RECOGNIZED SCHOOL “Pride In Excellence” › cms › lib › TX01001838 › Centricity ›...

Georgetown Independent School District Strategic Plan

Benold Middle School

Campus Improvement Plan

2010 - 2011

RECOGNIZED SCHOOL

“Pride In Excellence”

Campus Mission Statement

Benold Middle School is committed to doing what is necessary to reach, teach, and encourage students to become passionate learners and positive people for the rest of their lives.

Leslie Michalik Principal

Campus Adopted: September, 2010

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Benold Middle School 2010 - 2011 Campus Improvement Team

Teachers Other campus-level professional staff and district-level professional staff

Parent Representatives DAC Representatives Business Representatives Community Representatives

Alison Bencivenga Leslie Michalik Stacie Campbell Claudia Ibarra Greg Henry Eric Miller Cindy Travis Mary Beth Huba Ronna Johnson Lindsey Lanoue Jeff Lanoue Paula Rees Staci Whittenton Danielle Risko Nan Larrimore Debi Crais Marvin Kramer Lynette Haas Siobhan Ash Joan Harris Victoria Slayton Melanie Thomas Pam Byers Terry Henry

*State statute requires that the campus committee be comprised of 2/3 classroom teachers and 1/3 other campus-level professional staff and district-level professional staff. ** State statute requires that the campus committee also include parents, business, and community representatives

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2010 - 2011 Benold Middle School Action Data

INSERT PUBLIC DATA CHART (AEIS) HERE TO BE PROVIDED ELECTRONICALLY BY ASSESSMENT DEPARTMENT AT A LATER DATE

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Benold Middle School Overview 2010 - 2011

Benold Middle School has a rich tradition of outstanding academic achievement which is best exemplified in our motto, “Pride in Excellence.” Our school serves the following areas: parts of downtown, Serenada, everything west of Austin Avenue, south of University Avenue, and northwest Georgetown, down Williams Drive, near the lake. Total Enrollment: 853 students 290 6th grade students 303 7th grade students 260 8th grade students Subpopulations: 70.0 % White Programs: 6.83 % Special Education 24.0 % Hispanic 11.32 % Gifted and Talented 4.0 % African American 20.08 % At Risk 1.0 % Asian 1.88 % LEP 0.0 % Indian 30.00 % Economically Disadvantaged 9.02 % Mobility Benold Middle School continues to maintain success as measured in all areas of the TAKS test in all subgroups over the past 5 years. This year Benold was chosen by Children at Risk as one of the top 12 middle schools in the Greater Austin area. We currently have a “Recognized “rating with most of our subgroups achieving at or above a 90% passing rate. We made great gains in all of our subgroups as measured by the Science TAKS test in 8th grade. We will continue to target Objective 2 (living things) and Objective 5 (earth process) in Science as areas for improvement as plans are made for 2010 – 2011. As plans are made for the 2010-2011 school year, it appears that additional attention to improve both instruction and student achievement in areas of math and science are warranted for specific subgroups: Hispanic, special education, economically disadvantaged and LEP. Adequate yearly progress will be tracked and documented with all students to meet the requirements of the 2001 "No Child Left Behind" legislation. Our faculty and staff are committed to maintaining high academic achievement and our focus is to continue improvements in Science to meet the Exemplary status. Our staff does a great job in utilizing data and identifying both class and individual student weaknesses from the previous TAKS test. From this information, we develop action plans for our “targeted” and “At Risk” students to help prepare them for success. Our staff puts forth the additional time through tutorials, “Academic Boot Camps,” switching classes for specific instruction, ACCELL classes, learning power/tutorial classes, and many other interventions which have proven successful over the past few years. We have a positive and dedicated faculty who puts forth the extra effort so that all children are successful. We believe in “Pride in Excellence.”

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Benold Middle School TAKS Chart

Action Results 2010 2009 2008 (PR)

2007 (PR)

2006 (PR)

2005 (PR)

2004 (*)

Reading/ELA

All Students 94% 98% 98% 98% 95% 95% 91% African American 89% >99% 96% >99% 89% 83% 76% Hispanic 89% 94% 96% 95% 88% 87% 78% White 96% 99% 98% 98% 97% 97% 95% Econ. Disadvantaged 86% 94% 96% 94% 85% 85% 78%

Writing All Students 97% 97% 94% 97% 97% 94% 93% African American 90% 78% >99% >99% >99% >99% >99% Hispanic 94% 95% 93% 97% 98% 87% 85% White 98% 98% 94% 97% 97% 97% 95% Econ. Disadvantaged 95% 93% 92% 93% 95% 83% 83%

Social Studies All Students 96% >99% >99% 98% 98% 91% 89% African American 90% >99% >99% >99% 83% 78% 89% Hispanic 91% 97% 97% 95% 94% 80% 65% White 98% >99% >99% >99% >99% 94% 94% Econ. Disadvantaged 92% 97% >99% 93% 90% 82% 76%

Mathematics All Students 93% 95% 95% 93% 92% 85% 81% African American 88% 86% 91% 89% 88% 63% 52% Hispanic 85% 91% 91% 91% 84% 74% 60% White 96% 97% 97% 94% 94% 88% 88% Econ. Disadvantaged 84% 89% 91% 86% 82% 72% 59%

**Science

All Students 93% 88% 89% 84% 70% African American 88% 86% 63% 60% 50% Hispanic 85% 80% 82% 74% 43% White 96% 91% 92% 87% 80% Econ. Disadvantaged 84% 69% 85% 60% 44%

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Benold Middle School Comprehensive Needs Assessment

The NCLB CNA tool focuses on the following areas:

