LHS CIP 2018-2019

  • Traducir Hays Consolidated Independent School District 
    Lehman High School
    2018-2019 Goals/Performance Objectives/Strategies

    Mission Statement
    Lehman High School, the heart of a proud and dynamic community, empowers learners for lifelong achievement.

    Vision
    Achieving Excellence as One with Integrity, Wisdom, and Pride

    Value Statement
    Along with integrity, wisdom, and pride, our Lehman community values commitment, compassion, honesty, and perseverance.


    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

    Targeted Support Strategy

    2.4

    District Support

    EOC scores will increase to XXX for ELA 1 and to XXX

    some

    most

    most

     

    1) Reading:

     

    Provided by ELA District Coordinator

    for ELA 2.

    As a school all of our students need to increase their ability to read at or above grade level for all levels. We will continue to focus on increasing our reading levels through instruction in ELA courses.

     

    Reading instruction will result in a quantifiable reduction in students that are unable to pass their EOC tests on the first attempt, as well as, increasing the

     

     

    Campus Principal Campus Assistant Principals

    Campus Instructional Coaches

    Campus Teacher leaders

    TTESS Dimension 2.2 Content Knowledge and Expertise

     

    Through daily PLC's, teachers will plan and focus on students skills, creating engaging lessons. Campus will track students who scored master on 8th STAAR and monitor the Algebra I students by TEK through CFA's, UBA's and CBA's to track their progress leading up to Benchmark and EOC.

    number of acceptable scores in PSAT, SAT, ACT and

     

     

     

    AP tests.

     

     

     

     

     

     

    AP teachers will plan engaging lessons that focus high

     

     

     

    yield strategies to support student growth to meet the high

     

     

     

    expectations. Teachers will facilitate structured tutoring

     

     

     

    sessions before and after school to address any students

     

     

     

    deficits and extend students strengths.

    2) Writing:

    2.4

    District Support Provided by ELA

    EOC scores will increase to XXX for ELA 1 and to XXX for ELA 2.

    some

    most

    most

     

    As a school all of our students need to increase their ability to write coherent thoughts and papers while they

     

    Content Coordinators

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

    show understanding at or above grade level for all disciplines. We will continue to focus on increasing our writing levels through instruction in ELA courses, utilizing skills learned through the Central Texas writing project

     

    Writing instruction will result in a quantifiable reduction in students that are unable to pass their EOC tests on the

     

     

    Campus Principal Campus Assistant Principals

    Campus Instructional Coaches

    Campus Teacher leaders

     

    Through daily PLC's, teachers will plan and focus on students skills, creating engaging lessons. Campus will track students who scored master on 8th STAAR and monitor the Algebra I students by TEK through CFA's, UBA's and CBA's to track their progress leading up to Benchmark and EOC.

    first attempt, as well as, increasing the number of

     

     

     

    acceptable scores in PSAT, SAT, ACT and AP tests.

     

     

     

     

     

     

    AP teachers will plan engaging lessons that focus high

     

     

     

    yield strategies to support student growth to meet the high

     

     

     

    expectations. Teachers will facilitate structured tutoring

     

     

     

    sessions before and after school to address any students

     

     

     

    deficits and extend students strengths.

     

    Targeted Support Strategy

    2.4

    District Support

    Algebra I scores will increase from 68% to 78% at the

     

     

     

     

    3) Math:

     

    Provided by Math Content

    Approaches level on EOC.

    Scores will increase from 25% to 30% in the Meets level.

    The campus will improve math performance by increasing Algebra I EOC performance to quartile 2.

     

    Coordinators

     

    Campus Principal Campus Assistant Principals

    Campus Instructional Coaches

    Scores will increase from 8% to 13% in the Masters level. Through daily PLC's, teachers will plan and focus on students skills, creating engaging lessons. Campus will track students who scored master on 8th STAAR and monitor the Algebra I students by TEK through CFA's, UBA's and CBA's to track their progress leading up to Benchmark and EOC.

