Improvement PlanTerry High School
2021-2022 Campus Improvement Plan
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Mission Statement The Vision of Terry High School is to develop a
culture of mutual respect and academic excellence through rigorous
instruction which produces college and
career-ready individuals.
Vision The Vision of Terry High School is to develop a culture of
mutual respect and academic excellence through rigorous instruction
which produces college and career-ready
individuals.
Value Statement “Learning Today…Leading Tomorrow”
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Table of Contents
Comprehensive Needs Assessment 4 Demographics 4 Needs Assessment 4
Student Learning 6
Priority Problem Statements 7 Goals 8
Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams. 9 Goal 2: By
May 2022 all Algebra I & Biology STAAR students and student
groups test takers will increase their academic performance at the
meets level by 7% as measured by the Algebra I & Biology End of
Course exams. 17 Goal 3: By May of 2022, 60% of the Emergent
Bilingual (EB) population will show progress of at least one
proficiency level on the composite rating of the TELPAS assessment.
26 Goal 4: During the 2021-22 school year, the percentage of
special education students that pass all of their courses each six
weeks will increase by 10% compared to the same six weeks of the
2020-21 school year. 29 Goal 5: By May of 2022, there will be an
increase in parent involvement, positive student behavior, and
staff engagement that will encourages positive campus culture and
values. 33 Goal 6: By May of 2022, we will increase the percentage
of students that graduate CCMR. Terry High School students will be
considered college, career, or military ready as defined by the
Texas Education Agency. This growth will be demonstrated through
the TSI criteria, dual credit enrollment, AP test scores, and
approved industry certification completion for the 2021-2022 school
year. 35
State Compensatory 37 Budget for Terry High School 38 Personnel for
Terry High School 38
Title I Schoolwide Elements 38 ELEMENT 1. SWP COMPREHENSIVE NEEDS
ASSESSMENT (CNA) 39 1.1: Comprehensive Needs Assessment 39 ELEMENT
2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 39 2.1: Campus Improvement
Plan developed with appropriate stakeholders 39 2.2: Regular
monitoring and revision 39 2.3: Available to parents and community
in an understandable format and language 39 2.4: Opportunities for
all children to meet State standards 39 ELEMENT 3. PARENT AND
FAMILY ENGAGEMENT (PFE) 40 3.1: Develop and distribute Parent and
Family Engagement Policy 40 3.2: Offer flexible number of parent
involvement meetings 40
Title I Personnel 40 Campus Funding Summary 41 Addendums 43
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Comprehensive Needs Assessment Demographics
Demographics Summary
Needs Assessment
Terry High School is celebrating 41 years this school year and is
the 2nd oldest high school in Lamar Consolidated ISD.
We are located in Rosenberg, Texas, which is a suburban city
southwest of Houston, Texas.
Terry High School serves students in the 9th, 10th, 11th and 12th
grades. Our anticipated enrollment for the 2021-2022 school year is
1962. Our campus services the southwest side of Rosenberg. As a
result of a boundary realignment due to the opening of a new
complex, our Jr. High and Middle school feeders will remain the
same, with George Junior High serving the 7th and 8th grade, and
Navarro Middle School serving 6th grade. Our elementary feeder
schools will change with Beasley, Bowie, Taylor Ray, Travis
Elementary Schools will all stay on the Red track, and part of
Culver Elementary will stay as well.
During the last campus rating (2019), B. F. Terry was rated a “B”
campus and received a Distinction for the Top 25% Percent: In
Comparative: Academic Growth
Based on our iReady data most of our students are coming to us
reading below their grade level. Our cultural and social issues of
concern are with addressing the needs and closing the gaps for the
51% of our students that are considered At-Risk by implementing a
culturally responsive atmosphere.