• Demographics • Student Achievement • School Culture and Climate • Staff Quality, Recruitment, and Retention • Curriculum, Instruction, and Assessment • Family and Community Involvement • School Organization • Technology Additional data sources used include: • AEIS data • TELPAS results for ESL students • PEIMS drop-out and at-risk data • Discipline reports • Attendance rates • Informal data from a variety of sources including parents, teachers, and community members • PRIDE committee recommendations • PTA/ Committee recommendations • Team leaders and department chairs

The needs assessment includes:

Increase academic achievement for all students while closing the gap between student populations in pursuit of exemplary status action at the state and national levels. Student populations focus: Hispanic, and Economically Disadvantaged, LEP, and Special Education particularly in math and science. Develop, implement, assess, and support full implementation of a quality, TEKS based, vertically and horizontally aligned curriculum that reflects and utilizes “best-practice” strategies. Continue to make data driven decisions about interventions, extensions, and modified instruction.

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COMPREHENSIVE NEEDS ASSESSMENT SUMMARY DOCUMENT

Based on the findings of your committee, please provide a brief summary (limited to 5 sentences) for each of the following focus areas: The enrollment of Benold Middle School has increased over the last year. With the enrollment increase, we have seen a slight fluctuation in our special populations. Our demographics in the Hispanic and Economically Disadvantaged subgroups have steadily increased over the past four years. Our mobility rate has stayed the same over time at 9%. The staff demographics indicate that we have a wide range of experience on our campus with the average years of service being 11.8. Our student to teacher ration is 13.5 to 1.

Student Achievement Overall, Benold students are making annual progress. In 7th grade there is a slight decrease of the scores, but there are increases in 8th grade. The general population is achieving well. Sub-populations that are struggling, particularly in math and science, include special education, Hispanic, low socio-economic status, and limited-English proficient. Intervention programs, such as tutorials, Accell classes, TAKS camps, and use of technology are in place to help the struggling learners. District assessments and classroom assessments are used to identify the at-risk students as well as to measure their academic growth.

School Culture and Climate The School Culture and Climate group is monitored and maintained by our campus PRIDE team. The PRIDE team's purpose is to set expectations for students’ behavior in our common areas, on campus, and our classrooms. Our staff exhibits and enforces a set of expectations for each of these areas so that students maintain a fair and consistent set of positive guidelines. These guidelines help provide a positive campus atmosphere in which to learn, work, and interact together and instill life-long values for future endeavors.

Staff Quality, Recruitment, and Retention Benold hires and retains highly qualified teachers and paraprofessionals. New staff are supported and mentored by grade chairs, department chairs, and others who teach the same grade and subject matter. Each grade meets daily during team time to discuss school policy, pass on information, mentor, and discuss student achievement. There is also a day each week for teachers in each grade to meet by department to plan and problem solve. TAKS data is discussed and evaluated, and strategies are implemented the first weeks of school to ensure student success. PDAS is used to denote teacher strengths and weaknesses, and this data is used to plan in-service days as well as professional development opportunities during the school year.

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Curriculum, Instruction, and Assessment Teachers at Benold Middle School consistently access the scope and sequence that has been prepared by the subject area vertical team to ensure that all instruction is aligned to the curriculum, or grade/subject level TEKS. To measure the success of the instruction in the classroom, assessments are utilized throughout the year, and the data from those assessments are disaggregated to identify areas of student weaknesses. When students are identified as needing extra attention, we scaffold and differentiate instruction to ensure that all students can learn and be successful. Best practice strategies are utilized so that the curriculum is presented in such a way as to maximize student understanding during instruction. Assessment is the driving force behind the decisions made in regards to how best to plan instruction, address the curriculum and how to best differentiate on student’s readiness, learning profile and interests.

Family and Community Involvement Benold sponsors or participates in a wide variety of events and initiatives that support student needs as well as family interaction and participation in school events and decision-making. We need to address improving identification, communication and participation with our non-English speaking families.

School Organization Administration from central office provides assistance to staff members when needed. Handbooks, the code of conduct, and faculty/staff inservices are aligned with the district’s goals. Positive impact of smaller class sizes to increase student learning is driven and supported by national data found at the website: http://www2.ed.gov/pubs/ReducingClass/Class_size.html. Adequate time is devoted to subjects in which students perform poorly through such services as tutorials, ACCELL classes, and ASAP, as well as other programs and interventions. Teachers have a voice in decision making and school policies through committees like PRIDE, DPC, Vertical Team as well as using their own discretion based on data. At BMS we expect students and faculty/staff to perform at their highest, exemplary standards, creating a positive and involved community environment.

Technology Technology is used extensively by both teachers and students at Benold. Teachers are more productive because of their technology use and students are more actively engaged in their learning.

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2010 - 2011 Campus CNA Committee Members

Demographics Team Members: Terri Henry Nan Larrimore Joan Harris Amanda Mays

Student Achievement Team Members: Victoria Slayton Caitlin Pitkethley Ronnie Maxwell Linda Montague

School Culture and Climate Team Members: Debi Crais Lindsey Lanoue Cindy Travis Esteban Guardian Scott Union Kari Bashara Jim Cranmer Matt Pullen Caleb Hall

Staff Quality, Recruitment, and Retention Team Members: Paula Rees Jessica Williams Yolanda Rodriguez

Curriculum, Instruction, and Assessment Team Members: Melanie Thomas Steve Stevenson Patrick Robertson

Family and Community Involvement Team Members: Alison Bencivenga Danielle Risko Kristina Certain Liz Snoddy Mary Beth Huba

School Organization Team Members: Staci Whittenton Claudia Ibarra Siobhan Ash Lynn Benningfield Tiffani Walker

Technology Team Members: Lynette Haas James Hammack Dust Brinley Jeff Lanoue Jesse Shiflet Marvin Kramer

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Campus Performance Goals Campus:Benold Middle School

CAMPUS GOALS CAMPUS ACTION OBJECTIVES

Performance Goal #1 All TAKS scores will meet or exceed the No Child Left Behind AYP requirements and the requirements of TEA's exemplary rating.

