GOLDEN RULE SCHOOLS, INC. SOUTHWEST CAMPUS …...Golden Rule Schools, Inc. Southwest Campus Page 1 of 23 District Campus # 057835-103 Mission Statement The mission of Golden Rule Schools

GOLDEN RULE SCHOOLS, INC. SOUTHWEST CAMPUS IMPROVEMENT PLAN

2017 - 2018

Nicole Varner PRINCIPAL

BOARD APPROVED SEPTEMBER 14, 2017

Golden Rule Schools, Inc. Southwest Campus Page 1 of 23 District Campus # 057835-103

Mission Statement

The mission of Golden Rule Schools is to establish a safe and student-centered environment where knowledge and literacy are encouraged through learning activities that are developmentally appropriate, individually paced, and attuned to each student’s academic performance and interests. Golden Rule Schools honors and respects the cultural and ethnic differences of the students served by the school. Golden Rule Schools seeks to extend the skills and concepts taught in the classroom for use beyond the school environment. Golden Rule Schools believe that students have the capacity to make a difference in their school, community, and beyond through active service. As students develop the problem-solving skills needed for the 21st Century, they will be encouraged to live, study, and strive together to be effective and productive citizens in the diverse and technology-driven global economy.

Vision Students have the right to an education of the highest quality where their learning styles are appreciated and their diversity is valued in support of the Every Student Succeeds Act of 2015. Students will be encouraged to appreciate and value education as well as recognize their responsibility for learning. As active partners in their education, Golden Rule Schools will hold students accountable for their actions while providing an atmosphere that nurtures student development in our diverse and technology-driven global economy.


Table of Contents Comprehensive Needs Assessment …....................................................................................................................................................

Demographics………………………………………………………………………………………………………………………………………..

Student Achievement................................................................................................................................................................................

School Culture and Climate.....................................................................................................................................................................

Staff Quality and Professional Development............................................................................................................................................

Curriculum, Instruction, and Assessment.................................................................................................................................................

Family and Community Involvement........................................................................................................................................................

School Context and Organization.............................................................................................................................................................

Technology...............................................................................................................................................................................................

District Educational Improvement Committee Members………………………………………………………………………………………....

Title One Ten Components of a School-Wide Program .........................................................................................................................

Goals……………………………………………………………………………………………………………………………………………….....

Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards.………………………………….................................................................................…………..…………….....

Goal 2: Provide students with opportunities to become 21st Century learners and exhibit growth in the areas of leadership, character, and conflict resolution..................................................................................................................................................

Goal 3: Engage with each school’s stakeholders to improve learning and develop a stronger and more vibrant community and world………………………………………………………………………………………………………………………………………..…

Goal 4: Design a comprehensive instructional technology system that redefines the role of technology in the classroom to enhance student learning…………………………………………………………………………………………………………………...

Goal 5: Provide a safe and secure learning environment for students and staff.…………….....…................................................

Goal 6: Maintain Fiscal Solvency by Applying Sound Financial Principles and Practices.………...............................................

State and Federal Mandates...................................................................................................................................................................


Comprehensive Needs Assessment

Demographics

• Demographics Summary o Based on the 2016- 2017 TSDS PEIMS Reports, the district has the following student demographics:

Students Enrolled-262 African American Asian Hispanic White Economically Disadvantage -97% Special Education-4.1% Bilingual/ESL Education At-Risk

o Based on the 2016- 2017 TSDS PEIMS Reports, the staff breakdown is as follows:

Input Data Here

o Based on the 2016- 2017 TSDS PEIMS Reports, the attendance rates is as follows: Input Data Here

• Demographics Strengths o Strong emphasis in mathematics o Strong Parental Involvement

• Demographics Needs o Implementation of Writing Curriculum across all grade levels


Student Achievement

• District Wide Accountability Ratings 2016-2017 o Index 1: Student Achievement

Index Score: 80 Index Target: 60 Met Standard: Met

o Index 2: Student Progress Index Score: 54 Index Target: 32 Met Standard: Met

o Index 3: Closing Performance Gap


o Index 4: Post Secondary Readiness


• STAAR Summary Report/Satisfactory Passing Percentage

o 3rd Grade Reading -79.36% Math -86.79%

o 4th Grade

Reading -76.5% Math -80.5% Writing -73.85%

• Student Achievement Needs

o Balanced Literacy Program EL Students


School Culture and Climate

• School Culture and Climate Strengths o

School Culture and Climate Needs

o Input Data Here Staff Quality and Professional Development

• Staff Quality and Professional Development Strengths o Professional Development in Core Contents

