Schertz-Cibolo Universal City Independent School District ...€¦ · Comprehensive Needs...

Schertz-Cibolo Universal City Independent School District

Allison L. Steele Enhanced Learning Ctr

2018-2019 Campus Improvement PlanAccountability Rating: Met Standard

Allison L. Steele Enhanced Learning CtrGenerated by Plan4Learning.com 1 of 20 Campus #094902002

October 8, 2018 1:23 pm

Mission StatementALSELC commits to empower all students to discover their own potential through opportunity and

individual learning experiences.

VisionConnect, Inspire, Graduate Prepared

Values: Leadership, Character, Commitment, Service, Learning

Value StatementWe believe all students have the capacity to learn and be successful.

We believe a safe, secure environment is paramount to learning.

We believe living our core values of leadership, character, commitment, service and learning, result in the ability to set and achieve lifelong goals.

We believe quality instruction addresses the individual needs of students.


October 8, 2018 1:23 pm

Comprehensive Needs Assessment

Demographics

Demographics Summary

Allison L. Steele Enhanced Learning Center is an alternative school for students of the Schertz, Cibolo, Universal City Independent School District to turn towhen they need a little extra support in graduating. Students in grades 9 through 12 meeting state-specified requirements to qualify as at-risk can apply foracceptance to the campus. Allison Steele has a diverse ethnic base. Below is the student demographic breakdown according to the Texas AcademicPerformance Report (TAPR 2017):

2017-2018 Snap shot enrollment 82

African American 7 8.54%

Hispanic 33 40.24%White 34 41.46%American Indian 0 0%Asian 2 2.44%Pacific Islander 1 1.22%Two or More Races 5 6.10%

32.93% of students attending ALSELC for the 17-18 school year were

designated as Economically Disadvantaged

100% of students meet one or more of the state at-risk criteria

100% of Teachers are Highly Qualified



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African American 16 13.45%Hispanic 50 42.02%White 48 40.34%American Indian 0 0.0%Asian 2 1.68%Pacific Islander 0 0.0%Two or More Races 3 2.52%






African American 7 7.14%

Hispanic 51 52.04%

White 37 37.76%

American Indian 0 0.0%

Asian 1 1.02%

Pacific Islander 0 0.0%

Two or More Races 2 2.04%




October 8, 2018 1:23 pm



Demographics Strengths

The demographic strengths of ALSELC include:

Problem Statements Identifying Demographics Needs

Problem Statement 1: While students and the faculty at ALSELC have been highly successful, the student enrollment is lower than would be expected for adistrict with two comprehensive, 6A high schools and the overcrowding within the high schools. Root Cause: As the comprehensive high schools haveincreased their RTI, support services and systems, the programming at ALSELC has not changed to meet the remaining needs of the students. Additionally,students and families seeking a small school environment are choosing to transfer to a newly opened charter school at an earlier age, predominantly 5th and7th grade.


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Student Achievement

Student Achievement Summary

97.6 graduation rate (scoring in the A range for state accountability)

Accountability System comparisons with our benchmark campus, Keys High School in Hurst-Euless-Bedford ISD show both campuses met the standard forAECs with Keys HS receiving an overall scaled score of 66 and ALSELC receiving a scaled score of 77. STAAR performance was similar (79 scaledscore), CCMR was higher for Keys HS (79 compared to 69), and a graduation rate of 97.6 for ALSELC compared to 96.4 for Keys.

Student Achievement Strengths

Graduation Rate, Comparison with benchmark campus, EOC performance rate, specifically in US History where 28% of students taking the assessment inMay scored in the Master's Range. 100% of course completers for the 2017-2018 school year met the EOC and IGC requirements to earn their diploma.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Similar to students across the state, students continue to struggle with the English I and II EOC assessments Root Cause: TheEnglish I and II EOCs writing component continues to be a difficult reporting category (RC4) when compared to the other reporting categories.. AtALSELC, male students' performance on the written composition was lower than all other demographic groups or reporting categories indicating a need formore in-depth instruction for all students in writing.


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School Culture and Climate

School Culture and Climate Summary

The staff satisfaction and engagement survey results showed that the organizational Health of ALSELC is 21% above the district average with each indicatorcontinuing with an upward trend.

