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DEVINE INDEPENDENT SCHOOL DISTRICT
Campus Improvement Plan for a School-Wide Program
DEVINE INTERMEDIATE SCHOOL
2015-2016
Updated November 5, 2015
DEVINE INTERMEDIATE SCHOOL
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Devine Intermediate School Campus Improvement Plan
Campus Improvement Plan for a School-wide Program
TABLE OF CONTENTS
Campus Administration 3
Site-Based Committee Membership 4
Goals and Objectives 5
Comprehensive Needs Assessment 10
Campus Improvement Plan 22
Use of Other Resources 46
Overview of State Compensatory Education 47
District SCE Policies and Procedures 49
Campus-Level SCE Services 51
Non-Project District Identification and Recruitment Action Plan 53
SSA Migrant Districts Priority for Service (PFS) Action Plan 61
NCLB School wide Components 69
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Devine Intermediate School Campus Improvement Plan
Devine Independent School District
Mission Statement
Devine ISD fosters respectful lifelong learners and leaders who maximize their potential through optimal educational opportunities offered in an environment
of equality, respect, and competitiveness.
CAMPUS ADMINISTRATION
Blain Martin—Principal
Lysandra Saldaña—Assistant Principal
Cassie Brown—Counselor
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Devine Intermediate School Campus Improvement Plan
DEVINE INTERMEDIATE SCHOOL
Site-Based Decision Making Team
Blain Martin Principal
Regina McKinney Grade 3 Teacher
Vanessa Lucero Grade 4 Teacher
Sarah Stevens Grade 5 Teacher
Daryl Wendel Central Office Staff
Kyle Stevens Parent
Sandra Gardiola Parent
Chuck Murphy Business
Julie Hope Community
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Devine Intermediate School Campus Improvement Plan
Devine Intermediate School
Campus Improvement Plan
Goals and Objectives
2015-2016
District Goal #1: Parent and Community Involvement
FAMILY AND COMMUNITY INVOLVEMENT REFERS TO HOW THESE STAKEHOLDERS ARE INFORMED, INVESTED AND INVOLVED
AS PARTNERS IN SUPPORTING THE SCHOOL COMMUNITY TO MAINTAIN HIGH EXPECTATIONS AND HIGH ACHIEVEMENT FOR ALL
STUDENTS.
Campus Objective: Increase community and parental involvement with the school
Campus Goals:
Communicate effectively with all parents and encourage their involvement in the school
Maintain public confidence in our school
Increase the business community’s understanding and involvement in the educational program of the school
Include parents and community in decision making
Engage parent and community involvement
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Devine Intermediate School Campus Improvement Plan
District Goal #2: Student Achievement
REVIEWS VARIED SOURCES OF FORMAL AND INFORMAL DATA THAT PROVIDE INSIGHTS ABOUT THE DEGREE TO WHICH
STUDENTS ARE AQUIRING THE KNOWLEDGE AND SKILLS EXPECTED FOR EACH GRADE LEVEL AND COURSE OF STUDY AND
STATE STANDARDS WHILE MEETING FULL EDUCATIONAL POTENTIAL. REFLECTS ON DEMOGRAPHIC/MAKE-UP OF STUDENTS AND
HOW TO IMPLEMENT STRATEGIES TO MEET THEIR NEEDS.
Campus Objectives:
Increase student achievement on the STAAR
Reduce the achievement gap among disaggregated student groups on the STAAR
Increase the achievement of special populations students on the STAAR
Increase the number of students meeting the passing standard each six weeks
Campus Goals:
Increase the percent of all students and disaggregated student groups passing the STAAR Reading test to 90% or higher
Increase the percent of all students and disaggregated student groups passing the STAAR Math test to 90% or higher
Increase the percent of all students and disaggregated student groups passing the STAAR Writing test to 90% or higher
Increase the number of special education students passing the STAAR, on-grade level STAAR A, M, and Alt to 90% or higher
Maintain the percent of Gifted/Talented students mastering the STAAR at 100%
Increase the number of students passing for each six weeks to 90% or higher, with an annual passing rate of 95% or higher
Increase the percent of all students and disaggregated student groups passing the STAAR Science test to 90% or higher
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Devine Intermediate School Campus Improvement Plan
District Goal #3: Curriculum and Instruction
DESCRIBES THE TEACHING, LEARNING, AND ASSESSMENT MATERIALS AND RESOURCES AVAILABLE FOR A GIVEN COURSE OF
STUDY. THESE ARE ALIGNED WITH THE TEKS AND OTHER STANDARDS, INCORPORATING INSTRUCTION AND ASSESSMENT
PROCESSES. C & I INCORPORATES APPLYING DIGITAL TOOLS AND RESOURCES FOR STUDENTS, STAFF, AND OTHER
STAKEHOLDERS TO ADVANCE TEACHING AND LEARNING AND CONNECT TO REAL-WORLD EXPERIENCES, INCLUDING POST
SECONDARY OPPORTUNITIES.
