2019-2020 Channelview Independent School District · 12/16/2019 · Anthony Aguirre Junior High...

Channelview Independent School District

Aguirre Junior High

2019-2020 Accountability Rating: B

Distinction Designations:Academic Achievement in Science

Aguirre Junior HighGenerated by Plan4Learning.com 1 of 49 December 16, 2019 9:34 am

Mission StatementAnthony Aguirre Junior High School is a lighthouse in the community that represents a "Beacon of Hope" collaboratively creating an environment thatpromotes 21st century skills to encourage student success.

VisionAs a lighthouse of the community, Lance Corporal Anthony Aguirre Junior High School will be a 21st Century “Beacon of Hope.”

Value StatementOur Commitment:

We will develop young children, soon to be young adults, with active and creative minds, a sense of understanding and compassion for others. We live in aworld of incessant cultural and economic change and we must prepare students to be successful in this environment. For this reason, our education processincludes specific skills required for particular disciplines, but also includes skills clustered around ethics, collaboration, college readiness, communication,and critical thinking. We are committed to fulfilling our mission by:

Providing innovative, rigorous and relevant curriculum by effective educatorsOffering readily available student-centered servicesEngaging with stakeholders to create an exceptional educational experience

Our Creed:

“Do The Right Thing, In The Right Way, For The Right Reason”

Our Motto:

One Vision, One Mission, One Team


Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Achievement 7School Culture and Climate 10Staff Quality, Recruitment, and Retention 12Curriculum, Instruction, and Assessment 14Parent and Community Engagement 16School Context and Organization 17Technology 18

Priority Problem Statements 20Comprehensive Needs Assessment Data Documentation 21Goals 24

Goal 1: Improve academic performance for all students. 24Goal 2: Improve academic performance of students served by Special Education and Limited English Proficient students on state and federalaccountability levels. 31Goal 3: To provide plentiful, diverse, and pertinent opportunities for the students of Channelview ISD by offering opportunities through the Career andTechnical Education (CTE) program. 36Goal 4: To provide 21st century skills and opportunities for the students of Channelview ISD by actively looking at instruction using technology. 39

Comprehensive Support Strategies 42State Compensatory 43

Budget for Aguirre Junior High: 43Personnel for Aguirre Junior High: 46

Title I Schoolwide Elements 47ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 471.1: Comprehensive Needs Assessment 47ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 472.1: Campus Improvement Plan developed with appropriate stakeholders 472.2: Regular monitoring and revision 472.3: Available to parents and community in an understandable format and language 472.4: Opportunities for all children to meet State standards 472.5: Increased learning time and well-rounded education 48


2.6: Address needs of all students, particularly at-risk 48ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 483.1: Develop and distribute Parent and Family Engagement Policy 483.2: Offer flexible number of parent involvement meetings 48

Title I Personnel 49


Comprehensive Needs Assessment

Demographics

Demographics Summary

DEMOGRAPHICS

Demographics Summary

Lance Corporal Anthony Aguirre Junior High began serving students and the Channelview community in August of 2012. In the 2018-2019 school year,Anthony Aguirre Junior High served 1053 students, predominantly Hispanic (77%) and economically disadvantaged (82%) with an increasing number ofLimited English Proficient (LEP) students.

Demographics Data

Student Ethnic Distribution:2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

African American 16.4% 16% 15% 14% 14% 15%Hispanic 73.50% 74% 76% 77% 77% 77%White 7.30% 8% 7% 7% 6.5% 6%Native American 0% 0% 1% 1% 1% 1%Asian/Pac. Islander 2.40% 2% 0% 1% 1.5% 1%At Risk 39.2% 59% 58% 55% 53% 54%Economically Disadvantaged 73.90% 74% 78% 79% 80% 82%Limited English Proficiency 8.5% 10% 13% 18% 19% 22%Gifted & Talented 3.30% 4% 5% 6% 5% 6%Special Education 6.5% 8% 9% 10% 10% 9%

The following identifies the number of students and participation rate in each of our special programs:

569 students 54% are identified as At Risk

856 students 82% are identified as Economically DisadvantagedAguirre Junior HighGenerated by Plan4Learning.com 5 of 49 December 16, 2019 9:34 am

231 students 22% are identified as Limited English Proficient (LEP)

70 students 6% are identified as Gifted and Talented

90 students 9% are identified as Special Education

Demographics Strengths

Demographics Strengths:

Our Leadership Team promotes an environment of open communication between teachers, staff, and parents.

Our campus provides daily tutorials throughout the year for identified At-Risk students.

Our campus administrative team offers the strength of diverse ethnicity and professional experience.

Our campus provides college and career readiness for all students using AVID strategies.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Improvement is required for all sub-populations in all core content areas at Approaches, Meets, and Masters on the STAAR StatesAssessment for Reading, Math, Science, and Social Studies. Root Cause: An increase in sub-populations with academic language deficits has resulted inthe need for professional learning, resources, instructional materials, and additional instructional support including but not limited to technology.


Student Achievement

Student Achievement Summary

STUDENT ACHIEVEMENT

Student Achievement Summary

Upon reviewing Accountability data from the 2016/17 school year, Aguirre met standard in all 4 performance indexes. Distinctions were earned in SocialStudies for academic achievement, as well as in science. Index 3: Closing Performance Gaps also earned a distinction in the top 25 percent.

