Beeville Independent School District
Moreno Junior High Campus Improvement Plan
2015-2016
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. A. The campus will ensure through its curriculum that all MJH students are prepared to master or exceed the Texas Essential Knowledge and Skills (TEKS). B. The campus will meet or exceed state performance standards on required outside assessments. C. The campus will support instruction beyond the basics to include the fine and performing arts. D. The campus will continue to align instructional programs and assessments in the core content areas. E. The campus will close the achievement gap among all subpopulations. F. Secondary campuses will provide the opportunity for students to understand and articulate two languages. G. Teachers and teacher assistants will be provided training in strategies which will improve student performance, improve classroom management and take into account students’ needs / individual learning styles. H. The campus will address interpersonal and intrapersonal skills that will contribute to students’ healthy, confident lifestyles. I. Student attendance will be increased by at least one percentage point. J. The Effective Schools philosophy will be reviewed by the campuses and considered in all instructional programming. K. The district will continue to decrease the dropout rate annually with the ultimate goal of eliminating dropouts in B.I.S.D. District Goal #2 The district will increase positive public relations, community involvement, and meaningful parental involvement. A. The principal will ensure communication to parents regarding academic performance, attendance and discipline of students. B. The campus will provide educational programs that strengthen parenting skills and help parents to provide educational assistance to their children. C. Parents and other members of the community will be partners in the improvement of schools. D. The campus will provide to the media and through the district newsletter, accurate information on a timely basis. E. The campus will continue to present adult and community education programs. District Goal #3 Technology and real-world experiences will be integrated into instructional activities. A. The campus will provide direction and support for professional development and training of staff members which will improve student performance and enhance the work environment for employees. B. The campus will continue to expand the number of teachers who integrate the Internet into instructional activities so that students can become communicators in a technological world. C. The principal will ensure that teacher training will be provided in appropriate instructional technology, following the district plan. D. The campus will use student services software. E. The campus will incorporate workplace/employability skills in instructional activities. F. Administrators will use technology to enhance efficiency in administrative work. G. The campus will continue to provide a point of contact for technical support to ensure timely use of technology. 2
Moreno Junior High Campus Improvement Plan Ten Components Required for Schoolwide Title I Projects No Child Left Behind Act
Moreno Junior High is committed to the ten components for school wide Title I projects. Through the campus and district planning and decision making process, all components are addressed. Listed below are each component and the corresponding pages in the campus improvement plan where the component is met. Component 1:
Comprehensive Need Assessment – Section 1
Component 2:
School wide Reform Strategies (Scientifically Research-Based Strategies) – Goal 1
Component 3:
Instruction by Highly Qualified Teachers – Goal 1
Component 4:
High-Quality and Ongoing Professional Development (in accordance with Section 1119)(teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff) – Goal 1
Component 5:
Strategies to Attract High-Quality, Highly-Qualified Teachers – Goal 1
Component 6:
Parental Involvement Strategies (in accordance with §1118) – Goal 4
Component 7:
Transition Activities for Preschool Children (see Hampton-Moreno-Dugat Early Childhood Center Campus Improvement Plan)
Component 8:
Inclusion of Teacher in Academic Assessment Decisions; Signature page of campus improvement plan
Component 9:
Assisting Students Experiencing Difficulties Mastering Proficient and Advanced Levels of Achievement Standards – Goal 1
Component 10:
Coordination and Integration of Federal, State, and Local Services and Programs
Moreno Junior High is a Title I School wide campus and part of the State Compensatory Education funds are spent to support the school wide plan.
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Beeville Independent School District MJH Campus Improvement Plan 2015-2016 District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 1 MJH staff and students will work to improve STAAR scores. Evidence of Need with Supportive Data: According to the 2015 Accountability Summary, students in grades 7-8, Met Standards in Student Achievement, Student Progress, & Closing Performance Gaps and received a Distinction in Top 25% Student Progress. However, under the System Safeguards Performance Rates, MJH missed the 60% target in Science & Social Studies - All Students, Hispanic, and Economically Disadvantaged. These figures indicate a need for the following activities. Performance Objective/Summative Evaluation Data: STAAR scores will serve as the summative assessment for grades 7-8, documenting that MJH students meet state baseline standard. Activity/Strategy Supportive Person(s) Resources Documentation Start/ End Special Evaluation Research Responsible Needed/ (Formative Evaluation) Populations Fund Source Development Fullan, M. Principal, Federal/Local Teachers will be given August, All Students, Six Week test, (2006). Leading Curriculum using Assistant time to develop, 2015 – Hispanic benchmarks, & professional TEKS Resource Principals, organize, review, and June, students, AtSTAAR Scores learning. School Teachers System IFD’s for plan the curriculum. 2016 Risk, LEP, Core Teachers. Administrator, Calendars with lesson economically 63(10), 10-14. plans will be completed disadvantaged and turned in each 6 students, and weeks. This time is special provided so that the education teachers can specifically plan to target the skills that students are weak or have difficulty with. Focused Tutorials: All students in need are required to go to 3rd period tutorials. Teachers refer students.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W.
Principal, Assistant Principals, Teachers
Local
Teachers will work together collaborate, so that students will be able to attend needed tutorials. They will plan for students to attend tutorials that are held on certain days during a three week period.
September 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Tutorial Record, Six Week test, benchmarks, & STAAR Scores
Focused Enrichment: All students who stay for enrichment will be reviewing skills from core classes. Teachers will be preparing materials
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Local
Teachers will work together collaborate, so that students will be reviewing skills or working on products during enrichment. They will plan for different subjects held on certain day during the week.