School Culture and Climate Strengths

The strengths identified in the survey include:

1. Employees feel encouraged to share different points of view

2. Employees think senior leaders understand what's going on

3. Employees think things run efficiently and well.

4. Employees feel genuinely appreciated

5. Employees believe the organization's going in the right direction

6. Employees think their manageers help them learn and grow.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Student survey data is not available Root Cause: Most students graduate prior to the survey window


October 8, 2018 1:23 pm

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

100% of teachers are highly qualified and teaching within their area of certification. One teacher retired last year, all others returned.

Staff Quality, Recruitment, and Retention Strengths

Staff retention, understanding of the program and student needs, and a commitment to the history and purpose of ALSELC


October 8, 2018 1:23 pm

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


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Goals

Revised/Approved: September 14, 2018

Goal 1: 1.1 Annually increase the percentage of all students demonstrating college, career and/ or military readiness.

Performance Objective 1: The ALSELC campus will earn 10 points for CCMR on the 18-19 accountability calculations (increase of 4 points)

Evaluation Data Source(s) 1: State Accountability

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Critical Success FactorsCSF 1

1) Increase the number of students taking the TSIassessment while attending ALSELC. Coordinate withNELV and district personnel to provide ALSELCstudents the opportunity to take and retake the TSI.Provide students in the college cohort the opportunity toprepare for the TSI

2.6 Theis, Haynes,College CohortTeachers

Points for CCMR readiness will be awarded for studentswho demonstrate proficiency on the Reading and Mathassessment


2) Increase the number of students taking the ASVAB.Coordinate with the Navy Recruiters and local Base toprovide and proctor the ASVAB once each semester.Provide students in the Military Ready Cohort anopportunity to prepare for the ASVAB and PTrequirements (ASVAB goal of 81)

2.6 Haynes, Coleman,Bonner, MilitaryCohort Teachers

Increasing the number of students taking and preparingfor the ASVAB while attending ALSELC is expected toresult in more students transitioning directly from schoolinto the military.

3) Develop, implement and get student participation inthe military and college ready experiences. (PT days,field trips, recruiters).

2.6 Newman, Day,Gorhum

Increasing the number of students who feel confident intaking the next step to enroll in college or enlist in themilitary.

Funding Sources: 199 - General Fund: SCE - 0.00


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= Accomplished = Continue/Modify = No Progress = Discontinue


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Goal 2: 1.2 Annually increase the percentage of students reading on or above grade level in all grades.

Performance Objective 1: 75% of students identified as not reading on grade level on the universal screener will demonstrate half a year of growth in theirreading level.

Evaluation Data Source(s) 1: MAPS screener.




Critical Success FactorsCSF 1 CSF 2

1) Using the District Writing Continuum and the MAPSprogram students will receive individualized instructionto improve reading and writing skills.

2.6 English, ELL,Special Ed Teachers

Increase the percent of students reading at grade level.



October 8, 2018 1:23 pm

Goal 3: 1.3 Annually increase the percentage of students who understand and exemplify the SCUC Traits of a

Performance Objective 1: 100% of students will demonstrate awareness of the traits of a graduate as indicated on their exit survey.

Evaluation Data Source(s) 1: Exit survey data.





1) Develop an exit survey to include traits of a graduate.

2.6 Lisa Newman andClaudia Romano

Increase feedback to drive decisions.


2) Increase student awareness by displaying the traits ofa graduate in a variety of ways.

2.6 All faculty and staff. Increased awareness of valued CCMR traits.



October 8, 2018 1:23 pm

Goal 4: 2.1 Annually increase the percentage of participants who respond in the top 3 (of 7) scoring bands in workforcesatisfaction on SCUC annual survey.

Performance Objective 1: Maintain a 4.5 or higher average rating on each "theme" of Organization Health.

Evaluation Data Source(s) 1: EOY survey





1) Communicate frequently and invite input andfeedback as the change process moves forward.

2.6 Lisa Newman andClaudia Romano

Incease clarity and decrease frustration among staff.


2) Participate in rounding activities to include teachersand other leaders.

2.6 Lisa Newman To have a well informed faculty and create a sense ofbelonging, clarity, and collaboration within ourorganization.


3) Increase the opportunity for two-way communicationbetween campus and district personnel.

2.6 Lisa Newman Increase understanding of district leadership and what isreally going on at ALSELC.



October 8, 2018 1:23 pm

Goal 5: 3.1 STUDENTS: Annually increase the percentage of student participants who respond in top 2 (of 5) scoring bandsin Annual Student Satisfaction Survey.