     

     

     

     

    AP teachers will plan engaging lessons that focus high

     

     

     

    yield strategies to support student growth to meet the high

     

     

     

    expectations. Teachers will facilitate structured tutoring

     

     

     

    sessions before and after school to address any students

     

     

     

    deficits and extend students strengths.

     

     

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

    4) Science/STEM:

    The campus will improve Biology performance by increasing Biology

    EOC performance from quartile 2 to quartile 1.

    2.4

    District Support Provided by Science Content Coordinators

    Biology scores will increase from 82% to 92% at the Approaches level on EOC.

    Scores will increase from 53% to 63% in the Meets level. Scores will increase from22% to 30% in the Masters level.

     

     

     

     

     

     

    Campus Principal

     

     

     

     

    30% (220/732) of 2022 Bilogy students will score at the

     

     

     

    Master's level on EOC. Target group: 70% (200/316)

     

     

     

    students in BIology PAP.

     

     

     

    Through daily PLC's, teachers will plan and focus on

     

     

     

    students skills, creating engaging lessons. Campus will

     

     

     

    track students who scored master on 8th STAAR and

     

     

     

    monitor the Biology students by TEK through CFA's,

     

     

     

    UBA's and CBA's to track their progress leading up to

     

     

     

    Benchmark and EOC.

     

     

     

    40% (61/154) of AP Science Students will score 3 or

     

     

     

    higher.

     

     

     

    AP teachers will have plan engaging essons that focus

     

     

     

    high yeild strategies to support the students growth to

     

     

     

    meet the high expectations. Teachers will faciliatte

     

     

     

    structured tutoring sessions before and after school to

     

     

     

    address any students deficits and extend students

     

     

     

    strenghts.

     

     

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

    5) Social Studies: We will improve our level of social studies performance by focusing on growth of all students on the US History STAAR assessment.

    2.4

    District Support Provided by Social Studies Content Coordinators

    We will increase our numbers of students performing at a mastery level on US History STAAR assessments by 10 percent.

     

     

     

     

     

     

     

    Our social studies teams will utilize the PLC model to

     

     

    Campus Principal,

    plan engaging and effective lessons. These lesson will be

     

     

    campus instructional

    focused on readiness standards as indicated by TEKS

     

     

    coach

    resource documents. Strategies from Lead4ward will also

     

     

     

    be utilized to provide differentiated instruction for all

     

     

     

    learners.

     

     

     

    Instruction will also focus on higher level questioning

     

     

     

    techniques while incorporating technology to support all

     

     

     

    levels of learners in the classroom.

     

     

     

    Data will be gathered from weekly common formative

     

     

     

    assessments which will be used for planning and student

     

     

     

    support plans.

     

     

     

     

    TTESS Dimension 2.2 Content Knowledge and Expertise

    6) Instructional Planning:

    Teachers are expected to utilize backwards planning with their content team. Once a team has identified the essential learning standards for a unit, and vetted/created

    2.5

    District Support Provided by Director of Curriculum and Instruction

    Effective instructional planning will result in student mastery of content as evidenced by the goals listed in areas 1-5 above.

     

     

     

     

    assessments of those standards, teachers begin planning

     

     

    TTESS Dimension 1.1 Standards and Alignment

    engaging bell-to-bell lessons. Teachers submit lesson

     

    Campus Principal

     

    plans by each Monday at 8:00am via the district lesson

     

     

     

    plan template.

     

     

     

    7) Progress Monitoring:

    2.4

    District Support Provided by Director

    Our campus EOC data will more closely mimic the state results.

     

     

     

     

    The campus will monitor and document students' progress by expecting students and teachers to track data on a weekly basis.

     

    of Academic Support

     

    Campus Principal

     

    PLCs will be trained in what data to use to most effectively monitor student progress.