September 2015 – June, 2016
All students
Enrichment Record, Six Week test, benchmarks, & STAAR Scores
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Tutorials: Students in need are to come to after school tutorials, in school tutorials, or the MAC lab for extra help. Teachers may refer students. Extended Tutorials: Students who are considered in need of extra assistance will be invited to attend extended after school tutorials for STAAR Testing Subjects.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W.
Principal, Assistant Principals, Teachers
Local
Teachers allow students to come in for extra assistance when needed.
September 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Tutorial/ MAC Lab Records, Six Week test, benchmarks, & STAAR Scores
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Federal
The ACE Program has allowed the 7-8 grade teachers to have a 1 hour extended tutorial to work with students who are in need of extra assistance.
March 2015 – June, 2016
Hispanic, economically disadvantaged, Special Education, and All Students
Tutorial Record, Six Week test, benchmarks, & STAAR Scores
Disaggregation of Unit, Six Weeks test, and benchmarks to look for strengths and weaknesses of students.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Local
September 2015 – Jun6, 2015
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Six Week test, benchmarks, & STAAR Scores
Co-teaching Classes for each subject in grades 7-8 to assist students who may need extra assistance.
Creating Effective Schools: An InService Program for Enhancing School Learning Climate and Achievement; W.B. Brookover, F. J. Erickson, A.W. McEnvoy; 1996
Principal, Assistant Principals, Teachers
Federal
Data will be placed into DMAC to help with disaggregation of data. Teachers will use this to determine areas of improvement needed and areas mastered. Teachers will also be able to watch those subpopulations that need improvement on STAAR test Students will be scheduled to take these classes if they have shown that they struggle in these subject areas.
September 2015 – June, 2016
Hispanic students, Economically disadvantaged students, Special education, Bubble Students, 504 students, and All Students
Grades, class work, Six Week test, benchmarks, & STAAR Scores
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Implement intervention plans or make improvement in teacher instruction.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Local
PDAS, walk throughs, staff development, Teacher/Teacher Observations.
August, 2015 – June, 2016
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Six Week test, benchmarks, & STAAR Scores
Implement Schlechty Design Process to improve Engagement and high leveled skills.
Engaging Students – The next Level of Working on the Work. Phillip C. Schlechty;2011
Principal, Assistant Principals, Teachers
OFSYP, Title 1
We will design at least 1 Unit in each core subject and elective, along with designing activities for the Enrichment Period for 3 weeks out of a 6 week period.
August, 2015 – June, 2016
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Survey of student and staff on engagement.
Highly qualified teachers: A variety of staff development opportunities will be made available to all staff to meet and exceed the needs of students. Teachers will be able to meet and exceed their 150 required hours needed every 5 years. ACE Program
Learning by Doing A handbook for professional learning communities at Work; R. DuFour, R. Dufour, R. Eaker, T. Many; 2006
Principal, Assistant Principals, Counselors, Teachers, Assistants
Local
Our Deputy Superintendent recruits and we, as a campus, interview and hire highly qualified teachers.
August, 2015 – August, 2016
At-Risk, special education, LEP, subpopulations
Staff Development Certificates Highly Qualified qualifications
Fullan, M (2006) Leading professional learning. School Administrator, 63(10), 10-+14
ACE Director
Grant
Enrollment/Attendance Log Kept by ACE Director
August, 2015 – June, 2016
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Enrollment/Attendance Log Kept by ACE Director
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General training of staff in federal, state and local initiatives; new teacher training; Special ProgramsSAT, 504 SpEd; training in violence prevention.
N.C.L.B. Act
Principal, Assistant Principals, Teachers, Counselors
Local, State and Federal
For all subjects, MJH will meet State passing standard. Scores for special education students on the STAAR, STAAR-A and STAARAlternative will be reviewed to determine which students met ARD expectations on these assessments. The expectation will be that all students will meet ARD expectations. Personnel files, highly qualified worksheets, and principal attestations
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Certificates of Training
During 2015-2016 school year, all students will be taught by highly qualified teachers who are assisted by highly qualified paraprofessionals.
NCLB §1119; §1112; §1114
Local, State and Federal
At Risk Programs, Drop Out Prevention, & Class Size Reduction
T.E.C. 29.081
Principal, Assistant Principals, Director of Special Programs, Director of Special Education, Deputy Superintendent of Personnel Principals, Counselors, Executive Director for Special Programs and Special Education
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Certification
Local, S.C.E., and Federal
The number of dropouts for the 2013-2014 school year will be compared to the number of dropouts for 20142015. The completion rate for students published in the AEIS reports will be reviewed.
August, 2015 – June, 2016
At-Risk
Zero dropout rate
Coordinated Health Program
Texas Administrative Code (TAC) §74.3(a)
Principal, Consultant, Physical Education and Health Teachers
Local
All students in grades 312 will participate in the Fitness Gram Program. All students will participate in the coordinated Health program, along with PE classing cover Health issues.
August, 2015 – June, 2016
All Students
Testing Results
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 2 MJH staff and students will work to decrease the number of student referrals to the office. Evidence of Need with Supportive Data: According to the 2014 – 2015 discipline records, MJH had a total of 495 PEIMS office referrals. Performance Objective/Summative Evaluation Data: Data from TxEIS will serve as the summative assessment for grades 7-8, documenting that office referrals will decrease during the 2015-2016 school year. Activity/Strategy
Supportive Research
Person(s) Responsible
Resources Needed/ Fund Source Local
Review School Wide Discipline Plan. Review Student Expectations throughout school, teach students and will review throughout year Refine in referral process
T.E.C. Chapter 37
Principal, Assistant Principals, Counselors, Teacher
Students will earn the privilege to attend “Reward Day” each six weeks for good behavior.