Areas of concern(s)
Areas below the District average Students Entering HS Reading below
Grade Level Student Regression due to COVID
6/16/21
Many students lost credit in necessary courses - learning gaps,
attendance Student engagement - mentoring program, have the data to
identify, what will we do day one Change in cuture - staff,
positivity, welcoming, recognizing achievement Many new staff
members - coaching, walk through Wednesday with more staff members,
intentional scheduling, Sidmy
Demographics Strengths
Our campus is the least diverse High School campus in our district
based on our demographics. Terry High School Generated by
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Enrollment by Race/Ethnicity (Data Based on 2020-2021 School
Year)
Student Enrollment Total - 1954
1499 - 76.7% Hispanic, 264 - 13.5% African American, 150 - 7.7%
White, 20 - 1.9% Asian, and 37 - 1.9% identify as two or more
races. 1 - <1% Native American and 3 - <1% Pacific
Islander
Enrollment by Gender
50% Male 50% Female
Enrollment by Student Group
68.2% Economically Disadvantage 15.0% SPED 8.6% 504 15.8% LEP 56.9%
At-Risk Campus Mobility Rate – 10.9%/ District (12.1%)
Other Areas Reviewed
Campus attendance rate - 92.9% / District (95.6%) Campus annual
dropout rate 1.3% / District (0.7%) 4 - year Graduation Rate 90.3%
/ District (94.1%) CCMR – 59% (up 5%) / District (68.9%) SAT
Average Reading/Writing Average - Score – 449 (2020) to 458 (2021)
+9 points / District Average– 504 (Campus below District Average)
SAT Average Math Average - Score – 437 (2020) to 441 (2021) +4
points / District Average– 492 (Campus below District Average) ACT
Average Score – 18.7 / District - 22.4 College Ready – 29% TSI
Graduates – ELA - 51.8%, Math - 27.3%, Passed Both - 26.2 % CTE
Participation – 48.8%
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School Quality and Student Success -SQSS - % Students meeting
CCMR
(College, Career, and Military Readiness Performance - (Due to
Covid - Data is from 2019-2020 - Federal Report Card)
All Students
Indian Asian Pacific Islander
Two or More Races
Econ Disadv CWD EL
Staff Ethnic Breakdown - 132
77 - 57% White, 26 - 19% African American, 24 - 18% Hispanic, 5 -
4% Asian, and 2 - 2% Identify as two or more races. 0 - 0% Native
American and 0 - 0% Pacific Islander
Problem Statements Identifying Demographics Needs
Problem Statement 1: Twenty-nine percent of our students are
categorized as college ready. Root Cause: Low TSI passing rate
(26.2%) for math & ELA combined. SAT math & English scores
~50 points below district average.
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Student Learning
Student Learning Summary
2021 STAAR Results Passing Rate Approaches Meets Masters Eng I
60.38% 64.58% 44.62% 7.12% Eng II 61.28% 63.18% 49.28% 5.78%
Algebra 49.22% 65.99% 33.56% 16.67% Biology 59.95% 78.38% 50.09%
17.3% US History 69.65% 89.6% 69.91% 40.49%
2019 STAAR Results Passing Rate Approaches Meets Masters Eng I
61.09% 61.62% 44.53% 8.1% Eng II 64.45% 63.99% 46.14% 3.54% Algebra
65.23% 84.18% 68.35% 40.51% Biology 58.66% 85.79% 50.64% 11.48% US
History 65.66% 86.9% 62.5% 29.17%
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Priority Problem Statements
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Goals Goal 1: By May 2022, all English I, English II & US
History STAAR students and student groups test takers will increase
their overall academic performance at the meets level by 7% as
measured by the English I & English II End of Course
exams.
Performance Objective 1: All English I & English II teachers
will attend STAAR Writing and Grammar workshop
Strategy 1 Details Reviews Strategy 1: Teachers will incorporate
grammar and writing strategies in daily classroom instruction. The
implementation of these strategies will be monitored through lesson
plans, walk-throughs, PLC's and feedback sessions.
Staff Responsible for Monitoring: Serena Bostic, Campus
Instructional Coordinator Title I Schoolwide Elements: 2.4, 2.6
Funding Sources: Region IV - Acceleration Series - 199 PIX 30 State
SCE Title I-A, Schoolwide Activit - $2,500
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Teachers will implement
frequent, purposeful academic talk in classrooms to allow students
to put a voice to their learning in order to learn and apply new
information. The implementation of this strategy will be monitored
through walk-through data, lesson plans and feedback
sessions.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 2: Create a master schedule that allows for a
common planning time for all English I & English II
teachers.
Strategy 1 Details Reviews Strategy 1: Teachers will meet during
common planning periods to align instruction to STAAR/EOC
objectives and will work together to create common assessments that
contain dual-coded questions. This process will be monitored by
administrators and instructional coach during team planning and
PLCs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: High order thinking
questions will be pre-planned during weekly planning sessions that
lead to deeper understanding. This will be monitored and feedback
provided through the review of lesson plans, walk-throughs and
feedback sessions will be conducted.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Questioning strategies, wait
time, eliciting student responses, student use of academic language
will be included in daily lessons and related activities. The
implementation of these strategies will be monitored through the
weekly review of lessons and documented walk-throughs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 3: Increase the amount of student discourse
in all English I, English II & US History classes.
Strategy 1 Details Reviews Strategy 1: Provide sentence stems for
students to help build their ability to respond using appropriate
academic vocabulary. Evidence of this will be monitored through
weekly lesson plans and documented walk-throughs and
observations.
Staff Responsible for Monitoring: Administrators, EL Coach and
Instructional Coach
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: English I & II teachers
will incorporate collaborative (Kagan) structures into lessons.