Performance Objective 1: Develop and administer a student exit survey to gather meaningful feedback from 75% of ALSELC graduates.

Evaluation Data Source(s) 1: Student exit survey





1) Develop and administer a student survey to providefeedback on programming and campus systems.

2.6 To secure gathering information directly from ourstakeholders before they graduate and leave campus.


2) Have a monthly review of satisfaction rates andcomments.

2.6 Will help us evaluate the effectiveness of our program ona regular basis.



October 8, 2018 1:23 pm

Goal 5: 3.1 STUDENTS: Annually increase the percentage of student participants who respond in top 2 (of 5) scoring bands in Annual Student SatisfactionSurvey.

Performance Objective 2: In order to increase the year to year retention of students living is SCUC a transition plan will be developed, approved, andimplemented according to the approved timeline.

Evaluation Data Source(s) 2: timeline and enrollment trends.





1) Meet with assistant principals and counselors fromboth comprehensive high school campuses, at leasttwice yearly to review programming, needs, andselection process.

2.6 Lisa Newman Timely identification of student candidates.

Critical Success FactorsCSF 1 CSF 2 CSF 3

2) Review panoramic data to identify students in need ofsmall school programming.

2.6 ALSELC faculty andstaff.

Develpment of effective programming to meet studentneeds.



October 8, 2018 1:23 pm

Comprehensive Support Strategies

Goal Objective Strategy Description3 1 1 Develop an exit survey to include traits of a graduate.3 1 2 Increase student awareness by displaying the traits of a graduate in a variety of ways.5 2 2 Review panoramic data to identify students in need of small school programming.


October 8, 2018 1:23 pm

State Compensatory

Personnel for Allison L. Steele Enhanced Learning Ctr:

Name Position Program FTE

Adrienne Kindt Teacher Accelerated Instruction YesBridget Gorhum Teacher Accelerated Instruction YesChristine Hoffmann Teacher Accelerated Instruction YesClaudia Romano Teacher Accelerated Instruction YesDustin Burcham Teacher Accelerated Instruction YesJackie Day Support Accelerated Instruction YesJeff Hunt Teacher Accelerated Instruction YesKari Wallace Teacher Accelerated Instruction YesKenneth Coleman Teacher Accelerated Instruction YesLisa Newman, PhD Principal Accelerated Instruction yesPatricia Westerdale Support Accelerated Instruction yesSammie Bonner Teacher Accelerated Instruction YesSusan Theis Counselor Accelerated Instruction yesTamez Cade Teacher Accelerated Instruction Yes


October 8, 2018 1:23 pm

Campus Funding Summary

199 - General Fund: SCEGoal Objective Strategy Resources Needed Account Code Amount1 1 3 $0.00

Sub-Total $0.00Grand Total $0.00


October 8, 2018 1:23 pm

Addendums


October 8, 2018 1:23 pm

Motto, Mission, Vision, Values

Motto: SCUC—A District with Passion and Purpose!

Vision: Inspire—Innovate—EXCEL!

Mission: SCUC ISD, a diverse community founded in trust and transparency, commits to empower all students to fulfill lifelong potential through inspiring learn-ing experiences.

Values: Leadership, Character, Commitment, Service, Learning

Belief Statements

1. We believe all students have the capacity to learn and excel. 2. We believe a safe, secure and supportive environment is paramount to learning. 3. We believe in living our core values of leadership, character, commitment,

service and learning. 4. We believe engaging, interactive and authentic teaching creates empowered,

inspired learners prepared for our changing world. 5. We believe technology is a relevant tool that enhances learning in and beyond

the classroom. 6. We believe in a Professional Learning Community (PLC) that fosters collabora-

tion for continuous improvement. 7. We believe transparent, clear and timely communication among all is critical to

success. 8. We believe measures of success go beyond standardized testing. 9. We believe public education is defined by the local community, with limited state

involvement.

2018-2022 Priorities

Priority 1 All Graduates will be College and/or Career and/or Military Ready

Priority 2 High-performing and Engaged Workforce

Priority 3 Highly Satisfied Students, Parents and Community

Priority 4 Efficient District and Campus Operations

Traits of an SCUC ISD Graduate

Dynamic Leader

Help and support others by leading by example with integrity and taking the initiative willingly.

Self Motivated

Possess and practice grit and perseverance through dedicated application of real world skills and driven by a sense of purpose.