Campus Objective: Improve student achievement on standardized tests
Campus Goals:
Increase the percent of 3rd grade students passing all sections of the STAAR to 90% or higher
Increase the percent of 4th grade students passing all sections of the STAAR to 90% or higher
Increase the percent of 5th grade students passing all sections of the STAAR to 90% or higher
Campus Objective: Provide the campus’ educators with the support, tools, and resources to empower them to effectively teach all students
Campus Goals:
Provide pertinent professional development for all campus staff
Utilize appropriate resources and technologies
Allow teachers opportunities for input in the decision-making process involving testing and materials
Campus Objective: To integrate technology throughout instruction and management to improve student performance
Campus Goal:
Enhance the effectiveness of classroom instruction and student learning through appropriate application of technology
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Devine Intermediate School Campus Improvement Plan
Campus Objective: Provide a well-balanced and appropriate curriculum to meet the needs of the campus community
Campus Goal:
Provide students with educational opportunities that address safety, health, nutrition, as well as improve on overall wellness of the students, staff,
and community members by promoting healthy lifestyles and awareness through a coordinated school health program (CSHP).
Campus Goals:
95% of students will demonstrate mastery of the TEKS
Meet the educational needs of all students
Improve the campus nutrition environment, ensure students are physically active, and encourage parents and staff to be positive role models by
promoting healthy lifestyles.
Campus Objective: Focus budgetary allocations on instruction
Campus Goal:
Ensure campus expenditures are appropriate to meet or exceed student needs
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Devine Intermediate School Campus Improvement Plan
District Goal #4: Qualified and Effective Personnel
ADDRESSES STAFF QUALITY, RECRUITMENT, AND RETENTION OF HIGH-QUALITY, HIGHLY-EFFECTIVE STAFF, AND ASSESSING THE
EFFECT OF RECRUITMENT AND RETENTION STRATEGIES ON STAFFING PATTERNS. ALSO INCLUDES PROVIDING PROFESSIONAL
DEVELOPMENT OF CREATIVE AND INNOVATIVE TECHNIQUES TO IMPROVE STUDENT LEARNING
Campus Objective: Attract and retain highly qualified and effective teachers
Campus Goals:
Notify central office of impending vacancy so that the district will recruit highly qualified and effective teachers
Provide timely orientation for new staff
Assign each new teacher an experienced mentor
Provide quality professional development
Provide administrative support to all personnel
District Goal #5: School Climate: Disciplined Environment
ADDRESSES ISSUES TO INCREASE ATTENDANCE AND STUDENT COMPLETION/GRADUATION RATE. SEEKS TO MAINTAIN A SAFE AND
DISCIPLINED ENVIRONMENT CONDUCIVE TO STUD3ENT LEARNING AND TO THE VALUES, BELIEFS, TRANSITIONS, AND CUSTOMS
WHICH SHAPE THE PERSONALITY/CLIMATE OF THE DISTRICT (HOW PARENTS, COMMUNITY, STAFF AND STUDENTS FEEL ABOUT THE
SCHOOL AND AFFECTS HOW PEOPLE INTERACT WITHIN THE SYSTEM).
Campus Objective: Maintain high expectations of student behavior and performance
Campus Goals:
Build a positive school climate and teamwork among faculty, staff, and parents
Involve district staff, campus staff, parents, and community representatives in improving student achievement through shared decision making
Campus Objective: Increase student attendance rates
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Devine Intermediate School Campus Improvement Plan
Campus Goal:
Increase the campus attendance rate to 97% or higher
2015-2016 COMPREHENSIVE NEEDS ASSESSMENT
Parent and Community Involvement FAMILY AND COMMUNITY INVOLVEMENT REFERS TO HOW THESE STAKEHOLDERS ARE INFORMED, INVESTED, AND INVOLVED AS PARTNERS IN
SUPPORTING THE SCHOOL COMMUNITY TO MAINTAIN HIGH EXPECTATIONS AND HIGH ACHIEVEMENT FOR ALL STUDENTS.
GOAL 1
Data Sources Reviewed
Goal #1: FAMILY AND COMMUNITY INVOLVMENT REFERS TO HOW THESE STAKEHOLDERS ARE INFORMED, INVESTED, AND INVOLVED AS PARTNERS IN SUPPORTING THE SCHOOL COMMUITY TO MAINTAIN HIGH EXPECTATIONS AND HIGH ACHEIVEMENT FOR ALL STUDENTS. .
AEIS
Cut-scores from TEA
TEA AYP District Data Table
Faculty Surveys
Parent Surveys
Annual Discipline Report
Questions
Focus Groups
Interviews
Feedback Data
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Devine Intermediate School Campus Improvement Plan
Walkthrough Data
Parent Conference
Parent climate survey
Annual Review Agenda from Title I
District Calendar Events
Title I Parent Compact
PLN Activities/Newsletters/sign-in sheets
Demographic data/AEIS
Findings/Analysis
Strengths Needs
Team Teaching
Vertical Team Meetings
Teach to Lessons
Facilities
UIL Participation
Safety
Communication between staff and parents
Classroom agendas
Parent e-mails
Bronco Bulletin
Improve level of “customer service”
Provide more information and training regarding bullying
Investigate student council
Increase PTO Membership for staff and parents
Early intervention 3rd Grade homework club
Open House meetings should include an opportunity to meet all the
teachers not just the homeroom teacher
Encourage participation in campus events
Student campus calendars
Frequent update on campus calendar
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Devine Intermediate School Campus Improvement Plan
Cafeteria Menus
Student drop-off change due to informal survey of parents
Special events for parents/family members
“Counselor’s Corner” articles in local newspaper
Summary of Needs
Improve communication with students, parents, staff, community, business, and administration through a variety of means.