The data from the 2017/18 STAAR test revealed:

Subject Year All Students African American Hispanic White Spec. Ed. LEP

Reading

2018 74% 68% 75% 70% 45% 54%2017 75% 77% 75% 70% 38% 50%2016 75% 77% 74% 78% 34% 42%2015 80% 88% 78% 90% 38% 42%2014 82% 78% 82% 90% 66% 58%2013 77% 71% 79% 75% 44% 48%

Math

2018 79% 77% 79% 80% * 67%2017 79% 76% 79% 74% 47% 62%2016 71% 67% 72% 73% 34% 5%2015 95% 95% 96% 100% N/A 78%2014 72% 71% 72% 72% 62% 45%2013 75% 63% 78% 69% 47% 71%

*Indicates results are masked due to small numbers to protect student confidentiality.

Writing

2018 64% * 66% * * *2017 67% 71% 66% 59% 27% 33%2016 64% 67% 63% 62% 14% 28%2015 78% 76% 74% 81% N/A 36%2014 69% 80% 67% 65% 77% 40%2013 60% 60% 62% 42% 37% N/A


Subject Year All Students African American Hispanic White Spec. Ed. LEP

Science

2018 81% 79% 82% 73% * 61%2017 78% 78% 78% 75% 24% 58%2016 80% 83% 79% 76% 38% 38%2015 61% 62% 59% 94% N/A 32%2014 65% 39% 69% 64% 32% N/A2013 69% 67% 71% N/A 43% 61%

Social Studies

2018 65% * 67% * * *2017 71% 72% 71% 71% 30% 56%2016 73% 87% 69% 77% 38% 38%2015 63% 66% 62% 75% 60% 39%2014 54% 44% 57% 43% 39% N/A2013 64% 55% 66% N/A 38% 65%

All Tests

20182017 75% 75% 75% 71% 37% 53%2016 73% 75% 72% 74% 32% 43%2015 74% 78% 73% 87% 38% 41%2014 72% 69% 73% 71% 58% 49%2013 72% 65% 75% 64% 43% 60%

Student Achievement Strengths

Student Achievement Strengths

The strengths in student achievement include the fact that the LEP sub-populations showed measurable growth from the 2017 to the 2018 school year in allsubject areas with an increase in Mastery for Reading. The special education sub-population showed growth in Math, Reading, Science, and Social Studies.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Improvement is required for all sub-populations in Science to increase student achievement in Meets and Masters Grade Level (GL)standards (Meets"54% and Masters"26%). Root Cause: Focused instructional training that utilizes Gifted and Talented professional learning is needed tosupport student Approaches, Meets and Masters GL targets for measurable growth.


Problem Statement 2: Improvement is required for all sub-populations in Math to increase student achievement in Meets and Masters Grade Level (GL)standards (Meets"40% and Masters"16%). Root Cause: Small group individualized prescriptive instruction is necessary in all Math in order to continueseeing measurable growth. An increase in student enrollment in Pre-Advanced Placement necessitates the utilization of Gifted and Talented professionallearning to support student Meets and Masters GL targets for measurable growth.

Problem Statement 3: Improvement is required for all sub-populations in Reading and Writing to increase student achievement in Meets and MastersGrade Level (GL) standards (Reading Meets"34% and Masters"15% and Writing Meets"29% and Masters"6%). Root Cause: Professional Learning andresources for Pre-Advanced Placement and general education that integrates Writing to support and extend Reading growth is required due to the 2020change in ELAR TEKS and to enhance student achievement that demonstrates measurable growth in all sub-populations.

Problem Statement 4: Improvement is required for all sub-populations in Social Students to increase student achievement in Approaches, Meets, andMasters Grade Level (GL) standards. (Approaches"65% Meets"21% and Masters" 7%). Root Cause: Professional Learning and resources for Pre-Advanced Placement and general education that integrates Writing to support and extend Reading growth is required for documents based questioning andinquiry instructional strategies to support measurable student growth and integrate Social Studies and Literature Humanities connections.


School Culture and Climate

School Culture and Climate Summary

SCHOOL CULTURE AND CLIMATE

School Culture and Climate Summary

According to students at Aguirre JH, they say that the school is overall welcoming to all students. The students also feel that their teachers have highpositive expectations for their students. Moreover, the school works towards getting students to attend college after high school by having CollegeThursdays where teachers and students explore different colleges. Students also have the ability to explore different college campuses around the Houstonarea throughout the school year. Along with these opportunities, teachers strive to create lessons which are engaging and challenging for students. Thisenables students to explore the topic more in depth. Furthermore, teachers and staff maintain school structure which allows students to experience a safeschool environment.

School Culture and Climate Strengths

Implementing AVID Prep, as an advisory class, has greatly helped teachers and students in staying focused with the AVID Binder. Teachers were given thistime period to make sure that students’ binders were organized and that their agendas were being utilized. Furthermore, students were better able to studyand prepare ahead of time for major tests and projects because they were aware of these dates in advanced.

In February, Aguirre Junior High School became an AVID Demonstration School. Among the AVID Community, this is a high distinction because the staffand students have worked extremely hard to become a school in which other schools come to get ideas to implement. The students were overjoyed to knowthat their hard work had really paid off. Aguirre will continue to work towards this accomplishment by incorporating technology into some of its classroomsfor the upcoming school year.

