BES CIP 2018-2019

  • Traducir Hays Consolidated Independent School District 
    Buda Elementary School
    2018-2019 Goals/Performance Objectives/Strategies

    Mission Statement
    The mission of Buda Elementary is to preserve our legacy and empower students to achieve their highest aspirations through collaboration and student centered learning opportunities.

    Vision
    Buda Elementary prepares learners for the future through innovation, inspiration, and creative collaboration.

    Value Statement
    I am a BUDA achiever; I will: 
    Be respectful and responsible
    Use good manners at all times
    Do my personal best
    And always make safe choices


    Table of Contents

    Goals

    Goal 1: Hays CISD believes in the achievement of every student.
    Goal 2: Hays CISD is dedicated to treating all stakeholders with respect  and dignity.
    Goal 3: Hays CISD is dedicated to the safety, social and emotional well-being of students and staff.


     

Goal 1

  • Goal 1: Hays CISD believes in the achievement of every student.

    Performance Objective 1: The campus will evaluate and address the individual needs of each student. Student performance will be evaluated in academics, college readiness, and career development. Our staff believes in the education of the whole child and knows that success is based on more than the result of a single test.

    T-PESS Standard 1- Instructional Leadership: The principal is responsible for ensuring every student receives high-quality  instruction.

    Evaluation Data Source(s) 1: The principal will provide a report to their Deputy Academic Officer summarizing student academic performance, including college, career, and military readiness efforts at their campus. A summary of staff professional development efforts addressing data disaggregation, administrative walk-throughs, and CTE programs, will be provided by the principal to the Deputy Academic Officer that includes literacy and math data, along with specific curricular and teaching strategies to address these areas. PK-3 reading levels will be measured at the beginning and end of each year. The principal will monitor student growth comparing approaches/meets/masters % vs. the state.

    Summative Evaluation 1:

     

    Strategy Description

     

    ELEMENTS

     

    Monitor

     

    Strategy's Expected Result/Impact

    Reviews

    Formative

    Summative

    Oct

    Feb

    Apr

    June

    1) Reading: The campus will implement the 1,000 word challenge, provide training and professional development for all K-2 teachers for a focus on phonics using open court and utilize a balanced

    2.4

    District Support Provided by ELA Content Coordinators

    3rd, 4th and 5th grade will increase Domain 1 by 5% when using STAAR score comparison groups for the 2018-19 school year.

    some

     

     

     

     

     

     

     

     

     

     

     

     

    literacy approach to improve literacy.

     

     

    TTESS Dimension 2.2 Content Knowledge and

     

     

    Campus Principal

    Expertise

    2) Writing: Writing goals have been established for all grade levels that align to the grade level TEKS. In addition, the master schedule identifies writing instruction. The district will provide specific

    2.4

    District Support Provided by ELA Content Coordinators

    4th grade will increase Domain 1 by 10% in comparison groups for the 2018-19 school year.

     

    TTESS Dimension 2.2 Content Knowledge and

    some

     

     

     

     

     

     

     

     

     

    professional development (TBD) for 4th grade

     

     

    Expertise

    teachers. Students will also demonstrate growth

     

    Campus Principal

     

    through writing samples to be presented to parents

     

     

     

    during their EOY student-led conferences.

     

     

     

    3) Math: Increasing Numeracy facts through the implementation of formative loop will be a school priority.

    2.4

    District Support Provided by Math Content Coordinators

    3rd, 4th and 5th grade will increase Domain 1 by 5% when using STAAR score comparison groups for the 2018-19 school year.

    some

     

     

     

     

     

     

     

     

     

     

    TTESS Dimension 2.2 Content Knowledge and

     

     

    Campus Principal

    Expertise

    4) Science/STEM: The campus has set expectations for teachers to meet appropriate lab minutes as identified by the district. Staff are encouraged and expected to utilize the campus science lab providing

    2.4

    District Support Provided by Science Content Coordinators

    5th grade will increase Domain 1 by 5% when using STAAR score comparison groups for the 2018-19 school year.

    some

     

     

     

     

     

     

     

     

     

    students with real-world connections.

