Campus Improvement Plan 2020 - 2021 - LCISD

Improvement PlanTerry High School
2021-2022 Campus Improvement Plan
Terry High School Generated by Plan4Learning.com 1 of 44 October 1, 2021 2:56 PM
Mission Statement The Vision of Terry High School is to develop a culture of mutual respect and academic excellence through rigorous instruction which produces college and
career-ready individuals.
Vision The Vision of Terry High School is to develop a culture of mutual respect and academic excellence through rigorous instruction which produces college and career-ready
individuals.
Value Statement “Learning Today…Leading Tomorrow”
Table of Contents
Comprehensive Needs Assessment 4 Demographics 4 Needs Assessment 4 Student Learning 6
Priority Problem Statements 7 Goals 8
Goal 1: By May 2022, all English I, English II & US History STAAR students and student groups test takers will increase their overall academic performance at the meets level by 7% as measured by the English I & English II End of Course exams. 9 Goal 2: By May 2022 all Algebra I & Biology STAAR students and student groups test takers will increase their academic performance at the meets level by 7% as measured by the Algebra I & Biology End of Course exams. 17 Goal 3: By May of 2022, 60% of the Emergent Bilingual (EB) population will show progress of at least one proficiency level on the composite rating of the TELPAS assessment. 26 Goal 4: During the 2021-22 school year, the percentage of special education students that pass all of their courses each six weeks will increase by 10% compared to the same six weeks of the 2020-21 school year. 29 Goal 5: By May of 2022, there will be an increase in parent involvement, positive student behavior, and staff engagement that will encourages positive campus culture and values. 33 Goal 6: By May of 2022, we will increase the percentage of students that graduate CCMR. Terry High School students will be considered college, career, or military ready as defined by the Texas Education Agency. This growth will be demonstrated through the TSI criteria, dual credit enrollment, AP test scores, and approved industry certification completion for the 2021-2022 school year. 35
State Compensatory 37 Budget for Terry High School 38 Personnel for Terry High School 38
Title I Schoolwide Elements 38 ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 39 1.1: Comprehensive Needs Assessment 39 ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 39 2.1: Campus Improvement Plan developed with appropriate stakeholders 39 2.2: Regular monitoring and revision 39 2.3: Available to parents and community in an understandable format and language 39 2.4: Opportunities for all children to meet State standards 39 ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 40 3.1: Develop and distribute Parent and Family Engagement Policy 40 3.2: Offer flexible number of parent involvement meetings 40
Title I Personnel 40 Campus Funding Summary 41 Addendums 43
Comprehensive Needs Assessment Demographics
Demographics Summary
Needs Assessment
Terry High School is celebrating 41 years this school year and is the 2nd oldest high school in Lamar Consolidated ISD.
We are located in Rosenberg, Texas, which is a suburban city southwest of Houston, Texas.
Terry High School serves students in the 9th, 10th, 11th and 12th grades. Our anticipated enrollment for the 2021-2022 school year is 1962. Our campus services the southwest side of Rosenberg. As a result of a boundary realignment due to the opening of a new complex, our Jr. High and Middle school feeders will remain the same, with George Junior High serving the 7th and 8th grade, and Navarro Middle School serving 6th grade. Our elementary feeder schools will change with Beasley, Bowie, Taylor Ray, Travis Elementary Schools will all stay on the Red track, and part of Culver Elementary will stay as well.
During the last campus rating (2019), B. F. Terry was rated a “B” campus and received a Distinction for the Top 25% Percent: In Comparative: Academic Growth
Based on our iReady data most of our students are coming to us reading below their grade level. Our cultural and social issues of concern are with addressing the needs and closing the gaps for the 51% of our students that are considered At-Risk by implementing a culturally responsive atmosphere.