    Student success will be measured by weekly formative assessments, unit exams (campus & district), curriculum based assessments (from district), and benchmarks

     

     

    The campus leadership team will review campus data by department/subject to ensure campus goals are aligned to the needs of students.

    (from district).

     

     

     

     

     

     

    Content teams will utilize frequent common assessments.

     

     

     

    Data from the common assessments will be used to

     

     

     

    monitor student progress and drive instruction in areas of

     

     

     

    need.

     

     

     

     

    TTESS Dimension 2.5 Monitor and Adjust

    8) Data and Assessment:

    2.4

    District Support Provided by

    100% of teachers will bring authentic student work along with common assessment . . . . . . SLOs language.......

     

     

     

     

    The campus will assess students for learning by expecting all teachers to create assessments aligned to the level of the TEKS and ensure each assessment

     

    Coordinator of Accountability and Testing

     

    TTESS Dimension 1.2 Data and Assessment

    includes multiple levels of questioning.

     

     

    Campus Principal

     

    Teachers review data using Eduphoria reports (by

     

     

     

    teacher, by standard) within 2 days of the assessment.

     

     

     

    Teachers look at % met standard (all students, ELL,

     

     

     

    SpEd, & ED) as well as samples of student work. Teams

     

     

     

    complete a data analysis worksheet for each assessment

     

     

     

    outlining instructional plans to move students from Did

     

     

     

    Not Meet to Approaches, Approaches to Meets, &

     

     

     

    Meets to Masters.

     

     

     

    9) Response to Intervention:

    2.6

    District Support Provided by Director

    100% of stduents referred for RTI or identified as needing RTI will be addressed by RTI team.

     

     

     

     

     

     

    of Academic Support

    Team will decide which services will best support, then

     

     

     

    action plan will be implemented, monitored,

     

     

    Campus Principal

    adjusted/revised as needed.

     

     

     

    Every three weeks, RTI team will review students data:

     

     

     

    Attendance, grades, and discipline. Students showing

     

     

     

    high need will be discussed and plan created based on a

     

     

     

    menu of services.

     

     

     

    Students at mid level will be monitored to see if progress

     

     

     

    is made or if intervention is needed.

     

     

     

    TTESS Dimension 2.4 Differentiation

    10) English Learners:

    2.6

    District Support Provided by the

    We will increase our ELL performance on STAAR assessments in all core areas.

     

     

     

     

    The campus will support ELL students by utilizing data to identify needs through all content areas. we will engage ELL case-managers to monitor the performance and attendance of our ELL's as they grow in their level of english language capacity.

     

    Director of PK-12 Multilingual Education

     

    Campus Principal

     

    We will focus on supporting our EL students growth in reading, writing, listening and speaking by engaging them in activities in the classroom that data indicates they require. That data will be gathered by weekly common formative assessments and evaluated through the PLC

    We will also focus on scheduling students that are

     

     

    model in the ELA department.

    former NAC students with their unique needs in groups

     

     

     

    where we can maximize our staffing to have the greatest

     

     

     

    impact.

     

     

    TTESS Dimension 2.4 Differentiation

    Targeted Support Strategy

    2.4

    District Support

    Increase credits earned by special populations, Increased

     

     

     

     

    11) Special Education Services:

     

    Provided Director of Special Education

    awareness of deficits within content and next steps needed.

    The campus will provide programs/services for students requiring Special Education services as identified in their Individual Education Plan (IEP) by utilizing data to

     

     

    Campus Principal

     

    Communicating the accommodations needed for each individual student so all teachers are clear.

    identify needs through all content areas.

     

     

     

    As we hire new teachers, we will continue to improve

     

     

    TTESS Dimension 2.4 Differentiation

    our process for grouping students who receive SPED

     

     

     

    services.

     

     

     

    Creating and implementing guidelines to support our

     

     

     

    case managers to monitor the performance and

     

     

     

    attendance of our students receiving SPED services.