Evidence of these collaborative structures will be monitored
through weekly lesson plans, walk-throughs, and observations
(formal and informal).
Staff Responsible for Monitoring: Administrators and Instructional
Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Kagan
Structure Training - 211 Title I, Part A - $15,000
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 4: Enhance Tier I instruction by utilizing
the Lead4ward resources in their planning
Strategy 1 Details Reviews Strategy 1: Staff will be trained on how
to utilize Lead4Ward resources at the beginning of the school year
and ongoing professional development will continue throughout the
year to ensure that these resources are embedded into class
instruction. Evidence of the implementation of these resources will
be monitored through the weekly review of lesson plans,
walk-throughs, and PLCs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources:
Lead4Ward Intervention Conference - 211 Title I, Part A -
$2,500
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Instructional staff will
incorporate Lead4ward strategies into daily lessons. This will be
monitored through the review of weekly lesson plans and
walk-throughs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 5: Teams will meet twice a six weeks in PLCs
to analyze assessment data, work collaboratively with colleagues to
increase Tier I instruction and plan interventions to address
student needs.
Strategy 1 Details Reviews Strategy 1: Item analysis will be
completed after district 6-weeks assessments and campus benchmarks
using data from Eduphoria-Aware to determine areas requiring
instructional shifts and students who will require additional
support that will be provided during R-Time, after school or at
Saturday tutorials by core content teachers.
Staff Responsible for Monitoring: Administrators and Instructional
Coach. Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources:
Personnel Cost/Serena Bostic - 211 Title I, Part A -
$88,302.96
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: PLC teams will create
assessment tools to identify student progress and categorize
students into specific groups for R-time instruction. R-time dates
will be determined by the PLC team for each week in the
six-weeks.
Staff Responsible for Monitoring: Instructional Administrator and
Instructional Coach Title I Schoolwide Elements: 2.4, 2.6 Funding
Sources: District Substitutes - 211 Title I, Part A - $6,000
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 6: Consistent feedback of student progress
through formal and informal data collection by content team
members.
Strategy 1 Details Reviews Strategy 1: Regular review of data will
be held in order to determine interventions including tutoring and
re-teaching, and to track progress of all students and student
groups.
Staff Responsible for Monitoring: Teachers, Administrators and
Instructional Coach
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Each six weeks, data on
students that failed one or more classes will be collected and SST
meetings will be held, goals will be developed on an individual
student basis. This process will be monitored by administrators and
instructional coach.
Staff Responsible for Monitoring: Administrators and Instructional
Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources:
District Substitutes - 211 Title I, Part A - $2,000
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 7: Implement campus wide book study of the
Fundamental Five.
Strategy 1 Details Reviews Strategy 1: During monthly staff
meetings, all teachers will be trained on fundamental five
principles and will be completed by the end of the second six
weeks.
Staff Responsible for Monitoring: Administrators and Instructional
Coach Title I Schoolwide Elements: 2.6 Funding Sources: Fundamental
Five Books - 211 Title I, Part A - $1,500
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Teachers will incorporate
fundamental five strategies into their daily lessons and will be
monitored through weekly lesson plans, walk-throughs and PLCs by
administrators and instructional coach.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 8: To address HB4545, by the end of January
of 2022, all students that did not pass the State of Texas
Assessment of Academic Readiness will be provided with 30 hours of
supplemental accelerated instruction based on their area of need in
order to minimize any instructional gaps the student may
have.
Strategy 1 Details Reviews Strategy 1: Created Master schedule to
place students into a 4th period ELA class.
Staff Responsible for Monitoring: Administrators Formative
Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Utilize the advisory time to
provide accelerated instruction
Staff Responsible for Monitoring: Administrators Formative
Summative
Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Provide additional
opportunities before school, after school, and on Saturday school
to provide supplemental accelerated instruction
Staff Responsible for Monitoring: Administrators Title I Schoolwide
Elements: 2.4, 2.5, 2.6 Funding Sources: Tutors and tutoring
supplies and materials - 211 Title I, Part A - $45,000, Personnel-
Credit Restoration Teacher - 199 PIX 30 State SCE Title I-A,
Schoolwide Activit - $37,791
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Performance Objective 9: Provide ongoing training for state
assessments and College Board testing.
Strategy 1 Details Reviews Strategy 1: Campus Testing Coordinator
will conduct ongoing training to prepare teachers and staff to
proctor state assessments and College Board tests that include
PSAT, SAT, and ACT.
Staff Responsible for Monitoring: Tracie Pryor Funding Sources:
Personnel - 199 PIX 30 State SCE Title I-A, Schoolwide Activit -
$36,675
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 1: All Algebra I teachers will participate in
content specific STAR training.