1.1 By Spring 2014, 100% of all students and each student sub-group will achieve proficiency on TEKS as measured by the state assessments.

1.2 By Spring 2011, Benold Middle School students will score “Exemplary” in science, especially targeting Hispanic, Economically Disadvantaged, Special Education and LEP students. 1.3 By Spring 2011, Benold Middle School students will score “Exemplary” in math, especially targeting Hispanic, Economically disadvantaged, Special Education and LEP students

Performance Goal #2 Increase the commended performance for all students

2.1 Provide appropriate services and opportunities for GATE/Pre-AP/ Honor students with a goal that 100% of GATE identified students will achieve "commended performance" on TAKS tests (in areas of their personal strengths); as well as provide more extension activities and project-based learning 2.2 Increase the percentage of special education, LEP, Hispanic, and economically disadvantaged students achieving

commended status on all portions of the 2011 TAKS test by 10% or greater

Performance Goal #3 Increase professional development opportunities for teachers and staff and provide teachers with information, strategies, and training necessary to identify and strengthen students’ academic weakness.

3.1 Improve instructional practices through professional growth for teachers.

Performance Goal #4

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Campus Action Goals: Family and Community Involvement Campus: Benold Middle School

CAMPUS GOALS CAMPUS ACTION OBJECTIVES

Action Goal #1 All parents will be actively involved in their child’s education.

1.1 By fall 2010, 100% of the staff will have their teacher websites completed and current 1.2 Increase by 10% the parent sign-up to the All Benold Parent email account and the number of visitors to our Benold Campus Home Page by spring 2011. 1.3 Provide experiences targeted specifically for various populations.

Action Goal #2 All students will be educated in learning environments that are safe, drug free, and conducive to learning.

2.1 Decrease Referrals in common areas, recess and hallways by 10% 2.2 By Spring have 100% of our staff will implement and utilize our PRIDE TEAM and Crisis Management Team plan and recommendations. 2.3 Our Campus will practice No Place For Hate strategies and utilize a positive reward system for desired student behavior.

Action Goal #3 The level of technology integration will be increased to ensure the best possible teaching and learning for all students.

3.1 By Spring 2011, 100% of teachers will utilize technology to enhance instruction. 3.2 By May 2011, 100% of 8th grade students will master the technology TEKS thru integration in their core subjects in grades 6-8.

Action Goal #4 Processes/systems will be developed to enhance and build positive relationships and collaboration among community and staff.

4.1 Increase student participation in community service projects throughout the year. 4.2 Teachers and club sponsors will utilize promotional and fundraising opportunities through local businesses 4.3 Increase awareness of the programs and the services available through the Georgetown Public Library.

Action Goal #5 Processes/systems will be developed to increase student attendance and wellness.

5.1 By spring 2011, our Economically Disadvantaged and Hispanic subgroups will attend school regularly and consistently at a rate of 97% or higher. 5.2 Continue to promote health and wellness activities throughout our campus.

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Performance Goal #1 All TAKS scores will meet or exceed the No Child Left Behind AYP requirements and the requirements of TEA's exemplary rating.

Performance Objective(s):

1.1 By Spring 2014, 100% of all students and each student sub-group will achieve proficiency on TEKS as measured by the state assessments. 1.2 By Spring 2011, Benold Middle School students will score exemplary in science, especially targeting Hispanic, Economically Disadvantaged, Special Education and LEP students. 1.3 By Spring 2011, Benold Middle School students will score exemplary in math, especially targeting Hispanic, Economically disadvantaged, Special Education and LEP students

What STRATEGIES must be initiated to reach this process?

Who will be RESPONSIBLE for implementing these

strategies?

What MEASURE

will we use to assess the

effectiveness of these

strategies?

What is a realistic

TIMELINE for implementing

these strategies?

What RESOURCES will be utilized to implement these

strategies?

1.1A Specifically targeted TAKS reading, math, writing, science, and social studies objectives will be emphasized throughout the year and appropriate instructional methodologies and teaching/learning strategies will be developed and implemented by each Department/Team.

Department Chairs Team Leader Principal Assessment Coordinator

Results of Benchmark TAKS Test

District Benchmark Calendar and Lesson Plans August – May

Staff Time

1.1B TAKS and benchmark data will be disaggregated, distributed to teachers, and results used to target and strengthen weaknesses of identified students.

Curriculum Office Administrators Assessment Coordinators

Reports Benchmark Data

August – May ADM Data Benchmark Data Time

1.1C Each grade level will consistently teach testing strategies

Teachers Department Chairs API

Student grades, assessments, benchmark scores, TAKS

August – May Staff Time

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1.1D Teachers will create and utilize TAKS- formatted tests which will include tests that spiral and review, including specialized TAKS vocabulary and objectives.


Tests August – May TAKS Booklets Time Side by Sides

1.1E Provide objective-specific TAKS tutorials to target groups based on teacher assessments, benchmark scores and student need during teacher conference.