Skilled Communicator Communicate with transparency and confidence, tailored to the

audience/situation.

Service Oriented Demonstrate selfless citizenship and a sense of community through

volunteering by serving others.

Future Ready

Utilize resiliency and critical thinking skills to adapt and be prepared for changes in the real world.

State and Federal Requirements Addendum District Improvement Plan 2018-2019

Bullying Prevention

Strategies Resources Staff Responsible Evaluation

Provide resources and training for bullying prevention to our campus administrators

Bullying Prevention and Intervention Guidebook

Directors for Elementary and Secondary Education, Campus Principals

Principal PLC agendas, Eduphoria records

Career and College Preparation and Education


Students in junior high take career and college readiness class, including career assessments and research (Dobie JH)

Teachers and instructional materials, KUDER online resource

Dobie Principal Course selection guide and master schedule, Reported to PEIMS

7th graders complete career research and academic plans (Corbett JH)

KUDER online resource Corbett Principal, Corbett Counselor Reported to PEIMS

8th grade selects endorsements, complete 4 year plans, and 2 parent nights are held annually to prepare for high school

Local Campus counselors Night scheduled annually, 4 year plans completed

College night annually held Local Campus counselors Nights scheduled annually

2 Financial aid nights held annually Local, local college and military staff Campus counselors Nights scheduled annually

4 parent nights regarding course selection, post-secondary planning, graduation

Local Campus counselors Nights scheduled annually

College Connection through ongoing support for application and scholarship applications, and ongoing support

Local college staff Campus counselors Calendar planned annually

Advanced academic programs are offered and parent nights held to inform parents and students of options in advanced academics

Local Campus counselors Information nights scheduled annually

Child Abuse and Sexual Abuse Prevention


All staff will be trained in recognizing and reporting child abuse at the beginning of the school year

Online training through Eduphoria Campus administrators, Director of Human Resources

Training records in Eduphoria

All SCUC ISD staff will follow child abuse reporting requirements

N/A All staff Counselor documentation

Coordinated Health-SHAC Council


The SHAC Council will meet a minimum of 4 times per year

N/A SHAC Chairperson Sign in Sheets, Minutes, Agendas

The council will provide the SCUC ISD Board an annual report of their activities for the year

N/A Coordinator for Nursing and Health Services

Board Agenda with Presentation

The majority of the council membership will be parents and the co-chair will be a parent

N/A Coordinator for Nursing and Health Services

.Membership List

Dating Violence Awareness


Guidance lessons for secondary students are provided regarding dating violence and sexual assault.

Locally developed presentation Junior High and High School Counselors Counselors provide dates of presentations to Director of Counseling and CCMR

Dyslexia


Provide a Dyslexia Parent Night to provide parents with critical information about dyslexia.

Local Funds District ELA Coordinators Progress checks with Reading Specialists; Parent night scheduled and completed; Attendance sheets

Utilize research based materials regarding dyslexia to provide instruction based student needs.

Local Funds: Wilson, Really Great Reading

Campus Dyslexia Teachers, Campus Administration, District ELAR Content Coordinators

Observations of teachers implementing and working in Dyslexia PLC, Dyslexia PLC agendas and sign in sheets

Federal Programs Compliance


SCUCISD will evaluate student achievement in the following programs: Title 1, Bilingual/ESL, Gifted and Talented, Special Education, LEP, Career and Technology Education and students in at-risk categories.

Local Student and Academic Services Staff, Campus Administration, School Counselors

Data reports; Comprehensive Needs Assessment

Title 1, Part A campuses will implement the Title I supplemental funds to maximize student learning and achievement.

Title I Title 1 Campus Principals, Director of Curriculum and Professional Development

Budget reports, Annual federal compliance report

All programs which receive federal funding will maintain compliance with Education Department General Administrative Regulations (EDGAR)

Local Directors over federal funds, Director of Purchasing, Executive Director of Finance

Budget reports, Annual federal compliance report

Recruitment of Highly Effective Teachers


SCUC ISD has developed an equity plan to address recruitment of quality Dual Language teachers.

Equity Plan; high pay in comparison to peer districts

Director of Human Resources District Pay scale; review Equity Plan annually

SCUC ISD teacher pay scale is regularly compared to neighboring districts to ensure competitive pay.