Problem Statements – Identifying School Culture and Climate Needs

Problem Statement 1: Even though our students are involved in various athletic organizations one of the needs of our campus is to implement morestudent/social academic clubs in order to actively involve students with campus activities.

Root Cause: The availability of staff to host clubs after school.

Problem Statements Identifying School Culture and Climate Needs


Problem Statement 1: Even though our students are involved in various athletic organizations one of the needs of our campus is to implement morestudent/social academic clubs in order to actively involve students with campus activities Root Cause: The availability of staff to host clubs after school


Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

STAFF QUALITY, RECRUITMENT, AND RETENTION

Staff Quality, Recruitment, and Retention Summary

At AAJH, 100% of teachers and paraprofessionals are qualified based on criteria set by TEA.

The previous school year, .03% of teachers were new with 0-1 year's experience. The percentage of staff retained from 2016-2017 to 2018-2019 is 99.4%

STAAR Percent at Approaches Grade Level or Above2015 – 2016

Reading Math Writing Science Social Studies6th 66% 67% n/a n/a n/a7th 65% 44% 64% n/a n/a8th 92% 78% n/a 80% 73%

2016 – 2017Reading Math Writing Science Social Studies

6th 62% 72% n/a n/a n/a7th 76% 58% 67% n/a n/a8th 88% 90% n/a 78% 71%

2017 - 2018Reading Math Writing Science Social Studies

6th 62% 78% n/a n/a n/a7th 67% 42% 62% n/a n/a8th 85% 85% n/a 81% 64%

Staff Quality, Recruitment, and Retention Strengths

AAJH employs 100% qualified teachers. New teachers are supported by campus specialists and the administrative team through monthly campus meetings.Staff members are assigned to teaching assignments based on strengths, student/campus needs and teacher preference when possible. Campusadministrators are heavily involved in the campus recruitment process through attendance and recruitment at local job fairs.Aguirre Junior HighGenerated by Plan4Learning.com 12 of 49 December 16, 2019 9:34 am

Professional development is offered throughout the year from Region 4, Harris County Department of Education, and our local school district. Teachers arealso permitted to attend out of district professional development of their choosing.


Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

CURRICULUM, INSTRUCTION, AND ASSESSMENT

Curriculum, Instruction, and Assessment Summary

Anthony Aguirre Junior High campus curriculum teams have been consistently working to develop an aligned curriculum that directly addresses statestandardized testing standards as wells as Texas Education Agency’s curriculum standards (Texas Essential Knowledge and Skills). This process has beenongoing with teacher and district administrative feedback. Through curriculum development, teachers are able to plan regularly with their InstructionalSpecialist and/or Department Head to plan effective lessons focused on skills-based remediation as well as critical thinking and analysis in order tochallenge students and enable them to become college and career ready. Various 21st Century Skills have been implemented campus-wide through the useof technology and inquiry. Teachers have access to Smart-Board technology, iPads, document cameras, and a host of other instructional resources andstrategies designed to elicit critical thinking and analysis. Case Managers and Special Education teachers are available to support the general curriculum asmandated by TEA. This support system is designed to address co-teaching needs and use of supplemental materials that would enhance the learningenvironment for all special populations.

Curriculum, Instruction, and Assessment Strengths

Aguirre Junior High has excelled in curriculum development through the implementation of Curriculum Development Teams (CDT) and Core InstructionalAcademies designed to review, revise, and align campus curriculum and assessments to ensure consistency and success for all students. Case Managers andSpecial Education teachers provide support by reviewing special education documents, working with teachers to develop lessons, and researching BestPractice methods for classroom instruction. Programs such as AVID, Go Math, Edgenuity, and ESL Reading Smart are used to meliorate and foster cross-curricular connections throughout core content areas. Thematic plans are utilized to encourage continuity and mastery of objectives while district approvedassessment programs provide quantifiable data that seeks to reduce test and culture bias creating equity and autonomy for all students served. Lessonplanning is designed to build upon student strengths through instructional differentiation and the use of scaffolding to address students' academicdeficiencies thereby creating educational equity across the curriculum.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Teachers are in need of instructional materials and professional learning opportunities designed for intervention and/or remediationof struggling learners in order to improve state test scores. Root Cause: The TEKS and/or state assessments are consistently changing and there is not aAguirre Junior HighGenerated by Plan4Learning.com 14 of 49 December 16, 2019 9:34 am

variety of up-to-date resources available to choose from that match the current state of the TEKS and/or STAAR tests.

Problem Statement 2: Development of an instructional scope and sequence that matches the rigor, depth, and complexity of state testing is not complete.Root Cause: There is a limited number of staff members who are trained in curriculum writing, as well as a short time frame to develop the entire scopeand sequence for every grade level.


Parent and Community Engagement

Parent and Community Engagement Summary

FAMILY AND COMMUNITY INVOLVEMENT

Family and Community Involvement Summary

Parent and community involvement is an integral factor to the success of Aguirre Junior High School. We provide a number of opportunities for parents andcommunity members to be active participants in our school community. We, at Aguirre Junior High, strive to create a cohesive relationship between ourstaff and the community in which we serve.