August – May TAKS Materials $5200 to Purchase Study Island, TMSDS $411 TAKS Toppers, $200 Science Tutorial Materials (ASAP), $1107 Supplemental Math/Reading, $1020 During School Tutorials, $960 LA After School Tutorials, $312 Science After School Tutorials, $270 Math After School Tutorials

1.1F Use instructional technology to increase student success (E-instruction, TMDS, Study Island, technology equipment); use of computer lab weekly

Teachers Department Chairs API Technology


August- May Staff Time Comp. Lab Schedule

1.1G Utilize the AIMSWEB program to monitor and assess student growth in the ACCELL reading classes

Accell teachers Reports September-May Staff time

1.1H Support consistent writing instruction in cross- curricular activities such as warm-ups and open- ended responses, by teaching more concise, text-supported or concept-based explanations

Department Head Team Leader Curriculum Coordinator

Lesson Plans Warm-ups Tests

August - May Staff Time Comp Text

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1.1I Encourage student reading of more non-fiction material and utilize a variety of non-fiction selections in the classroom with support from CORE subject areas.

Department Head Team Leader Curriculum Coordinator

Time Staff Comp Text

2010 – 2011 Lesson Plans Warm-ups Tests

1.1J Social Studies department will work on a “TAKS Skill of the Week” such as reading comprehension, vocabulary, and interpreting, maps, charts & graphs.

Department Head Teacher Principal

Staff Time

August – May Lesson Plans

1.2A Obtain TAKS science supplementary materials and activities from a variety of resources and entities and share with teachers.

Department Head Principal

Lesson Plans August – May $500

1.2B Teachers will incorporate science vocabulary into their weekly instruction.

Teacher TAKS Test 2010 - 2011 Lesson Plans

1.2C Science teachers will post science vocabulary in their rooms and hallways.

Teacher Units TAKS

2010 - 2011 Lesson Plans

1.2D Science teachers will provide learning material and TAKS manipulatives for Learning Power classes.

Science Teacher Learning Power Teachers

TAKS Prep. 2010 - 2011 Lesson Plan Materials

1.2E Science teachers will provide additional learning materials for all students.

Science Teacher Keyboarding

Lunch Powerpoints

2010 - 2011 Materials

1.3A Math department will utilize various methods to insure student comprehension of math vocabulary.

Department Chairs Math Teachers API

Lesson Plans

August – May Time Effort

1.3B Math & Science Department will provide Additional support for our AT Risk students TAKS CAMPS (subs)

Math & Science Department API

Tutoring Groups Data Analysis

2010 – 2011 Completion $240 Math TAKS CAMP subs $180 Science TAKS CAMPS subs

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Program Evaluation Component Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Principals, department chairs, vertical teams, and assessment coordinator will monitor benchmark/vertical process and develop interventions as needed. Lesson plans will be monitored by the principal and assistant principal. AIMSWEB will be utilized to assist Accell teachers progress monitor at-risk students. Departments will continually meet to discuss progress of students and implement interventions as needed.

Summative Evaluation Measures:

Benchmark and TAKS data, along with grades in content areas will be the summative evaluation measure.

Evaluation Results: This will be completed at the end of the school year

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Performance Goal #2

Increase the commended performance for all students.

Action Objective(s):

2.1. Increase the percentage of special education, LEP, Hispanic, and economically disadvantaged students achieving commended status on all portions of the 2011 TAKS test by 10% or greater. 2.2. Provide appropriate services and opportunities for GATE/Pre-AP/ Honor students with a goal that 100% of GATE identified students will achieve "commended performance" on TAKS tests (in areas of their personal strengths); as well as provide more extension activities and project-based learning.



strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

2.1A Provide additional Math TAKS support with tutorials, instructional materials and activities for our targeted subgroups.

Department Head Principal API

TAKS Materials $5200 to Purchase Study Island, TMSDS

October Purchase of materials Purchase of Study Island

2.1B Teachers will review all targeted TEKS taught at least one week prior to TAKS test. Specific activities/camps in each subject area will be conducted.

Teachers Scope and Sequence Academic “Camps”

One week prior to test

Lesson Plans Completion of Camps

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2.1C Teams will collaborate to identify students who are at risk of failing by reviewing all pertinent student data.

Team Leaders Teachers

Staff Time

August – May Documented Action Plan

2.1D Math department will utilize various methods to insure student comprehension of math vocabulary.

Department Chairs Math Teacher API

Time Effort

August – May Lesson Plans

2.1E Departments will integrate common assessments as appropriate.

Department Chairs Teachers API

Time Effort

August – May Assessment Complete

2.1F Purchase primary level materials to address needs of ESL students.

ESL Teacher Principal

Staff Time $80.00

August – May Purchase of Materials

2.1G Teachers will use teaching strategies which include higher level thinking/questions skills and Thinking Maps so students are required to draw conclusions and make generalizations.

Teacher Staff Time

August – May Lesson Plans Student Work

2.1H Provide additional tutoring for selected students in support of Student Success Initiative.

Principal Department Head Teacher

Scheduling November – May

Tutoring Schedule

2.1I Students specific action pans for “AT Risk” students will be developed and used to meet the needs of each individual student.

ESL Teacher Department Chair Principal

Staff Time

2010 – 2011 Documented Action Plan

2.1J Provide specific, targeted, additional instruction to assist our student groups to increase student proficiency.

Principal ACCELL Staff ESL Teacher Power Learning

Staff Time

2010 – 2011 Student Progress Data Analysis

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2.1K Provide ELL students opportunity to utilize supplemental Reading class, Rosetta Stone to increase student success.

ESL Teacher Principal LA Department Chair

Staff Time

2010 – 2011 Special Education File Assessments

2.1L CASE Managers will evaluate and report to Team Leaders students progress as measured by TAKS achievement skills and/or progress towards IEP goals and/or other alternative assessments.

CASE Manager Special Education Coordinator

Time Effort

2010 – 2011 Special Education File Assessments

2.1M Provide additional support to our special education resource math and language arts classes to assist in each classroom.