Strategy 1 Details Reviews Strategy 1: Weekly, algebra teacher will
implement strategies learned from the training into their lessons
and will be monitored through weekly lesson plans and walk-throughs
by administrators and instructional coach.
Staff Responsible for Monitoring: Jon Spiering, Instructional AP
Title I Schoolwide Elements: 2.4, 2.6 Funding Sources:
Instructional AP - 211 Title I, Part A - $66,037.99
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 2: Create a master schedule that allows for a
common planning time for all Algebra I & Biology
teachers.
Strategy 1 Details Reviews Strategy 1: Teachers will meet during
common planning periods to align instruction to STAAR/EOC
objectives and will work together to create common assessments that
contain dual-coded questions.
Staff Responsible for Monitoring: Administrators
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: High order thinking
questions will be pre-planned during weekly planning sessions and
will be monitored through lesson plans and walk-throughs. Questions
will be assessed for complexity level of Bloom's by
administrators.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Increase the number of math
teachers to decrease student to teacher ratio.
Staff Responsible for Monitoring: Stephen Simons Title I Schoolwide
Elements: 2.6 Funding Sources: Teaching Unit - 211 Title I, Part A
- $75,352.13
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 3: Implement campus wide book study of the
Fundamental Five.
Strategy 1 Details Reviews Strategy 1: Ongoing professional
development, will be trained on fundamental five principles.
Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Teachers will incorporate
fundamental five strategies into their daily lessons.
Administrators and the Instructional Coach will monitor the
implementation of the strategies through lesson plans,
walk-throughs and PLCs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
Terry High School Generated by Plan4Learning.com 20 of 44 October
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 4: Enhance the amount of student discourse in
all Algebra I & Biology classes.
Strategy 1 Details Reviews Strategy 1: Provide sentence stems for
students to help build their ability to respond using appropriate
academic vocabulary. Implementation of this strategy will be
monitored through lesson plans, walk-throughs and PLCs by
administrators and the instructional coach.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Algebra I teachers will
incorporate Kagan structures into lessons. The implementation of
these cooperative strategies will be monitored through lesson
plans, walk-throughs and PLCs by the administrators and the
instructional coach.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Biology teachers will
incorporate Kagan structures into lessons. The incorporation of
these strategies will be monitored through lesson plans,
walk-throughs, and PLCs by administrators and the instructional
coach.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
Terry High School Generated by Plan4Learning.com 21 of 44 October
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 5: Increase Tier I instruction by utilizing
the Lead4ward resources in their planning.
Strategy 1 Details Reviews Strategy 1: Staff will be trained by the
Instructional Coach on how to utilize Lead4Ward resources at the
beginning of the school year.
Staff Responsible for Monitoring: Instructional Coach Title I
Schoolwide Elements: 2.4, 2.6 Funding Sources: Teacher Lead4Ward
Training - 199 PIX 30 State SCE Title I-A, Schoolwide Activit -
$2,500
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Instructional staff will
incorporate Lead4ward strategies into lessons daily and will be
monitored through lesson plans, walk-throughs and PLCs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
Terry High School Generated by Plan4Learning.com 22 of 44 October
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 6: Utilize PLC time to analyze assessment
data, work collaboratively with colleagues to increase Tier I
instruction and plan interventions to address student needs.
Strategy 1 Details Reviews Strategy 1: PLC teams will complete item
analysis after district 6-weeks assessments and campus benchmarks
using data from Eduphoria-Aware to determine areas requiring
instructional shifts and students who will require additional
support.
Staff Responsible for Monitoring: Instructional Coach,
Instructional Administrator
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: PLC teams will create
assessment tools to identify student progress and categorize
students into specific groups for R-time instruction. R-time dates
will be determined by the PLC team for each week in the
six-weeks.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
Terry High School Generated by Plan4Learning.com 23 of 44 October
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 7: Consistent feedback of student progress
through formal and informal data collection to address gaps in
learning will be collected and analyzed by Algebra I & Biology
teachers.
Strategy 1 Details Reviews Strategy 1: Regular review of data will
be held in order to determine interventions including tutoring.
Interventions and progress will be tracked for all students and
student groups by Algebra I teachers, administrator and
instructional coach.
Staff Responsible for Monitoring: Administrator and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Each six weeks, data on
students that failed one or more classes will be collected and SST
meetings will be held, goals will be developed on an individual
student basis and will be monitored by administrators and
instructional coach.
Staff Responsible for Monitoring: Algebra I Team, Administrator and
Instructional Coach.
