DMS CIP 2018-2019

  • Traducir Hays Consolidated Independent School District 
    Dahlstrom Middle School
    2018-2019 Goals/Performance Objectives/Strategies

    Accountability Rating: Met Standard

    Mission Statement
    Dahlstrom Middle School currently serves 957 students. Our mission is to provide a diverse, competitive, and rigorous level of education for every student, every day, within a safe learning environment. Our Dahlstrom team along with our parents and community will assist students in developing the skills to become independent and self-sufficient learners who will succeed and contribute responsibly in a global community.

    Vision
    Maintain progressive, dynamic instruction in every classroom, every period, every day to enrich the lives and advance our students successful learning.

    Value Statement
    STUDENT SUCCESS


    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:Target reading through differentiated Tier 1 instruction. Students will participate in daily silent sustained reading for 10 minutes. Utilize club/tutoring

    2.4

    District Support Provided by ELA Content Coordinators

    The percentage of students who pass the Reading STAAR in each reporting category will increase by 5% from the 2018 administration to the 2019 administration.

     

     

     

     

    time to provide enrichment and re-teach opportunities.

     

     

     

     

     

    Campus Principal

    TTESS Dimension 2.2 Content Knowledge and Expertise

    2) Writing: All teachers will participate in ongoing professional development led by the ELAR department to support writing in all classes. Club/tutoring time

    2.4

    District Support Provided by ELA Content Coordinators

    The percentage of students who pass the Writing STAAR in each reporting category will increase by 5% from the 2018 administration to the 2019 administration.

     

     

     

     

    during the school day will provide opportunities for

     

     

     

    enrichment and re-teaching.

     

    Campus Principal

    TTESS Dimension 2.2 Content Knowledge and Expertise

    3) Math: The math department is moving to a blended learning format to better provide differentiated and individualized instruction. The teachers will receive ongoing support and professional development as they

    2.4

    District Support Provided by Math Content Coordinators Campus Principal

    Improve at least one quartile in each grade level from 2018 to 2019 according to the distinction designation summary report.

     

     

     

     

    transition to a blended learning model.

     

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

    4) Science/STEM: The science department is expanding blended learning efforts that were successful last year. Within the blended learning model, students are

    2.4

    District Support Provided by Science Content Coordinators

    The percentage of students who pass the Science STAAR in each reporting category will increase by 5% from the 2018 administration to the 2019 administration.

     

     

     

     

    provided additional opportunities of enrichment

     

     

     

    activities that offer more depth and complexity.

     

    Campus Principal

    TTESS Dimension 2.2 Content Knowledge and Expertise

    5) Social Studies: Increase the understanding of students by providing more engaging and complex lessons. All social studies teachers will have fully implemented the blended learning model by the end of the 2018-19

    2.4

    District Support Provided by Social Studies Content Coordinators

    The percentage of students who pass the US History STAAR in each reporting category will increase by 10% from the 2018 administration to the 2019 administration.

     

     

     

     

    school year.

     

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

     

     

    Campus Principal

     

    6) Instructional Planning: The campus has purposefully built in PLC times for staff in order for teams to analyze data in a purposeful manner to guide instruction and build differentiated learning experiences.

    2.5

    District Support Provided by Director of Curriculum and Instruction

    100% of teachers will turn in unit and weekly lesson plans.

     

    TTESS Dimension 1.1 Standards and Alignment

     

     

     

     

     

     

    Campus Principal

     

    7) Progress Monitoring: The campus has a progress monitoring team which consists of the Interventionist, Instructional Coach, Assistant Principals, and Principal to track academic progress, attendance, behavior and

    2.4

    District Support Provided by Director of Academic Support

    100% of the teachers will meet on a weekly basis with the progress monitoring team by grade level to analyze data and discuss and develop strategies to address the various needs of the students.

     

     

     

     

    passing rates of students at risk of failing. Additionally,

     

    Campus Principal

     

    methods for students to track their own progress are

     

     

    TTESS Dimension 2.5 Monitor and Adjust

    being developed to be implemented during the 2018-19

     

     

     

    school year.

     

     

     

    8) Data and Assessment: The campus will assess students for learning by using district outlined assessments by using the data to guide instruction, intervention and future assessments.