• Staff Quality and Professional Development Needs

o EL Professional Development o Gifted & Talented Professional Development o Special Education Professional Development o Guided Reading o Writer’s Workshop

Curriculum, Instruction, and Assessment

• Curriculum, Instruction, and Assessment Strengths o Mathematics Curriculum

• Curriculum, Instruction, and Assessment Needs o Guided Reading o Writer’s Workshop o Balanced Literacy Curriculum


Family and Community Involvement

• Family and Community Involvement Strengths o High parental involvement

Meet the Teacher

• Family and Community Involvement Needs o Systems for Parent Committees

School Context and Organization

• School Context and Organization Strengths o Input Data Here

• School Context and Organization Needs

o Input Data Here

Technology

• Technology Strengths o Available technology for Pre-K

• Technology Needs o Class sets of tablets o Grade Cam software o Document cameras in all classrooms o Assessment program that scaffolds questions according to instructional needs


2017-2018 Campus Educational Improvement Committee Members

C. Nicole Varner Principal Morgan Mitchener

Teacher

Malcolm Menefee

Teacher

Adriana Lopez

Teacher

Alneris Ortiz

Teacher

Maria Gonzalez

Parent

Bessy Garcia

Community


2017-2018 Campus Educational Improvement Committee Members

Name Role Signature 1. C. Nicole Varner Principal 2. Morgan Mitchener Teacher 3. Malcolm Menefee Teacher 4. Adriana Lopez Teacher 5. Alneris Ortiz Teacher 6. Maria Gonzalez Parent 7. Bessy Garcia Community 8. 9.


Title I Ten Components of a School-Wide Program

1. Comprehensive Needs Assessment

2. School Reform Strategies

3. Instruction by Highly Qualified Professional Staff

4. High-Quality and Ongoing Professional Development

5. Strategies to Attract Highly-Qualified Staff

6. Strategies to Increase Parental Involvement

7. Preschool/Other Transition Strategies

8. Teacher Participation in Making Assessment Decisions

9. Timely and Additional Assistance to Students Having Difficulty Mastering the Standards 10. Coordination and Integration of Federal, State, and Local Programs and Resources


Budget Funding Amounts Funding Source Funding Code Amount

Compensatory Education Funds 420 $ Title I 211 $

Title III Bilingual/ESL 263 $ Educator Excellence Innovation

Program (EEIP) 429 $

Title II $ IDEA B $


Goals Strategic Objective/Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic

learning standards. Performance Objective 1: Sustain the practice of employing 100% highly qualified teachers through effective recruiting efforts and ensure that required

certifications and endorsements are acquired. Performance Objective 2 Design an individualized professional development plan that impacts 100% of professional employees to enhance their pedagogy and

improve student achievement. Performance Objective 3: Implement a written, taught and assessed curriculum, intervention framework, and support early childhood programs to ensure the

mastery of state standards. Performance Objective 4: Implement a variety of intervention strategies, materials and personnel charter-wide to increase the end -of -the -year assessment

scores and STAAR results by 20% for all general education students and students in special programs as measured by campus and district scorecards, PEIMS, TAPR, and PBMAS district reports.

Performance Objective 5: Sustain district-wide EC-8 TEKS-aligned curriculum and assessment framework with researched-based instructional practices and resources.

Performance Objective 6: Increase connections between classroom instruction and real world applications. Performance Objective 7: Establish and maintain a system that will prepare students for college and career readiness.

Strategic Objective/Goal 2: Provide students with opportunities to become 21st Century learners and exhibit growth in the areas of leadership,

character, and conflict resolution. Performance Objective 1: Increase educator proficiency to respond to the needs of our cultural and economically- diverse student population. Performance Objective 2: Promote the development of self-worth by providing students with opportunities to contribute to Golden Rule and the community

through service projects.