Provide a structure for a student leadership team
Promote participation in the PTO
Early intervention 3rd Grade homework club
Open House meetings should include an opportunity to meet all the teachers not just the homeroom teacher
Encourage participation in campus events
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Devine Intermediate School Campus Improvement Plan
2015-2016 COMPREHENSIVE NEEDS ASSESSMENT
Student Achievement
GOAL 2 Data Sources Reviewed
Goal 2: Reviews varied sources of formal and informal data that provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study and state standards while meeting full education potential. Reflects on demographic/make-up of students and how to implement strategies to meet their needs.
Academic Excellence Indicator
State AYP Data
State Assessment
TELPAS
Course Grades
Classroom and Program Assessments
Student Work
ITBS
Brigance
Benchmark Data
GPC
Tutoring Data
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Devine Intermediate School Campus Improvement Plan
iReady
Diagnostics screeners
RtI progress monitoring
Findings/Analysis
Strengths Needs
A tradition of excellence in learning
Many staff members are products of this system and continue to reside in and bring their children to this school system.
Parent surveys indicate a high degree of satisfaction and trust in all campus programs and services.
Teachers typically make themselves available before or after school for tutorials or conferences as needed.
Student awards for “Caught Being Good” or “Eye Like What I See”.
Reading interventionists are also trained dyslexia interventionists.
SmartBoards in every classroom
GT Teacher/program
iReady diagnostics given three times per year
Math interventionist
Increased parental involvement, especially in supporting students’ academic success.
Additional funding/support to promote and reward students’ exemplary attendance
Increased opportunities for teacher input and decision making
Additional staff needed to promote inclusion of special education students, provide content mastery opportunities for all special populations, and offer additional forms of interventions to all struggling students
Smaller class sizes
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Devine Intermediate School Campus Improvement Plan
Summary of Needs
Lack of equitable access to rigorous on-standard curriculum for all students
a) Inconsistent day-to-day, intentional planning and implementation of curriculum by grade-level content standards in every
classroom
b) Insufficient attention to raising expectations for Proficient/Advanced students
c) Lack of district-wide or school-developed standards based benchmark assessment
d) Lack of scope and sequence, and no consistent progress assessments.
Inconsistent differentiation of instruction to meet learning needs of each student and/or student populations
a) Inconsistent student engagement and teacher open ended questioning at a level that challenges each student (including higher-
performing students) during whole-class instruction
b) Inconsistent use of individual student data to target instruction of specific standards and skills for each student
c) Increase the number of staff to increase effective intervention strategy use and build capacity for additional RtI opportunities.
Inconsistent instructional delivery across classrooms, grade levels and student groups
a) Inconsistent classroom coverage due to teacher absences
Inconsistent use of timely formative assessment data to drive instructional improvement in Math
a) Lack of district-wide or school-developed standards-based benchmark assessment; no consistent progress assessments (except
teacher-created )
Differentiation:
a) Provide professional development to improve differentiation.
Standards-aligned Instructional Program:
a) Data analysis did not produce effective strategy plans to increase student performance.
b) Instructional frameworks are not consistently used in the task analysis of the lesson.
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Devine Intermediate School Campus Improvement Plan
2015-2016 COMPREHENSIVE NEEDS ASSESSMENT
Curriculum and Instruction .
GOAL 3 Data Sources Reviewed
Goal 3: DESCRIBES THE TEACHING, LEARNING, AND ASSESSMENT MATERIALS AND
RESOURCES AVAILABLE FOR A GIVEN COURSE OF STUDY. THESE ARE ALIGNED WITH THE
TEKS AND OTHER STANDARDS, INCORPORATING INSTRUCTION AND ASSESSMENT
PROCESSES. MODELING AND APPLYING DIGITAL TOOLS AND RESOURCES FOR STUDENTS, STAFF, AND OTHER STAKEHOLDERS TO ADVANCE TEACHING AND LEARNING, AND CONNECT
TO REAL-WORLD EXPERIENCES, INCLUDING POST-SECONDARY OPPORTUNITIES.