Student Motivation, school Culture, and Academic Achievement “What School Leaders Can do.” ERIC (Ron Renchler)
Principals, Assistant Principals, Counselors, Teachers
Local
Students can earn “Caught Being Good Coupons” for acting appropriately throughout the school day.
Student Motivation, school Culture, and Academic Achievement “What School Leaders Can do.” ERIC (Ron Renchler)
Local
Dating violence policy and training (BQ(Legal)); Discipline management program providing for prevention and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying at schools/on school grounds/and on bus. Pregnancy Related Services are provided.
Park-Higgerson, H. et al. (2008) The Evaluation of School-Basked Violence Prevention Programs: A MetaAnalysis. Journal of School Health. 78(9), 465-479
Principals, Assistant Principals, Counselors, Teachers, Assistants Principals, Assistant Principals, Consultant, Teachers, Nurses, Counselors
Local
Documentation (Formative Evaluation)
Start/ End
Special Populations
Evaluation
The Chapter 37 PEIMS 425 discipline record will be reviewed. The Code of Conduct, revised as necessary, will be prominently displayed on the campuses. School Wide Discipline Plan will be reviewed and revised as necessary. Students who have not been placed in ISS, DAEP, or suspended and pass all subjects earn the right to attend “Reward Day”
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Record of number of office referrals by Staff & Students.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Record of number of office referrals by Staff & Students.
Students who earn these coupons will have the chance to have their coupon drawn and receive “Snack Bar Bucks” & other coupons. The Chapter 37 PEIMS 425 discipline record will be reviewed. The Code of Conduct, revised as necessary, will be prominently displayed on the campuses.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Drawing held weekly.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Record of Staff & Students being informed
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 3 MJH will continue to strive to improve student and staff morale during the 2015-2016 school year. Evidence of Need with Supportive Data: According to the 2014 – 2015 survey, 94% of teachers felt that the morale at MJH was high. 92% of the students felt that teachers worked with students to help them improve. Performance Objective/Summative Evaluation Data: Surveys will indicate that staff and students feel that the school was a positive experience. Activity/Strategy
Supportive Research
Training on Lead Simply and Implementation of strategies (positive attitude & action), along with Inspire Theme.
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Administration will demonstrate positive attitude to students and staff.
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
All staff works to build relationships with students and other staff.
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Administration will provide positive feedback to staff with emails, notes, positive comments, and treats. All staff will provide positive feedback to students with encouraging words and student recognition.
Person(s) Responsible
Documentation (Formative Evaluation)
Start/ End
Staff will exhibit a more positive attitude and action towards work, students, and other staff members.
August, 2015 – May, 2016
At-Risk, special education, LEP, subpopulations
Survey will indicate that the staff implemented ideas from training.
Local
Positive attitudes will be seen as administration works with staff and students
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Principals, Assistant Principals, Counselors, Teachers, Assistants
Local
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Principals, Assistant Principals, Counselors
Local
Staff will go above and beyond to work with students by staying late, getting here early, working with students during their lunch or after school and other creative ways. Administration will give feedback that lets staff know that the job they are doing is appreciated and respected.
Survey will indicate that the Administration exhibited a more positive attitude toward staff and students. Survey will indicate that the staff worked with students to help them improve.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Principal, Assistant Principals, Counselors, Teacher, Assistants
Local
Staff will give feedback to students that will help students feel better about themselves and want to make improvements. Staff will recognize students for making better choices.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Principal, Assistant Principals, Counselors, Teacher, Assistants Principals, Assistant Principals, Counselors,
Resources Needed/ Fund Source Local
Special Populations
Evaluation
Survey will indicate that the Admin gave positive feedback which assist staff in continuing to work with students. Survey will indicate that the staff made an effort to give positive feedback to students.
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 4 MJH will work to improve student attendance. Evidence of Need with Supportive Data: Attendance record according to our records for the 2014 – 2015 attendance was 94.3%. Performance Objective/Summative Evaluation Data: Student attendance will increase. Activity/Strategy
Supportive Research
School Messenger will contact parents of students who are absent.
Research report: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention National Dropout Prevention Center/Network Research report: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention National Dropout Prevention Center/Network Research report: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention National Dropout Prevention Center/Network Rubin, R. (2004). Building a Comprehensive Discipline System and Strengthening School Climate. Reclaiming Children & Youth Fall2004, Vol. 13 Issue 3, p162-168.
Drawing for students with perfect attendance each 6 weeks for prizes and incentives.
Students will be awarded Spirit Sticks for landyard.
Truancy Efforts; Services for Homeless Students
Person(s) Responsible
Start/ End
Special Populations
Evaluation
Parents will assist in helping to get students to school
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Attendance Report
Local
A drawing will be help to reward students who have not missed a class during each six weeks.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Drawing each 6 weeks
Principals, Assistant Principals, Counselors, Teachers, Assistants
Local
Students who qualify for perfect attendance and are participating in extra curricular activities will receive Spirit Sticks.