Strategic Objective/Goal 3: Engage with each school’s stakeholders to improve learning and develop a stronger and more vibrant community and world. Performance Objective 1: Increase student, staff, parent, and community satisfaction rate by 5% by providing positive customer service in a welcoming

atmosphere within all campuses, facilities, and departments as measured by stakeholder surveys. Performance Objective 2: Provide training for parents to become actively engaged in the instructional and social development of their child. Performance Objective 3: Create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic and field- based

learning experiences.

Strategic Objective/Goal 4: Design a comprehensive instructional technology system that redefines the role of technology in the classroom to enhance student learning.

Performance Objective 1: Increase the technology systems and applications within the district to integrate and enhance student learning in the classroom Performance Objective 2: Increase GRS staff’s level of technology integration and proficiency through a differentiated staff development program that

addresses 21st Century technology skills.

Strategic Objective/Goal 5: Provide a safe and secure learning environment for students and staff. Performance Objective 1: Implement an effective student management framework which emphasizes CHAMPS, Positive Behavior Interventions and support

(PBIS), as well as introduce Covey’s Seven Habits of Highly Effective People to staff and students to reduce behavior incidents by a minimum of 20% as measured by charter discipline reports.

Strategic Objective/Goal 6: Maintain Fiscal Solvency by Applying Sound Financial Principles and Practices.

Performance Objective 1: Promote and support critical educational programs based on student achievement and program evaluation data at the campus and district levels.


Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 1: Sustain the practice of employing 100% highly qualified teachers through effective recruiting efforts and ensure that required certifications and endorsements are acquired. Summative Evaluation: SBEC Teacher Certification Report, Campus Staffing Report

Strategy Description Title I Staff Responsible for Monitoring

Evidence that Demonstrates Success

Formative Reviews

Provide incentives for teachers based on staff attendance and student achievement on district and state assessments

• 1 • 4

• Principal • Human Resources

• STAAR data • District assessment data • Staff attendance report

Nov Feb May

Funding Sources:

Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 2: Design an individualized professional development plan that impacts 100% of professional employees to enhance their pedagogy and improve student achievement. Summative Evaluation: Professional development summative attendance report, certificates of attendance and completion



Formative Reviews

Provide Professional Learning Community (PLC) time for all grade level teachers for disaggregation of student data, RTI Interventions, Great Habits, Great Readers book study, and learning logs and walks

• • Teachers • Principal

• Sign-in sheets • Classroom Observations • Lesson Plans • Agendas

Funding Sources: Monitor, evaluate, and provide documentation of teacher effectiveness in correlation with professional development and its impact on student learning, leadership, and school community

• 3 • 4

• Principal • Agendas/Sign-in sheets • Observation calendar • Feedback data

Nov Feb May

Funding Sources:


Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 3: Implement a written, taught and assessed curriculum, intervention framework, and support early childhood programs to ensure the mastery of state standards. Summative Evaluation: EOY District and STAAR assessment results



Formative Reviews

Provide teachers with targeted professional development in all contents to ensure mastery of state standards.

• 1 • 4

• Principal • Increased STAAR Scores • Professional Development

Sign in Sheets

Nov Feb May

Funding Sources: Ensure teachers utilize the TEKS Resource System (TRS) as the GRS curriculum in all content areas to drive instruction and improve student success.

• 9 • Principal • Mentor Teachers • Lead Teachers • District Curriculum Directors

• Lesson Plans designed with TEKS as outlined in TRS

• TRS Login Record • Professional Development

Sign in Sheets

Funding Sources:


Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 4: Implement a variety of intervention strategies district-wide to increase end of the year assessment scores and STAAR results by 20% for all general education students and students in special programs as measured by campus and district scorecards, PEIMS, TAPR, and PBMAS district reports. Summative Evaluation: STAAR Scores and EOY Assessment Results



Formative Reviews

Implement district writing initiative as Empowering Writing strategies in writing across all core subjects as an intervention.

• 1 • 2 • 3 • 4 • 5 • 8 • 9

• Principal • Teachers • Curriculum Director

• District assessments • STAAR assessments • TELPAS data

Nov Feb May

Funding Sources: Monitor guided reading in all classrooms K-5 using the 3 Tiered Intervention Model, and leveled books that correlate with the students' instructional reading level.