    2.4

    District Support Provided by Coordinator of Accountability and Testing

    100% of teachers will analyze student data during PLCs in order to reteach and provide in class intervention and enrichment.

     

    TTESS Dimension 1.2 Data and Assessment

     

     

     

     

     

     

    Campus Principal

     

    9) Response to Intervention: The campus will utilize multiple forms of student data to inform instructional and intervention decisions (RTI) to close the

    2.6

    District Support Provided by Director of Academic Support

    By June 2019, 90% will have made one year of expected growth measured by the 2019 administration of STAAR.

     

     

     

     

    achievement gap by consistently communicating student

     

     

    TTESS Dimension 2.4 Differentiation

    needs and supports through Eduphoria digital

     

    Campus Principal

     

    documentation. The campus meets monthly to progress

     

     

     

    monitor students on the "watch list" and working

     

     

     

    collaboratively with interventionist/instructional

     

     

     

    coaches/administrators to ensure needs are met of

     

     

     

    students on Tier 2/3.

     

     

     

    10) English Learners: During PLC time, teachers will discuss how and when to implement various ELLevation strategies and reflect on the strategy after implementation.

    2.6

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

    By June 2019, 80% of all current ELs will have made one year growth on TELPAS.

     

    TTESS Dimension 2.4 Differentiation

     

     

     

     

     

     

    Campus Principal

     

    11) Special Education Services: The campus will provide programs/services for students requiring Special Education services as identified in their Individual

    2.4

    District Support Provided Director of Special Education

    100% of teachers will ensure that students receive grade level TEKS as guided by their IEPs.

     

     

     

     

    Education Plan (IEP) through least restrictive

     

     

    By the end of the 2018-19 school year, students in special

    environments (LRE) by providing push-in, inclusion and

     

    Campus Principal

    education will demonstrate increased performance on the

    specialized support models of instruction.

     

     

    STAAR exam by 5% in each reporting category and all

     

     

     

    special education students will meet their yearly progress

     

     

     

    measure.

     

     

     

    TTESS Dimension 2.4 Differentiation

    12) Dyslexia Services: Identified students will receive specialized support through the Wilson Reading program as articulated in their 504 plan.

    2.4

    District Support Provided by Director of Academic Support

    90% of all 504 students receiving dyslexia services will be successful on on achieving progress measurement on their 2019 reading STAAR test.

     

     

     

     

     

     

    Campus Principal

    TTESS Dimension 2.4 Differentiation

    13) 504 Services: The campus assistant principal will ensure that all students identified as needing 504 services will be provided with access to general

    2.4

    District Support Provided by Director of Academic Support

    100% of students identified as 504 have adequate documentation to support individualized needs.

     

     

     

     

    education opportunities that are progress monitored by

     

     

    TTESS Dimension 2.4 Differentiation

    teachers.

     

    Campus Principal

     

    14) Accelerated Instruction for At-Risk Students: The campus will support students identified as at-risk and/or economically disadvantaged by monitoring progress through PLC sessions, planning time, Response to Intervention (RTI), teacher/student attendance, providing counseling support as needed and utilizing teachers to monitor at-risk ELL students and others in need of assistance.

    2.6

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

     

    Campus Principal

    The campus will move from IR status for economic disadvantaged students in 2018 to met requirement in 2019.

     

    TTESS Dimension 1.3 Knowledge of Students

     

     

     

     

    15) Gifted and Talented Services: The campus master schedule reflects, with fidelity, a true strategic cluster group model.

    2.5

    District Support Provided by Coordinator of Gifted and Talented

     

    Campus Principal

    The percentage of students who pass the STAAR at each reporting category will increase overall by 10% from 2018 to 2019.

     

    100% of students identified as GT are in a cluster group classroom.

     

    TTESS Dimension 1.4 Activities

     

     

     

     

    16) College, Career and Military Readiness: Through classroom guidance lessons conducted by DMS school counselors, students will have an opportunity to create an account on Career Cruising. All 6th grade students will complete the Learning Style Inventory. All 7th

    2.5

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

    100% of 6th grade students will have entered their Learning Styles into Career Cruising.