Areas of concern(s)
Areas below the District average Students Entering HS Reading below Grade Level Student Regression due to COVID
6/16/21
Many students lost credit in necessary courses - learning gaps, attendance Student engagement - mentoring program, have the data to identify, what will we do day one Change in cuture - staff, positivity, welcoming, recognizing achievement Many new staff members - coaching, walk through Wednesday with more staff members, intentional scheduling, Sidmy
Demographics Strengths
Our campus is the least diverse High School campus in our district based on our demographics. Terry High School Generated by Plan4Learning.com 4 of 44 October 1, 2021 2:56 PM
Enrollment by Race/Ethnicity (Data Based on 2020-2021 School Year)
Student Enrollment Total - 1954
1499 - 76.7% Hispanic, 264 - 13.5% African American, 150 - 7.7% White, 20 - 1.9% Asian, and 37 - 1.9% identify as two or more races. 1 - <1% Native American and 3 - <1% Pacific Islander
Enrollment by Gender
50% Male 50% Female
Enrollment by Student Group
68.2% Economically Disadvantage 15.0% SPED 8.6% 504 15.8% LEP 56.9% At-Risk Campus Mobility Rate – 10.9%/ District (12.1%)
Other Areas Reviewed
Campus attendance rate - 92.9% / District (95.6%) Campus annual dropout rate 1.3% / District (0.7%) 4 - year Graduation Rate 90.3% / District (94.1%) CCMR – 59% (up 5%) / District (68.9%) SAT Average Reading/Writing Average - Score – 449 (2020) to 458 (2021) +9 points / District Average– 504 (Campus below District Average) SAT Average Math Average - Score – 437 (2020) to 441 (2021) +4 points / District Average– 492 (Campus below District Average) ACT Average Score – 18.7 / District - 22.4 College Ready – 29% TSI Graduates – ELA - 51.8%, Math - 27.3%, Passed Both - 26.2 % CTE Participation – 48.8%
School Quality and Student Success -SQSS - % Students meeting CCMR
(College, Career, and Military Readiness Performance - (Due to Covid - Data is from 2019-2020 - Federal Report Card)
All Students
Indian Asian Pacific Islander
Two or More Races
Econ Disadv CWD EL
Staff Ethnic Breakdown - 132
77 - 57% White, 26 - 19% African American, 24 - 18% Hispanic, 5 - 4% Asian, and 2 - 2% Identify as two or more races. 0 - 0% Native American and 0 - 0% Pacific Islander
Problem Statements Identifying Demographics Needs
Problem Statement 1: Twenty-nine percent of our students are categorized as college ready. Root Cause: Low TSI passing rate (26.2%) for math & ELA combined. SAT math & English scores ~50 points below district average.
Student Learning
Student Learning Summary
2021 STAAR Results Passing Rate Approaches Meets Masters Eng I 60.38% 64.58% 44.62% 7.12% Eng II 61.28% 63.18% 49.28% 5.78% Algebra 49.22% 65.99% 33.56% 16.67% Biology 59.95% 78.38% 50.09% 17.3% US History 69.65% 89.6% 69.91% 40.49%
2019 STAAR Results Passing Rate Approaches Meets Masters Eng I 61.09% 61.62% 44.53% 8.1% Eng II 64.45% 63.99% 46.14% 3.54% Algebra 65.23% 84.18% 68.35% 40.51% Biology 58.66% 85.79% 50.64% 11.48% US History 65.66% 86.9% 62.5% 29.17%
Priority Problem Statements
Goals Goal 1: By May 2022, all English I, English II & US History STAAR students and student groups test takers will increase their overall academic performance at the meets level by 7% as measured by the English I & English II End of Course exams.
Performance Objective 1: All English I & English II teachers will attend STAAR Writing and Grammar workshop
Strategy 1 Details Reviews Strategy 1: Teachers will incorporate grammar and writing strategies in daily classroom instruction. The implementation of these strategies will be monitored through lesson plans, walk-throughs, PLC's and feedback sessions.
Staff Responsible for Monitoring: Serena Bostic, Campus Instructional Coordinator Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Region IV - Acceleration Series - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $2,500
Formative Summative Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Teachers will implement frequent, purposeful academic talk in classrooms to allow students to put a voice to their learning in order to learn and apply new information. The implementation of this strategy will be monitored through walk-through data, lesson plans and feedback sessions.
Staff Responsible for Monitoring: Administrators and Instructional Coach
No Progress Accomplished Continue/Modify Discontinue
Goal 1: By May 2022, all English I, English II & US History STAAR students and student groups test takers will increase their overall academic performance at the meets level by 7% as measured by the English I & English II End of Course exams.
Performance Objective 2: Create a master schedule that allows for a common planning time for all English I & English II teachers.