     

     

     

    12) Dyslexia Services:

    Students indicated needing additional dyslexia support through cousework will recieve instruction by the district Dyslexia teacher through the Wilson reading system

    2.4

    District Support Provided by Director of Academic Support

     

    Campus Principal

    100% of students coded for dyslexia will recieve their needed supports through their IEP/504. Campus will esnure their plans are updated to matcht he current needs of the student based on grade level.

     

    100% of students identified as possible student/s with dyslexia will be reviewed through RTI and then if need is observed, student will be referred for dyslexia testing by Mr. Nichols

     

    TTESS Dimension 2.4 Differentiation

     

     

     

     

    13) 504 Services: The campus will meet this goal by observing/tracking students last annual date through e- SPED.

    2.4

    District Support Provided by Director of Academic Support

    Decrease the number of 504 studnets from 13% to 8% of students failing Algebra 1 EOC

     

     

     

     

    This will take place by administrators in 9th grade and

     

     

    Decrease the number of 504 studnets from 8% to 5% of

    then administrators who support 10th-12th.

     

    Campus Principal

    students failing Biology EOC

    504 coordinator will ensure 504 accommodations are

     

     

    Decrease the number of 504 studnets from 25% to 18% of

    being reviewed and implemented by teachers through

     

     

    students failing English I EOC

    eduphoria.

     

     

     

    Any student who's 504 is outdated ir no longer needed, student will be dismissed.

     

     

    Decrease the number of 504 studnets from 19% to 12% of students failing English II EOC

     

     

     

    Decrease the number of 504 studnets from 3% to 1.5% of

     

     

     

    students failing US History EOC

     

     

     

    TTESS Dimension 2.4 Differentiation

    14) Accelerated Instruction for At-Risk Students: Campus will identify students who have failed to pass a state EOC assessment.

    2.6

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

    SMART

     

    TTESS Dimension 1.3 Knowledge of Students

     

     

     

     

    Parents/student will be informed.

     

    Student Services

     

     

    Campus will host after school EOC intervention in

     

    Campus Principal

     

    library four days a week: M/W: ELAR/S.S.

     

     

     

    T/TTH: Math and Science

     

     

     

    After school support will be facilitated through

     

     

     

    edgenuity EOC test prep.

     

     

     

    15) Gifted and Talented Services:

    2.5

    District Support Provided by

    5% increase in master's level in the five tested subjects GT students in Algebra I scores will increase from 58%

    most

    most

    check

     

     

     

     

     

     

     

     

     

     

     

     

    Students will continue to receive differentiated instruction in classes that are taught by 100% staff that are trained and ready to deliver instruction to all GT students.

     

    GT students will be placed in courses that are 100% appropriate and tailored for their high school goals.

     

    GT students will be identified, tested and appropriately

     

    Coordinator of Gifted and Talented

     

    Campus Principal Campus Assistant Principals

    Campus Instructional Coaches

    to 63% at the Master level on EOC.

    Scores will increase from 73% to 77% in the Master's level for Biology

    Scores will increase from 31% to 36% in the Master's level for English I

    Scores will increase from 24% to 29% in the Master's level for English II

    Scores will increase from 82% to 87% in the Master's level for US History

    placed as the school year continues.

     

     

    TTESS Dimension 1.4 Activities

    16) College, Career and Military Readiness: Campus will host montly College acceptance breakfasts: collect and recognize students college acceptance.

    2.5

    District Support Provided by Director of College and Career Readiness

    85% of the 2019 Senior class will demonstrate they are CCMR by applyling to one of the following: Being accepted to ACC, Applying for ACC certifications, being accepted to trade school, being accepted to four year

     

     

     

     

    Counselors will host several informational nights: Senior Workshop

    US Military Branch night

     

    and Counseling

     

    Campus Principal

    university/college, showing intertest/enlisting in one of the U.S. Military branches.