TPRI
STAAR Ready
STAAR Testing
Benchmark Testing
Released STAAR Tests
AWARE
PBMAS
AYP
Teacher created assessment
STAR Chart
Standards-based Curriculum
Scope and Sequence
Alignment
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Devine Intermediate School Campus Improvement Plan
High-yield strategies
Special Programs schedules
Kilgo
STAAR test prep materials
iReady
LoneStar-Target the TEKSas
Stemscopes
Findings/Analysis
Strengths Needs
Attendance procedures for students with poor attendance are easily found because of the TEXIS System
Study Island, Reading Mate and Lexia have helped at-risk students
iReady and Lone Star Math/Reading helped at risk students
United Streaming and educational websites are available to enhance instruction
AR Program helps improve reading skills
Use of iPads for TPRI Assessment
Telephone communication is available in every classroom
Horizontal Teaming
Common Benchmarks
Special Program Schedule
Document readers available in all classrooms
RtI Co-op
Student specific differentiated strategies
Student/computer ratio
SmartBoards must be used to enhance student participation
Internet speed
Investigate use of smart phones and BYOD
Implementation or use of distance learning/learning communities
Vertical teaming
Student specific differentiated strategies
Mentoring Mind-Motivation math, reading, science
Countdown to STAAR – math and reading
Scope and sequence
Summary of Needs
Increase technology staff development
Increase technology proficiency of staff
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Devine Intermediate School Campus Improvement Plan
Provide additional home access to desktop for administrative staff
Provide teacher laptops
Use high yield strategies for instructional delivery
Additional training on teaching the delivery of the lesson
Region 20 Interventionist for math, reading and science
Increase student opportunities to work in small groups to increase critical social and academic needs
Teacher training and resources are needed to ensure quality assessment in the core areas
2015 - 2016 COMPREHENSIVE NEEDS ASSESSMENT
Personnel and Staff Development
Goal 4
Data Sources Reviewed
Goal 4: ADDRESSES STAFF QUALITY, RECRUITMENT AND RETENTION OF HIGH-QUALITY, HIGHLY-EFFECTIVE STAFF, AND ASSESSING THE EFFECT OF RECRUITMENT AND
RETENTION STRATEGIES ON STAFFING PATTERNS. ALSO INCLUDES PROVIDING
PROFESSIONAL DEVELOPMENT OF CREATIVE AND INNOVATIVE TECHNIQUES TO
IMPROVE STUDENT LEARNING.
Staff Development Survey
CNA 2014 - 2015
Recruitment & Retention Plan
Highly-Qualified Report
AEIS Report
Findings/Analysis
Strengths Needs
100% of the teachers and staff are highly-qualified Investigate teacher release to observe other teachers regarding management
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Devine Intermediate School Campus Improvement Plan
Teacher student ratios
Low turnover of staff
District pays for ESL and GT endorsements
District pays for training teachers that have students with autism
and level of rigor instructed
Further RtI training to ensure appropriate assessment and monitoring progress
Summary of Needs
Implement release time, use of substitutes and assistants to allow classroom observations.
Investigate the RtI component of Study Island.
Increase 360 walkthrough and improve response time to provide support, staff development and observations for teachers in need of assistance.
Provide collaborative planning time for teachers to study curriculum, collaboratively analyze student work and assessments, plan
differentiation, and reflect on results.
Develop professional development plan to enhance consistency of best teaching practices in ALL classrooms.
Provide differentiated professional development to develop teacher expertise.
Teachers observe colleagues and high-performing schools to deepen practice.
Teacher support for new teachers will increase the performance of the students in the grade level affected.
New to the profession, grade level, and subject area teachers need assistance performing at an exceptional level.
Provide professional development and coaching support to develop high-quality instruction and student performance.
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Devine Intermediate School Campus Improvement Plan
2015-2016 COMPREHENSIVE NEEDS ASSESSMENT
School Climate: Safe and Disciplined Environment
GOAL 5
Data Sources Reviewed
Goal 5: ADDRESSES ISSUES TO INCREASE ATTENDANCE AND STUDENT
COMPLETION/GRADUATION RATE. SEEKS TO MAINTAIN A SAFE AND DISCIPLINED
ENVIRONMENT CONDUCIVE TO STUDENT LEARNING AND TO THE VALUES, BELIEFS, TRANSITIONS, AND CUSTOMS WHICH SHAPE THE PERSONALITY/CLIMATE OF THE
DISTRICT (HOW PARENTS, COMMUNITY, STAFF, AND STUDENTS FEEL ABOUT THE
SCHOOL AND AFFECTS HOW PEOPLE INTERACT WITHIN THE SYSTEM).
AEIS
Cut-scores from TEA
TEA AYP District Data Table
Faculty surveys
Parent surveys
Annual Discipline Report
Questions
Interviews
Feedback data
Walkthrough data
Parent conferences
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Devine Intermediate School Campus Improvement Plan
Findings/Analysis
Strengths Needs
Team Teaching 4th
Self-Contained classes 3d
Departmentalized 5th
Vertical team meetings
“Teach To” Lessons
Facilities
UIL Participation
Safety
Implementation of a student Safety Patrol
Continue to provide a high level of “customer service”
Provide more information and training regarding bullying
Investigate student council
Increase PTO Membership for staff and parents
Summary of Needs
Improve communication with students, parents, staff, community,
business, and administration by providing by a variety of means
Seek funds for a Safety Patrol
Provide a structure for a student council
Promote participation in the PTO
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Devine Intermediate School Campus Improvement Plan
Devine Intermediate School
Campus Improvement Plan
2013-2014
District Goal #1: PARENT AND COMMUNITY INVOLVEMENT: Parents and community members will be informed, invested, and involved in
supporting the school community to maintain high expectations and high achievement for all students.