Strategy 1 Details Reviews Strategy 1: Teachers will meet during common planning periods to align instruction to STAAR/EOC objectives and will work together to create common assessments that contain dual-coded questions. This process will be monitored by administrators and instructional coach during team planning and PLCs.
Strategy 2 Details Reviews Strategy 2: High order thinking questions will be pre-planned during weekly planning sessions that lead to deeper understanding. This will be monitored and feedback provided through the review of lesson plans, walk-throughs and feedback sessions will be conducted.
Strategy 3 Details Reviews Strategy 3: Questioning strategies, wait time, eliciting student responses, student use of academic language will be included in daily lessons and related activities. The implementation of these strategies will be monitored through the weekly review of lessons and documented walk-throughs.
Performance Objective 3: Increase the amount of student discourse in all English I, English II & US History classes.
Strategy 1 Details Reviews Strategy 1: Provide sentence stems for students to help build their ability to respond using appropriate academic vocabulary. Evidence of this will be monitored through weekly lesson plans and documented walk-throughs and observations.
Staff Responsible for Monitoring: Administrators, EL Coach and Instructional Coach
Strategy 2 Details Reviews Strategy 2: English I & II teachers will incorporate collaborative (Kagan) structures into lessons. Evidence of these collaborative structures will be monitored through weekly lesson plans, walk-throughs, and observations (formal and informal).
Staff Responsible for Monitoring: Administrators and Instructional Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Kagan Structure Training - 211 Title I, Part A - $15,000
Performance Objective 4: Enhance Tier I instruction by utilizing the Lead4ward resources in their planning
Strategy 1 Details Reviews Strategy 1: Staff will be trained on how to utilize Lead4Ward resources at the beginning of the school year and ongoing professional development will continue throughout the year to ensure that these resources are embedded into class instruction. Evidence of the implementation of these resources will be monitored through the weekly review of lesson plans, walk-throughs, and PLCs.
Staff Responsible for Monitoring: Administrators and Instructional Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Lead4Ward Intervention Conference - 211 Title I, Part A - $2,500
Strategy 2 Details Reviews Strategy 2: Instructional staff will incorporate Lead4ward strategies into daily lessons. This will be monitored through the review of weekly lesson plans and walk-throughs.
Performance Objective 5: Teams will meet twice a six weeks in PLCs to analyze assessment data, work collaboratively with colleagues to increase Tier I instruction and plan interventions to address student needs.
Strategy 1 Details Reviews Strategy 1: Item analysis will be completed after district 6-weeks assessments and campus benchmarks using data from Eduphoria-Aware to determine areas requiring instructional shifts and students who will require additional support that will be provided during R-Time, after school or at Saturday tutorials by core content teachers.
Staff Responsible for Monitoring: Administrators and Instructional Coach. Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Personnel Cost/Serena Bostic - 211 Title I, Part A - $88,302.96
Strategy 2 Details Reviews Strategy 2: PLC teams will create assessment tools to identify student progress and categorize students into specific groups for R-time instruction. R-time dates will be determined by the PLC team for each week in the six-weeks.
Staff Responsible for Monitoring: Instructional Administrator and Instructional Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: District Substitutes - 211 Title I, Part A - $6,000
Performance Objective 6: Consistent feedback of student progress through formal and informal data collection by content team members.
Strategy 1 Details Reviews Strategy 1: Regular review of data will be held in order to determine interventions including tutoring and re-teaching, and to track progress of all students and student groups.
Staff Responsible for Monitoring: Teachers, Administrators and Instructional Coach
Strategy 2 Details Reviews Strategy 2: Each six weeks, data on students that failed one or more classes will be collected and SST meetings will be held, goals will be developed on an individual student basis. This process will be monitored by administrators and instructional coach.
Staff Responsible for Monitoring: Administrators and Instructional Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: District Substitutes - 211 Title I, Part A - $2,000
Performance Objective 7: Implement campus wide book study of the Fundamental Five.
Strategy 1 Details Reviews Strategy 1: During monthly staff meetings, all teachers will be trained on fundamental five principles and will be completed by the end of the second six weeks.
Staff Responsible for Monitoring: Administrators and Instructional Coach Title I Schoolwide Elements: 2.6 Funding Sources: Fundamental Five Books - 211 Title I, Part A - $1,500
Strategy 2 Details Reviews Strategy 2: Teachers will incorporate fundamental five strategies into their daily lessons and will be monitored through weekly lesson plans, walk-throughs and PLCs by administrators and instructional coach.