• 2 • 9

• Principal • Teachers

• RtI Forms • DRA data • District assessments • STAAR assessments

Funding Sources: Monitor Special Education academic needs will be met through goals designated on each individual IEP

• 1 • 4 • 8 • 9

• Principal • Special Education Teacher • Special Education Director

• Sign in Sheets • Individual Education Plans • Progress Reports • Report Cards • STAAR Scores

Funding Sources: Monitor campus academic progress to improve mastery of the TEKS in the four core areas of ELAR. Math. Science and Social Studies through the following tools: • Classroom Data Walls • Student Data Notebooks

• 1 • 2 • 8

• Principal • Mentor Teachers • Lead Teachers • District Curriculum Directors

• Progress Reports • Report Cards • STAAR Scores • Parent Communication Notice


• Office Data Wall Funding Sources: Provide teachers with high impact instructional materials targeting ELL students and Special Education students.

• 1 • 2 • 3

• Principal • Teacher • District Bilingual Director

• Purchase Requisitions • Progress Reports • Report Cards • STAAR Scores

Funding Sources: Provide summer school opportunity for ELL students in grades K through 1st.

• 1 • 2 • 3

• Principal • Teacher • District Bilingual Director

• Purchase Requisitions • Parent Communication Notice

Funding Sources: Upgrade the existing library with grade appropriate literature consisting of different genres for students, to improve reading comprehension, fluency, vocabulary, and increase reading stamina for both English and ELL students.

• 1 • Principal • Teachers

• Book Sign Out/In Sheets • Purchase Requisitions • Progress Reports • Report Cards • DRA Reports

Funding Sources: Provide interventions for K-4th grade students experiencing difficulty mastering the TEKS in the areas of reading and math by assigning instructional aides to assist the students in small group settings and by providing additional materials and resources to provide interventions.

• 6 • 7 • 10


• Daily Intervention Schedules • Progress Reports • Report Cards • STAAR Scores

Funding Sources: Provide extended-hour interventions for K-4thgrade students struggling with mastery of the TEKS.(tutoring)

• 6 • 7 • 10


• Daily Intervention Schedules • Tutoring Logs • Progress Reports • Report Cards • STAAR Scores

Funding Sources: Provide extended day/extended year instruction for special education students to assist them with mastery of the learning objectives embedded in their IEP.

• 1 • 2 • 3

• Principal • Special Education Teachers • Teachers

• Daily Intervention Schedules • Tutoring Logs • Progress Reports • Report Cards • STAAR Scores

Funding Sources: Provide professional development for teachers in the area of special education and lesson design to meet the needs of these students.

• 1 • 3 • 4

• Principal • District Special Education

Director

• Sign in Sheets • Agendas

Funding Sources:


Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 5: Sustain district-wide EC-8 TEKS-aligned curriculum and assessments with researched-based instructional practices and resources. Summative Evaluation: STAAR Scores and EOY Assessment Results



Formative Reviews

Ensure that all K-4 teachers are purposefully planning lessons using TEKS resource systems.

• • • Lesson plans • Observations • Feedback • Instructional Focus Meeting

Sign-in sheets

Implement campus wide intervention plan to increase support for struggling scholars and provide enrichment for scholars who are making adequate progress.

• • Principal • Response to Intervention (RtI) data

•

Nov Feb May

Funding Sources:


Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 6: Increase connections between real world experiences and authentic classroom instruction. Summative Evaluation: Project Presentations



Formative Reviews

Provide students in kindergarten through fourth grade, with field experiences where they will apply and extend their content knowledge outside the school environment.