Special Education Coordinator Principal

Personal Time Effort

August – September

Schedule

2.1N Provide effective strategies and materials for Special Education Math/Language Art classes.

Special Education Coordinator Principal Teacher

Time Effort Materials

August – September

Lesson Plans

2.2A Provide additional educational opportunities for students identified as Gifted & Talented to include field trips, academic contests, newsletter, websites, and pull out activities.

Teacher Department Heads API Principal

Materials $1000.00

2010 - 2011 Documentation

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Principals, department chairs, vertical teams, and assessment coordinator will monitor benchmark/vertical process.

Principal and Assistant Principal will monitor lesson plans, walk-throughs, and all reporting//grading periods. Completion of project utilizing technology.



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Performance Goal #3 Increase professional development opportunities for teachers and staff and provide teachers with information, strategies, and training necessary to identify and strengthen students’ academic weakness.


3.1 Improve instructional practices through professional growth for teachers.



strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

3.1A Increase the numbers trained in and utilizing Moodle

Tech Facilitator Teacher

August- May Staff time

3.1B Survey teachers and staff about professional development opportunities needed

Principal September-October

Staff time

3.1C Continuous ELPS training and implementation in lesson plans

Teachers Lesson plans, assessment scores

August – May Staff time

3.1D Continuous discussion of best practices including differentiation for special education, LEP, and GT students

Teams, Departments, Teachers, principal

Lesson plans, assessment scores

August – May Staff time

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Principal, technology facilitator, team leader, and department chairs will monitor and review school and teacher web pages Principal will meet monthly with counselors, PTA, team leaders, department chairs, and faculty to disseminate information. Review of number of visitors to School Home website and All Benold Email. Increase in number of mentors


Completion of Activities


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Performance Goal #4




strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

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Action Goal #1 All parents will be actively involved in their child’s education.


1.1 By Fall 2010, 100% of the staff will have their teacher websites completed and current 1.2 Increase by 10% the parent sign-up to the All Benold Parent email account and the number of visitors to our Benold Campus Home Page by spring 2011. 1.3 Provide experiences targeted specifically for various populations.



strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

1.1A Provide opportunity for staff to receive technology training to create and improve web pages

Technology Facilitator Teachers

Staff Time

August 2010 – June 2011 Ongoing

Web Page Completed

1.1B Teachers will update their web pages as to lesson plans and upcoming classroom activities.

Technology Facilitator Teachers

Staff Time

2010 - 2011 Web Page Updated

1.1C Each Team will send out a Quarterly Newsletter and in will be posted on the school website

Team Leaders Principal

Staff Time

August – June Newsletter

1.2A Publicize clubs and organizations, make additional announcements and encourage student/parent participation through the All Benold Parent email and school website.

Principal Club/Org. Sponsors Technology Facilitator

Time Effort

2010 - 2011 Complete Announcement, Website Bulletin Email site

1.2B Teachers will update their grade books weekly for parents’ information.

Technology Facilitator Teacher

Staff Time

August – June Completed

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1.2C Teachers will update their student/parent email list to keep parents informed of classroom activities.

Teacher Time Effort

August – June Email Documentation

1.2D Teachers will create first day handouts in regards to classroom expectations, procedures, course information, supplies, etc.

Teachers Time Effort

August Complete Handouts

1.3A All academic teams will conduct parent conferences with 100% of target populations.

Team Leaders Teachers

Staff Time 2010 - 2011 Team Minutes

1.3B Staff will call parents of each student failing multiple classes during progress reporting.

Counselors Time 2010 - 2011 Ongoing

Call Logs Failure Reports



Administration will monitor web pages for current updates. Team leaders will provide copies of the newsletters to administration. Grades will be monitored by administration for weekly additions. Parent conferences will have minutes and attendance sing in sheets for participation. Call logs with parent communication will be ongoing and turned in at the end of the year.


Completion of projects


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Action Goal #2 All students will be educated in learning environments that are safe, drug free, and conducive to learning.


2.1 Decrease Referrals in common areas, recess and hallways by 10% 2.2 100% of our staff will implement and utilize our PRIDE TEAM and Crisis Management Team plan and recommendations. 2.3 Our Campus will practice No Place For Hate strategies and utilize a positive reward system for desired student behavior.



strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

2.1A Teachers will explain and model classroom, common area, and hallway expectations regularly in their classes

Assistant Principal Team Leader Teachers PRIDE Committee

Completion of Schedule

August 2010 May 2011

Staff Time

2.1B Expectations for students’ behaviors will be posted in appropriate areas of the building and will include an emphasis on hallway and common area behavior expectations, regular announcements, and email reminders will be sent as needed for the above.

Assistant Principal PRIDE Committee

Displayed currently and Ongoing


Charts Handouts

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2.2A Each Team will establish uniform team rules and Consequences. These will be posted in each grade level classroom

PRIDE Committee Assistant Principal Team Leaders

Handouts Binder of Duty Responsibilty Observation Notes Feedback from Staff

By August 2010 – 2011

Handouts Time Reports

2.2B Revise and publish duty area responsibilities for teachers and train teachers in expectations.

Assistant Principal Principal PRIDE Committee Counselors

Handouts Banners

2010 – 2011 Banners Training Staff

2.2C Meet with each grade level at the start of school to review the code of conduct, student handbook, and state law to insure consistency of expectations.

Assistant Principal Principal Counselors Team Leaders

AnnouncementsNotes

First week of school/recess Throughout the year during announcements

Time P.A. System

2.2D Correlate behavior reports for PRIDE/Sprick initiatives in order to accurately assess the behavior management system on a quarterly basis.

