Provide staff development for all staff in

identifying and helping homeless students

and families.

Homeless

Coordinator;

Counselor

August-

June

Local Funds Record of teacher/staff

participation in

professional

development and

trainings; progress reports

Increase in teacher

proficiencies; grading

period and end-of-year

grades

(11) Work to ensure that teachers acquire the 30-

hour G/T certification and ESL certification.

Curriculum

Director;

Principal

August-

June

Local Funds;

Title III


participation in

professional

development and

trainings

Increase in teacher


walkthroughs/observatio

ns

Increase the use of various types of

instructional media to enhance instructional

delivery and engagement in the classroom.

Curriculum

Director;

Principal;

Instructional

Technologist

August-

June

Local Funds Record of teacher / staff

participation in

professional

development/trainings

Increase in teacher


walkthroughs/observatio

ns

Work with the District Technology

Committee to develop a campus technology

plan.

Technology

Committee;

Principal;

Technology

Director

October-

February

Local Funds Meeting Agendas; Meeting

sign-in sheets

Campus technology plan

Increase student access to technology through

the addition and/or replacement of

technology devices and the acquisition of

new technology tools.

Superintende

nt;

Technology

Director;

Principal

August-

June

Local Funds Technology inventory;

Technology Plan

Technology inventory;

Technology Plan

evaluation

Provide required trainings for teachers and

paraprofessionals serving students in special

programs.

(1) SAMA

(2) LPAC Training

(3) Trainings specific to ARDs and 504

Curriculum

Director;

SPED/Fed

Programs

Director;

Principal

August-

June

Local Funds;

IDEA Part B


participation in

professional

development and

trainings; Positive

behavior strategies /

Increase in teacher

proficiencies;

Admin

observations;

disciplinary

incidents

30

meetings interventions

Activity / Strategy

Person(s)

Responsible


Increase use of technology resources (as

available) in teacher classrooms to

increase the level of student engagement.

Principal;

Instructional

Technologist;

Technology

Director

August-

June

Local Funds Record of teacher /


professional

development and

trainings; lesson plans

Increase in teacher

technology

proficiencies; level

of student

engagement; Admin.

walkthroughs/observ

ations: Student

grades / academic

performance

Increase use of technology in

presentations and instruction.

Principal;

Teachers

August-

June

Local Funds Unit / Lesson Plans Increase in student

engagement;

Admin

observations -

Level of student

engagement

31

Goal 5: Florence Middle School will ensure a well maintained facility emphasizing safety and security while using a systematic process for

improvements in growth.


1. Evaluate and update physical safety and security systems and processes at FMS.

2. Implement a strategic plan for social/emotional learning at FMS.

3. Utilize community resources and partnerships to address student and family needs.


Responsible


Implement the facilities safety and

security systems campus-wide.

Superintendent;

Principal;

Technology

Director

August Local

Funds;

Title IV

Distribution of

security systems

information and

access for staff

Security system

evaluation

Train campus staff members in

emergency management procedures and

school security.

Principal August Local Funds Sign-in sheets;

training agenda

Assessment/survey

of trained staff

Review campus emergency policies and

procedures and communicate

emergency policies and procedures to

all staff.

Principal August Local Funds Date of Meetings /

Documentation of

Emergency Plan

Emergency

management

preparedness

Conduct routine safety drills as

required.

Principal August-

June

Local Funds Date /

documentation of

drills conducted

Reports of drills

All students will be oriented to the

Student Handbook, the Code of

Conduct, Capturing Kids Hearts, and

the PBIS school-wide expectations

throughout the year.

Principal;

Teachers

August-

May

Local

Funds; Title

IV

Student

Handbooks and

Code of Conduct

Acknowledgment

Forms; Discipline

Forms

PEIMS End of

Year Discipline

Reports

Campus will address teen dating violence,

sexual harassment, sexual violence, and

bullying prevention with students.