• 1 • Principal • Teachers • Counselor

• Lesson Plans • Products • Grading Rubrics • Parent Permission Slips

Nov Feb May

Funding Sources: Build partnerships with the Dallas community to support authentic and field based learning experience connecting to service learning

• 1 • Principal • Teachers • Counselor

• Sign in Sheets • Agendas

Funding Sources: Goal 1: Design a comprehensive framework that prepares all students to become 21st Century- ready and master all academic learning standards. Performance Objective 7: Establish and maintain a system that will prepare students for college and career. Summative Evaluation: EOY Participation Report



Formative Reviews

Provide opportunities for students to learn about college and career opportunities that are connected to their area of interest such as: • Career Day • Guest Speakers • Targeted Weekly Lessons on Careers • Targeted Weekly Lessons on Colleges

• 10 • Principal • Counselor • Committee Members

• Career Day Volunteer Sign in Sheets

• Lesson Plans

Nov Feb May

Resources:


Goal 2: Provide opportunities for students to become 21st Century learners and exhibit growth in the areas of leadership, character, and conflict resolution. Performance Objective 1: Increase educator proficiency to respond to the needs of our cultural and economically- diverse student population. Summative Evaluation: Eduphoria Workshop Attendance Report



Formative Reviews

Implement an college and career readiness program, using:

• Education, Go-Get It Week • Career Day

• • Principal • Counselor • Teachers

• Sign-In Sheets • Agenda

Ensure that all new staff Framework of Poverty professional development provided by the district leadership personnel.

• • Principals • Teachers

• Sign-in sheets Nov Feb May

Funding Sources: Goal 2: Provide opportunities for students to become 21st Century learners and exhibit growth in the areas of leadership, character, and conflict resolution. Performance Objective 2: Promote the development of self-worth to become responsible citizens and servant leaders. Summative Evaluation: 100% will receive a certificate of participation in a service project or servant leadership role.



Formative Reviews

Implement a character education program for students so that students can create and participate in one fundraiser or one community service project.

• 1 • 2 • 6

• Principal • Counselor • Teachers

• Student Surveys • Service Project Proposal

Nov Feb May

Funding Sources: Sustain the implementation of Positive Behavioral Interventions & Supports (PBIS) program throughout the school ear to build positive behavior and character building.

• • Counselor • PBIS Committee • Principal • Teachers

• Individual student and class prizes incentive prizes

• Badge data

Continue the implementation of the district wide CHAMPS program to promote positive behavior

• • Principal • CHAMPS committee • Teachers

• Principal observations • Teacher feedback

Ensure that campus leadership team will lead PLC over The Seven Habits of Highly Effective

• • Principal • Campus Leadership Team

• Sign-ins • Planners


People • Books

Funding Sources: Goal 3: Engage with each school’s stakeholders to improve learning and develop a stronger and more vibrant community and world. Performance Objective 1: Increase student, staff, parent, and community satisfaction rate by 20% by providing positive customer service in a welcoming atmosphere within all campuses, facilities, and departments as measured by stakeholder surveys. Summative Evaluation: Sign in Sheets/Attendance Reports



Formative Reviews

Increase parental involvement with monthly parent committees, including

• Pastries with principals to discuss campus needs

• Grandparent’s Day • Donuts with Dads • All Pro Dads • Muffins with Moms • Literacy Night • STEM Night • Meet the Teacher Night

• • Principals • Parents

• Sign-ins • Parent flyers • Agendas

Maintain communication with parents through School Messenger and monthly newsletters

• • Principals • Teachers

• Newsletter • School Messenger report

Design a student, staff, parent and community satisfaction survey to strengthen the school environment.

• • Principal • Teachers • Counselor

• Survey data • Sign-in sheets

Nov Feb May

Funding Sources:


Goal 3: Engage with each school’s stakeholders to improve learning and develop a stronger and more vibrant community and world. Performance Objective 2: Provide training for parents to become actively engaged in the instructional and social development of their child. Summative Evaluation: Campus list of parent volunteers and sign in sheets for parent involvement meetings.



Formative Reviews

Provide opportunities for parents to receive information and ask questions regarding instructional programs, counseling services, scheduling and other pertinent information related to their child’s educational experience such as: • Parental Involvement Meeting • STAAR Parent Orientation Night • Parent/Teacher Conference Day/Night • Family Literacy and STEM Night

• 6 • 7 • 10


• Sign in Sheets • Agendas • Purchase Requisitions • Parent Communication Notice • School Messenger Reports

Nov Feb May

Funding Sources: Goal 3: Engage with each school’s stakeholders to improve learning and develop a stronger and more vibrant community and world. Performance Objective 3: Create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic and field based learning experiences. Summative Evaluation: List of Community Member Volunteers



Formative Reviews

• • • Nov Feb May

Funding Sources:


Goal 4: Design a comprehensive instructional technology system that redefines the role of technology in the classroom to enhance student learning. Performance Objective 1: Increase the technology systems and applications within the district to employ and integrate the curriculum through the TEKS. Summative Evaluation: Technology Inventory List and Usage Report



Formative Reviews

Increase the level of campus technology integration to support blended classrooms by providing the following: • Provide all teachers with a laptop and

projector. • Upgrade the campus computer lab. • Purchase instructional software and

subscriptions as intervention tools such as: o Study Island o Reading Eggs o Think Through Math o Reading Counts

• 1 • 2 • 8 • 9

• Principal • District Technology

Director

• Technology Training Schedule • Sign in Sheets • Technology Use Agreements • Approved Purchase

Requisitions • Packing Slips • Teacher and Student Usage

Reports

Nov Feb May

Funding Sources: Provide professional development in the areas of technology such as Eduphoria and TEKS Resource System to drive instruction and improve STAAR scores.

• 1 • 2 • 4

• Principal • Teacher

• Sign in Sheets • Progress Reports • Report Cards • STAAR Scores

Funding Sources:


Goal 5: Golden Rule Schools will provide a Safe and Secure Learning Environment for Students and Staff. Performance Objective 1: Implement an effective student management framework which emphasizes CHAMPS, Positive Behavior Interventions and Support (PBIS), as well as introduce Covey’s Seven Habits of Highly Effective People to staff and students to reduce behavior incidents by a minimum of 20% as measured by district discipline reports. Summative Evaluation: EOY Discipline Report



Formative Reviews

Expand CHAMPS program with the goal of improving behavior, personal responsibility, and reducing the number of discipline referrals.

• 1 • 2

• Principal • Counselor • Teachers

• Sign in Sheets • Training Materials • Purchase Requisition • Discipline Report

Nov Feb May

Funding Sources: Design a plan for reducing discipline referrals and implementing a behavior intervention plan for students in need of assistance.

• 1 • Principal • Counselor • PEIMS Clerk

• Discipline Report • Behavioral Team Sign in Sheets

Funding Sources: Goal 6: Maintain Fiscal Solvency by Applying Sound Financial Principles and Practices. Performance Objective 1: District-wide fiscal policies will promote and support critical educational programs based on student achievement and program evaluation data at the campus and district levels. Summative Evaluation: EOY Budget Expenditures



Formative Reviews

• • Nov Feb May

Funding Sources:


State and Federal Mandates

Bullying Prevention Strategies Resources Staff Responsible Evaluation

All campuses will implement and support GRS Anti-Bullying procedures designed to reduce bullying.

Region 10 modules Campus Administrator and Campus Counselors

Discipline Reports

All school staff members will be trained in GRS Bullying Reporting Protocol.

Region 10 modules Campus Administrator and Campus Counselors

Discipline Reports

Parent information sessions will be held to increase awareness and prevention measures for bullying and cyber bullying.

Region 10 modules Superintendent, Campus Administrator and Campus

Counselors

Discipline Report and Agendas

Child Abuse & Sexual Abuse

Strategies Resources Staff Responsible Evaluation All counselors will be trained on ways of recognizing and reporting Child Abuse.

Region 10 Campus Counselors Training Agendas and Training Certificates

All campus staff members will be trained in the districts protocol on Recognizing and Reporting Child Abuse.

Counselor Campus Counselors Training Sign in Sheets and Training Agendas

All school staff members will follow the GRS Child Abuse Reporting Protocol.

Counselor Campus Counselors Reporting Documentation

Drug Prevention

Strategies Resources Staff Responsible Evaluation We will provide on-going staff training on drug and relationship abuse awareness, detection, and prevention.

Campus Administration Campus Health staff and Counselors Sign-in sheets

Suicide Prevention

Strategies Resources Staff Responsible Evaluation All GRS staff will be trained in the suicide prevention protocol

Region 10 Counselors

Campus Administration and Counselors

Sign-ins sheets

Documents

GOLDEN RULE SCHOOLS, INC. SOUTHWEST CAMPUS …...Golden Rule Schools, Inc. Southwest Campus Page 1 of 23 District Campus # 057835-103 Mission Statement The mission of Golden Rule Schools