    Apply TX night

     

     

     

    FAFSA Night

     

     

     

    ACC sessions Importance of TSI

     

     

    TTESS Dimension 2.1 Achieving Expectations

    17) Career and Technical Education:

    2.5, 2.6

    District Support Provided by the

    100% of CTE student will be placed int he correct course for the 2018-19 school year.

    most

    most

    check

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Lehman High School students will be engaged in courses that continue to assist them in future careers as well as help them be connected to the greater school

     

    Director of Career and Technical Education

     

    TTESS Dimension 2.1 Achieving Expectations

    body and local community.

     

     

    Campus Principal

     

    100% of CTE students will be placed and ready to complete their cohernet sequence.

     

    Campus CTE Principal Campus CTE

     

    Districtwide CTE support staff will assist as needed and

     

    Department Chair

     

    continue to be a informational resource for the campus to improve its CTE instruction. Campus and District goals will be aligned and communicated with stakeholders to allow all groups success!

     

    District CTE Director

    District CTE Staff

     

     

    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:

    2.5

    District Support Provided by the

     

     

     

     

     

    Lehman High School will implement and coordinate school safety drills and plan drills accordingly

     

    Director of School and Student Safety

     

    throughout the year.

     

     

    Campus Principal

     

    The campus will work with the Director of School

     

     

     

    Safety to identify areas of need, establish a clear EOP,

     

     

     

    hardware/surveillance, to ensure a safe learning

     

     

     

    environment.

     

     

     

    The campus will work with the Director of School Safety to audit the number of safety staff to be hired in ensuring the safety of all stakeholders at the campus.

     

     

    TTESS Dimension 3.1 Environment, Routines and Procedures

    The campus will work with the Director of School

     

     

     

    Safety to ensure the proper hiring of School Security to

     

     

     

    ensure the safety of all stakeholders at the campus.

     

     

     

    100% of LHS staff will organize a safe, accessible and

     

     

     

    efficient classroom.

     

     

     

    100% of LHS staff will establish, communicate, and

     

     

     

    maintain clear expectations for student behavior during

     

     

     

    safety drills for the 2018-2019 school year.

     

     

     

    Safety Coordinator/Administrator will consistently

     

     

     

    implement the campus safety drills and monitor progress

     

     

     

    and provide feedback.

     

     

     

    100% of campus personnel will complete safety training

     

     

     

    during Teacher In-Service week. 100% of campus

     

     

     

    personal and students will complete state mandatory fire

     

     

     

    drills, weather drills, and safety drills during the school

     

     

     

    year 2018-2019.

     

     

     

    100% of Lehman High School Classrooms will be

     

     

     

    equipped with the proper safety protocols, maps, and

     

     

     

    information pertaining to drills conducted by LHS

     

     

     

    Administration and SRO's.

     

     

     

    2) Social Emotional Learning: Through Advisory, SEL will be adressed through grade level/full campus level lessons.

    Topics such as:

    2.5

    Director of College and Career Readiness and Counseling

    Increase Relationship management in regard to In class: working with other classmates other than my friends in school from 29% to 40%

    K -12 Insight

     

     

     

     

    1. Getting to know each other (Family culture)

     

     

     

    2. Digital Citzenship

     

    Campus Counselor

    Increase Relationship management in regard to Outside of

    3. Dating Violence

     

     

    class: working with other classmates other than my

    4. No Place for Hate pledge

     

     

    friends in school from 30% to 40%

    5. Other No Place for Hate activities

     

     

     

    6.  HS Adjustment

    7.  Culture adjustment

    8.  Student support services

     

     

    Increase the % students feel comfortbale being themselves around adults in the school from 53% to 65%

    9. Life after HS

     

     

    TTESS Dimension 3.3 Classroom Culture

    Advisory is scheduled for every other Wednesday:

     

     

     

    Advisory Scope & Sequence (live document) has been

     

     

     

    created. Soliciting input after each three advisory

     

     

     

    sessions hosted for feedback.