Principal;

Counselor

August-

May

Local

Funds; Title

IV

Reduction in

number of

bullying and

sexual harassment

incidents

Campus Discipline

Report; Resources

32


Responsible


Teachers will participate in staff

development sessions on bullying,

sexual harassment, dating violence,

child abuse and neglect, child sexual

abuse, human trafficking awareness,

and suicide prevention.

(1) (1) Dating Violence Prevention

(2) (2) Suicide Information Presentation

(3) (2) Bullying Prevention

(4) (3) Internet / Cyberbullying

Presentation

(5) (5) Training on Child Abuse and

Neglect and Sexual Abuse

Superintendent;

Principals;

Counselors;

Instructional

Technologist;

Curriculum

Director

August -

May

Local Funds;

Title IV

Sign-in Sheets; Staff

Development Agendas

/ Records; Certificate

of completion records

Campus Discipline

Reports / PEIMS End

of Year Reports;

Counselor Referrals

Students and staff will conduct and

participate in Red-Ribbon week

activities to teach students about the

dangers of various drugs.

(1) Safe and drug-free awareness

activities

Principal;

Counselor

October Local Funds;

Title IV Reduction in the

number of incidents

involving drugs

Campus Discipline

Report; End of year

PEIMS Discipline

Report

Incorporate character education.

(1) Counselor Lessons – Positive

Character

(2) School-wide PBIS/PRIDE

(3) Character education curriculum

provided throughout the year

(4) Use of Capturing Kids Hearts

EXCEL Model

Principal;

Counselor

August-

June

Local Funds,

Title IV

Counselor lessons;

posters; books;

schedule of lessons

Campus Discipline

Report; End of year

PEIMS Discipline

Report

Provide tobacco, drug, and alcohol

prevention education to students.

(1) (1) Health and Physical Education

(2) (2) Special Presentations - CATCH

curriculum

(3) (3) Posters / Literature / Brochures

(4) (4) Community Resources

(6) (5) Counseling

Principal;

Counselor;

Health

teacher/PE

teacher; Nurse

August-

June

Local Funds;

Title IV

Lesson plans;

brochures; Health /

counseling resources

Campus Discipline

Report; End of year

PEIMS Discipline

Report

33


Responsible


Provide counseling for students as

appropriate.

(1) (1) Individual counseling

(2) (2)Student mediation

Counselor August-

June

Local Funds Number of referrals Increased academic

performance; discipline

reports

Staff members will participate in

mental health professional

development.

Counselor;

Nurse

November Local Funds;

Title IV

Meeting agendas;

record of attendance

Increase in community

resources for mental

health and wellness

services/support

Train required staff in CPR, First

Aid, use of the AED, and

concussion training.

District Nurse;

Principal;

Athletic

Director

June-

August

Local Funds Sign-in sheets; CPR

certifications issued ;

training agenda

Certified staff in

Safety and First Aide

Education

Coordinate efforts with

community organizations to build

support systems for students.

(1) Community mentors

(2) Enrichment activities

(3) Food Drives

Principal;

Counselor;

SPED/Fed

Programs

Director;

Teachers, ACE

Coordinator

August-

June

Local Funds;

21st Century

Grant

List of mentors /

activities

Community

participation and

support for students

Train staff in positive behavior

supports and interventions.

(1) Capturing Kids Hearts

program

(2) PRIDE expectations

SPED/Fed

Programs

Director;

Principal

August-

June

Local Funds;

Title II;

IDEA Part B;

Title IV

Sign-in sheets;

meeting agendas

Campus Discipline

Report; End of Year

PEIMS Discipline

Report; Positive

Referral totals

Implement restorative discipline

techniques and strategies.

(1)PRIDE process

(2) Student Mediation

(3) Capturing Kids Hearts EXCEL

Model

Principal August-

June

Local Funds;

Title IV

Record of

teacher/administrator

training

Discipline

referrals/incidents

PBIS reflection

forms

Train all staff in recognition and

prevention of child abuse and

neglect and child sexual abuse.