     

     

    TTESS Dimension 2.2 Content Knowledge and

     

     

    Campus Principal

    Expertise

    5) Social Studies: Students will engage with lessons that are aligned to standards as well as providing them real-life opportunities for civic responsibilities. One example would be to participate in a mock vote during

    2.4

    District Support Provided by Social Studies Content Coordinators

    93% of teachers will score proficient or higher in T- TESS Dimension 2.2 by planning, delivering and assessing engaging lessons aligned to grade level standards.

    some

     

     

     

     

     

     

     

     

    election season.

     

     

     

     

     

    Campus Principal

    TTESS Dimension 2.2 Content Knowledge and

     

     

     

    Expertise

    6) Instructional Planning: Teachers will complete weekly lesson plans. Administration will use walk- throughs, observations and PLC's to provide feedback.

    2.5

    District Support Provided by Director of Curriculum and Instruction

    90% of teachers will score proficient or higher on T- TESS dimension 1.1

     

    TTESS Dimension 1.1 Standards and Alignment

    some

     

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    7) Progress Monitoring: Teachers will share student information/data during the 3rd PLC meeting of each month. This will help identify trends and provide a direction for professional development.

    2.4

    District Support Provided by Director of Academic Support

    During the monthly PLC meeting, 100% of teachers are expected to bring student work/data and make adjustments to the visual display in the PLC room identifying growth or areas of concern for all students.

    some

     

     

     

     

     

     

     

     

     

     

    Campus Principal

    TTESS Dimension 2.5 Monitor and Adjust

    8) Data and Assessment: 100% of teachers will participate in district professional planning days as well as campus professional planning days with a focus on student data to monitor our progress towards student growth.

    2.4

    District Support Provided by Coordinator of Accountability and Testing

    100% of staff have an opportunity to facilitate professional development and lead their peers.

     

    TTESS Dimension 1.2 Data and Assessment

    some

     

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    9) Response to Intervention: Tiered instruction was built into the master schedule. An effort to push-in more this year with our interventionist was a conscious decision.

    2.6

    District Support Provided by Director of Academic Support

    BES will make an increase of 3% in Domain II for the 2018-19 school year.

     

    TTESS Dimension 2.4 Differentiation

    most

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    10) English Learners: All instructional staff are ESL certified and utilize a variety of instructional techniques identified as high-yield strategies for all ESL students.

    2.6

    District Support Provided by the Director of PK-12 Multilingual Education

    BES will make an increase of 3% in Domain II for the 2018-19 school year.

     

    TTESS Dimension 2.4 Differentiation

    most

     

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    11) Special Education Services: Co-teaching was the starting point for the BES master schedule for grades 3-5. A purposeful plan to ensure all special education students are integrated into general education settings.

    2.4

    District Support Provided Director of Special Education

    100% of teachers will ensure students IEP's are followed and implemented. Instructional teachers is expected to attend 100% of students ARD's.

    most

     

     

     

     

     

     

     

     

     

     

    TTESS Dimension 2.4 Differentiation

     

     

    Campus Principal

     

    12) Dyslexia Services: BES will utilize the RtI committee to review and appropriately identify students that qualify for services.

    2.4

    District Support Provided by Director of Academic Support

    100% of identified students will receive appropriate dyslexia services provided through a qualified dyslexia teacher.

    most

     

     

     

     

     

     

     

     

     

     

    TTESS Dimension 2.4 Differentiation

     

     

    Campus Principal

     

    13) 504 Services: BES Assistant Principal will ensure that all students identified under 504 will be provided services as prescribed in their plan. utilizing E-Sped system to monitor and log communication.

    2.4

    District Support Provided by Director of Academic Support

    100% of identified 504 students will receive identified accommodations.

     

    TTESS Dimension 2.4 Differentiation

    most

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    14) Accelerated Instruction for At-Risk Students: BES counselor provides lessons for all students on a weekly basis as well as the implementation of our SEL program The 7 Mindsets.

    2.6

    District Support Provided by Director of Academic Support and the Director of

    BES will make an increase of 3% in Domain II for the 2018-19 school year.