August, 2015 – May, 2016
At-Risk, special education, LEP, subpopulations
Attendance Report, announcements, teacher and staff explanations
Principals, Clerks, Teachers, Truancy Officer
Local
Each campus will improve its attendance rate by at least one percentage point.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Attendance Report
Principal, Assistant Principals, Counselors, Clerks, Teachers, Truancy Officer Principals, Assistant Principals, Counselors,
Resources Needed/ Fund Source Local
Documentation (Formative Evaluation)
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District Goal #2 The district will increase positive public relations, community involvement, and meaningful parental involvement. MMS Goal #5 MJH will work to improve positive public relations and involvement with parents and community. Evidence of Need with Supportive Data: More parent/community involvement in the educational process is needed in order to establish and maintain cooperative efforts among all responsible entities for the benefit of students. Performance Objective/Summative Evaluation Data: The Campus Improvement Plan for year 2015-2016 will document the representatives who served. The signature page will demonstrate meeting this requirement. All sign-in logs maintained will record the number of parents and/or community members volunteering their services and attending open house as well as other school functions. A survey will be used to show that the campus will be viewed in a more positive light by parents and community Activity/Strategy
Supportive Research
Person(s) Responsible
Resources Needed/ Fund Source Local
Documentation (Formative Evaluation)
Start/ End
Special Populations
Evaluation
Staff will address parent concern on a day to day basis.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Survey will indicate that the staff responded to parent concerns in a timely manner.
Staff will address parent concerns in a timely manner.
Education Week www.edweek/ew/issues/parentinvolvement
Principal, Assistant Principals, Counselors, Teachers
Publicize positive events, and happenings that are occurring on campus.
Education Week www.edweek/ew/issues/parentinvolvement
Principal, Assistant Principals, Counselors, Teachers
Local
Positive events and happenings will be put in the local paper and on the website showing parents and the community the positive things that are occurring at MMS.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Articles and picture in the local paper and on the website.
The newspaper, website, and other forms of media will be used to communicate with parents. Parent information, involvement, and training will be offered on campus. Information will be provided on higher education opportunities.
Center for Effective School Practices, retrieved from http://cesp.rutgers.edu/
Principal, Assistant Principals, Counselors, Teachers
Local
Training will be provided once a semester and as needed for parents. Total attendance at events for parents will be collected. State assessment results will be provided to parents .
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Sign in Sheets will record
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Through the school wide discipline plan, teachers will make parent contact to build a working relationship to help improve student success.
Education Week www.edweek/ew/issues/parentinvolvement
Principal, Assistant Principals, Counselors, Teachers
Local
Parent Volunteer Cooridinator/Parental Involvement
Fan, X. and Chen, M. (2001) Parental Involvement and Students’ Academic Achievement: A Meta-analysis Educational Psychology Review, 13(1), 1-22.
Principal, Assistant Principals
Local
In the discipline plan process, teacher are to contact parents to let them know about concerns and asked for support. Parent volunteer sign-in rosters
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
TxEIS will show that the office referrals have decreased.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Signature Sheets will record
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District Goal #3 Technology and real-world experiences will be integrated into instructional activities. MMS Goal #6 Technology along with real-world experiences will be integrated into instructional activities throughout all subject areas. Evidence of Need with Supportive Data: The increased use of technology is needed to enhance and improve the delivery of instruction. Students must be prepared to be successful on the TEKS Technology Applications for each grade level. According to the Texas StaR (School Technology and Readiness) Chart, the campus is at level 2 (Developing Tech) and the state goal is a level 4.0 (Target Tech). Performance Objective/Summative Evaluation Data: Teachers will incorporate technology into the instructional setting. Students, with the teacher’s direction, will meet or exceed the requirements for their grade level in the technology application TEKS. Activity/Strategy
Supportive Research
Person(s) Responsible
Information on careers will be included in ALL classes. Technology Classes are offered in accordance with the state plan. Technology Use/Staff Development on Technology
T.E.C. 29.181 and 29.183
Principals, Director of CATE Consultants, Teachers
TEA School Technology and Readiness Chart
Student Information System
Ipads, Smartboard, and other forms of technology will be used to help enhance learning in the classrooms
DMAC data used to help identify and provide details of student achievement on STAAR tests.
Resources Needed/ Fund Source Local
Documentation (Formative Evaluation)
Start/ End
Special Populations
Evaluation
Career related activities will be noted in lesson plans
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Lesson Plans will document
Principals, Consultants, Teachers
Local
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Certificates
TEC §42.006(b)
Principals, Clerks, Counselors, Teachers
Local
A record of teacher training will indicate that teachers have received the training in appropriate software applications, including the student support software. Records of attendance and evaluations at training for all personnel will be kept.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Proper use of attendance records
Gray, l., et. Al, “Teachers Use of Educational Technology in U.S. Public Schools: 2009. First Look. NCES 2010-040” 2010. Afshari, M., et. Al., “Technology and School Leadership”. 2009. V. 18, p.235-248.
Teachers
Federal
Teachers will incorporate internet lessons, real life examples and actively involve students in lessons.
August, 2015 – June, 2016
All Students, Hispanic, Special education, economically disadvantaged
Student understanding, grades, test scores, STAAR scores
Principals, Consultants, Teachers
Federal
Teachers will be able to view STAAR scores and objectives for students. Reports can be accessed to help determine main areas of need.
August, 2015 – June, 2016
All Students, Hispanic Students, Special Education, economically disadvantaged students
Reports, RTI, STAAR Scores
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E-rate: Teaching internet safety
Gray, l., et. Al, “Teachers Use of Educational Technology in U.S. Public Schools: 2009. First Look. NCES 2010-040” 2010
Principals, Consultants, Teachers
Federal
All teachers prior to students using internet will review internet safety rules and procedures. Internet safety policy and procedures is also included in student handbook.
August, 2015 – June, 2016
All Students, Hispanic Students, Special Education, economically disadvantaged students
Administration observations, parent / student signed handbook forms.