Teacher Pay Scale Director of Human Resources Review of pay scale regularly; TASB Staffing Audit

Sexual Assault and Trafficking, Student Maltreatment


Campus counselors provide guidance lessons at the secondary level for students regarding sexual assault and trafficking

Presentation provided from the Rape Crisis Center

Junior High and High School Counselors, Director of Counseling and CCMR

Counselor documentation of dates training was provided

Assembly for students at elementary regarding student maltreatment and safety.

WHO program District Social Worker Social worker documents dates training was provided.

Student Achievement/Dropout Prevention


All students will have a graduation pathway plan developed in 8th grade, and an annual review with parent notification will occur to ensure that students are progressing towards graduation with their cohort as expected.

Campus counselors, printing costs Director of Counseling Services, Campus counselors, Campus administration

Plans in place for 8th graders, meetings scheduled

Services will be provided for at-risk students to increase academic achievement and reduce the dropout rate for these students

State Comp Ed funds Student and Academic Services staff, Campus Administration, Campus Counselors, Campus Testing Coordinators

State Comp Ed reports, Annual district report to the school board, school board agenda

Suicide Intervention


The district has developed prevention, intervention and postvention plans and procedures and has shared them with school counselors and campus administrators. Annual training is conducted by the campus counselors for all staff.

District Suicide Prevention, Intervention, and Postvention Plan

School counselors; Campus Principals, Director of Counseling and CCMR

Plans updated as needed; campus sign in sheets and agendas show training completed

Department Report

ASELCSCUCISDApril 2018

SCUCISD | Department Report 2018 Page 2

Introduction

OrgHealth™ measures your organization’s long term potential based on four themes from the survey:

• Organizational alignment

• Effective execution

• Meaningful connection with employees

• Management skills

Research shows that employees want to work at companies with great OrgHealth™ above all else.

Alignment Effectiveness

Connection My Manager


OrgHealth Theme Overview

Alignment Effectiveness

Connection My Manager

• There is good inter-departmental cooperation at SCUCISD

• I believe SCUCISD is going in the right direction

• Meetings at SCUCISD make good use of my time

• SCUCISD operates by strong values

• Senior managers understand what is really happening at

SCUCISD

• At SCUCISD, we do things efficiently and well

• SCUCISD encourages different points of view

• New ideas are encouraged at SCUCISD

• I feel well-informed about important decisions at SCUCISD

• I feel genuinely appreciated at SCUCISD

• My job makes me feel like I am part of something meaningful

• SCUCISD enables me to work at my full potential

• My manager helps me learn and grow

• My manager makes it easier to do my job well

• My manager cares about my concerns


Peer Department Comparison

Strengths & Focus Areas


Survey Insights

So you can act on survey results faster, our patent-pending algorithm studies them to find out what really matters

– and where you can make the most significant impact. It identifies your:

…and shows which factors (survey items measuring OrgHealth™) and groups are affected.

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To help you find and use your most pivotal results, we studied 380M data points over 14M surveys across the last 10 years. Our algorithm checks each survey response against

specific expectations for the individual and industry, then quickly provides analysis that would take an expert consultant days or weeks.

Strengths

Successes to celebrate and study

Focus Areas

Opportunities for improvement


Strengths

Open-mindedness

Employees feel encouraged

to share different points of

view.

"SCUCISD encourages different points of view"

Communication up

Employees think senior

leaders understand what's

going on.

"Senior managers understand what is really happening at SCUCISD"

Execution

Employees think things run

efficiently and well.

"At SCUCISD, we do things efficiently and well"


Strengths

Appreciation

Employees feel genuinely

appreciated.

"I feel genuinely appreciated at SCUCISD"

Direction

Employees believe the

organization's going the

right direction.

"I believe SCUCISD is going in the right direction"

Development

Employees think their

managers help them learn

and grow.

"My manager helps me learn and grow"

Next Steps


Four Steps to Success

We hope these insights will help to inspire actions that make SCUCISD a better place to work together. Across all the organizations we’ve helped, these small steps have powered the largest leaps forward.

Stay Open

It’s important to remember that feedback is a gift. Don’t get defensive thinking about who might have responded

in which way – just address the issues, double down on

strengths, and keep moving toward solutions.

Huddle up

Get your team together (or use your next team meeting)

to thank everyone for their anonymous feedback and

start talking about opportunities for improvement.

Afterward, share as much information as you can.

Talk it out

Start candid conversations by inviting employees to share

their thoughts about the results and planned actions. You

don’t have to solve this on your own – let passionate

employees help pursue specific and trackable goals.