Assistant Principal Discipline Clerk PRIDE Committee

PRIDE Minutes 2010 – 2011 Reports Referrals

2.2E The Crisis Management Team will review Disaster and Crisis Procedures on our campus and communicate the plan to staff and students.

Assistant Principal Crisis Management Team

Plan Post-Communication

Ongoing 2008 - 2012

Time

2.2F Staff and students will abide by the established Dress Code guidelines in our published handbooks.

Staff Students

DocumentationsReferrals

Ongoing Time Handouts

2.2G Mediation will be available for students to resolve conflicts. Mediation will be mandatory for any students involved in ‘fighting.”

Assistant Principal Sponsors PRIDE Committee

DocumentationReferrals

Ongoing Time Training

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2.3A Students will participate in “No Place For Hate” activities that will educate them to the effects bullying has on others, learn to interact respectfully with their peers, and strategies for dealing with “bullying” behaviors. Activities include: Pep Rally, Mix-It-Up Lunch, and Design a “No Place For Hate” t-shirt contest.

No Place For Hate Sponsor Assistant Principal PRIDE Team

Signed Oaths Discussion Parent Newsletter Announcements


Time Handouts

2.3B Implement a “Zero Bully Policy” and training on programs such as “No Place for Hate” and digital citizenship to identify potential situations as well as to display “No Bully Zone” banners to enforce a positive environment for all students and STAFF.

Assistant Principal Principal PRIDE Committee Counselors

Handouts Banners

2010 – 2011 Banners Training Staff

2.3C Implement a positive reward system school wide for students

Principal Assistant Principal Team Leader

Strategies System

August – May 2011

Time Effort Prizes

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PRIDE Committee and principals will meet and regularly monitor behavior management system and discipline referral incident reports. Attendance Clerk and Assistant Principal will regularly monitor Student Attendance with Team Leaders. Campus discipline data will be utilized to evaluate school wide plan.


PRIDE Committee and principals will use staff input as well as gathered discipline data to maintain or improve our campus programs to ensure consistent enforcement of expectations in common areas and respectful treatment by student peers.


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Action Goal #3 The level of technology integration will be increased to ensure the best possible teaching and learning for all students.


3.1 By Spring 2011, 100% of teacher will utilize technology to enhance instruction 3.2 By May, 2011, 100 % of 8th grade students will master the technology TEKS through integration in their core subjects in grades 6th thru 8th grade.



strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

3.1A All staff will be provided with staff development to improve technology skills.

Technology Facilitator Librarian Teacher Leaders in Technology

Lesson Plans September – May

Inservice Technology Equipment

3.1B Teachers will utilize E-Instruction, “Smart Tablets,” projectors, and United Streaming in the classroom as appropriate.

Teachers Lesson Plans September – May

Technology Equipment Technology Facilitator Support

3.1C Training will be provided on campus for teachers in the use of software, online resources, and/or hardware as needed

Technology Facilitator Librarian

In-Service Time

2010 – 2011 Sign – In Sheets

3.1D Increase the number of teachers trained in and utilizing Moodle

Technology Facilitator Teacher

Time Effort

2010 – 2011 Sign – In Sheets

11/15/10 32

3.2 At least once per year, each core subject teacher will integrate technology TEKS in their subject area by implementing a technology project utilizing the recommended application which results in students producing a computer generated product. Technology TEKS covered will be documented in the teacher’s lesson plans.

Teacher Student Projects Lesson Plans Technology Literacy Assessment

September – May

Labs Laptops Applications Other Technology Equipment

11/15/10 33



PRIDE Committee and principals will meet and regularly monitor behavior management system and discipline referral incident reports. Attendance Clerk and Assistant Principal will regularly monitor Student Attendance with Team Leaders. Campus discipline data will be utilized to evaluate school wide plan.


PRIDE Committee and principals will use staff input as well as gathered discipline data to maintain or improve our campus programs to ensure consistent enforcement of expectations in common a


11/15/10 34

Action Goal #4 Processes/systems will be developed to enhance and build positive relationships and collaboration among community and staff.

Action bjective(s):

4.1 Increase student participation in community service projects throughout the year. 4.2 Teachers and club sponsors will utilize promotional and fundraising opportunities through local businesses 4.3 Increase awareness of the programs and the services available through the Georgetown Public Library.



strategies?

What MEASURE



strategies?

What is a realistic


these strategies?


strategies?

4.1A Recognize students upon documented completion of independent community service hours.

Students Teachers Team Leaders PTA

Time Effort Awards

2010 – 2014 Completed

4.2A Responsible individuals will publicize event dates to the community and school.

Club/Organization Sponsor(s) Principal’s Administrative Asst. Students

Time Effort

2010 – 2011 Website Announcements E-Mail

4.3A Continue our Read It Forward program on campus.

Librarian Teachers Students

Time Effort

January – April Participation on Website

4.3B Georgetown Public Library programs and activities are advertised in the library and their catalog is linked to the BMS Library’s website.

Librarian Time Effort

2010 – 2011 Library Website

11/15/10 35



Ongoing copies of announcements and e-News emails will be kept in the office and updated on the web page. The librarian will monitor the website and participation of the Read It Forward program.



11/15/10 36

Action Goal #5 Processes/systems will be developed to increase student attendance and wellness.


5.1 By Spring 2011, our Economically disadvantaged and Hispanic subgroups will attend school consistently and regularly at a rate of 97% or higher. 5.2 Continue to promote health and wellness activities throughout our campus



strategies?

What MEASURE will we use to assess the effectiveness

of these strategies?

What is a realistic

TIMELINE for

implementing these

strategies?


strategies?

5.1A Attendance Clerk will generate a cumulative excessive absence list for our Economically Disadvantaged and Hispanic subgroups each 9 week period and it will be distributed to teams, counselors, the Assistant Principal and the SAIL Coordinator.