Campus Objective: Increase community and parental involvement
Campus Goals:
To communicate effectively with all parents and encourage their involvement with the school
To strengthen public confidence in our school
To increase the business community’s understanding and involvement in the educational program of the school
To include parents and community in decision making
Activities/Strategies Person
Responsible
Timeline Resource Allocation Evaluation SW Component
1. Continue to publish four issues
of the PTO newsletter for
distribution to parents.
Principal, PTO
President
September- May PTO funds Copies of newsletter on
file
6
2. Include parents and community
in decision-making.
Principal, SBDM
Committee
August – May Administrator,
Counselor, Teachers,
Paraprofessionals
SBDM documentation 6
3. Provide information to families
to assist them in understanding and
accessing the GT program.
Principal,
GT teacher
September - May GT Campus
Representative
Agenda and letter on
file
6
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
4. Provide parents a campus events
calendar monthly or each grading
period with student activities,
SBDM meetings, Board Meetings,
and school-sponsored activities.
Inform the public of campus/SBDM
and DEIC committee members.
Principal, Librarian September- May Principal, Local funds Copies on file 6
5. Address parent involvement in
regular LPAC/ARD/teacher
conference meetings to develop
appropriate goals’ and IEPs.
Principal, Counselor August – May Local funds LPAC Minutes, ARDC
Minutes, Sign-in Sheets
6
6. Inform parents of campus and
individual discipline plan in the
handbook.
Principal, Classroom
teachers
August Principal, Teachers Parent Survey,
Discipline plans
4
7. Encourage Parent/Teacher
conferences throughout the year.
Principal, Classroom
teachers
August – June Teachers Letters on file
Parent logs
Sign-I sheets
1
8. Involve parents through
Accelerated Reader, Agriculture
Fair, classroom parties, Title I
meetings, PTO, field trips, UIL
Assembly, volunteering, classroom
visits, and working in classrooms.
Principal, AP,
Classroom teachers,
Staff, SBDM
Committee, UIL
Director
September - June Volunteers, PTO,
Principal, Counselor,
Teachers, Local funds,
Title I funds
Letters on file, lists on
file, names on file
6
9. Invite parents and community
members to attend Student
Recognition Assemblies.
Principal, AP,
Classroom teachers
September - June Principal, Local funds Names on file
Letter on file
6
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
10. Parent Learning Network:
Conduct parenting workshops to
inform parents about special
programs, how to help students at
home, how to read to students,
STAAR strategies they can use at
home, health issues, and the AR
program.
Parenting committee,
Assist. Supt. for
Special Programs,
PLN Facilitator,
Counselor
September - May Title I funds
SCE
Sign-in rosters, Letters
on file
4, 10
11. Parent Training Library
provides weekly sessions and
activities.
Assist. Supt. for
Special Programs,
PLN Facilitator
August – May Title I funds Sign-in rosters 10
13. Conduct an annual Title I
public meeting to inform parents
of Title I programs and review
school/parent compact.
Director of Special
Programs,
PLN Facilitators,
Principal
Fall -Spring Title I funds Sign-in rosters
Evaluation forms
Minutes
6
14. Provide a monthly article by
counselor in local newspaper.
Principal, Counselor,
Student Services
Director
September – June Counselor Copies of article on
file
6
15. Conduct a parent orientation
or open house at the beginning of
each school year. (Meet the
Teacher) Promote Public School
Week in March on each campus
(Open House)
Principal, AP,
Teachers, Staff
August and March Local funds Attendance sign-in
sheets
6
16. Inform parent and community
members of school activities and
campus programs through the
registration/enrollment packet,
district website, and local media.
Principal, Counselor,
Assist. Supt. for
Special Programs
September - June Local funds Published articles 6
17. Distribute a parent
satisfaction survey for parental
input on an annual basis.
Principal, AP,
Counselor
April Local funds Survey responses 1
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Devine Intermediate School Campus Improvement Plan
District Goal #2: STUDENT ACHIEVEMENT: All students will be encouraged to meet their full educational potential
Campus Objectives:
Increase student achievement on the STAAR
Reduce the achievement gap among disaggregated student populations on the STAAR
Increase the achievement of special populations students on the STAAR
Increase the number of students meeting the passing standard each six weeks
Campus Goals:
To increase the percent of all students and disaggregated student groups passing the STAAR Reading test to 90% or higher
To increase the percent of all students and disaggregated student groups passing the STAAR Math test to 90% or higher
To increase the percent of all students and disaggregated student groups passing the STAAR Writing test to 90% or higher
To increase the number of special education students passing the STAAR, on-grade-level STAAR M, A, or Alt to 90% or higher
To maintain the percent of Gifted/Talented students mastering the STAAR at 100%
To increase the number of students passing for each six weeks to 90% or higher, with an annual passing rate of 95% or higher
To increase the percent of all students and disaggregated student groups passing the STAAR Science test to 90% or higher
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Provide opportunities for
teachers to discuss the STAAR and
other testing measures in staff
development meetings.