Family and Community Involvement Strengths

The following are family and community involvement activities and events that Aguirre Junior High actively engages in:

Annual Academic Nights/STEM Fest/Career NightELL parent nightAVID nightsBulldog NightsDonuts with Dads Muffins with MomsCoffee with the PrincipalSBDM meetingsParent/Student SurveysOpen HouseParent Involvement Meetings

Problem Statements – Identifying Family and Community Involvement Needs

Problem Statement 1: A stable PTO/PTA has not been fully functional since the inception of the school.

Root Cause: Parent involvement is not as active as we like during the school day due to our parents being middle class working individuals.


School Context and Organization

School Context and Organization Summary

SCHOOL CONTEXT AND ORGANIZATION

School Context and Organization Summary

Having the goal of being a student-centered entity; Anthony Aguirre Junior High has taken measures to uphold the integrity of the safety of all individualson campus. All staff members have been continuously trained and have access to campus policies and procedures via Google. In keeping with the traditionof community learning, the students of Aguirre Junior High remain in community pods per grade level for core subjects. Both staff and students are wellversed on daily operations. AVID is an embedded part of the culture here at Aguirre and it is the driving force behind the context and organization of thecampus.

School Context and Organization Strengths

In alignment with the value statement, Aguirre Junior High engages students in a rigorous and relevant curriculum. As necessary, revisions are made tobetter serve the students. A variety of tutorial options are available for students needing academic support, such as before and after school tutorials andpullout sessions. Each department advocates on the department's behalf. Teacher supply needs are addressed based on the supply budget under the sharedsupervision of campus administration and departmental leadership. Campus climate surveys are conducted on a regular basis seeking teacher and staff inputon campus policies and procedures. Academic assessments are developed at the district and campus level. Both have teacher input. Teachers are alsoencouraged to have formal and informal assessments as part of their daily instruction.

The leadership team truly believes in AVID and their passion for AVID is what has ignited the fire in our students and staff. The campus principal, Mr.Lathan, has been completely dedicated to the leadership team's accomplished goal of being a National Demo so that the students and community know thatwe are a campus that is committed to growing college-ready students utilizing AVID best practices school-wide.

Alignment of these 4 domains (instruction, leadership, systems, and culture) is vital to the operation of the campus. Our school leadership team stronglybelieves in the philosophy of AVID and we ensure all decisions at Anthony Aguirre are made with AVID at the core of the decision-making process. 58%of the leadership team at AAJH also serves as part of the AVID Site Team. The campus mission statement was developed to specifically align with themission of AVID. Anthony Aguirre Junior High School achieved the status of AVID National Demonstration School February 2018


Technology

Technology Summary

TECHNOLOGY

Technology Summary

Anthony Aguirre Jr. High continues to work toward growth and improvement in regards to technology. The goal is to provide access to technologicalresources that will align our campus with 21st century technology standards. Our mission is to be both a college and career ready campus, which meansstaying up to date in terms of campus wide technology and ensuring all of our students have access to these types of resources.

In each Core Content Area classroom, you will find the following technological resources:

Teacher desktop computerA minimum of 2 student computersTeacher issued HP Laser Jet Printer (1 ink cartridge included)A wall-mounted interactive projector with ceiling-mounted speakersA document camera to assist with displaying non-electronic materials for instructional purposes

In addition to these resources, each teacher has access to the following technological resources should the need arise:

1 media lab (located in the library for student use)3 Chromebook carts available to checkout for instruction3 IPad carts available to checkout for instruction2 lap top carts

Anthony Aguirre Jr. High is also a Bring Your Own Device Model School, meaning, students are allowed to appropriately utilize their personal electronicdevices (smart phones, tablets, etc.) during instructional time when allowed by the teacher. Earbuds are also included on the school supply list to ensurestudents are prepared and have access to these while utilizing devices in the classroom. Additionally, many Core Content Areas have Online Textbooksavailable which allows students 24/7 access to foundational content concepts and practice outside of school.

Technology Strengths

Wi-Fi Connectivity – Wi-Fi access is readily available campus-wide and connectivity is experiencing less errors and faster speeds this school year.

CTE Electives – The following classes are offered which provide students access to technological resources:


Touch Key Systems: this elective course provides 7th grade students computer with computer training as well as teaches them typing skills throughthe use of Edutyping and offers students high school credit.Robotics: this elective course provides 7th/8th grades with access to STEM (Science, Technology, Engineering, and Mathematics) resources.Career Investigations: this elective course provides 8th graders assistance in career planning and technology usage within their selected career path.

Google Platform – Over the course of the last year we have transitioned to the use of the Google suite campus wide. The use of Google includes:

Providing students with their own Gmail accountsHaving students utilize Google docs, slides, sheets and forms in the classroomUtilizing Google Classroom to communicate with students and for students to submit assignments

Instructional Technology – Technology based Professional Development has assisted in the implementation of both online and electronic assessments andhas provided teachers with classroom management tools and other technological resources to incorporate into instruction. Online tools such as Kahoot!,BrainPop, Prezi, Nearpod, Edugenuity, Quiziz, and Newsela improve student engagement in the classroom and provide students with a fun alternative tolearning. We are currently working with the districts Technology Department to implement new education and instructional technology programs andsystems through the use of training during teachers planning periods and after school sessions.