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2015-2016
1
District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. A. The campus will ensure through its curriculum that all MJH students are prepared to master or exceed the Texas Essential Knowledge and Skills (TEKS). B. The campus will meet or exceed state performance standards on required outside assessments. C. The campus will support instruction beyond the basics to include the fine and performing arts. D. The campus will continue to align instructional programs and assessments in the core content areas. E. The campus will close the achievement gap among all subpopulations. F. Secondary campuses will provide the opportunity for students to understand and articulate two languages. G. Teachers and teacher assistants will be provided training in strategies which will improve student performance, improve classroom management and take into account students’ needs / individual learning styles. H. The campus will address interpersonal and intrapersonal skills that will contribute to students’ healthy, confident lifestyles. I. Student attendance will be increased by at least one percentage point. J. The Effective Schools philosophy will be reviewed by the campuses and considered in all instructional programming. K. The district will continue to decrease the dropout rate annually with the ultimate goal of eliminating dropouts in B.I.S.D. District Goal #2 The district will increase positive public relations, community involvement, and meaningful parental involvement. A. The principal will ensure communication to parents regarding academic performance, attendance and discipline of students. B. The campus will provide educational programs that strengthen parenting skills and help parents to provide educational assistance to their children. C. Parents and other members of the community will be partners in the improvement of schools. D. The campus will provide to the media and through the district newsletter, accurate information on a timely basis. E. The campus will continue to present adult and community education programs. District Goal #3 Technology and real-world experiences will be integrated into instructional activities. A. The campus will provide direction and support for professional development and training of staff members which will improve student performance and enhance the work environment for employees. B. The campus will continue to expand the number of teachers who integrate the Internet into instructional activities so that students can become communicators in a technological world. C. The principal will ensure that teacher training will be provided in appropriate instructional technology, following the district plan. D. The campus will use student services software. E. The campus will incorporate workplace/employability skills in instructional activities. F. Administrators will use technology to enhance efficiency in administrative work. G. The campus will continue to provide a point of contact for technical support to ensure timely use of technology. 2
Moreno Junior High Campus Improvement Plan Ten Components Required for Schoolwide Title I Projects No Child Left Behind Act
Moreno Junior High is committed to the ten components for school wide Title I projects. Through the campus and district planning and decision making process, all components are addressed. Listed below are each component and the corresponding pages in the campus improvement plan where the component is met. Component 1:
Comprehensive Need Assessment – Section 1
Component 2:
School wide Reform Strategies (Scientifically Research-Based Strategies) – Goal 1
Component 3:
Instruction by Highly Qualified Teachers – Goal 1
Component 4:
High-Quality and Ongoing Professional Development (in accordance with Section 1119)(teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff) – Goal 1
Component 5:
Strategies to Attract High-Quality, Highly-Qualified Teachers – Goal 1
Component 6:
Parental Involvement Strategies (in accordance with §1118) – Goal 4
Component 7:
Transition Activities for Preschool Children (see Hampton-Moreno-Dugat Early Childhood Center Campus Improvement Plan)
Component 8:
Inclusion of Teacher in Academic Assessment Decisions; Signature page of campus improvement plan
Component 9:
Assisting Students Experiencing Difficulties Mastering Proficient and Advanced Levels of Achievement Standards – Goal 1
Component 10:
Coordination and Integration of Federal, State, and Local Services and Programs
Moreno Junior High is a Title I School wide campus and part of the State Compensatory Education funds are spent to support the school wide plan.
3
Beeville Independent School District MJH Campus Improvement Plan 2015-2016 District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 1 MJH staff and students will work to improve STAAR scores. Evidence of Need with Supportive Data: According to the 2015 Accountability Summary, students in grades 7-8, Met Standards in Student Achievement, Student Progress, & Closing Performance Gaps and received a Distinction in Top 25% Student Progress. However, under the System Safeguards Performance Rates, MJH missed the 60% target in Science & Social Studies - All Students, Hispanic, and Economically Disadvantaged. These figures indicate a need for the following activities. Performance Objective/Summative Evaluation Data: STAAR scores will serve as the summative assessment for grades 7-8, documenting that MJH students meet state baseline standard. Activity/Strategy Supportive Person(s) Resources Documentation Start/ End Special Evaluation Research Responsible Needed/ (Formative Evaluation) Populations Fund Source Development Fullan, M. Principal, Federal/Local Teachers will be given August, All Students, Six Week test, (2006). Leading Curriculum using Assistant time to develop, 2015 – Hispanic benchmarks, & professional TEKS Resource Principals, organize, review, and June, students, AtSTAAR Scores learning. School Teachers System IFD’s for plan the curriculum. 2016 Risk, LEP, Core Teachers. Administrator, Calendars with lesson economically 63(10), 10-14. plans will be completed disadvantaged and turned in each 6 students, and weeks. This time is special provided so that the education teachers can specifically plan to target the skills that students are weak or have difficulty with. Focused Tutorials: All students in need are required to go to 3rd period tutorials. Teachers refer students.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W.
Principal, Assistant Principals, Teachers
Local
Teachers will work together collaborate, so that students will be able to attend needed tutorials. They will plan for students to attend tutorials that are held on certain days during a three week period.
September 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Tutorial Record, Six Week test, benchmarks, & STAAR Scores
Focused Enrichment: All students who stay for enrichment will be reviewing skills from core classes. Teachers will be preparing materials
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Local
Teachers will work together collaborate, so that students will be reviewing skills or working on products during enrichment. They will plan for different subjects held on certain day during the week.
September 2015 – June, 2016
All students
Enrichment Record, Six Week test, benchmarks, & STAAR Scores
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Tutorials: Students in need are to come to after school tutorials, in school tutorials, or the MAC lab for extra help. Teachers may refer students. Extended Tutorials: Students who are considered in need of extra assistance will be invited to attend extended after school tutorials for STAAR Testing Subjects.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W.