Principal, AP On-going Staff Agenda
8
2. Schedule one faculty meeting
per year to gather input and inform
teachers of new assessment
instruments and techniques.
Principal,
AP,
Asst Supt.
August –
September
Local funds Agenda, sign-in
sheet
8
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
3. Coordinate the administration of
the STAAR, RPTE and TELPAS
for ESL students, and appropriate
STAAR Assessments based on IEP
Asst. Supt., Principal,
Counselor, Asst.
Principal
October, February,
April, May
Local funds STAAR, RPTE,
TELPAS,
Appropriate
STAAR
Assessments
based on IEP
8
4. Conduct small group instruction
and remediation for students that
qualify for RTI grades
3-5.
Teachers,
Paraprofessionals, Assist. Supt. for
Special Programs, Re
August – May SCE, Local funds ITBS, TPRI,
TSDS, TMDS,
STAAR report
cards, Universal
screener
9
5. Train campus staff to review,
interpret, and update the test data
and give input into the choices of
assessments and the use of
assessments.
Asst. Supt, Principal,
AP, ESC 20 Training
September Local funds Agenda
Sign-in Sheets
Certificates on
file
2
6. Disaggregated STAAR, STAAR
A, Alt will be used to determine
the instructional needs of third,
fourth, and fifth graders
Principal, AP,
Counselor August - June Local funds Data from state
assessments and
benchmark tests
2
7. Students will participate in a
math program targeted to improve
appropriate STAAR Assessments
based on IEP. Opportunities for
parent/teacher conferencing
regarding STAAR scores will be
provided.
Principal, AP,
Counselor, Teachers
August - June Local funds Lesson Plans
Benchmark
Results
2
8. Instruction will be aligned with
the TEKS for all state assessments.
Principal, AP,
Counselor, Teachers
August - June Local funds Lesson plans
Observations
2
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
9. Daily math activities that
include problem-solving activities
appropriate to each grade level will
be used to improve STAAR and
appropriate STAAR Assessments
based on IEP
AP, Classroom
teachers
August - June Local funds Lesson plans
Observations
2
10. Reduce the achievement gap
between low performing students
and all students by providing
instruction and remediation in
small group settings with the use of
instructional aides.
Principal,
Classroom teachers,
Para-professionals
August - June Local, SCE
Title I-Part A:
Title II-Part A:
TPRI scores,
ITBS scores,
STAAR results
TELPAS results
Observations
2,9
11. Provide intensive, sustained
professional development to
address the needs of student
expectations, differentiated
instruction in the inclusion
classroom, instructional strategies
for student engagement, and
effective use of content mastery.
Assistant Supt.
Director of Special
Ed.
Assist. Supt. for
Special Programs,
Campus Admin.
ESC 20 SpEd
Contracted Services,
Kilgo
September -June Local
Title II-Part A
SCE
Title I
TPRI scores
ITBS scores
TAKS/STAAR
results
TELPAS results
PBMAS
indicators
AYP results
2,4
12. Target the student expectations
and objectives for at-risk students
and implement STAAR
acceleration strategies to ensure
that students who experience
difficulty mastering levels of
academic achievement standards
are successful
Assistant Sup. of C&I
Director of Sp. Ed. Assist. Supt. for
Special Programs
Campus Admin
ESC 20 SpEd
Contracted Services,
Kilgo
Curr. Coordinators
August -June Local
Title II-Part A
SCE
TPRI scores
ITBS scores
STAAR results
TELPAS results
PBMAS
indicators
AYP results
1,2,8
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Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
13. Utilize student assessment data
management system (AWARE) for
analyzing STAAR/testing, data,
developing benchmarks, and
building TEKS-aligned
assessments.
Assist Supt.
Principal, AP,
Curriculum
coordinators
September - June Local TPRI scores
STAAR result
TELPAS results
1,2,8
14. Revise plan and procedures for
meeting AYP in special ed. reading
and math performance measures.
Principal
AP, Counselors
Special Ed. Director
Diagnosticians
Teachers
September -June Local
Title II-A
STAAR scores 2,9
15.Monitor number of special
education students in less
restrictive environment
Principal, AP,
Counselors
Special Ed. teachers
Director of Spec.Ed.
Diagnosticians
September -June Local PEIMS Reports
Performance
Indicator
Level. - PBMAS
#7 & #8
2,9
15. Continue to implement Math,
Reading, Writing, and Science
Processes.
Principal, Curriculum
Coordinators,
classroom teachers
September - June Local Lesson plans
classroom visits
Agendas
2
16. Continue Envision Math
program throughout intermediate
grade levels.
Principal, Classroom
teachers, AP
August – June District funds Lesson plans 2
17. Continue vertical grade level
meetings to review and revise
scope and sequence and implement
core subject programs.
Principal, AP,
Classroom teachers,
SBDM Committee
August - June Teachers Meeting minutes 8
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Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
18. Use heterogeneous grouping in
all grade levels.