Performance Objective 8: To address HB4545, by the end of January of 2022, all students that did not pass the State of Texas Assessment of Academic Readiness will be provided with 30 hours of supplemental accelerated instruction based on their area of need in order to minimize any instructional gaps the student may have.
Strategy 1 Details Reviews Strategy 1: Created Master schedule to place students into a 4th period ELA class.
Staff Responsible for Monitoring: Administrators Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Utilize the advisory time to provide accelerated instruction
Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Provide additional opportunities before school, after school, and on Saturday school to provide supplemental accelerated instruction
Staff Responsible for Monitoring: Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Tutors and tutoring supplies and materials - 211 Title I, Part A - $45,000, Personnel- Credit Restoration Teacher - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $37,791
Performance Objective 9: Provide ongoing training for state assessments and College Board testing.
Strategy 1 Details Reviews Strategy 1: Campus Testing Coordinator will conduct ongoing training to prepare teachers and staff to proctor state assessments and College Board tests that include PSAT, SAT, and ACT.
Staff Responsible for Monitoring: Tracie Pryor Funding Sources: Personnel - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $36,675
Goal 2: By May 2022 all Algebra I & Biology STAAR students and student groups test takers will increase their academic performance at the meets level by 7% as measured by the Algebra I & Biology End of Course exams.
Performance Objective 1: All Algebra I teachers will participate in content specific STAR training.
Strategy 1 Details Reviews Strategy 1: Weekly, algebra teacher will implement strategies learned from the training into their lessons and will be monitored through weekly lesson plans and walk-throughs by administrators and instructional coach.
Staff Responsible for Monitoring: Jon Spiering, Instructional AP Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Instructional AP - 211 Title I, Part A - $66,037.99
Performance Objective 2: Create a master schedule that allows for a common planning time for all Algebra I & Biology teachers.
Strategy 1 Details Reviews Strategy 1: Teachers will meet during common planning periods to align instruction to STAAR/EOC objectives and will work together to create common assessments that contain dual-coded questions.
Staff Responsible for Monitoring: Administrators
Strategy 2 Details Reviews Strategy 2: High order thinking questions will be pre-planned during weekly planning sessions and will be monitored through lesson plans and walk-throughs. Questions will be assessed for complexity level of Bloom's by administrators.
Strategy 3 Details Reviews Strategy 3: Increase the number of math teachers to decrease student to teacher ratio.
Staff Responsible for Monitoring: Stephen Simons Title I Schoolwide Elements: 2.6 Funding Sources: Teaching Unit - 211 Title I, Part A - $75,352.13
Performance Objective 3: Implement campus wide book study of the Fundamental Five.
Strategy 1 Details Reviews Strategy 1: Ongoing professional development, will be trained on fundamental five principles. Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Teachers will incorporate fundamental five strategies into their daily lessons. Administrators and the Instructional Coach will monitor the implementation of the strategies through lesson plans, walk-throughs and PLCs.
Performance Objective 4: Enhance the amount of student discourse in all Algebra I & Biology classes.
Strategy 1 Details Reviews Strategy 1: Provide sentence stems for students to help build their ability to respond using appropriate academic vocabulary. Implementation of this strategy will be monitored through lesson plans, walk-throughs and PLCs by administrators and the instructional coach.
Strategy 2 Details Reviews Strategy 2: Algebra I teachers will incorporate Kagan structures into lessons. The implementation of these cooperative strategies will be monitored through lesson plans, walk-throughs and PLCs by the administrators and the instructional coach.
Strategy 3 Details Reviews Strategy 3: Biology teachers will incorporate Kagan structures into lessons. The incorporation of these strategies will be monitored through lesson plans, walk-throughs, and PLCs by administrators and the instructional coach.
Performance Objective 5: Increase Tier I instruction by utilizing the Lead4ward resources in their planning.
Strategy 1 Details Reviews Strategy 1: Staff will be trained by the Instructional Coach on how to utilize Lead4Ward resources at the beginning of the school year.
Staff Responsible for Monitoring: Instructional Coach Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Teacher Lead4Ward Training - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $2,500
Strategy 2 Details Reviews Strategy 2: Instructional staff will incorporate Lead4ward strategies into lessons daily and will be monitored through lesson plans, walk-throughs and PLCs.