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
Terry High School Generated by Plan4Learning.com 24 of 44 October
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 8: By the end of January of 2022, all
students that did not pass the State of Texas Assessment of
Academic Readiness will be provided with 30 hours of supplemental
accelerated instruction based on their area of need in order to
minimize any instructional gaps the student may have.
Strategy 1 Details Reviews Strategy 1: Created Master schedule to
place students into a 4th period Math class
Staff Responsible for Monitoring: Administrators Formative
Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Utilize the advisory time to
provide accelerated instruction
Staff Responsible for Monitoring: Administrators Formative
Summative
Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Provide additional
opportunities before school, after school, and on Saturday school
to provide supplemental accelerated instruction
Staff Responsible for Monitoring: Administrators Funding Sources:
Tutors and tutoring and supplies - 211 Title I, Part A -
$27,987.28
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Performance Objective 9: Provide ongoing training for state
assessments and College Board testing.
Strategy 1 Details Reviews Strategy 1: Edit Remove Campus Testing
Coordinator will conduct ongoing training to prepare teachers and
staff to proctor state assessments and College Board tests that
include PSAT, SAT, and ACT.
Staff Responsible for Monitoring: Tracie Pryor Funding Sources:
Personnel Cost/Tracie Pryor - 199 PIX 30 State SCE Title I-A,
Schoolwide Activit - $36,675
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 3: By May of 2022, 60% of the Emergent Bilingual (EB)
population will show progress of at least one proficiency level on
the composite rating of the TELPAS assessment.
Performance Objective 1: Ensure all teachers who service EB
students receives appropriate sheltered instructional trainings
such as QSSSA and TRTW to enhance instruction and skill acquisition
for all EB students.
Strategy 1 Details Reviews Strategy 1: All English & Social
Studies teachers will join ESL teacher and Instructional Coach on
Literacy Walks to learn and apply sheltered instructional skills
and strategies from each other. We will debrief and reflect to
discuss next steps and action plans.
Staff Responsible for Monitoring: Crystal Hayes Title I Schoolwide
Elements: 2.4, 2.6 Funding Sources: Personnel Cost - ESL Teacher -
199 PIX 30 State SCE Title I-A, Schoolwide Activit - $60,650
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: All new English I and
English II teachers will participate and be trained as part of the
ALP Cohort Training.
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Increase the number of
teachers who are ESL certified by 5.
Staff Responsible for Monitoring: Administrators Formative
Summative
Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 3: By May of 2022, 60% of the Emergent Bilingual (EB)
population will show progress of at least one proficiency level on
the composite rating of the TELPAS assessment.
Performance Objective 2: Ensure all students are speaking and
writing in all content areas to enhance student comprehension and
will be monitored through lesson plans and walk-throughs.
Strategy 1 Details Reviews Strategy 1: All teachers will provide
sentence stems for students to help build their ability to respond
using appropriate academic vocabulary and will be monitored through
lesson plans and walk-through observations.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Require that higher level
questioning, turn and talk, and written response opportunities be
documented in lesson plans.
Staff Responsible for Monitoring: ESL Facilitator Training Title I
Schoolwide Elements: 2.4, 2.6 Funding Sources: ESL Training - 199
PIC 25 State Bilingual/ESL - $7,724
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Students will be guided to
improve their own writing through the evaluation and analysis of
exemplar writing samples and will be monitored through lesson
plans, walk-throughs and PLCs.
Staff Responsible for Monitoring: EL Coach, Derek Rowe Title I
Schoolwide Elements: 2.4, 2.6 Funding Sources: EL Coach - 211 Title
I, Part A - $41,639.64
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 3: By May of 2022, 60% of the Emergent Bilingual (EB)
population will show progress of at least one proficiency level on
the composite rating of the TELPAS assessment.
Performance Objective 3: Analyze all EB student data BY STUDENT to
develop appropriate intervention strategies. Data to be evaluated
includes TELPAS & STAAR scores, previous and current grades,
anecdotal, behavior, and attendance.
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Goal 4: During the 2021-22 school year, the percentage of special
education students that pass all of their courses each six weeks
will increase by 10% compared to the same six weeks of the 2020-21
school year.
Performance Objective 1: Ensure that all General Education teachers
are providing SPED students all accommodations/modifications as
prescribed by their IEP.
Strategy 1 Details Reviews Strategy 1: Student accommodation logs
will be collected from inclusion teacher at progress and the end of
the six- weeks grading period.
Staff Responsible for Monitoring: Special Education Administrator
and Department Chair
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 4: During the 2021-22 school year, the percentage of special
education students that pass all of their courses each six weeks
will increase by 10% compared to the same six weeks of the 2020-21
school year.
Performance Objective 2: Ensure all general education teachers who
service SPED students will received appropriate professional
development on servicing SPED students in the classroom.