     

    TTESS Dimension 1.3 Knowledge of Students

    some

     

     

     

     

     

     

     

     

     

     

     

    Student Services

     

     

     

    Campus Principal

     

    15) Gifted and Talented Services: BES utilizes the cluster group model set forth by the district to maximize learning for identified GT students.

    2.5

    District Support Provided by Coordinator of Gifted and Talented

    100% of students identified at Gifted and Talented (GT) are placed in a cluster group.

     

    TTESS Dimension 1.4 Activities

    most

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    16) College, Career and Military Readiness: During the campus career day a variety of professionals present to students.

    2.5

    District Support Provided by Director of College and Career Readiness and

    BES will hold a career day event during the 2018-19 school year.

     

    TTESS Dimension 2.1 Achieving Expectations

    none

     

     

     

     

     

     

     

     

     

     

     

    Counseling

     

     

     

    Campus Principal

     

    17) Career and Technical Education: Students at BES are provided opportunities through labs, field trips and guest speakers with a focus on real world learning experiences.

    2.5

    District Support Provided by the Director of Career and Technical Education

    100% of students will participate in learning opportunities presented to them during the 2018-19 school year.

     

    TTESS Dimension 2.1 Achieving Expectations

    some

     

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    18) Instructional Technology: Teachers will utilize technology in ways that enhance activities, promote blended learning opportunities and help with parent communication.

    2.5

    District Support Provided by the Director of Digital Learning

    100% of teachers will implement/utilize a variety of platforms (websites, kahoot, dojo, dreambox) to promote our 2nd year of our blended learning implementation model.

    most

     

     

     

     

     

     

     

     

     

    Campus Principal

    TTESS 1.4 Activities

    19) Advanced Academics: BES has a STEM/Science lab as well as maker space materials, including a 3D printer, for students to engage in opportunities beyond their TEKS.

    2.5

    District Support Provided by Coordinator of Advanced Academics

    BES master level on STAAR for all grades, 3-5, will increase by 5% for the 2018-19 school year.

     

    TTESS Dimension 2.1 Achieving Expectations

    some

     

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    20) Pre-Kindergarten Program: BES provides an open house forum for parents to engage in a conversation about their child's Pre-K experience as well as expectations from the instructor.

    2.5

    District Support Provided by Director of Early Childhood and Extended Day Programs

     

    Campus Principal

    100% of parents will receive the PowerPoint presentation from the Pre-K instructor.

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

    check

     

     

     

     

     

     

    check

     

     

     

     

     

     

    check

     

     

     

     

     

     

     

    21) Kindergarten: The district will provide guidance to parents to ensure a smooth transition from early childhood programs such as head-start and PK (Countdown to Kindergarten).

    2.5

    District Support Provided by Director of Early Childhood and Extended Day Programs

     

    Campus Principal

    100% of students entering Kindergarten will receive an invitation to participate in Countdown to Kinder.

     

     

    TTESS Dimension 4.4 School Community Involvement

    check

     

     

     

     

     

     

    check

     

     

     

     

     

     

    check

     

     

     

     

     

     

     

    22) Pregnancy-Related Services: The district provides support services, including the Compensatory Education Home Instruction (CEHI) program, to pregnant and parenting students. The PEP staff collaborates with other programs including Early

    2.6

    District Support Provided by the Coordinator of Pregnancy Related Services

    100% of students served with PEP/CEHI services will be provided education in all course subjects required for promotion/graduation, courses in child development, parenting, Job-related skills and community services.

     X

     X

     X

     

    Head Start staff, counselors, case managers,

     

     

     

    educators, support staff and others who support

     

    Campus Counselor

    TTESS Dimension 2.4 Differentiation

    pregnant and parenting students in their completion of

     

     

     

    requirements needed for graduation while learning to

     

     

     

    manage the responsibilities of parenthood. These

     

     

     

    services continue to be administered while the student

     

     

     

    is receiving home instruction services.