Performance Objective 6: Utilize PLC time to analyze assessment data, work collaboratively with colleagues to increase Tier I instruction and plan interventions to address student needs.
Strategy 1 Details Reviews Strategy 1: PLC teams will complete item analysis after district 6-weeks assessments and campus benchmarks using data from Eduphoria-Aware to determine areas requiring instructional shifts and students who will require additional support.
Staff Responsible for Monitoring: Instructional Coach, Instructional Administrator
Strategy 2 Details Reviews Strategy 2: PLC teams will create assessment tools to identify student progress and categorize students into specific groups for R-time instruction. R-time dates will be determined by the PLC team for each week in the six-weeks.
Performance Objective 7: Consistent feedback of student progress through formal and informal data collection to address gaps in learning will be collected and analyzed by Algebra I & Biology teachers.
Strategy 1 Details Reviews Strategy 1: Regular review of data will be held in order to determine interventions including tutoring. Interventions and progress will be tracked for all students and student groups by Algebra I teachers, administrator and instructional coach.
Staff Responsible for Monitoring: Administrator and Instructional Coach
Strategy 2 Details Reviews Strategy 2: Each six weeks, data on students that failed one or more classes will be collected and SST meetings will be held, goals will be developed on an individual student basis and will be monitored by administrators and instructional coach.
Staff Responsible for Monitoring: Algebra I Team, Administrator and Instructional Coach.
Performance Objective 8: By the end of January of 2022, all students that did not pass the State of Texas Assessment of Academic Readiness will be provided with 30 hours of supplemental accelerated instruction based on their area of need in order to minimize any instructional gaps the student may have.
Strategy 1 Details Reviews Strategy 1: Created Master schedule to place students into a 4th period Math class
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Utilize the advisory time to provide accelerated instruction
Nov Feb Apr June
Strategy 3 Details Reviews Strategy 3: Provide additional opportunities before school, after school, and on Saturday school to provide supplemental accelerated instruction
Staff Responsible for Monitoring: Administrators Funding Sources: Tutors and tutoring and supplies - 211 Title I, Part A - $27,987.28
Performance Objective 9: Provide ongoing training for state assessments and College Board testing.
Strategy 1 Details Reviews Strategy 1: Edit Remove Campus Testing Coordinator will conduct ongoing training to prepare teachers and staff to proctor state assessments and College Board tests that include PSAT, SAT, and ACT.
Staff Responsible for Monitoring: Tracie Pryor Funding Sources: Personnel Cost/Tracie Pryor - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $36,675
Goal 3: By May of 2022, 60% of the Emergent Bilingual (EB) population will show progress of at least one proficiency level on the composite rating of the TELPAS assessment.
Performance Objective 1: Ensure all teachers who service EB students receives appropriate sheltered instructional trainings such as QSSSA and TRTW to enhance instruction and skill acquisition for all EB students.
Strategy 1 Details Reviews Strategy 1: All English & Social Studies teachers will join ESL teacher and Instructional Coach on Literacy Walks to learn and apply sheltered instructional skills and strategies from each other. We will debrief and reflect to discuss next steps and action plans.
Staff Responsible for Monitoring: Crystal Hayes Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Personnel Cost - ESL Teacher - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $60,650
Strategy 2 Details Reviews Strategy 2: All new English I and English II teachers will participate and be trained as part of the ALP Cohort Training.
Strategy 3 Details Reviews Strategy 3: Increase the number of teachers who are ESL certified by 5.
Nov Feb Apr June
Performance Objective 2: Ensure all students are speaking and writing in all content areas to enhance student comprehension and will be monitored through lesson plans and walk-throughs.
Strategy 1 Details Reviews Strategy 1: All teachers will provide sentence stems for students to help build their ability to respond using appropriate academic vocabulary and will be monitored through lesson plans and walk-through observations.
Strategy 2 Details Reviews Strategy 2: Require that higher level questioning, turn and talk, and written response opportunities be documented in lesson plans.
Staff Responsible for Monitoring: ESL Facilitator Training Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: ESL Training - 199 PIC 25 State Bilingual/ESL - $7,724
Strategy 3 Details Reviews Strategy 3: Students will be guided to improve their own writing through the evaluation and analysis of exemplar writing samples and will be monitored through lesson plans, walk-throughs and PLCs.