Principal, Assistant Principals, Teachers
Local
Teachers allow students to come in for extra assistance when needed.
September 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Tutorial/ MAC Lab Records, Six Week test, benchmarks, & STAAR Scores
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Federal
The ACE Program has allowed the 7-8 grade teachers to have a 1 hour extended tutorial to work with students who are in need of extra assistance.
March 2015 – June, 2016
Hispanic, economically disadvantaged, Special Education, and All Students
Tutorial Record, Six Week test, benchmarks, & STAAR Scores
Disaggregation of Unit, Six Weeks test, and benchmarks to look for strengths and weaknesses of students.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Local
September 2015 – Jun6, 2015
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Six Week test, benchmarks, & STAAR Scores
Co-teaching Classes for each subject in grades 7-8 to assist students who may need extra assistance.
Creating Effective Schools: An InService Program for Enhancing School Learning Climate and Achievement; W.B. Brookover, F. J. Erickson, A.W. McEnvoy; 1996
Principal, Assistant Principals, Teachers
Federal
Data will be placed into DMAC to help with disaggregation of data. Teachers will use this to determine areas of improvement needed and areas mastered. Teachers will also be able to watch those subpopulations that need improvement on STAAR test Students will be scheduled to take these classes if they have shown that they struggle in these subject areas.
September 2015 – June, 2016
Hispanic students, Economically disadvantaged students, Special education, Bubble Students, 504 students, and All Students
Grades, class work, Six Week test, benchmarks, & STAAR Scores
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Implement intervention plans or make improvement in teacher instruction.
Correlates of Effective Schools: The First and Second Generation. Lezotte, Lawrence W
Principal, Assistant Principals, Teachers
Local
PDAS, walk throughs, staff development, Teacher/Teacher Observations.
August, 2015 – June, 2016
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Six Week test, benchmarks, & STAAR Scores
Implement Schlechty Design Process to improve Engagement and high leveled skills.
Engaging Students – The next Level of Working on the Work. Phillip C. Schlechty;2011
Principal, Assistant Principals, Teachers
OFSYP, Title 1
We will design at least 1 Unit in each core subject and elective, along with designing activities for the Enrichment Period for 3 weeks out of a 6 week period.
August, 2015 – June, 2016
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Survey of student and staff on engagement.
Highly qualified teachers: A variety of staff development opportunities will be made available to all staff to meet and exceed the needs of students. Teachers will be able to meet and exceed their 150 required hours needed every 5 years. ACE Program
Learning by Doing A handbook for professional learning communities at Work; R. DuFour, R. Dufour, R. Eaker, T. Many; 2006
Principal, Assistant Principals, Counselors, Teachers, Assistants
Local
Our Deputy Superintendent recruits and we, as a campus, interview and hire highly qualified teachers.
August, 2015 – August, 2016
At-Risk, special education, LEP, subpopulations
Staff Development Certificates Highly Qualified qualifications
Fullan, M (2006) Leading professional learning. School Administrator, 63(10), 10-+14
ACE Director
Grant
Enrollment/Attendance Log Kept by ACE Director
August, 2015 – June, 2016
All Students, Hispanic students, AtRisk, LEP, economically disadvantaged students, and special education
Enrollment/Attendance Log Kept by ACE Director
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General training of staff in federal, state and local initiatives; new teacher training; Special ProgramsSAT, 504 SpEd; training in violence prevention.
N.C.L.B. Act
Principal, Assistant Principals, Teachers, Counselors
Local, State and Federal
For all subjects, MJH will meet State passing standard. Scores for special education students on the STAAR, STAAR-A and STAARAlternative will be reviewed to determine which students met ARD expectations on these assessments. The expectation will be that all students will meet ARD expectations. Personnel files, highly qualified worksheets, and principal attestations
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Certificates of Training
During 2015-2016 school year, all students will be taught by highly qualified teachers who are assisted by highly qualified paraprofessionals.
NCLB §1119; §1112; §1114
Local, State and Federal
At Risk Programs, Drop Out Prevention, & Class Size Reduction
T.E.C. 29.081
Principal, Assistant Principals, Director of Special Programs, Director of Special Education, Deputy Superintendent of Personnel Principals, Counselors, Executive Director for Special Programs and Special Education
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Certification
Local, S.C.E., and Federal
The number of dropouts for the 2013-2014 school year will be compared to the number of dropouts for 20142015. The completion rate for students published in the AEIS reports will be reviewed.
August, 2015 – June, 2016
At-Risk
Zero dropout rate
Coordinated Health Program
Texas Administrative Code (TAC) §74.3(a)
Principal, Consultant, Physical Education and Health Teachers
Local
All students in grades 312 will participate in the Fitness Gram Program. All students will participate in the coordinated Health program, along with PE classing cover Health issues.
August, 2015 – June, 2016
All Students
Testing Results
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 2 MJH staff and students will work to decrease the number of student referrals to the office. Evidence of Need with Supportive Data: According to the 2014 – 2015 discipline records, MJH had a total of 495 PEIMS office referrals. Performance Objective/Summative Evaluation Data: Data from TxEIS will serve as the summative assessment for grades 7-8, documenting that office referrals will decrease during the 2015-2016 school year. Activity/Strategy
Supportive Research
Person(s) Responsible
Resources Needed/ Fund Source Local
Review School Wide Discipline Plan. Review Student Expectations throughout school, teach students and will review throughout year Refine in referral process
T.E.C. Chapter 37
Principal, Assistant Principals, Counselors, Teacher
Students will earn the privilege to attend “Reward Day” each six weeks for good behavior.