     

     

     

    23) Higher Education Requirements: The district will ensure that secondary students' teachers, counselors, and parents receive information about higher education admissions and financial aid opportunities, DC opportunities, HB5 graduation requirements, the TEXAS grant program, scholarships, endorsements,

    2.5

    District Support Provided by Director of College and Career Readiness and Counseling

    All students grades 8-11 will receive Navigate your Future course guides. All 6-11 grade students will complete a career and learning styles inventory. All students grades 9-11 will complete their course selection and individual graduation plans.

     X

     X

     X

     

    and the need for students to make informed

     

     

    TTESS Dimension 2.1 Achieving Expectations

    curriculum choices to be prepared for success beyond

     

    Campus Counselor

     

    high school.

     

     

     

    24) Title I: The Title I, Part A school wide program is designed to provide supplemental instruction support to campuses, with a population that contains 40% or higher of low-income students, to increase academic achievement. The basis for eligibility is indicated on the ESSA Consolidated Federal Grant Application and campuses are served in rank order, with per pupil allocations tiered, based on need of services (see Title I campus plan).

    2.4

    District Support Provided by the Director of Federal Programs, State Reports and Grants

     

    Campus Principal

    The Campus Allocations worksheet maintains a rank order with needs prioritized and funds efficiently utilized within the grant year. Campus Title I plans reflect strategies developed from a comprehensive needs assessment and fiscal prioritization categorized by the Commissioner's 4 priorities.

     

    TTESS 4.1 Professional Demeanor and Ethics

    check

     

     

     

     

     

     

     

    check

     

     

     

     

     

     

     

    check

     

     

     

     

     

     

     

     

     

    check = Accomplished

    arrow = Continue/Modify

    considerable = Considerable

    some = Some Progress

    none = No Progress

    discontinue = Discontinue

     

Goal 2

  • Goal 2: Hays CISD is dedicated to treating all stakeholders with respect and dignity.

    Performance Objective 1: A safe environment must include secure facilities, staff and student training, and our adopted standard response protocol. The campus will partner with local and state entities to assure preparedness. Specific areas to be addressed are campus access, detecting and reporting possible threats, and building an environment of trust between adults and all students. Our Emergency Operations Plan is updated annually and followed throughout the district.

    Evaluation Data Source(s) 1: The campus will utilize the updated EOP along with district safety protocols and training. The campus will report to their Deputy Academic Officer an overview of student and staff character development, including extra-curricular/club participation, and social/emotional supports (discipline, attendance, counseling strategies. The principal and appropriate staff will attend all relevant training throughout the year on this topic. Specific attention will be given to the communication of campus/district safety efforts (both physical and training) to our community.

    TPESS Standard 2 - Human Capital: The principal is responsible for ensuring there are high-quality teachers and staff in every classroom throughout the school.

    TPESS Standard 4 - School Culture: The principal is responsible for establishing and implementing a shared vision and culture of high expectations for all staff and students.

    Summative Evaluation 1:

     

    Strategy Description

     

    ELEMENTS

     

    Monitor

     

    Strategy's Expected Result/Impact

    Reviews

    Formative

    Summative

    Oct

    Feb

    Apr

    June

    1) Student Safety: BES parents are expected to check in and check out upon visiting our campus. We ask for identification and scan all visitors through the raptor system. Campus staff are updated during staff meetings

    2.5

    District Support Provided by the Director of School and Student Safety

    BES will demonstrate a 3% increase in parent satisfaction from the district's end of year survey, K12 Insight, regarding school safety.

    most

     

     

     

     

     

     

     

    regarding safety expectations and procedures--including

     

     

    TTESS Dimension 3.1 Environment, Routines and

    SRP training.

     

    Campus Principal

    Procedures

    2) Social Emotional Learning: BES utilizes Cloud 9 character education as well as The 7 Mindsets.