Strategy 1 Details Reviews Strategy 1: All inclusion and general
educations teachers with inclusion sections will be enrolled in
Stetson training.
Staff Responsible for Monitoring: Special Education Administrator
and Department Chair Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Stetson strategies will be
incorporated into daily lessons and will be monitored through
lesson plans, walk- throughs and PLCs.
Staff Responsible for Monitoring: Administrators
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: SPED staff will provide
staff development session to facilitate the improvement of
teacher's Tier I instructions.
Staff Responsible for Monitoring: Special Education Administrator
and Department Chair
Formative Summative Nov Feb Apr June
Strategy 4 Details Reviews Strategy 4: Teachers will incorporate
differentiated learning strategies into their lessons daily and
will be monitored through lesson plans and walk-throughs.
Staff Responsible for Monitoring: Administrators and Instructional
Coach
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 4: During the 2021-22 school year, the percentage of special
education students that pass all of their courses each six weeks
will increase by 10% compared to the same six weeks of the 2020-21
school year.
Performance Objective 3: Utilize universal documentation for SPED
students.
Strategy 1 Details Reviews Strategy 1: Documentation and
accommodation logs and documentation collection process will be
standardized via a Canvas course.
Staff Responsible for Monitoring: Administrators and Special
Education Department Chair
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Students that are not
successful will have their accommodation logs reviewed by the SPED
department chair, master list teacher and administrator every 3
weeks.
Staff Responsible for Monitoring: Special Education
Administrator
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 4: During the 2021-22 school year, the percentage of special
education students that pass all of their courses each six weeks
will increase by 10% compared to the same six weeks of the 2020-21
school year.
Performance Objective 4: Master list teachers will monitor grades
weekly with grade tracking sheets and meet with administrator and
department chair to minimize failures, discuss student
interventions and progress.
Strategy 1 Details Reviews Strategy 1: Master list teachers will
contact students and their parents if they are failing one or more
classes every 3 weeks.
Staff Responsible for Monitoring: Special Education Administrator
and Department Chair
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Provide additional
opportunities to restore six weeks grades utilizing "Summer School
Now".
Staff Responsible for Monitoring: Instructional AP and Counselors
Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources:
Teachers and Supplies - 199 PIX 30 State SCE Title I-A, Schoolwide
Activit - $35,062.22
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 5: By May of 2022, there will be an increase in parent
involvement, positive student behavior, and staff engagement that
will encourages positive campus culture and values.
Performance Objective 1: We will create meaningful parent
involvement opportunities and have 50% of our parents participate
in at least one or more campus events.
Strategy 1 Details Reviews Strategy 1: Streamlining campus
communications to increase parent engagement.
Staff Responsible for Monitoring: Administrators and Parent
Educator Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Increase parent learning
opportunities, by providing multiple workshops and presentations
based on- campus needs.
Staff Responsible for Monitoring: Parent Educator Title I
Schoolwide Elements: 3.2 Funding Sources: Parent Educator - 199 PIX
30 State SCE Title I-A, Schoolwide Activit - $49,749
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Create volunteer
opportunities for parents
Staff Responsible for Monitoring: Parent Educator Formative
Summative
Nov Feb Apr June
Strategy 4 Details Reviews Strategy 4: Each week a student will be
recognized for displaying the Character Counts traits. Students
will have their pictures taken and displayed on social media. Each
student's parent will be notified and congratulated
Staff Responsible for Monitoring: Counseling Staff
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 5: By May of 2022, there will be an increase in parent
involvement, positive student behavior, and staff engagement that
will encourages positive campus culture and values.
Performance Objective 2: Establish expectations for behavior and
school norms that build values
Strategy 1 Details Reviews Strategy 1: Implement the Principal's
Advisory Council where students can meet once every six weeks with
the principal to discuss ways to improve the campus culture and
supporting activities or events.
Staff Responsible for Monitoring: Principal Title I Schoolwide
Elements: 2.6 Funding Sources: Supplies - 211 Title I, Part A -
$1,500
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 6: By May of 2022, we will increase the percentage of students
that graduate CCMR. Terry High School students will be considered
college, career, or military ready as defined by the Texas
Education Agency. This growth will be demonstrated through the TSI
criteria, dual credit enrollment, AP test scores, and approved
industry certification completion for the 2021-2022 school
year.
Performance Objective 1: Effectively communicate the components of
CCMR to all stakeholders and how it impacts post-secondary
opportunities
Strategy 1 Details Reviews Strategy 1: One-on-one purposeful
interactions will be created to educate students regarding
post-secondary opportunities.
Staff Responsible for Monitoring: Counselors, College & Career
Counselors
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: One-on-one conferences will
be held with 8th grade students in the Spring semester to explain
the importance of endorsement choice as they prepare to enter high
school.