Principal, Counselor August - June Counselor, Teachers Class lists,
STAAR scores
2
19. Continue the Accelerated
Reader program.
Principal, AP,
Classroom teachers,
Director of Library
Services
August - June Local funds AR computer
reports
2, 4
20. Continue to target the student
expectations/objectives for
STAAR at-risk students, and
implement STAAR acceleration
strategies to ensure that students
who experience difficulty
mastering levels of academic
achievement standards shall be
provided with effective, timely
additional assistance.
Principal, Classroom
teachers, AP,
Computer Lab Aide
August - May SCE and Local funds,
Study Island, iReady
STAAR scores,
observation,
benchmarks,
Tutoring, IRIs
8,
21. Use STAR testing for AR
program.
Classroom teachers,
computer lab aide
August,
December, May
Local funds Computer reports 8
22. Continue to use math and
science manipulatives.
Principal, AP,
Classroom teachers
On-going Local funds Purchase orders,
test results,
observation
2
23. Purchase
expository/informational library
books for the AR program.
Principal, Librarian
August Local funds STAAR scores,
purchase orders
2
24. Use i-Ready for Tier II & III
struggling readers at grades 3-5.
Principal, Computer
Lab Facilitator,
September – May Local funds Computer
reports, STAAR
2, 9
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Devine Intermediate School Campus Improvement Plan
Teachers Title I Aide
reading scores,
iReady reports
Activities/Strategies
Person Responsible Timeline Resource Allocation Evaluation SW Component
26. Implement Scottish Rite/Take
Flight for 3rd, 4th and second year
5th grade students and
coordinate/supplement using Lexia
for 5th grade.
Principal, Reading
Interventionists,
Dyslexia Coordinator
September - May Title I funds
SSIG
TPRI, STAAR
results
2, 9
27. Monitor STAAR Benchmarks
of all students.
Principal, AP,
Counselor
September - May Teachers Curriculum Coordinators
Observation,
Assessment
results
8
28. Provide an in-school
accelerated instruction program for
students at-risk of not meeting
standards.
Principal, AP,
Teachers, Classroom
Aides, counselor
November - April Local funds Class lists, time
logs, retention
list, STAAR
scores, AWARE
2, 9
29. Provide in-service to parents
that address helping students at
home.
PLN, Counselor, Assist. Supt. for
Special Programs
September - May Local, Title I, Headstart
funds.
Sign-in sheets,
letter on file
1
30. Sign a school/parent compact
to make the school and the parents’
partners in education.
Principal, Classroom
teachers
August Title I funds Copies on file 1
31. Provide accelerated instruction
during the school day.
Principal, Classroom
teachers.
August - May
Title I funds, SCE
funds,
Documentation in
classrooms,
Report cards,
STAAR scores
2, 9
32. Use Title I aides in classrooms
to help students.
Principal, Classroom
teacher.
August - May
Title I Funds Documentation in
classrooms,
Teachers
Observation,
2, 9
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Devine Intermediate School Campus Improvement Plan
schedules
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
33. Provide accelerated instruction
for students not passing state
assessments, failing EOY averages,
and attendance noncompliance.
Classroom teachers,
Principal, Counselor
June - July SCE, , Title I, SSIG
Documentation,
Report cards,
STAAR results,
AWARE
2, 9
34. Continue benchmark tests
regularly to identify TEKS/SE’s
that need further reinforcement for
student success.
Principal, Classroom
teachers, Student
Services Director, AP
October - April Title I, Local Funds Benchmark
results, STAAR
scores, AWARE
8
35. Incorporate oral language
strategies for ESL students through
use of ESL materials, software, and
staff development.
Principal, ESL
teachers, Director of
Special Programs
August – June
Local, Title III funds
STAAR,
TELPAS, AMOS
2, 9
36. Inclusion of curriculum units
on Black History Month, Hispanic
Awareness, women’s contributions
to society, and awareness of
various cultures through literature.
Principal, Classroom
Teachers, Vertical
Teams
August - June State and Local Funds Lesson Plans,
Teacher
Observations
2
37. Teachers will apply research-
based reading strategies addressing
the priority components, supported
by professional development,
teacher collaboration, and
instructional materials.
Teachers, Principal,
Curriculum
Coordinator, Asst.
Principal
October - June Staff
Improved student
achievement in
reading, provide
reading teacher
training;
obser./walk-
throughs
2
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
38. Identify 3rd grade students
determined to be at-risk for reading
failure, and monitor Tier 2 and 3
interventions.
Principal , AP
Reading
Interventionist,
Teachers
August - May Local funds
TPRI Reports,
Classroom
Assessments
8
39. Provide remediation lists
generated from STAAR, TPRI,
results to appropriate teachers for
tutorial purposes.
Staff, Principals,
Counselors, Teachers
August - May Remediation lists,
State Comp Funds,
Build table per grade
level
Remediation lists
,
Tutorial lists,
Teacher time
cards of file,
Report card
9
40. Monitor student progress on a
three week, six week and EOY
basis.