Problem Statements – Identifying Technology Needs

Problem Statement 1: The library needs to be transformed into a 21st century learning environment in order to provide students with up-to-datetechnological resources that meet the demands for rigorous student achievement which supports changes in today's global socio-economic society.

Root Cause: There needs to be funding available in order to convert the library into a “Technology Learning Lab.”


Priority Problem Statements


Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIREStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Compass Learning accelerated reading assessment data for Grades 6-8 (TEA approved statewide license)SSI: Apex Learning accelerated reading assessment data for English I and II (TEA approved statewide license)Local diagnostic math assessment dataSSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Running Records results


Observation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures data


Study of best practicesAction research resultsOther additional data


Goals

Goal 1: Improve academic performance for all students.

Performance Objective 1: Improve academic performance of all students in English Language Arts, Math, Science, and Social Studies to meet or exceedthe state average on assessments.

Evaluation Data Source(s) 1: State assessment STAAR results, TAPR Report, and District assessments.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar May

Comprehensive Support Strategy1) Provide after-school targeted tutorials to at-risk and identified students, as well as SSI pull-out tutorials during school hours.

Assistantprincipals,Teachers,ReadingSpecialist,DepartmentHeads

Benchmark assessments, informal assessments,tutorial sign-in sheets, student performance data

Funding Sources: 299 - Title I & II Pooled Funds - 0.00, 199 - SCE - 0.00Comprehensive Support Strategy

2) Utilize the campus Specialists to provideinstructionalcoaching for core content teachers and assiststudents asneeded to engage learning.

Asst. PrincipalandDept. Head

ACT Planning Minutes, and Sign Sheets

Funding Sources: 299 - Title I & II Pooled Funds - 76172.00, 199 - SCE - 223458.00

Comprehensive Support Strategy3) Purchase instructional research basedmaterials & supplies to beutilized in the classroom by students

Asst. Principal,ReadingSpecialist,Teachers, andDept.Head

Walkthroughs to observe instructional materialsuse in theclassroom.




Comprehensive Support Strategy4) Utilize district developedReading/Math/Science/Social Studies andWriting assessments as Pre-Test (benchmarkassessments),mid-year assessments, 9-weeks campus-basedassessments, and 4-week assessments prior to theSTAAR administration.

Teachers,AssistantPrincipals,Principal,SecondaryCurriculumCoordinator

Eduphoria AWARE Data

Comprehensive Support Strategy5) Campus teachers and specialists will continueto write andimplement rigorous lessons through participationon theCurriculum Development Team as well asthrough the assistance of outside professionalservices (i.e. NASA Discovery Dome, RegionIV, HCDE).

Teachers,AssistantPrincipals,Principal,SecondaryCurriculumCoordinator,Coaches,CurriculumSpecialists

Published Scope and Sequence

Funding Sources: 299 - Title I & II Pooled Funds - 16717.856) Host annual academic night to includestudents, parents,and community to engage and support studentlearning.

AssistantPrincipals,ReadingSpecialist,Dept. Head, andTeachers

Parent Sign In logs, Parent Surveys, and studentfeedback

7) Purchase instructional supplies for students inorder to enhance the learning environment tofoster student achievement across the campus. Inaddition, supplies for the At-Risk Facilitator andincentives for student success.

Principal,AssistantPrincipals,Counselors,Specialists

Improvement in Student Performance on CBAS,Report Cards, Benchmarks, and Attendance Data

Funding Sources: 199 - SCE - 16000.00Comprehensive Support Strategy

8) Procure substitutes for pull-outs, SSI,professional development, meetings, andprogram initiatives to support campus anddistrict goals.

Principal,AssistantPrincipal, andSpecialists

Sign-in Sheets

= Accomplished = Continue/Modify = No Progress = Discontinue



Performance Objective 2: Increase GT/AP and AVID program implementation and participation on the campus.

Evaluation Data Source(s) 2: TAPR, Class rosters and PEIMS




1) Purchase technology and supplies for AVID inorder to continue to foster a culture of college-readiness for all students and to maintain AVIDcertification as an AVID National DemonstrationSchool.

AssistantPrincipals,AVID teacher,Counselors

staff feedback

Funding Sources: 299 - Title I & II Pooled Funds - 5400.00, 199 - SCE - 7551.002) Enhance the Gifted and Talented Program toincrease the number of students enrolled in highschool for-credit courses andin 8th grade Algebra I.

Specialists,AssistantPrincipals,District Giftedand Talented staff

Increase in Enrollment

Funding Sources: 199 - GT/AP - 7000.003) Provide Gifted and Talented (GT)Professional Development for Staff

Administrators,Teachers

Certificate of Attendance, GT Hours

Funding Sources: 199 - GT/AP - 14000.004) Training opportunities are provided forteachers toengage students in classroom (Summer Institute,PATH Trainings, etc.)

AVID Site Team,AVIDCoordinator,Administrators

Certificate of Participation

Funding Sources: 299 - Title I & II Pooled Funds - 12000.00, 199 - SCE - 17943.005) Student participation in College CampusTours as part of the AVID program.