Superintendent;

Principal;

Counselor

August -

September

Local Funds Eduhero record of

completion; Record

of staff participation;

training certificates

Staff training

evaluations; reports

34

Communicate the suicide

prevention plan and implement

suicide prevention programs for

staff, community, students, and

parents.

Principal;

Counselor

August -

June

TEA

Recommended

Resources;

Local Funds

Record of staff and

student participation;

parental meetings;

SHAC meeting

agenda/minutes

Staff training

evaluations/feedback;

SHAC feedback

Goal 6: Enable educators to be active partners with parents and community members in the overall education and co-curricular opportunities

for FISD students.


1. Increase opportunities for student participation in co-curricular and extracurricular activities and events.

2. Increase parent and family engagement in campus activities and events.

3. Increase community engagement in campus activities and events


Responsible


Review

Summative

Continue to provide numerous

opportunities for students to participate in a

wide range of co-curricular activities,

extracurricular activities, and

clubs/committees.

(1) Photography

(2) Theatre Arts

(3) Art

(4) Student Council

(5) NJHS

Principal; Band

Director;

Athletic

Director;

Program

Coordinators;

Coaches;

Teachers; ACE

Coordinator

August-

June

Local Funds;

21st Century

Grant

Record of

student

participation

Increase in student

engagement; parent

support / attendance

at activities and

events

Continue to encourage and increase student

engagement and participation in

extracurricular and co-curricular activities

such as athletics, band, and UIL

Academics.

Principal; Band

Director;

Athletic

Director;

Program

Coordinators;

Coaches;

Teachers;

Counselor

August-

June

Local Funds Record of

participation

Increase in student

engagement;

increase in academic

achievement; parent

support / attendance

at activities and

events

35

Host parent-student nights.

(1) Open House

(1) Orientation

(2) Workforce Transitions (SpEd)

(3) STAAR Information

(4) ACE Student/Parent Engagement

activities

Principal;

Counselor

August Local Funds;

21st CCLC;

IDEA B

Sign-in sheets;

documentation

of activities /

information

Parental feedback

and participation


Responsible


Review

Summative

Provide opportunities for family /

community academic events such as

STAAR presentations, MS Career Fair, and

ACE enrichment activities.

Principal;

Teachers;

Counselor; ACE

Coordinator

August-

June

Local Funds;

21st Century

Grant

Record of

attendance;

documentation

of activities

Increase in parent/

community

participation and

support; parental

engagement in

academics

Involve parents and community in school

activities and special events/presentations.

(1) Veterans Day Programs

(2) PEP Rally

(3) Band Concerts

(4) Career Fair

(5) Athletic Events

(6) Awards

(7) Ft. Hood Adopt a School

Principal,

Teachers,

Counselor

August-

June

Local Funds Programs;

documentation

of events;

number of

parents and

community in

attendance

Increased parent /

community support

and participation in

school events;

student engagement;


achievement

Strengthen volunteer programs and booster

clubs and communicate opportunities for

parent/community participation.

Principal; Band

Director;

Athletic

Director;

Program

Coordinators;

Coaches;

Teachers

August-

June

Local Funds Meeting agendas;

sign-in sheets

Parental /

community

participation and

support of school

organizations

Publicize student and campus

accomplishments to parents and

community.

Principal; Band

Director;

Athletic

Director;

Coaches/Teach

ers

August-

June

Local Funds Postings of

successes in

newspaper and

on website;

convey successes

at special events;

staff to parent

Increased parent /

community support


school events;

student engagement;


achievement

36

correspondence;

Remind app


Responsible


Review

Summative

Recognize student accomplishments at

banquets and/or awards ceremonies.

Principal; Band

Director;

Athletic

Director;

Coaches;

Program

Coordinators

Fall and

Spring as

Scheduled

Local Funds Communication

of student

accomplishments

/ successes

Increased parent /

community support


school events;

student engagement;


achievement

Provide opportunities for community to

involve students/families in activities and

support beyond the school day

Principal;

Teachers; ACE

Coordinator

August-

June

Community

Organizations;

21st Century

Grant

Record of

participation

Increased parent /

community engagement

and participation at

school facilities