    2.5

    Director of College and Career Readiness and

    BES will demonstrate a 3% decrease in student referrals for the 2018-19 school year.

    some

     

     

     

     

     

     

     

     

     

    Counseling

    TTESS Dimension 3.3 Classroom Culture

     

     

    Campus Counselor

     

    3) Increasing Attendance, Drop-Out Prevention: BES utilizes a variety of techniques and incentives to encourage students to attend school, some include 9 Week bike giveaways, weekly 97% class recognition for

    2.5

    District Support Provided by the Director of Student Services

    BES will reach 97% or higher in attendance for the 2018- 19 school year.

     

    TTESS Dimension 3.3 Classroom Culture

    some

     

     

     

     

     

     

     

    attendance, pawsitive referrals, etc.

     

     

     

     

     

    Campus Principal

     

    4) Student Engagement: High yield strategies from lead4ward will be implemented.

    2.6

    District Support Provided by the Director of Extra-

    BES survey results from K12 Insight will reflect a 5% increase in students feeling engaged on campus.

    most

     

     

     

     

     

     

     

     

     

     

    and Co-Curricular activities

    TTESS Dimension 3.3 Classroom Culture

     

     

    Campus Principal

     

    5) Positive Behavior Intervention Support: BES utilizes a variety of systems to support PBIS. Some examples include meeting each child at the door, social contract, common area expectations on anchor charts, morning

    2.5

    District Support Provided by the Director of Student Services

    BES will reduce the number of office referrals by 3% for the 2018-19 school year.

     

    TTESS Dimension 3.2 Managing Student Behavior

    most

     

     

     

     

     

     

     

    announcements--Buda Achiever--about character

     

     

     

    expectations.

     

    Campus Principal

     

    6) Health and Wellness: The district will implement the coordinated school health plan and encourage healthy and active lifestyle choices as advised by the Student Health Advisory Committee (SHAC).

    2.5

    District Support Provided by the Director of Health Services

    All SHAC meeting notes, sign-in sheets and agendas reflect implementation of actionable items.

     

    TTESS Dimension 3.1 Classroom Environment,

    some

     

     

     

     

     

     

     

     

     

     

     

    Routines, and Procedures

     

     

    Campus Nurse

     

    7) Early Intervention: The district will provide counseling and guidance services to support identified student needs regarding early mental health intervention, suicide prevention, conflict resolution, use of tobacco, and drug/violence prevention/intervention.

    2.6

    District Support Provided by Director of College and Career Readiness and Counseling

    100% of all campus personnel will complete the mandatory suite of state training (suicide awareness/prevention, bloodborne pathogens, AED, food allergies, sexual harassment, CPS, and Child Abuse)

    most

     

     

     

     

     

     

     

     

     

     

    The district will enter a Counseling/Social workers

     

     

    TTESS Dimension 4.1 Professional Demeanor and Ethics

    Intern Model with TX state. The district will continue to

     

    Campus Counselor

     

    train staff in Suicide Prevention and update the Suicide

     

     

     

    Action Plan.

     

     

     

    8) Addressing Abuse: The district will adhere to the district policy addressing sexual abuse and other maltreatment of children which includes methods for staff, student and parent awareness including prevention techniques and warning signs of victims, actions for the

    2.6

    District Support Provided by Director of College and Career Readiness and Counseling

    100% of all campus personnel will complete the mandatory suite of state training (suicide awareness/prevention, bloodborne pathogens, AED, food allergies, sexual harassment, CPS, and Child Abuse)

    most

     

     

     

     

     

     

     

     

    safety and counseling of the victims and CPS reporting

     

     

    TTESS Dimension 4.1 Professional Demeanor and Ethics

    by staff and administrators.

     

    Campus Counselor

     

    9) Anti-Bullying: The district will ensure that the discipline management program provides for prevention, intervention and education concerning unwanted physical and/or verbal aggression, sexual harassment, cyber-bullying, bullying harassment on campus, school grounds, and in school vehicles. Students will have access to the Hays Hope Line to report harassment, bullying and other personal issues.

    2.6

    District Support Provided by Director of College and Career Readiness and Counseling

     

    Campus Counselor

    100% of counselors submit counseling logs and guidance lessons to the Director of College and Career and Guidance.