     

     

     

    3) Increasing Attendance, Drop-Out Prevention:

    2.5

    District Support Provided by the

    The overall campus attendance rate will EOY be at 97%.

     

     

     

     

    Lehman High School will be cognitive of attendance by providing daily, weekly, and monthly attendance

     

    Director of Student Services

     

    reports.

     

     

    Campus Principal

    TTESS Dimension 3.3 Classroom Culture

    100% of Lehman High School Attendance Committee

     

     

     

    will participate in E3 Alliance training regarding

     

     

     

    attendance at Lehman High School.

     

     

     

    100% of Lehman High School staff will be sent emails

     

     

     

    regarding attendance taken and attendance to update.

     

     

     

    100% of Lehman High School students with

     

     

     

    chronic/absents will be sent information regarding

     

     

     

    attendance through TEAMS, administrative attendance

     

     

     

    conferences, Attendance Intervention Specialists,

     

     

     

    emails, and monthly attendance meetings.

     

     

     

    100% of students at risk of dropping out will receive

     

     

     

    resources regarding credit recover systems, alternative

     

     

     

    educational programs, Live Oak Services, and

     

     

     

    counseling services.

     

     

     

    4) Student Engagement:The campus will support the participation of students in extra-curricular activities by clearly communicating what activities are available for students and encouraging students to participate in at least one activity.

     

    We will also strive to offer a diverse field of activities with the hopes that all students will be able to engage in meaningful interactions that enrich their education experience at LHS.

    2.6

    District Support Provided by the Director of Extra- and Co-Curricular activities

     

    Campus Principal

     

    We will see an increase in student participation in all extra curricular activities on campus. We will make daily announcements sharing opportunities for students to participate in clubs/campus organizations as well as highlight our success by sharing them with the school community through social media.

     

    TTESS Dimension 3.3 Classroom Culture

     

     

     

     

    5) Positive Behavior Intervention Support:

    2.5

    District Support Provided by the

    DANA Report

     

     

     

     

    Lehman High School will model the expectations that are set in the different areas of the campus such as but

     

    Director of Student Services

    TTESS Dimension 3.2 Managing Student Behavior

    not limited too: Cafeteria, Hallways, Assemblies, and Restrooms.

     

     

    Campus Principal

     

    Lehman High School will establish, communicate, and

     

     

     

    maintain clear expectations for all stakeholders

     

     

     

    behavior.

     

     

     

    Lehman High School Staff will work respectfully,

     

     

     

    individually, and collaboratively in managing behavioral

     

     

     

    systems.

     

     

     

    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). We will also

    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. We will also strive to be models for healthy life style choices for our students.

     

     

     

     

    make efforts to engage student in campus

     

     

     

    clubs/organizations designed to support an overall

     

    Campus Nurse,

    TTESS Dimension 3.1 Classroom Environment,

    balanced lifestyle.

     

    assistant principal,

    Routines, and Procedures

     

     

    campus faculty

     

    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

    2.6

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

    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

     

     

     

     

    grounds, and in school vehicles. Students will have

     

     

     

    access to the Hays Hope Line to report harassment,

     

    Campus Counselor

     

    bullying and other personal issues.

     

     

     

    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

    2.6

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

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

     

    TTESS Dimension 1.3 Knowledge of Students

     

     

     

     

    needed.

     

     

     

     

     

    Campus Counselor

     

    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

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

     

    TTESS Dimension 1.3 Knowledge of Students

     

     

     

     

     

     

    Campus Counselor

     

    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

    2.6

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

    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

     

     

     

     

    moves, does not penalize in any manner by disparities

     

     

     

    among the States in curriculum, provides appropriate

     

    Campus Principal

     

    services, full and appropriate opportunity to meet state

     

     

     

    academic standards, and that benefits students from

     

     

     

    systemic reform.

     

     

     

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

    of

    2.6

    Director of Student Services

     

    Campus Principal

    The campus will provide the district with 100% of data in regards to students served in DAEP for 2018-2019 school year.