     

    100% of 7th grade students will have entered their Career Interest Surveys into Career Cruising.

     

     

     

     

    grade students will complete the career interest survey

     

     

     

    on Career Cruising. All 8th grade students will begin a four year plan on Career Cruising.

    Strategies:

     

    Campus Principal

    100% of 8th grade students will have begun a four year plan in Career Cruising.

    1. Counselors will present and discuss the different learning styles and how students should advocate for the

     

     

    TTESS Dimension 2.1 Achieving Expectations

    particular learning style in classroom situations.

     

     

     

    2. Counselors will present and discuss different career

     

     

     

    paths based on the results of student career interest

     

     

     

    surveys.

     

     

     

    3. Counselors will present and discuss graduation

     

     

     

    requirements and discuss career paths relating to course

     

     

     

    selections.

     

     

     

    17) Instructional Technology: 23 Teachers are implementing a blended learning model. They will be supported through PD and individualize support from Administration, Instructional Coach, and the district

    2.5

    District Support Provided by the Director of Digital Learning

    By June 2019, 80% of core teachers will have fully implemented a blended learning instructional model.

     

    TTESS 1.4 Activities

     

     

     

     

    blended learning coach.

     

     

     

     

     

    Campus Principal

     

    18) Advanced Academics: The campus will support advanced academics by ensuring students receive differentiated instruction across contents areas.

    2.5

    District Support Provided by Coordinator of Advanced Academics

     

    Campus Principal

    The percentage of students who pass STAAR will increase overall by 5% in all reporting categories.

     

    TTESS Dimension 2.1 Achieving Expectations

     

     

     

     

    19) 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

     

     

     

     

    20) 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 Head Start staff, counselors,

    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.

     

     

     

     

    case managers, educators, support staff and others who

     

     

    TTESS Dimension 2.4 Differentiation

    support pregnant and parenting students in their

     

    Campus Counselor

     

    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.

     

     

     

    21) 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

    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.

     

     

     

     

    TEXAS grant program, scholarships, endorsements, and

     

     

     

    the need for students to make informed curriculum

     

    Campus Counselor

    TTESS Dimension 2.1 Achieving Expectations

    choices to be prepared for success beyond high school.

     

     

     

    22) 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

    2.4

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

    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.

     

     

     

     

    campuses are served in rank order, with per pupil

     

    Campus Principal

     

    allocations tiered, based on need of services (see Title I

     

     

    TTESS 4.1 Professional Demeanor and Ethics

    campus plan).

     

     

     

     

    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: The campus conducts regularly scheduled safety drills, increased surveillance infrastructure, will coordinate with the Director of School Safety for Emergency Operation Procedures to

    2.5

    District Support Provided by the Director of School and Student Safety

    The percentage of students who feel safe at school will increase based on the students engagement survey compared to the prior year.

     

     

     

     

    continue to increase school safety.

     

     

    TTESS Dimension 3.1 Environment, Routines and

     

     

    Campus Principal

    Procedures

    2) Social Emotional Learning: The campus will utilize surveys and students panels to develop interest inventories to increase engagement in extra and co- curricular activities. The Dahlstrom Dudes mentoring

    2.5

    Director of College and Career Readiness and Counseling

    The student engagement survey will show at least 90% enjoy coming to school and have someone they can turn to for help.

     

     

     

     

    program is being reinstated to add an additional layer of

     

     

    TTESS Dimension 3.3 Classroom Culture

    social emotional support.

     

    Campus Counselor

     

    3) Increasing Attendance, Drop-Out Prevention: Increasing Attendance, Drop-Out Prevention: The campus will reduce the dropout rate

    and increase the attendance rates by utilizing weekly

    2.5

    District Support Provided by the Director of Student Services

    The campus will have an attendance rate of at least 97%. TTESS Dimension 3.3 Classroom Culture

     

     

     

     

    attendance reports, establishing clear attendance

     

     

     

    expectations for parents, communicating attendance

     

    Campus Principal

     

    concerns through letters and phone calls.

     

     

     

    4) Student Engagement: Students will participate in an organized club, sport, or extra curricular activity.