Student Motivation, school Culture, and Academic Achievement “What School Leaders Can do.” ERIC (Ron Renchler)
Principals, Assistant Principals, Counselors, Teachers
Local
Students can earn “Caught Being Good Coupons” for acting appropriately throughout the school day.
Student Motivation, school Culture, and Academic Achievement “What School Leaders Can do.” ERIC (Ron Renchler)
Local
Dating violence policy and training (BQ(Legal)); Discipline management program providing for prevention and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying at schools/on school grounds/and on bus. Pregnancy Related Services are provided.
Park-Higgerson, H. et al. (2008) The Evaluation of School-Basked Violence Prevention Programs: A MetaAnalysis. Journal of School Health. 78(9), 465-479
Principals, Assistant Principals, Counselors, Teachers, Assistants Principals, Assistant Principals, Consultant, Teachers, Nurses, Counselors
Local
Documentation (Formative Evaluation)
Start/ End
Special Populations
Evaluation
The Chapter 37 PEIMS 425 discipline record will be reviewed. The Code of Conduct, revised as necessary, will be prominently displayed on the campuses. School Wide Discipline Plan will be reviewed and revised as necessary. Students who have not been placed in ISS, DAEP, or suspended and pass all subjects earn the right to attend “Reward Day”
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Record of number of office referrals by Staff & Students.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Record of number of office referrals by Staff & Students.
Students who earn these coupons will have the chance to have their coupon drawn and receive “Snack Bar Bucks” & other coupons. The Chapter 37 PEIMS 425 discipline record will be reviewed. The Code of Conduct, revised as necessary, will be prominently displayed on the campuses.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Drawing held weekly.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Record of Staff & Students being informed
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 3 MJH will continue to strive to improve student and staff morale during the 2015-2016 school year. Evidence of Need with Supportive Data: According to the 2014 – 2015 survey, 94% of teachers felt that the morale at MJH was high. 92% of the students felt that teachers worked with students to help them improve. Performance Objective/Summative Evaluation Data: Surveys will indicate that staff and students feel that the school was a positive experience. Activity/Strategy
Supportive Research
Training on Lead Simply and Implementation of strategies (positive attitude & action), along with Inspire Theme.
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Administration will demonstrate positive attitude to students and staff.
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
All staff works to build relationships with students and other staff.
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Administration will provide positive feedback to staff with emails, notes, positive comments, and treats. All staff will provide positive feedback to students with encouraging words and student recognition.
Person(s) Responsible
Documentation (Formative Evaluation)
Start/ End
Staff will exhibit a more positive attitude and action towards work, students, and other staff members.
August, 2015 – May, 2016
At-Risk, special education, LEP, subpopulations
Survey will indicate that the staff implemented ideas from training.
Local
Positive attitudes will be seen as administration works with staff and students
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Principals, Assistant Principals, Counselors, Teachers, Assistants
Local
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Principals, Assistant Principals, Counselors
Local
Staff will go above and beyond to work with students by staying late, getting here early, working with students during their lunch or after school and other creative ways. Administration will give feedback that lets staff know that the job they are doing is appreciated and respected.
Survey will indicate that the Administration exhibited a more positive attitude toward staff and students. Survey will indicate that the staff worked with students to help them improve.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Academic Leadership Live Volume 9 Issue 2 (The Online Journal)
Principal, Assistant Principals, Counselors, Teacher, Assistants
Local
Staff will give feedback to students that will help students feel better about themselves and want to make improvements. Staff will recognize students for making better choices.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Principal, Assistant Principals, Counselors, Teacher, Assistants Principals, Assistant Principals, Counselors,
Resources Needed/ Fund Source Local
Special Populations
Evaluation
Survey will indicate that the Admin gave positive feedback which assist staff in continuing to work with students. Survey will indicate that the staff made an effort to give positive feedback to students.
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District Goal # 1 All students will be exposed to a broad base of knowledge which will lead to self-empowerment. MMS Goal # 4 MJH will work to improve student attendance. Evidence of Need with Supportive Data: Attendance record according to our records for the 2014 – 2015 attendance was 94.3%. Performance Objective/Summative Evaluation Data: Student attendance will increase. Activity/Strategy
Supportive Research
School Messenger will contact parents of students who are absent.
Research report: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention National Dropout Prevention Center/Network Research report: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention National Dropout Prevention Center/Network Research report: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention National Dropout Prevention Center/Network Rubin, R. (2004). Building a Comprehensive Discipline System and Strengthening School Climate. Reclaiming Children & Youth Fall2004, Vol. 13 Issue 3, p162-168.
Drawing for students with perfect attendance each 6 weeks for prizes and incentives.
Students will be awarded Spirit Sticks for landyard.
Truancy Efforts; Services for Homeless Students
Person(s) Responsible
Start/ End
Special Populations
Evaluation
Parents will assist in helping to get students to school
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Attendance Report
Local
A drawing will be help to reward students who have not missed a class during each six weeks.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Drawing each 6 weeks
Principals, Assistant Principals, Counselors, Teachers, Assistants
Local
Students who qualify for perfect attendance and are participating in extra curricular activities will receive Spirit Sticks.