Staff Responsible for Monitoring: EL Coach, Derek Rowe Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: EL Coach - 211 Title I, Part A - $41,639.64
Performance Objective 3: Analyze all EB student data BY STUDENT to develop appropriate intervention strategies. Data to be evaluated includes TELPAS & STAAR scores, previous and current grades, anecdotal, behavior, and attendance.
Goal 4: During the 2021-22 school year, the percentage of special education students that pass all of their courses each six weeks will increase by 10% compared to the same six weeks of the 2020-21 school year.
Performance Objective 1: Ensure that all General Education teachers are providing SPED students all accommodations/modifications as prescribed by their IEP.
Strategy 1 Details Reviews Strategy 1: Student accommodation logs will be collected from inclusion teacher at progress and the end of the six- weeks grading period.
Staff Responsible for Monitoring: Special Education Administrator and Department Chair
Performance Objective 2: Ensure all general education teachers who service SPED students will received appropriate professional development on servicing SPED students in the classroom.
Strategy 1 Details Reviews Strategy 1: All inclusion and general educations teachers with inclusion sections will be enrolled in Stetson training.
Staff Responsible for Monitoring: Special Education Administrator and Department Chair Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Stetson strategies will be incorporated into daily lessons and will be monitored through lesson plans, walk- throughs and PLCs.
Staff Responsible for Monitoring: Administrators
Strategy 3 Details Reviews Strategy 3: SPED staff will provide staff development session to facilitate the improvement of teacher's Tier I instructions.
Strategy 4 Details Reviews Strategy 4: Teachers will incorporate differentiated learning strategies into their lessons daily and will be monitored through lesson plans and walk-throughs.
Performance Objective 3: Utilize universal documentation for SPED students.
Strategy 1 Details Reviews Strategy 1: Documentation and accommodation logs and documentation collection process will be standardized via a Canvas course.
Staff Responsible for Monitoring: Administrators and Special Education Department Chair
Strategy 2 Details Reviews Strategy 2: Students that are not successful will have their accommodation logs reviewed by the SPED department chair, master list teacher and administrator every 3 weeks.
Staff Responsible for Monitoring: Special Education Administrator
Performance Objective 4: Master list teachers will monitor grades weekly with grade tracking sheets and meet with administrator and department chair to minimize failures, discuss student interventions and progress.
Strategy 1 Details Reviews Strategy 1: Master list teachers will contact students and their parents if they are failing one or more classes every 3 weeks.
Strategy 2 Details Reviews Strategy 2: Provide additional opportunities to restore six weeks grades utilizing "Summer School Now".
Staff Responsible for Monitoring: Instructional AP and Counselors Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Teachers and Supplies - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $35,062.22
Goal 5: By May of 2022, there will be an increase in parent involvement, positive student behavior, and staff engagement that will encourages positive campus culture and values.
Performance Objective 1: We will create meaningful parent involvement opportunities and have 50% of our parents participate in at least one or more campus events.
Strategy 1 Details Reviews Strategy 1: Streamlining campus communications to increase parent engagement.
Staff Responsible for Monitoring: Administrators and Parent Educator Formative Summative
Nov Feb Apr June
Strategy 2 Details Reviews Strategy 2: Increase parent learning opportunities, by providing multiple workshops and presentations based on- campus needs.
Staff Responsible for Monitoring: Parent Educator Title I Schoolwide Elements: 3.2 Funding Sources: Parent Educator - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $49,749
Strategy 3 Details Reviews Strategy 3: Create volunteer opportunities for parents
Staff Responsible for Monitoring: Parent Educator Formative Summative
Nov Feb Apr June
Strategy 4 Details Reviews Strategy 4: Each week a student will be recognized for displaying the Character Counts traits. Students will have their pictures taken and displayed on social media. Each student's parent will be notified and congratulated
Staff Responsible for Monitoring: Counseling Staff
Performance Objective 2: Establish expectations for behavior and school norms that build values
Strategy 1 Details Reviews Strategy 1: Implement the Principal's Advisory Council where students can meet once every six weeks with the principal to discuss ways to improve the campus culture and supporting activities or events.