Attendance Clerk Assistant Principal SAIL Team

Attendance Percentage Of subgroups


TYLER SIS Attendance Reports 9 week list

5.1B Students in our Economically Disadvantaged and Hispanic subgroups who are at risk will be identified and a plan will be developed including a parent conference

Assistant Principal Attendance Clerk Team Leader

Staff Time


Login Conference

11/15/10 37

5.2A The coordinated school health team will inform faculty and students of healthy eating habits and physical exercise

Wellness Team Nurse

Student participating in physical fitness during P.E. Performance on fitness Choices in Cafeteria

2010 -2011 Flyer Meeting Minutes Announcements

5.2B Students will participate in various wellness activities at recess and the GT Get Fit Program

Student Council Coaches

Time Effort

2010 – 2011 Documentation

11/15/10 38



Attendance clerk and teachers will regularly monitor excessive absences of Economically Disadvantage and Hispanic subgroups and plan appropriate interventions.


Attendance Clerk and Assistant Principal will monitor 9 week attendance reports.


11/15/10 39

Appendix

11/15/10 40

GEORGETOWN ISD’S MISSION STATEMENT

Following a rich tradition of community involvement, the mission of GISD is to empower students to become life-long learners and productive citizens in a dynamic, global society, by providing quality learning experiences that develop the knowledge, skills, abilities, and attitudes for continued success.

STATEMENT OF BELIEFS GEORGETOWN ISD’S GOALS GEORGETOWN ISD’S STRATEGIES • Life-long learning is essential for citizens

of our community, nation, and world.

• The family, school, and community share the responsibility for the positive development of youth.

• Given opportunities, all individuals can reach their potential to learn.

• Every individual has a right to a safe, nurturing environment.

• Knowledge empowers.

• Individuals are responsible for their actions.

• Working toward a vision promotes success.

• Every person is unique, has value, and deserves the opportunity to earn respect.

PARAMETERS • We will not tolerate prejudicial

discrimination of any kind.

• We will provide a safe and secure environment in all school facilities.

• We will hold each individual responsible for his/her actions.

• We will not compromise our efforts to provide a quality education.

Goal 1: Exemplary Action All GISD students will demonstrate exemplary academic Action. Goal 2: Prepared Graduates All students will graduate prepared to transition into post-secondary education or careers. Goal 3: Quality Staff All positions will be filled by highly qualified candidates/professionals. Goal 4: Quality Learning Environments & Facilities GISD will promote nurturing, safe, and orderly environments and quality facilities for all students. Goal 5: Positive Perceptions, Relationships, and Collaboration Enhance and build positive perceptions, relationships and collaboration among community and staff. Goal 6: Fiscal Accountability & Responsibility Ensure fiscal accountability and responsibility through strategic alignment and sound stewardship of the district’s financial resources. Goal 7: Organizational and Operational Effectiveness Improve organizational and operational effectiveness to better support the district’s mission and support for the student-teacher relationship.

Curriculum • We will continually evaluate and refine the curriculum

that enables students to become productive, life-long learners.

Instruction • We will develop and implement learning experiences that

link curriculum with real world applications to meet the needs of each student.

Technology • We will establish and strengthen the network of

instructional services (computer labs, libraries, class rooms, as well as other curriculum resources) to fully develop the technology skills of students and staff.

Intra-District Communications • We will develop and implement a system-wide, internal

communication process that assures timely, multidirectional information flow.

External Communications • We will develop reciprocal teams of parents, community

advocates, and school personnel to communicate and enhance both school and community projects and programs.

• We will provide opportunities for active parental and community involvement in students’ learning.

Wellness • We will provide prevention and intervention to promote

the health and well-being of all students and staff. • We will provide safe and secure environments in all

school facilities Educational and Support Service • We will provide the appropriate educational services to

meet the individual needs of all students. • We will encourage parents to become full partners in the

education of their children.

11/15/10 41

GISD GRADUATE LEARNER PROFILE

GISD Graduate Profile was developed by the District Action Council to represent the attributes that all GISD graduates should possess.

I. Effective Communicators

• Able to read for a variety of purposes and to apply reading skills to real-life situations.

• Able to use a range of writing styles effectively and appropriately for purpose, situation, and audience.

• Able to listen attentively and critically for a variety of purposes and to respond to speakers appropriately.

• Able to use effective speaking strategies for both formal and informal purposes and settings.

II. Academically Prepared

• Able to use mathematics, science, and social studies as tools for problem solving, communicating, and reasoning.

• Able to use the literary, visual, and performing arts to enrich their lives.

III. Responsible Citizens

• Able to incorporate the nature of economics as it applies to everyday living.

• Able to actively contribute to community or school service organizations.

• Able to make and to evaluate decisions based on ethical principles.

• Able to understand world issues, to identify the rights and obligations of citizens, and to participate in the democratic process.

IV. Productive Learners

• Able to apply the self-management skills of goal setting, time management, and continuous improvement.

• Able to demonstrate skills in resource management (allocate money, materials, space, and people).

• Able to manage information by acquiring and evaluating data, organizing and maintaining records, using technology to process information, and selecting equipment and tools to improve systems and to accomplish goals.

• Able to use critical and creative thinking to solve problems. V. Life Skills Oriented

• Able to make wise career decisions based on self-knowledge, educational/occupational explorations, and career planning.

• Able to make informed decisions about physical and mental health.

• Able to demonstrate interpersonal and academic skills needed to be self-supporting citizens, to work effectively in teams, to manage conflict, to lead in community and business, and to be effective parents.

11/15/10 42

The District Action Council has adopted the Effective Schools Correlates as the standards for educational quality.