Take action

It’s generally better to focus on two or three opportunities at a time while leveraging your department’s strengths. Check for available resources and don’t be afraid to seek out organizational support.

SCUCISD | Department Report 2018

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Appendix

Org Health

Alignment

Effectiveness

Connection

My Manager

Most improved

Least Improved

Statement Report

Further Details

Job Grades

Tenure

Salary Band

Results By Demographic

Top & Bottom Departments

Largest Departments

By Department


OrgHealthAlignment


OrgHealthEffectiveness


OrgHealthConnection


OrgHealthMy Manager


Most improved statementsMay include statements that decreased the least


Least improved statementsMay include statements that decreased the most

9/28/2018 2018 Accountability: Overall

https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&_debug=0&sublevel=camp&single=N&batch=N&app=PUBLIC&ptype=H&title=2018+Accountability+Reports&_program=perfrept.perfmast… 1/1

Accountability Data Search Help

Texas Education Agency2018 Accountability Ratings Overall Summary

ALLISON L STEELE E L C (094902002) - SCHERTZ-CIBOLO-U CITY ISD

Component

ScoreScaled

Score RatingOverall 77 Met Alternative Standard Student Achievement 77 Met Alternative Standard STAAR Performance 29 79 College, Career and Military Readiness 6 69 Graduation Rate 97.6 90 School Progress Not Rated Academic Growth Not Rated Relative Performance (Eco Dis: 33.8%) Not Rated Closing the Gaps Not Rated

Notes:

- This is an Alternative Education campus. This campus was evaluated by alternative education accountability provisions.

Distinction Designations

ELA/Reading Not EligibleMathematics Not EligibleScience Not EligibleSocial Studies Not EligibleComparative Academic Growth Not EligiblePostsecondary Readiness Not EligibleComparative Closing the Gaps Not Eligible

https://rptsvr1.tea.texas.gov/perfreport/account/2018/srch.html

https://rptsvr1.tea.texas.gov/perfreport/account/2018/shelp.html

Draft as of 9/28/2018

PRIORITY 1 All Graduates will be College and/or Career

and/or Military Ready

PRIORITY 2 High-performing and Engaged Workforce

PRIORITY 3 Highly Satisfied Students, Parents and Community

PRIORITY 4 Efficient District and Campus Operations

Purpose Statement: SCUC strives to prepare every graduate for post high school success in a way that embraces critical attributes outlined in our traits of a graduate.

Purpose Statement: SCUC strives to engage and develop its staff in order to ensure a high-performing, top workplace environment.

Purpose Statement: SCUC strives to listen and learn from key customers to provide service excellence in order to build strong relationships and exceed customer expectations.

Purpose Statement: SCUC strives to embrace and enhance financial accountability and good stewardship of community resources in order to provide maximum allocation for direct instruction purposes.

PRIORITY 1 PRIORITY 1: 2018-22 Strategic Goals

1.1 Annually increase the percentage of all students demonstrating college, career, and/or military readiness 1.2 Annually increase the percentage of students reading on or above level in all grades 1.3 Annually increase the percentage of students who understand and exemplify the SCUC Traits of a Graduate

PRIORITY 1: Key Annual Strategic Actions Increase the number of students taking the TSI assessment while attending ALSELC

by scheduling the assessment to occur on campus. Increase the number of students taking the ASVAB. Coordinate with the Navy

Recruiters and local Base to provide and proctor the ASVAB once each semester. Develop, implement and get student participation in the military and college ready

experiences. (PT days, field trips, recruiters). Increase student awareness by displaying the traits of a graduate in a variety of

ways. Using the District Writing Continuum and the MAPS program students will receive

individualized instruction to improve reading and writing skills. PRIORITY 1: Key Annual Results

C 1 The ALSELC campus will earn 10 points for CCMR on the 18-19 accountability calculations (increase of 4 points) C 2. 75% of students identified as not reading on grade level on the universal screener will demonstrate half a year of growth. C. 3 100% of students will demonstrate awareness of the Traits of an ALSELC Graduate (same as district) as indicated on their exit survey.

PRIORITY 1: Key Annual Progress Monitoring Measures TSI participation and performance scores Participation rates on the ASVAB Participation rates in military ready and college ready experiences District Writing Continuum and MAPS reading SCUC Traits of a Graduate Displays

PRIORITY 2

PRIORITY 2: 2018-22 Strategic Goals 2.1 Annually Increase the percentage of participants who respond in the top 3 (of 7) scoring bands in workforce satisfaction on SCUC annual survey.