     

    LHS will record 100% of data regarding strategies, number of documented referrals for consequences and percent of red folders.

     

    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:

    3.2

    District Support Provided by the

    S.M.A.R.T Goal Here

     

     

     

     

     

     

    Communication Specialists and the

    TTESS Dimension 2.3 Communication

     

     

    Director of

     

     

     

    Community

     

     

     

    Relations

     

     

     

    Campus Principal

     

    2) School Community Involvement:

    3.2

    District Support Provided by the

    S.M.A.R.T Goal Here

     

     

     

     

     

     

    Director of Student Services

    TTESS Dimension 4.4 School Community Involvement

     

     

    Campus Principal

     

    3) Goal Setting (CNA/CIP/DIP): The campus utilizes their CLT to guide budget decisions, designing the PD plan, and recommending needs to be addressed.

    3.2

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

     

    Campus Principal

    100% of meetings are documented through agendas, minutes, presentations, and sign in sheets.

     

    TTESS Dimension 4.2: Goal Setting

     

     

     

     

    4) Communicating Student Achievement to Parents:

     

    The campus will communicate a student's mastery of the curriculum in a timely manner by ensuring teachers are entering grades and following the district grading policy.

    3.2

    District Support Provided by Coordinator of Accountability and Testing

     

    Campus Principal

    100% of teachers update their grade book each Tuesday so parents and students can be up to date on student mastery.

     

    Extra-Curricular Grade Checks will take place weekly.

     

    Failing grade reports will be reviewed every grading period.

     

    Failure reports will be generated and reviewed every three weeks.

     

     

    TTESS Dimension 2.3 Communication

     

     

     

     

    5) Professional Development:

    A professional development timeline has been created. Teachers will experience a variety of learning experiences: face-to-face sessions, Twitter chats, PLC meetings, monthly faculty instructional sessions, and district planning days. First year teachers will meet

    2.4

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

    We will have a 93% retention rate as a result of effective professional learning.

     

     

    TTESS Dimension 4.3 Professional Development

     

     

     

     

    monthly for a “Breakfast Club” in order to receive

     

     

     

    additional assistance. The most powerful form of

     

    Campus Principal

     

    professional development comes in the form of

     

     

     

    Instructional Coaching. ICs attend all PLC meetings and

     

     

     

    coach the team through the PLC process. Individual

     

     

     

    teachers may enroll in the coaching cycle outlined by

     

     

     

    Jim Knight.

     

     

     

    6) Professional Learning Communities:

    2.5

    District Support Provided by the

    Performing as a PLC will result in student mastery of content as evidenced by the goals listed in areas 1-5 in

     

     

     

     

    Alg I, Bio, ELA I, and ELA II teachers are expected to meet every day to work as a PLC. All other subjects meet once a week. Teams are expected to complete an agenda which guides the team through answers PLC

     

    Coordinator of Professional Development and Special Projects

    goal 1 above.

     

    TTESS Dimension 4.3 Professional Development

    questions 1-4. Team members must adopt roles and establish a social contract.

     

     

    Campus Principal

     

    7) Attract/Retain high quality staff:

    2.4

    District Support Provided by the

    Teacher attrition rates will be less than 15% following the 18-19 school year.

     

     

     

     

    The campus will attract and retain highly qualified teachers who are aligned to the campus vision by

     

    Director of Human Resources

     

    TTESS Dimension 4.3 Professional Development

    providing new teacher support, the "Lobo Love" group, and creating an academic culture of collaboration and

     

     

    Campus Principal

     

    support.

     

     

     

    8) 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

    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.

     

     

     

     

     

     

    Campus Principal

     

     

     

     

    TTESS Dimension 4.1 Professional Demeanor and Ethics

     

    check = Accomplished

    arrow = Continue/Modify

    considerable = Considerable

    some = Some Progress

    none = No Progress

    discontinue = Discontinue