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

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.

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%

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.

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

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

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