SUMMARY OF EFFECTIVE SCHOOL CORRELATES I. HIGH EXPECTATIONS • Teachers believe all students can master basic skills in their program. • Teachers believe that all students’ home backgrounds are not the primary factor

in determining achievement. • Teachers’ expectations are clearly defined in goals for student achievement. • Teachers treat students in ways that emphasize success and potential rather than

those which focus on failure. • Teachers encourage all students through rewards, encouragement, and

recognition. • Student achievements are featured in school and community media.

II. PARENT AND COMMUNITY SUPPORT • Parent/teacher conferences result in specific plans for home/school cooperation

to improve student achievement. • Parents and teachers are aware of the school or district homework policy. • Many parents visit the school to observe the instructional program. • Home visits, phone calls, newsletters, regular notes, etc. are frequently utilized to

strengthen communication. • Local businesses and organizations contribute money, time, and other resources.

III. MEASUREMENT • Staff follows routine procedures for frequent collection, summarization, and

reporting of student achievement. • Assessment methods and instruments are selected to measure learning objectives. • The teachers and principal thoroughly review and analyze test results to plan

instructional program modification. • Results of assessment reports are tied to learning objectives.

IV. INSTRUCTIONAL FOCUS • Curriculum is designed so objectives (what should be taught), instruction (what

actually is taught), and assessment (what is tested), all align. • Goals are developed/endorsed by teachers, parents, administrators, and students. • A written statement of purpose (mission) exists as the driving force behind most

important school decisions. • Instructional strategies and materials are adjusted to individual learning needs. • Several events (assembly, trips) are planned to enhance the instructional

program. • Results of assessment reports are tied to learning objectives. • Teachers and principals thoroughly review and analyze test results to plan

instructional program modification.

V. SCHOOL CLIMATE • The physical environment is safe, orderly, clean, and conducive to learning. • Teachers believe it is their responsibility to teach all students and the professional

environment establishes courtesy and respect. • The staff believes that all children can learn and should be provided the opportunity

to learn without negative criticism. • Clear rules, policies, and expectations are in place and are consistently enforced by

all adults. • Students are recognized for academic efforts and accomplishments. • Teachers are recognized for academic efforts, professional growth, and teaching

accomplishments. • There is a spirit of collaboration among the staff and between the staff and

community in reaching the goals of the school. • Students are made to feel welcome and wanted in a student-centered environment

that maintains rapport to encourage learning.

VI. INSTRUCTIONAL LEADERSHIP • The principal has frequent informal and formal observations. • Individual teachers and principal meet to discuss focus of classroom observation. • Regularly scheduled faculty meetings are held to discuss instructions and student

achievement. • Teachers, administrators, and parents assume responsibility for school discipline. • School rules are understood, respected, and enforced by administrators, teachers,

students, and the board of trustees. • Most students abide by school/classroom rules. • The physical condition of the school is generally pleasant and well maintained. • Teachers treat students fairly and with consistency. • School improvement priorities and plans are developed cooperatively with

principal, teachers, parents, and students. • The principal leads frequent formal discussion with staff concerning instructional

and student achievement.

11/15/10 43

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

The district operates in full compliance with the student confidentiality requirements of the federal Family Educational Rights and Privacy Act (FERPA). For a full explanation of district practices and procedures regarding student confidentiality see district policies FL (LEGAL) and FL (LOCAL).

EQUAL EDUCATION OPPORTUNITIES

The Georgetown Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, age, or disability in providing education or providing access to the benefits of educational services, activities, and programs, including Career and Technology Education programs, in accordance with ACCELLs VI and VII of the Civil Rights Act of 1964, as amended; ACCELL IX of the Education Amendments of 1972; Age Discrimination Act of 1975 (34 CFR Part 110); Section 504 of the Rehabilitation Act of 1973, as amended; ACCELL II of the Americans with Disabilities Act of 1990; and local Board policies.

11/15/10 44

10 COMPONENTS OF A TITLE I SCHOOLWIDE CAMPUS (The 10 components must be incorporated into Title I School wide Campus plans by statute. All GISD campuses will incorporate all 10 components in the Campus Improvement Plan. Place a check mark in each space by each component that is incorporated into the plan.)

___TS-1. A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children) that is based on information on the Action of children in relation to the state content and state student Action standards.

___TS-2. School-wide reform strategies that--- ___TS-2a. a. provide opportunities for all children to meet the state’s proficient and advanced levels of student Action; ___TS-2b. b. use effective methods and instructional strategies that are based on scientifically based research that-

- strengthen the core academic program in the school; - increase the amount and quality of learning time, such as, providing an extended school year, before-and after-school

programs summer programs and help to provide an enriched and accelerated curriculum; and - include strategies for meeting the educational needs of historically underserved populations.

___TS-2c. c. include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the school-wide program, which may include counseling, pupil services, and mentoring services;

- college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods that may include applied learning and team-teaching strategies; and

- the integration of vocational and technical education programs; and address how the campus will determine if such needs have been met; and

___TS-2d. d. are consistent with, and are designed to implement, the state and local improvement plans, if any. ___TS-3. Instruction by highly qualified teachers. ___TS-4. High quality and ongoing professional development for teachers, principals, and paraprofessionals, and, if appropriate, pupil services

personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

___TS-5. Strategies to attract highly qualified teachers to high need schools. ___TS-6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. _ _TS-7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early

Reading First, or a state-run preschool program, to local elementary school programs.

11/15/10 45

___TS-8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the Action of individual students and the overall instructional program.

___TS-9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement

standards shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

___TS-10. Coordination and integration occurs between federal, state, and local services and programs, including programs supported under

NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

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