Staff Responsible for Monitoring: Counselors
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: College and career nights
will be held in the fall to inform the community of college and
career options for students.
Staff Responsible for Monitoring: Counselors, College & Career
Counselors & District Personnel
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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Goal 6: By May of 2022, we will increase the percentage of students
that graduate CCMR. Terry High School students will be considered
college, career, or military ready as defined by the Texas
Education Agency. This growth will be demonstrated through the TSI
criteria, dual credit enrollment, AP test scores, and approved
industry certification completion for the 2021-2022 school
year.
Performance Objective 2: Identify and optimize resources for
students to prepare for and achieve career, college and military
readiness.
Strategy 1 Details Reviews Strategy 1: Increasing the number of
students enrolling and remaining in Advanced Placement courses and
Dual Credit Courses.
Staff Responsible for Monitoring: Counselors and
Administrators
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Bring in outside resources
to provide tutoring to prepare our students for SAT and ACT
exams.
Staff Responsible for Monitoring: Administrators and College &
Career Counselor Title I Schoolwide Elements: 2.5 Funding Sources:
Tutors - 211 Title I, Part A - $2,500
Formative Summative Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Conduct ongoing frequent
check-ins with seniors that are struggling to complete their
endorsement so that they remain on course to complete it by
graduation.
Staff Responsible for Monitoring: Shelby Nielsen, College Career
Facilitator Title I Schoolwide Elements: 2.6 Funding Sources:
Personnel Cost - College and Career Facilitator - 199 PIX 30 State
SCE Title I-A, Schoolwide Activit - $44,414.96
Formative Summative Nov Feb Apr June
Strategy 4 Details Reviews Strategy 4: Identify students who are on
track for a CTE certification and provide targeted support to help
them achieve the certification.
Staff Responsible for Monitoring: Counselors, CTE Administrator and
CTE teachers.
Formative Summative Nov Feb Apr June
No Progress Accomplished Continue/Modify Discontinue
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State Compensatory Budget for Terry High School
Total SCE Funds: Total FTEs Funded by SCE: 4.19 Brief Description
of SCE Services and/or Programs
Personnel for Terry High School
Name Position FTE
Angelica Trevino Parent Educator 1
Crystal Hayes ESL Teacher 1
Jacob Scott Edgenuity/Credit Restoration 0.57
Shelby Nilson College/Career Counselor 0.62
Tracie Pryor Testing Coordinator 1
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Title I Schoolwide Elements ELEMENT 1. SWP COMPREHENSIVE NEEDS
ASSESSMENT (CNA)
1.1: Comprehensive Needs Assessment
B.F.Terry High School conducted a comprehensive needs assessment
(CNA) on June 16, 2021. The CNA serves as the centerpiece of our
planning process and the driving force most impacting the campus
improvement plan. While data is gathered and analyzed throughout
the year, a comprehensive effort is always made at the end of each
school year. This year, administrators and teachers collected data
in collaboration with teacher leaders and others. Root causes were
identified, written as needs and reported to the site- based
decision-making committee. The team was given time to reflect on
the data and ask clarifying questions. When the team felt that all
appropriate data had been disaggregated and analyzed, this step of
the comprehensive needs assessment was finalized and written into
the plan.
ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)
2.1: Campus Improvement Plan developed with appropriate
stakeholders
Our Site Based Decision Committee includes teachers, parents,
business representatives, community members, and administrative
personnel. In addition, we were sure to include members of the
staff that were paraprofessionals and/or part of the special
education and ESL departments. Site Based Decision Making Committee
Members are listed as follows: Juan Nava, Maria Fondon, Leslie
Gonzalez, Lisa Mann, David Rexford, Emily Gresham, Barbara Iwunze,
Benita Gill, Georgette Martin, Elise Brune and Lorraine
Fatheree.
2.2: Regular monitoring and revision
To remain current and relevant, the CIP will be revised for the
2021-2022 school year and/or evaluated during the following months
(November, February, April and June). Tentative Campus Improvement
Council/SDM meeting dates are as follows: September 21, October 26,
and November 16 during the first semester. Tentative dates for the
spring are February 15, March 8, and April 12.
2.3: Available to parents and community in an understandable format
and language
To help parents be informed the campus will provide the following
in English and Spanish for families: Campus Improvement Plan, Title
1 Compact, and the Parent and the Family Engagement Policy. These
policies will accessible in the following locations for parents and
community members: campus website, the school’s front office, at
parent and family engagement activities, and in the State and
Federal Programs Office at the district’s administration
building.