AVID Site Team,AVIDCoordinator,Administrators

Student Surveys




Performance Objective 3: Students who are served through intervention programs will be monitored for progress and improvement of performance onstate assessment.

Evaluation Data Source(s) 3: STAAR Test Results, TAPR



Performance Objective 4: Hire and retain highly-qualified employees.

Evaluation Data Source(s) 4: Evaluation Reports, CEOP Certifications, Increased teacher retention rate, Evaluation Reports, EOY Survey,EOY Evaluation,Results/Recommendations, Monthly Observations, Evaluation Results, Eduphoria Report, ESSA Reports, EOY Euphoria Report, ComplianceReports, District Educational Improvement Committee Recommendations, updated curriculum and professional development plan




1) Teaching staff will attend various professionaldevelopment sessions: Specific Content AreaAcademies,ELAR Writing Conference, Region IVProfessional Development Sessions, Lead4ward,Harris County Department of Education, RiceUniversity, Flipped Learning,TCEA, AVID Sessions, Humanities Texas,Istation, PLATO, RosettaStone, CREST Conference, CAMT Conference,SpringBoard,TTM, Sheltered Instruction Plus, Pre-APtraining, Mathworkshops, Science workshops, ELA and SSworkshops-LTF training, and Rice/AVIDinitiatives.

AssistantPrincipals,Principal,Curriculum andInstructionDepartment, staff

Sign-In sheets, staff feedback, staff presentations





2) Back to school and ongoing professionaldevelopmentsessions will include mini sessions based oncampus needsassessment, campus initiatives, campuspolicies/procedures,Sheltered Instruction Plus, AVID etc. (CulturalAwarenessand Responsiveness, AVID Strategies, CampusInitiatives,and Technology in the classroom).

Principal,AssistantPrincipals

Sign-in sheets, agendas

3) Administrative team members (principals,assistantprincipals, counselors, and at-risk facilitator) willmaintainupdated memberships to job specificorganizations.

Principal survey, feedback

4) Administrators, At-Risk Facilitator, andcounselors will attend professionaldevelopment sessions to stay up to date on thelatest trends ineducation. Counselors will attend conferenceshosted by theTexas Counseling Association and otherorganizations, whichreflect the diversity of interest, practice, andtalent in theirprofession. (The Annual Professional GrowthConference).

Administrators,Counselors

surveys, sign-in sheets

Funding Sources: 199 - SCE - 100.00




Performance Objective 5: Continue to promote and develop opportunities to increase parent and family engagement, foster a strong home-schoolpartnershipresulting in increased student achievement.

Evaluation Data Source(s) 5: Student Performance Data, Improved Scores on Assessed TEKS, District Assessment Results, State AssessmentResults, CampusVisitation Forms Data, Teacher Walk-though Forms Data, End of Year Inventory/Evaluation Data, School and Community and EngagementTool, Campus Needs Assessment




1) Monthly Coffee With The Principal Principal Coffee With the Principal is designed to getparents involved with the daily activities of thecampus including academics and extra-curricularactivities.

2) 6th, 7th, 8th Grade Parent Night for the Year Administrator Parents will come out and meet the teachers andstaff of AAJH. They will learn the campus cultureby visiting classrooms and reviewing guidelinesand expectations.

3) STEMfest is a once a year activity used topromote science, technology and math

Science andSpecialist,Administrators

Students will gain a better knowledge of science,math, and technology.

4) Academic Night is a once a year activitydesigned to get parents involved in theeducational process for all core areas.

Departmentheads, Specialists,Administrators

Increased Parental Involvement and support.




Performance Objective 6: The campus will provide a safe and healthy learning and working environment for all students, employees, and parents.

Evaluation Data Source(s) 6: Training Records, Campus Raptor Records, Number and Location of AEDs Training Records, List of CrisisTeam Members,Training schedules and records, Discipline Data, Sign-In Sheets, Decrease drop-out rate, Increase completion rate, List of Out-of-SchoolStudents Enrolled in Tutorials, Dropout/Completion Data, Sign-In Sheets, Recommendation for Summer School Programs, LEP/SpecialEducation Performance Data, PBMAS Report, DVM Report, PEIMS Data Report, Committee List, TAPR




1) Campus behavior incident reporting will becarefully monitored in PEIMS for codingaccuracy.

AssistantPrincipals

End of month discipline referrals are checked forverification and timely documentation.

2) Standard Response Protocol Training forStudents and Staff.

AssistantPrincipal

Raise safety awareness. Students and staff willknow how to proceed and maintain composureduring a crisis situation

3) Anonymous Alerts Protocol is designed for allstudents and parents to report acts of bullyingwithout fear of retaliation.

Administrators Students and parents will use this app effectivelyand efficiently for the right cause.

4) STOP THE BLEED is only offered once aschool year by the Houston Fire Departmentduring the Back To School ProfessionalLearning Activities.

Administrator Staff members will know how to bandage andstop life threatening bleeding during a crisissituation until paramedics arrive

5) Darkness To Light, Sexual Harassment,Professional Etiquette, Campus Protocol, Etc. isoffered at the beginning of the school year andmust be completed by all staff members.

Administration All staff members will know how to operateprofessionally in a work environment and alsoknow how and when to report any type of childabuse and/or sexual harassment.



Goal 2: Improve academic performance of students served by Special Education and Limited EnglishProficient students on state and federal accountability levels.