    2.6

    District Support Provided by the Director of Extra-

    100% of students will be engaged in an organized club, sport, or extra curricular activity.

     

     

     

     

     

     

    and Co-Curricular activities

    TTESS Dimension 3.3 Classroom Culture

     

     

    Campus Principal

     

    5) Positive Behavior Intervention Support: The campus will use the positive behavior intervention support (PBIS) model by using school-wide rewards and classroom rewards.

    2.5

    District Support Provided by the Director of Student Services

    The number of discipline referrals will decrease by 5% compared to the previous year.

     

    TTESS Dimension 3.2 Managing Student Behavior

     

     

     

     

     

     

    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,

     

     

     

     

     

     

     

    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)

     

     

     

     

    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)

     

     

     

     

    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

     

     

     

     

    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

     

     

     

     

    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

     

     

     

     

    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

     

     

     

     

    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

    Students who are assigned DAEP placements will performs comparatively to their peers who are not assigned to DAEP.

     

    TTESS Dimension 1.3 Knowledge of Students

     

     

     

     

     

    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: The campus will utilize technology (hardware/software), surveys, social media, newsletters, and award ceremonies to highlight the successes of the campus and build pride within and among the community.

    3.2

    District Support Provided by the Communication Specialists and the Director of Community

    The K-12 insight survey will show a 5% increase in customer service indicators.

     

    TTESS Dimension 2.3 Communication

     

     

     

     

     

     

    Relations

     

     

     

    Campus Principal

     

    2) School Community Involvement: The campus will involve families

    in meeting high expectations for student performance by facilitating parent involvement and parent education

    3.2

    District Support Provided by the Director of Student Services

    The number of parents and community members who are involved with the school will increase based on the parent engagement survey.

     

     

     

     

    opportunities, sharing curriculum and academic

     

     

    TTESS Dimension 4.4 School Community Involvement

    expectations with parents through parent teacher

     

    Campus Principal

     

    conferences and learning walks.

     

     

     

    3) Goal Setting (CNA/CIP/DIP): The campus principal will meet quarterly with the deputy academic officer to provide formative

    reviews of the campus improvement plan, inclusive of the

    comprehensive needs assessment.

    3.2

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

    Quarterly meeting notes will be documented in the Plan Notes section of the CNA/CIP.

     

     

    TTESS Dimension 4.2: Goal Setting

     

     

     

     

     

     

    Campus Principal

     

    4) Communicating Student Achievement to Parents: Communication will include email, progress reports, meetings such as ARDS and RtI and grades.

    3.2

    District Support Provided by Coordinator of Accountability and Testing

    100% of students will receive progress reports and report cards to take home.

     

    TTESS Dimension 2.3 Communication

     

     

     

     

     

     

    Campus Principal

     

    5) Professional Development: Teachers will be provided with relevant professional development that improves their effectiveness of instruction and student level of engagement as shown in students' content retention.

    2.4

    District Support Provided by the Coordinator of Professional Development and

    The campus will earn an A for student achievement on the campus report card.

     

     

     

     

     

     

    Special Projects

    TTESS Dimension 4.3 Professional Development

     

     

    Campus Principal

     

    6) Professional Learning Communities: The focus of PLCs this year, will be common assessments, alignment to the TEKS and adjusting instruction based on results.

    2.5

    District Support Provided by the Coordinator of Professional Development and

    The campus will earn an A rating on student achievement for the 2018-19 school year.

     

    TTESS Dimension 4.3 Professional Development

     

     

     

     

     

     

    Special Projects

     

     

     

    Campus Principal

     

    7) Attract/Retain high quality staff: The campus utilizes positive recognition and starts all PLCs with celebrations. Leadership opportunities are provided to enhance professional growth.

    2.4

    District Support Provided by the Director of Human Resources

    The number of teachers who indicate they like working at their campus will increase based on the K-12 staff survey. TTESS Dimension 4.3 Professional Development

     

     

     

     

     

     

    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.

     

     

     

     

     

     

     

    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

     

     

     

     

     

    check = Accomplished

    arrow = Continue/Modify

    considerable = Considerable

    some = Some Progress

    none = No Progress

    discontinue = Discontinue