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2.4: Opportunities for all children to meet State standards
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)
3.1: Develop and distribute Parent and Family Engagement
Policy
The Parent and Family Engagement Policy will be adopted and revised
in the fall and spring. The Parent and Family Engagement Policy
will be distributed at Open House and at each Parent and Family
Engagement Activity offered at this school. The policy will be
available in English and Spanish, and it will be located on the
campus website, the front office, and in the State and Federal
Programs Office at the district administration building.
3.2: Offer flexible number of parent involvement meetings
This school will offer a flexible number of meetings to be held in
both the morning and afternoon. Proposed dates for meetings are
August 18 and October 7. Meetings will consist of Parent
Information and school volunteer opportunities in August. In
October parents are invited to a technology informational
night.
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Title I Personnel Name Position Program FTE
Derek Rowe ESL Coach Title I .50
Jonathan Spiering Assistant Principal (Instructional) Title I
.60
Serena Bostic Instructional Coordinator Title I 1.00
Stephen Simmons Math Teacher (supplemental) Title I 1.00
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Campus Funding Summary 211 Title I, Part A
Goal Objective Strategy Resources Needed Account Code Amount 1 3 2
Kagan Structure Training $15,000.00
1 4 1 Lead4Ward Intervention Conference $2,500.00
1 5 1 Personnel Cost/Serena Bostic $88,302.96
1 5 2 District Substitutes $6,000.00
1 6 2 District Substitutes $2,000.00
1 7 1 Fundamental Five Books $1,500.00
1 8 3 Tutors and tutoring supplies and materials $45,000.00
2 1 1 Instructional AP $66,037.99
2 2 3 Teaching Unit $75,352.13
2 8 3 Tutors and tutoring and supplies $27,987.28
3 2 3 EL Coach $41,639.64
5 2 1 Supplies $1,500.00
6 2 2 Tutors $2,500.00
Sub-Total $375,320.00
+/- Difference $0.00
199 PIX 30 State SCE Title I-A, Schoolwide Activit Goal Objective
Strategy Resources Needed Account Code Amount
1 1 1 Region IV - Acceleration Series $2,500.00
1 8 3 Personnel-Credit Restoration Teacher $37,791.00
1 9 1 Personnel $36,675.00
2 5 1 Teacher Lead4Ward Training $2,500.00
2 9 1 Personnel Cost/Tracie Pryor $36,675.00
3 1 1 Personnel Cost - ESL Teacher $60,650.00
4 4 2 Teachers and Supplies $35,062.22
5 1 2 Parent Educator $49,749.00
6 2 3 Personnel Cost - College and Career Facilitator $44,414.96
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199 PIX 30 State SCE Title I-A, Schoolwide Activit Goal Objective
Strategy Resources Needed Account Code Amount
Sub-Total $306,017.18
+/- Difference $0.00
199 PIC 25 State Bilingual/ESL Goal Objective Strategy Resources
Needed Account Code Amount
3 2 2 ESL Training $7,724.00
Sub-Total $7,724.00
+/- Difference $0.00
Grand Total $689,061.18
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Addendums
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Comprehensive Needs Assessment
Goals
Goal 1: By May 2022, all English I, English II & US History
STAAR students and student groups test takers will increase their
overall academic performance at the meets level by 7% as measured
by the English I & English II End of Course exams.
Goal 2: By May 2022 all Algebra I & Biology STAAR students and
student groups test takers will increase their academic performance
at the meets level by 7% as measured by the Algebra I & Biology
End of Course exams.
Goal 3: By May of 2022, 60% of the Emergent Bilingual (EB)
population will show progress of at least one proficiency level on
the composite rating of the TELPAS assessment.
Goal 4: During the 2021-22 school year, the percentage of special
education students that pass all of their courses each six weeks
will increase by 10% compared to the same six weeks of the 2020-21
school year.
Goal 5: By May of 2022, there will be an increase in parent
involvement, positive student behavior, and staff engagement that
will encourages positive campus culture and values.
Goal 6: By May of 2022, we will increase the percentage of students
that graduate CCMR. Terry High School students will be considered
college, career, or military ready as defined by the Texas
Education Agency. This growth will be demonstrated through the TSI
criteria, dual credit enrollment, AP test scores, and approved
industry certification completion for the 2021-2022 school
year.
State Compensatory
Title I Schoolwide Elements
1.1: Comprehensive Needs Assessment
2.1: Campus Improvement Plan developed with appropriate
stakeholders
2.2: Regular monitoring and revision
2.3: Available to parents and community in an understandable format
and language
2.4: Opportunities for all children to meet State standards
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)
3.1: Develop and distribute Parent and Family Engagement
Policy
3.2: Offer flexible number of parent involvement meetings
Title I Personnel
Campus Funding Summary