Performance Objective 1: Students in Special Education shall improve their performance in Reading/ELA, Math, Science and Social Studies to addresssystem safeguards missed along with PBMAS Indicators

Evaluation Data Source(s) 1: PBMAS, TAPR




Comprehensive Support Strategy1) After school/Saturday tutorials will beprovided to special service students who needadditional support.

AssistantPrincipalsSpecial EducationStaff

Student sign in logs,Student feedback

Comprehensive Support Strategy2) Purchase instructional materials and/ortechnology for usein the Special Education classrooms

AssistantPrincipalSpecial EducationStaff

student input, student data



Goal 2: Improve academic performance of students served by Special Education and Limited English Proficient students on state and federal accountabilitylevels.

Performance Objective 2: Staff serving students in special education shall provide high-quality instruction and evaluation services.

Evaluation Data Source(s) 2: The State Performance Plan will reflect at least 95% compliance with all indicators for Special Education, andthe TAPR report will reflect progress for students served by Special Education.



Performance Objective 3: Reduce Drop-out and Retention rates.

Evaluation Data Source(s) 3: Increased access to post-secondary employment, increased rate completion of graduation requirements andmandated state assessments within four years of the student's entrance into high school, and increase the percentage of students served byspecial education graduating with an endorsement.



Performance Objective 4: The Bilingual/ESL department will provide services that will improve academic performance to meet all Performance BasedMonitored Assessment System (PBMAS) indicators at 0 or 1 and address system safeguards missed in Reading/ELA, Math, Science and Social Studies.

Evaluation Data Source(s) 4: PBMAS, TAPR





Comprehensive Support StrategyAdditional Targeted Support Strategy

1) After school/Saturday tutorials will beprovided to EL studentswho need additional support.

2.4, 2.5, 2.6 AssistantPrincipalsESL teacher

Student sign in logs,Student feedback

Funding Sources: 199 - SCE - 1250.00


2) Purchase instructional materials and/ortechnology for use in the ESL classroom (i.e.:Rosetta Stone, Presenters, ReadSmart or othersoftware).

2.4, 2.5, 2.6 AssistantPrincipalESL teacher

Student input, student data

Funding Sources: 263 - Title III - 6115.00


3) Host annual ESL parent night to elicitsuggestions, comments, concerns from ESLparents. Distribute campus ESL/LEP informationand share with parent the current status of theprogram.

3.2 AssistantPrincipalESL teacher,Bilingual Director

Parent survey, student survey, sign-in sheets




Performance Objective 5: The Bilingual/ESL department will provide professional development to all campus personnel in Sheltered Instruction Plus andthe EL Monitoring Process to impact performance in Reading/ELA, Math, Science, and Social Studies.

Evaluation Data Source(s) 5: TAPR, TELPAS Report, PBMAS, PEIMS data





1) Build academic vocabulary training in allclassrooms. This will support ESL studentscampus-wide and assist teachers withinstructional delivery.

2.4, 2.6 AssistantPrincipal,Dept. Heads,Principal, andBilingual Director

Student feedback, staff input and feedback




Performance Objective 6: The department will review, evaluate, and research Instruction/Instructional Planning/Instruction Materials/Other Resources forthe purpose of improving teacher delivery of instruction for students to impact academic performance along with PBMAS indicators.

Evaluation Data Source(s) 6: Rosetta Stone End-of-year Report, TELPAS, TAPR, PBMAS, DRA/EDL Reading Report



Goal 3: To provide plentiful, diverse, and pertinent opportunities for the students of Channelview ISD byoffering opportunities through the Career and Technical Education (CTE) program.

Performance Objective 1: Increase the overall attendance at school-wide parental and family engagement events by 50% in an effort to promote collegeand career ready courses.

Evaluation Data Source(s) 1: Sign-In sheets, agendas, updated policies




1) The campus will employ strategies to increaseparent and family engagement, including but notlimited to growth of the PTO, Future Bulldognight, parent orientation, open house, Coffeewith the principal (monthly), academic night, ELparent night, AVID parent night, Donuts withDads, Muffins with Moms, grandparentsbreakfasts, Texas Public Schools week, choirperformances, annual Title I meeting, movienights, Veterans Day recognition, awardassembly, and Peer Assistance and Leadership(PAL) mentoring.

3.1, 3.2 Principal,Assistantprincipals,department heads,counselors,specialists, At-Risk Facilitator,Federal ProgramsDirector

Sign in sheets, agendas, more parentalinvolvement, growth of PTO

Funding Sources: 299 - Title I & II Pooled Funds - 2853.00



Goal 3: To provide plentiful, diverse, and pertinent opportunities for the students of Channelview ISD by offering opportunities through the Career andTechnical Education (CTE) program.

Performance Objective 2: Provide a quality career guidance program for all students that promotes career awareness, exploration, and preparation.

Evaluation Data Source(s) 2: TAPR, PBMAS, Career Assessments, 4-6 Year Plans, Stakeholder Feedback



Performance Objective 3: Increase career and college planning activities and resources for high school grades.