August, 2015 – May, 2016
At-Risk, special education, LEP, subpopulations
Attendance Report, announcements, teacher and staff explanations
Principals, Clerks, Teachers, Truancy Officer
Local
Each campus will improve its attendance rate by at least one percentage point.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Attendance Report
Principal, Assistant Principals, Counselors, Clerks, Teachers, Truancy Officer Principals, Assistant Principals, Counselors,
Resources Needed/ Fund Source Local
Documentation (Formative Evaluation)
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District Goal #2 The district will increase positive public relations, community involvement, and meaningful parental involvement. MMS Goal #5 MJH will work to improve positive public relations and involvement with parents and community. Evidence of Need with Supportive Data: More parent/community involvement in the educational process is needed in order to establish and maintain cooperative efforts among all responsible entities for the benefit of students. Performance Objective/Summative Evaluation Data: The Campus Improvement Plan for year 2015-2016 will document the representatives who served. The signature page will demonstrate meeting this requirement. All sign-in logs maintained will record the number of parents and/or community members volunteering their services and attending open house as well as other school functions. A survey will be used to show that the campus will be viewed in a more positive light by parents and community Activity/Strategy
Supportive Research
Person(s) Responsible
Resources Needed/ Fund Source Local
Documentation (Formative Evaluation)
Start/ End
Special Populations
Evaluation
Staff will address parent concern on a day to day basis.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Survey will indicate that the staff responded to parent concerns in a timely manner.
Staff will address parent concerns in a timely manner.
Education Week www.edweek/ew/issues/parentinvolvement
Principal, Assistant Principals, Counselors, Teachers
Publicize positive events, and happenings that are occurring on campus.
Education Week www.edweek/ew/issues/parentinvolvement
Principal, Assistant Principals, Counselors, Teachers
Local
Positive events and happenings will be put in the local paper and on the website showing parents and the community the positive things that are occurring at MMS.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Articles and picture in the local paper and on the website.
The newspaper, website, and other forms of media will be used to communicate with parents. Parent information, involvement, and training will be offered on campus. Information will be provided on higher education opportunities.
Center for Effective School Practices, retrieved from http://cesp.rutgers.edu/
Principal, Assistant Principals, Counselors, Teachers
Local
Training will be provided once a semester and as needed for parents. Total attendance at events for parents will be collected. State assessment results will be provided to parents .
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Sign in Sheets will record
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Through the school wide discipline plan, teachers will make parent contact to build a working relationship to help improve student success.
Education Week www.edweek/ew/issues/parentinvolvement
Principal, Assistant Principals, Counselors, Teachers
Local
Parent Volunteer Cooridinator/Parental Involvement
Fan, X. and Chen, M. (2001) Parental Involvement and Students’ Academic Achievement: A Meta-analysis Educational Psychology Review, 13(1), 1-22.
Principal, Assistant Principals
Local
In the discipline plan process, teacher are to contact parents to let them know about concerns and asked for support. Parent volunteer sign-in rosters
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
TxEIS will show that the office referrals have decreased.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Signature Sheets will record
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District Goal #3 Technology and real-world experiences will be integrated into instructional activities. MMS Goal #6 Technology along with real-world experiences will be integrated into instructional activities throughout all subject areas. Evidence of Need with Supportive Data: The increased use of technology is needed to enhance and improve the delivery of instruction. Students must be prepared to be successful on the TEKS Technology Applications for each grade level. According to the Texas StaR (School Technology and Readiness) Chart, the campus is at level 2 (Developing Tech) and the state goal is a level 4.0 (Target Tech). Performance Objective/Summative Evaluation Data: Teachers will incorporate technology into the instructional setting. Students, with the teacher’s direction, will meet or exceed the requirements for their grade level in the technology application TEKS. Activity/Strategy
Supportive Research
Person(s) Responsible
Information on careers will be included in ALL classes. Technology Classes are offered in accordance with the state plan. Technology Use/Staff Development on Technology
T.E.C. 29.181 and 29.183
Principals, Director of CATE Consultants, Teachers
TEA School Technology and Readiness Chart
Student Information System
Ipads, Smartboard, and other forms of technology will be used to help enhance learning in the classrooms
DMAC data used to help identify and provide details of student achievement on STAAR tests.
Resources Needed/ Fund Source Local
Documentation (Formative Evaluation)
Start/ End
Special Populations
Evaluation
Career related activities will be noted in lesson plans
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Lesson Plans will document
Principals, Consultants, Teachers
Local
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Certificates
TEC §42.006(b)
Principals, Clerks, Counselors, Teachers
Local
A record of teacher training will indicate that teachers have received the training in appropriate software applications, including the student support software. Records of attendance and evaluations at training for all personnel will be kept.
August, 2015 – June, 2016
At-Risk, special education, LEP, subpopulations
Proper use of attendance records
Gray, l., et. Al, “Teachers Use of Educational Technology in U.S. Public Schools: 2009. First Look. NCES 2010-040” 2010. Afshari, M., et. Al., “Technology and School Leadership”. 2009. V. 18, p.235-248.
Teachers
Federal
Teachers will incorporate internet lessons, real life examples and actively involve students in lessons.
August, 2015 – June, 2016
All Students, Hispanic, Special education, economically disadvantaged
Student understanding, grades, test scores, STAAR scores
Principals, Consultants, Teachers
Federal
Teachers will be able to view STAAR scores and objectives for students. Reports can be accessed to help determine main areas of need.
August, 2015 – June, 2016
All Students, Hispanic Students, Special Education, economically disadvantaged students
Reports, RTI, STAAR Scores
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E-rate: Teaching internet safety
Gray, l., et. Al, “Teachers Use of Educational Technology in U.S. Public Schools: 2009. First Look. NCES 2010-040” 2010
Principals, Consultants, Teachers
Federal
All teachers prior to students using internet will review internet safety rules and procedures. Internet safety policy and procedures is also included in student handbook.
August, 2015 – June, 2016
All Students, Hispanic Students, Special Education, economically disadvantaged students
Administration observations, parent / student signed handbook forms.
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