PRIORITY 2: Key Annual Strategic Actions Communicate frequently and invite input and feedback as the change process moves

forward. Participate in rounding activities to include teachers and other leaders. Increase the opportunities for two-way communication between campus and district

personnel.

PRIORITY 2: Key Annual Results (2.1) C1. Maintain a 4.5 or higher average rating on each ‘theme’ of Organization Health.

PRIORITY 2: Key Annual Progress Monitoring Measures 1. Monitor effect of changes on staff satisfaction with a MOY survey and discussion

2. Agendas reflecting feedback opportunity and/or discussions about Vision and programming.

Draft as of 9/28/2018

PRIORITY 1 All Graduates will be College and/or Career

and/or Military Ready

PRIORITY 2 High-performing and Engaged Workforce

PRIORITY 3 Highly Satisfied Students, Parents and Community

PRIORITY 4 Efficient District and Campus Operations

Purpose Statement: SCUC strives to prepare every graduate for post high school success in a way that embraces critical attributes outlined in our traits of a graduate.

Purpose Statement: SCUC strives to engage and develop its staff in order to ensure a high-performing, top workplace environment.

Purpose Statement: SCUC strives to listen and learn from key customers to provide service excellence in order to build strong relationships and exceed customer expectations.

Purpose Statement: SCUC strives to embrace and enhance financial accountability and good stewardship of community resources in order to provide maximum allocation for direct instruction purposes.

PRIORITY 3 PRIORITY 3: 2018-22 Strategic Goals

STUDENT 3.1 Annually increase the percentage of student participants in will respond in top 2 (of 5) scoring bands in Annual Student Satisfaction Survey

PARENTS 3.2 Annually increase the percentage of student (parent) retention year-to-year attending SCUCISD schools in grades K-12.

COMMUNITY 3.3 Annually increase the percentage of community respondents who respond in top 2 (of 5) scoring band in the SCUCISD Annual Community Survey

PRIORITY 3: Key Annual Strategic Actions Meet with APs and Counselors from both comprehensive HSs twice yearly to review

programming, needs, and selection process

Review Panorama data to identify students in need of small school programming. Develop and administer a student survey to provide feedback on programming and

campus systems.

PRIORITY 3: Key Annual Results STUDENTS

C1. Develop and administer a student exit survey to gather meaningful feedback from 75% of ALSELC graduates.

COMMUNITY C2. In order to increase the year-to-year retention of students living in SCUC, a transition plan for ALSELC programming will be developed, approved and implemented according to the approved timeline .

PRIORITY 3: Key Annual Progress Monitoring Measures

Student survey participation rates

Monthly review of student survey data Enrollment numbers and patterns.

SCUC ISD Professional Development Plan

2018-2019

Professional Development Audience Funding Source

Data Services and Training District and Campus Administrators

Title II, Part A

Sheltered Instruction Training District and Campus Staff Title II, Part A

Language Arts Workshop Training Campus Staff Title II, Part A

Standards Based Planning Training Campus Staff Title II, Part A

Instructional Depth and Rigor Campus Staff Title II, Part A

Online Professional Development Resources

District and Campus Administrators

Title II, Part A

Aligned and Effective Assessment Writing

Curriculum Coordinators Title II, Part A

Instructional Coaching Training Campus Instructional Coaches and Curriculum Coordinators

Title II, Part A

Results Coaching Training District and Campus Administrators

Title II, Part A

Professional Development Best Practices Training

District and Campus Administrators

Title II, Part A

Books to Support Title 2 Funded Training

All of the Above Title II, Part A

Panorama Social Emotional Screener and Supports/Materials Training

Schertz Elementary and Wilder Intermediate Staff

Title IV, Part A

Staff training on emotional poverty and diversity

Schertz Elementary and Wilder Intermediate Staff

Title IV, Part A

Professional Learning Community Time and Support

All Staff Local Funds; TEA Waiver for Time During Contract Hours

Training to Meet Needs of All Learners: 504 Training RtI Training Special Education Training Content Specific Training SCUC-U Event Gifted and Talented Training

All Staff Local Funds, IDEA Funds

Schertz-Cibolo Universal City Independent School District ...€¦ · Comprehensive Needs...

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