Staff Responsible for Monitoring: Principal Title I Schoolwide Elements: 2.6 Funding Sources: Supplies - 211 Title I, Part A - $1,500
Goal 6: By May of 2022, we will increase the percentage of students that graduate CCMR. Terry High School students will be considered college, career, or military ready as defined by the Texas Education Agency. This growth will be demonstrated through the TSI criteria, dual credit enrollment, AP test scores, and approved industry certification completion for the 2021-2022 school year.
Performance Objective 1: Effectively communicate the components of CCMR to all stakeholders and how it impacts post-secondary opportunities
Strategy 1 Details Reviews Strategy 1: One-on-one purposeful interactions will be created to educate students regarding post-secondary opportunities.
Staff Responsible for Monitoring: Counselors, College & Career Counselors
Strategy 2 Details Reviews Strategy 2: One-on-one conferences will be held with 8th grade students in the Spring semester to explain the importance of endorsement choice as they prepare to enter high school.
Staff Responsible for Monitoring: Counselors
Strategy 3 Details Reviews Strategy 3: College and career nights will be held in the fall to inform the community of college and career options for students.
Staff Responsible for Monitoring: Counselors, College & Career Counselors & District Personnel
Performance Objective 2: Identify and optimize resources for students to prepare for and achieve career, college and military readiness.
Strategy 1 Details Reviews Strategy 1: Increasing the number of students enrolling and remaining in Advanced Placement courses and Dual Credit Courses.
Staff Responsible for Monitoring: Counselors and Administrators
Strategy 2 Details Reviews Strategy 2: Bring in outside resources to provide tutoring to prepare our students for SAT and ACT exams.
Staff Responsible for Monitoring: Administrators and College & Career Counselor Title I Schoolwide Elements: 2.5 Funding Sources: Tutors - 211 Title I, Part A - $2,500
Strategy 3 Details Reviews Strategy 3: Conduct ongoing frequent check-ins with seniors that are struggling to complete their endorsement so that they remain on course to complete it by graduation.
Staff Responsible for Monitoring: Shelby Nielsen, College Career Facilitator Title I Schoolwide Elements: 2.6 Funding Sources: Personnel Cost - College and Career Facilitator - 199 PIX 30 State SCE Title I-A, Schoolwide Activit - $44,414.96
Strategy 4 Details Reviews Strategy 4: Identify students who are on track for a CTE certification and provide targeted support to help them achieve the certification.
Staff Responsible for Monitoring: Counselors, CTE Administrator and CTE teachers.
State Compensatory Budget for Terry High School
Total SCE Funds: Total FTEs Funded by SCE: 4.19 Brief Description of SCE Services and/or Programs
Personnel for Terry High School
Name Position FTE
Angelica Trevino Parent Educator 1
Crystal Hayes ESL Teacher 1
Jacob Scott Edgenuity/Credit Restoration 0.57
Shelby Nilson College/Career Counselor 0.62
Tracie Pryor Testing Coordinator 1
Title I Schoolwide Elements ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)
1.1: Comprehensive Needs Assessment
B.F.Terry High School conducted a comprehensive needs assessment (CNA) on June 16, 2021. The CNA serves as the centerpiece of our planning process and the driving force most impacting the campus improvement plan. While data is gathered and analyzed throughout the year, a comprehensive effort is always made at the end of each school year. This year, administrators and teachers collected data in collaboration with teacher leaders and others. Root causes were identified, written as needs and reported to the site- based decision-making committee. The team was given time to reflect on the data and ask clarifying questions. When the team felt that all appropriate data had been disaggregated and analyzed, this step of the comprehensive needs assessment was finalized and written into the plan.
ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)
2.1: Campus Improvement Plan developed with appropriate stakeholders
Our Site Based Decision Committee includes teachers, parents, business representatives, community members, and administrative personnel. In addition, we were sure to include members of the staff that were paraprofessionals and/or part of the special education and ESL departments. Site Based Decision Making Committee Members are listed as follows: Juan Nava, Maria Fondon, Leslie Gonzalez, Lisa Mann, David Rexford, Emily Gresham, Barbara Iwunze, Benita Gill, Georgette Martin, Elise Brune and Lorraine Fatheree.