     

    TTESS Dimension 4.1 Professional Demeanor and Ethics

    most

     

     

     

     

     

     

     

     

     

    10) Homelessness: Campus counselors will identify students that are homeless and utilize district resources (TI reservations and TEXSHEP funds), in coordination with the homeless liaison, to provide emergency instructional supplies, hygiene products and clothing as needed.

    2.6

    District Support Provided by the Director of Federal Programs, State Reports and Grants

     

    Campus Counselor

    100% of students identified as homeless under McKinney Vento, will receive services to fit their individual needs.

     

    TTESS Dimension 1.3 Knowledge of Students

    most

     

     

     

     

     

     

     

     

    11) Foster Care: The district will provide supplemental transportation and free lunch to ensure educational stability for children in foster care.

    2.6

    District Support Provided by the Director of Federal Programs, State Reports and Grants

     

    Campus Counselor

    100% of students identified as a Foster student, will receive services to fit their individual needs.

     

    TTESS Dimension 1.3 Knowledge of Students

    most

     

     

     

     

     

     

     

     

    12) Migrant Services: The district will utilize a shared service arrangement with Region 13, to provide a high- quality and comprehensive educational program for migratory children that: reduces the education disruptions and other problems that result from repeated moves, does not penalize in any manner by disparities among the States in curriculum, provides appropriate services, full and appropriate opportunity to meet state academic standards, and that benefits students from systemic reform.

    2.6

    District Support Provided by the Coordinator of LPAC, Testing and Translation

     

    Campus Principal

    The campus will provide services to 100% of migrant students identified through the utilization of Region 13 SSA. (See Priority for Services Addendum)

     

    TTESS Dimension 1.3 Knowledge of Students

    check

     

     

     

     

     

     

     

     

    check

     

     

     

     

     

     

     

     

    check

     

     

     

     

     

     

     

     

     

    13) DAEP: The district will monitor performance data of students served in the DAEP including: student groups served, attendance rates, pre- post- assessment results, dropout rates, graduation rates and recidivism rates.

    2.6

    Director of Student Services

     

    Campus Principal

    S.M.A.R.T Goal Here

     

    TTESS Dimension 1.3 Knowledge of Students

    none

     

     

     

     

     

     

     

    check = Accomplished

    arrow = Continue/Modify

    considerable = Considerable

    some = Some Progress

    none = No Progress

    discontinue = Discontinue

     

Goal 3

  • Goal 3: Hays CISD is dedicated to the safety, social and emotional well-being of students and staff.

    Performance Objective 1: Cultivating great community and staff relations requires empathy, visibility, trust, and communication. Communication through all appropriate avenues is a priority, and staff will receive training in these areas. Our campus is committed to increasing client engagement both internally and externally.

    Evaluation Data Source(s) 1: Staff will receive targeted training, after a process review, in the areas of customer service and community relations. The campus will develop strategies and systems to make this the best place to work, and these strategies will be shared with the Deputy Academic Officer. The campus will provide a monthly update on community and staff outreach. An employee engagement survey will be given and the results will be utilized to address needs as identified.

    TPESS Standard 3 - Executive Leadership: The principal models personal responsibility and a relentless focus on improving student  outcomes.

    TPESS Standard 5 - Strategic Operations: The principal is responsible for implementing systems that align with the school's vision and mission and improve the quality of instruction.

    Summative Evaluation 1:

     

    Strategy Description

     

    ELEMENTS

     

    Monitor

     

    Strategy's Expected Result/Impact

    Reviews

    Formative

    Summative

    Oct

    Feb

    Apr

    June

    1) Customer Service: BES will provide excellent customer service to all stakeholders. BES will promote our campus, as well as Hays CISD, using social media (like FB) and Twitter).

    3.2

    District Support Provided by the Communication Specialists and the Director of

    BES K12 Insight survey results will reflect a rating of 90% or higher in customer satisfaction.

     

    TTESS Dimension 2.3 Communication

    most

     

     

     

     

     

     

     

     

     

     

     

     

    Community

     

     

     

    Relations

     

     

     

    Campus Principal

     

    2) School Community Involvement: BES will continue to promote and encourage active participation from the community through its PTA organization. BES will provide opportunities such as Big Dogs, Talent Show,

    3.2

    District Support Provided by the Director of Student Services

    BES PTA membership will increase by 5% for the 2018- 19 school year.