Evaluation Data Source(s) 3: 4-6 Year Plans, PER, State and Federal Accountability Reports, PSAT/SAT/ACT results; Speaker Evaluation;Feedback Survey, PBMAS results




1) 8th grade students will be administered thePSAT testin October to provide feedback on careerreadiness. Students willenter into the early participation agreement thatwill lead totaking the PSAT in high school. A follow-uppresentation willtake place in January to explain results.

At RiskFacilitator,Counselors,AssistantPrincipals

Results from PSAT




Performance Objective 4: Increase student enrollment in CTE courses.

Evaluation Data Source(s) 4: E-School, PER, Updated Promotional Materials, Sign-In Sheets, Program Evaluations and number of industrypartnerships,Completed Secondary Course Guide



Performance Objective 5: Continue to provide multiple proven pathways to graduation and credit recovery.

Evaluation Data Source(s) 5: PEIMS, 4-6 Yr. Plans and Exposure to various career opportunities, Reports from the National StudentClearinghouse, End of year attendance rate



Performance Objective 6: Create and build a Health Science Academy that allows multiple pathways to Healthcare fields

Evaluation Data Source(s) 6: Signed MOU's and Agreements



Goal 4: To provide 21st century skills and opportunities for the students of Channelview ISD by activelylooking at instruction using technology.

Performance Objective 1: Provide infrastructure and network resources to support the effective use of technology.

Evaluation Data Source(s) 1: Included in Tech Plan Status Summative Review


Goal 4: To provide 21st century skills and opportunities for the students of Channelview ISD by actively looking at instruction using technology.

Performance Objective 2: Integrate technology into teaching and learning.

Evaluation Data Source(s) 2: Included inTech Plan Status Summative Review, Technology Integration Survey Results



Performance Objective 3: Provide the necessary technology tools for effective teaching and learning.

Evaluation Data Source(s) 3: Included inTech Plan Status Summative Review





1) Purchase Technology (Laptops, documentCameras,Student Response Systems, Calculators,electronic dictionaries / thesaurus) andtechnology accessories(bulbs, cables, ink, connection devices, datacollection devices, ink cartridges,data storage components, presentation remotes)for use asinstructional resources for specializedpopulations during the school year, as well as forSSI Summer School, tutorials, and technologyresources for the student remediation lab.

Administrators,Dept.Chairs, andTeachers

Walkthroughs to observe technology use in theclassroom.


Comprehensive Support Strategy2) Purchase instructional research-basedmaterials and supplies to beutilized in the classroom by students to provide21st century skills and opportunities. (smartpals, dictionaries, software, consumables,ancillary technology software, etc.)

2.6 AssistantPrincipal,ReadingSpecialist,Teachers, andDepartmentHeads

Walkthroughs to observe instructional materialsuse in theclassroom.

Funding Sources: 299 - Title I & II Pooled Funds - 4514.00




Performance Objective 4: Support effective communication utilizing technology resources.

Evaluation Data Source(s) 4: Number of completed teacher web pages posted, Number of calendars and conferences in use in Google,included in Tech PlanStatus Summative Review, Number of users



Performance Objective 5: Achieve an average at or above the Advanced Tech level on the Texas Teacher STaR (State Technology and Readiness) Chartbythe end of the 2018-19 school year.

Evaluation Data Source(s) 5: Teacher STaR results.



Comprehensive Support Strategies

Goal Objective Strategy Description1 1 1 Provide after-school targeted tutorials to at-risk and identified students, as well as SSI pull-out tutorials during school hours.

1 1 2 Utilize the campus Specialists to provide instructional coaching for core content teachers and assist students as needed toengage learning.

1 1 3 Purchase instructional research based materials & supplies to be utilized in the classroom by students

1 1 4 Utilize district developed Reading/Math/Science/Social Studies and Writing assessments as Pre-Test (benchmark assessments),mid-year assessments, 9-weeks campus-based assessments, and 4-week assessments prior to the STAAR administration.

1 1 5Campus teachers and specialists will continue to write and implement rigorous lessons through participation on the CurriculumDevelopment Team as well as through the assistance of outside professional services (i.e. NASA Discovery Dome, Region IV,HCDE).

1 1 8 Procure substitutes for pull-outs, SSI, professional development, meetings, and program initiatives to support campus anddistrict goals.

2 1 1 After school/Saturday tutorials will be provided to special service students who need additional support.2 1 2 Purchase instructional materials and/or technology for use in the Special Education classrooms2 4 1 After school/Saturday tutorials will be provided to EL students who need additional support.

2 4 2 Purchase instructional materials and/or technology for use in the ESL classroom (i.e.: Rosetta Stone, Presenters, ReadSmart orother software).

2 4 3 Host annual ESL parent night to elicit suggestions, comments, concerns from ESL parents. Distribute campus ESL/LEPinformation and share with parent the current status of the program.

2 5 1 Build academic vocabulary training in all classrooms. This will support ESL students campus-wide and assist teachers withinstructional delivery.

4 3 2 Purchase instructional research-based materials and supplies to be utilized in the classroom by students to provide 21st centuryskills and opportunities. (smartpals, dictionaries, software, consumables, ancillary technology software, etc.)


2019-2020 Channelview Independent School District · 12/16/2019 · Anthony Aguirre Junior High...

Documents

Transcript of 2019-2020 Channelview Independent School District · 12/16/2019 · Anthony Aguirre Junior High...