2.2: Regular monitoring and revision
To remain current and relevant, the CIP will be revised for the 2021-2022 school year and/or evaluated during the following months (November, February, April and June). Tentative Campus Improvement Council/SDM meeting dates are as follows: September 21, October 26, and November 16 during the first semester. Tentative dates for the spring are February 15, March 8, and April 12.
2.3: Available to parents and community in an understandable format and language
To help parents be informed the campus will provide the following in English and Spanish for families: Campus Improvement Plan, Title 1 Compact, and the Parent and the Family Engagement Policy. These policies will accessible in the following locations for parents and community members: campus website, the school’s front office, at parent and family engagement activities, and in the State and Federal Programs Office at the district’s administration building.
2.4: Opportunities for all children to meet State standards
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)
3.1: Develop and distribute Parent and Family Engagement Policy
The Parent and Family Engagement Policy will be adopted and revised in the fall and spring. The Parent and Family Engagement Policy will be distributed at Open House and at each Parent and Family Engagement Activity offered at this school. The policy will be available in English and Spanish, and it will be located on the campus website, the front office, and in the State and Federal Programs Office at the district administration building.
3.2: Offer flexible number of parent involvement meetings
This school will offer a flexible number of meetings to be held in both the morning and afternoon. Proposed dates for meetings are August 18 and October 7. Meetings will consist of Parent Information and school volunteer opportunities in August. In October parents are invited to a technology informational night.
Title I Personnel Name Position Program FTE
Derek Rowe ESL Coach Title I .50
Jonathan Spiering Assistant Principal (Instructional) Title I .60
Serena Bostic Instructional Coordinator Title I 1.00
Stephen Simmons Math Teacher (supplemental) Title I 1.00
Campus Funding Summary 211 Title I, Part A
Goal Objective Strategy Resources Needed Account Code Amount 1 3 2 Kagan Structure Training $15,000.00
1 4 1 Lead4Ward Intervention Conference $2,500.00
1 5 1 Personnel Cost/Serena Bostic $88,302.96
1 5 2 District Substitutes $6,000.00
1 6 2 District Substitutes $2,000.00
1 7 1 Fundamental Five Books $1,500.00
1 8 3 Tutors and tutoring supplies and materials $45,000.00
2 1 1 Instructional AP $66,037.99
2 2 3 Teaching Unit $75,352.13
2 8 3 Tutors and tutoring and supplies $27,987.28
3 2 3 EL Coach $41,639.64
5 2 1 Supplies $1,500.00
6 2 2 Tutors $2,500.00
Sub-Total $375,320.00
+/- Difference $0.00
199 PIX 30 State SCE Title I-A, Schoolwide Activit Goal Objective Strategy Resources Needed Account Code Amount
1 1 1 Region IV - Acceleration Series $2,500.00
1 8 3 Personnel-Credit Restoration Teacher $37,791.00
1 9 1 Personnel $36,675.00
2 5 1 Teacher Lead4Ward Training $2,500.00
2 9 1 Personnel Cost/Tracie Pryor $36,675.00
3 1 1 Personnel Cost - ESL Teacher $60,650.00
4 4 2 Teachers and Supplies $35,062.22
5 1 2 Parent Educator $49,749.00
6 2 3 Personnel Cost - College and Career Facilitator $44,414.96 Terry High School Generated by Plan4Learning.com 42 of 44 October 1, 2021 2:56 PM
199 PIX 30 State SCE Title I-A, Schoolwide Activit Goal Objective Strategy Resources Needed Account Code Amount
Sub-Total $306,017.18
199 PIC 25 State Bilingual/ESL Goal Objective Strategy Resources Needed Account Code Amount
3 2 2 ESL Training $7,724.00
Sub-Total $7,724.00
Grand Total $689,061.18
Addendums
Comprehensive Needs Assessment
Goals
State Compensatory
Title I Schoolwide Elements
1.1: Comprehensive Needs Assessment
2.1: Campus Improvement Plan developed with appropriate stakeholders
2.2: Regular monitoring and revision
2.3: Available to parents and community in an understandable format and language
2.4: Opportunities for all children to meet State standards
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)
3.1: Develop and distribute Parent and Family Engagement Policy
3.2: Offer flexible number of parent involvement meetings
Title I Personnel
Campus Funding Summary

Campus Improvement Plan 2020 - 2021 - LCISD

Documents

Transcript of Campus Improvement Plan 2020 - 2021 - LCISD