     

    TTESS Dimension 4.4 School Community Involvement

    most

     

     

     

     

     

     

     

    Father-Daughter Dance, Mother-Son game night, Buda

     

     

     

    Buddies, etc.

     

    Campus Principal

     

    3) Goal Setting (CNA/CIP/DIP): BES CLT meets 4 times in a school year to review progress on goals set forth in the campus CIP.

    3.2

    District Support Provided by the Director of Federal Programs, State Reports and Grants

    BES will conduct 4 CLT meetings during the 2018-19 school year.

     

    TTESS Dimension 4.2: Goal Setting

    most

     

     

     

     

     

     

     

     

     

     

    Campus Principal

     

    4) Communicating Student Achievement to Parents: Fall Parent-Teacher Conferences are held as well as Spring and EOY student-led conferences. Other systems in place to facilitate communication include email, meetings such as ARDS and RtI and grades.

    3.2

    District Support Provided by Coordinator of Accountability and Testing

    BES will provide 100 % of students with report cards during each 9 week grading period.

     

    TTESS Dimension 2.3 Communication

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    Campus Principal

     

    5) Professional Development: Ongoing and embedded professional development will take place at BES during weekly PLC meetings. Monthly staff meetings and district provided PD will also support teachers ongoing learning.

    2.4

    District Support Provided by the Coordinator of Professional Development and Special Projects

    100% of teachers will receive campus and district PD throughout the 2018-19 year as reflected by staff sign in sheets and Eduphoria.

     

    TTESS Dimension 4.3 Professional Development

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    Campus Principal

     

    6) Professional Learning Communities: Weekly PLC meetings with a focus on student growth.

    2.5

    District Support Provided by the Coordinator of

    BES will increase their Domain II score by 5% for the 2018-19 school year.

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    Professional Development and

    TTESS Dimension 4.3 Professional Development

     

     

    Special Projects

     

     

     

    Campus Principal

     

    7) Attract/Retain high quality staff: Retention rates at BES continue to be high due to the organizational culture and leadership opportunities.

    2.4

    District Support Provided by the Director of Human Resources

    K12 Insight survey results will show a 5% increase in satisfaction in the workplace and with their supervisor.

     

    TTESS Dimension 4.3 Professional Development

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    Campus Principal

     

    8) Title I: Title I campuses will conduct an annual meeting to review and revise the written Parental and Family Engagement Plan. The plan is developed jointly with, agreed upon by, and distributed to, parents of participating students.

    3.1

    District Support Provided by the Director of Federal Programs, State Reports and Grants

    100% of Title I campuses will upload agendas, sign in sheets, meeting notes, and meeting announcements of meetings held to discuss and distribute the Parental and Family Engagement Plan.

    some

     

     

     

     

     

     

     

     

     

     

     

    TTESS Dimension 4.4 School Community Involvement

     

     

    Campus Principal

     

    9) Fiscal Compliance: In order to increase program effectiveness, eliminate duplication, and reduce fragmentation of instructional programs, the district will coordinate federal (TI, TII, TIII, TIV), state (SCE, SAMP), and local funds to provide appropriate programs, instruction, and services to all students while maximizing the impact of available resources.

    2.4

    District Support Provided by the Director of Federal Programs, State Reports and Grants and the Chief Financial Officer

     

    Campus Principal

    Federal and state compliance will be met in accordance to EDGAR and ESSA, by receiving zero "missed" Initial Compliance Review (ICR) indicators, maintaining 100% rank order with campus allocations, receiving zero audit findings during review, and meeting 100% of comparability and MOE standards. The campuses will utilize ESSA budget templates to plan expenditures with measurable outcomes.

     

    TTESS Dimension 4.1 Professional Demeanor and Ethics

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    check = Accomplished

    arrow = Continue/Modify

    considerable = Considerable

    some = Some Progress

    none = No Progress

    discontinue = Discontinue