Principal, AP,
Counselor, Teachers
September – May Local funds Report cards and
progress reports
8
41. Implement district special
education strategic plan.
Principal, Dir. of
SpEd
On - going Local funds Appropriate
STAAR
Assessments
based on IEP
2
42. Provide inclusion and resource
to address the needs of special
education students in reading and
math.
Principal, Special Ed
teachers
August - May SpEd funds Class rosters,
Progress reports
2
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Devine Intermediate School Campus Improvement Plan
District Goal #3: CURRICULUM AND INSTRUCTION: A well-balanced and appropriate curriculum will be provided to all students.
Campus Objective: Increase student attendance rates
Campus Goal: To increase the campus attendance rate to 97% or higher
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Monitor student attendance. Principal, Counselor,
Attendance clerk
August – May Teachers PIEMS, letters to
parents, letters on file,
txGradebook
3,7
2. Reward students with
perfect attendance at the end
semester and the school year.
Principal, AP,
Counselor Student
Recognition
Committee
October –
June
Local funds,
Community Support
Increased attendance 3,7
3. Daily phone calls to parents
when students are absent.
Principal, Counselor,
Classroom teachers,
Attendance Clerk
August –
June
Teachers, Secretary
School Messenger
Phone logs,
Attendance records
3,7
4. Reward each grade level
with best six week’s
attendance.
Principal, AP September –
May
Local funds Attendance report 3,7
5. District SRO will assist
principal in communicating
with parents and help enforce
compulsory attendance law.
Principal, SRO, Assist. Supt. for
Special Programs
October Local funds, City of
Devine funding
Improved attendance
3,7
6. Target potential drop-
out/at- risk students through
RtI
Counselors
Teachers
Principals
Spring
SCE, Title I,
Appropriate STAAR
Assessments based on
IEP
9
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Devine Intermediate School Campus Improvement Plan
District Goal #3: CURRICULUM AND INSTRUCTION: A well-balanced and appropriate curriculum will be provided to all students
Campus Objective: Provide a well-balanced and appropriate curriculum to meet the needs of the campus community
Campus Goals:
95% of students will demonstrate mastery of the TEKS
To improve the campus nutrition environment, ensure students are physically active, and encourage parents and staff to be positive role models
by promoting healthy lifestyles through semester newsletter, evidence in lessons taught in plans
To meet the educational needs of all students
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Monitor lesson plans, which
are based on TEKS, weekly.
Principal, AP August - June State and local funds Lesson plans on file 3
2. Provide teachers with the
necessary materials.
Principal, AP August - June Title I funds, State and
Local funds
Purchase orders on file 3
3. Send out progress reports
each three weeks to all
students
Principal, AP, Counselor,
Teachers
September -
May
State and Local funds Reports on file 6
4. Monitor six weeks failure
report to ensure that students
will receive timely assistance.
Principal AP, Counselor,
Teachers
October -
May
State and local funds Observation, Reports
on file
6
5. Implement TEKS-based
curriculum and Kilgo data
analysis to reflect TEKS
standards.
Principal, AP, Curriculum
Coordinators, Teachers
August - June Teachers Lesson Plans,
Curriculum
Coordinator Reports
2
35 | P a g e
Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation
SW Component
6. Use Keystone & Character
Building Curriculum for the
Character Education
Program.
Principal, Asst. Principal,
Teachers, and Counselor
August –
June
State, Local,
Decreased discipline
referrals
2
7. Meet federal standards for
curriculum alignment and
assessment through TEKS &
ELPS alignment of campus
curriculum.
Principal, AP, Curriculum
coordinators, Asst. Supt.
August - June
Local
Lesson Plans, Vertical
Alignment
Documentation,
STAAR
2,4,9
8. Provide coordinated health
program that includes health
services, health and safe
school environment,
counseling, staff wellness,
parent and community
involvement, physical ed.,
health education, and nutrition
services.
Principal, AP of C&I,
Health/PE teachers,
SHAC
August - June
Local
Lesson plans, SHAC
minutes, Fitnessgram
reports, Roving Chef
Program
7,8
9. Provide library books of
high interest and appropriate
reading levels that can be
incorporated into the ELAR
curriculum.
Director of Library
Services, Librarian, ELA
teachers
August - June
Local
Library book checkout
report, Lesson Plans,
Booklist
2
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies
Person
Responsible
Timeline Resource
Allocation
Evaluation SW Component
10. Ensure that Moderate to
Vigorous Physical Activity
(MVPA) is implemented in PE
class as recommended in the
Physical Education Curriculum
Guides.
PE/Health teachers, AP
Aug. -June PE/Health
Curriculum Guides CATCH
Fitnessgram Score Analysis Fitnessgram Curr. Guides
2, 8, 10
11. Implement the Health
Curriculum Guides to include
collaboration, communication, and
critical thinking skills for student
academic performance (ie. First
TEE).
PE/Health teachers, AP
Aug. -June Curriculum guides Print rich gymnasiums
including word walls,
bulletin boards,
HOTS, instructional
posters
Grades Lesson plans
2, 8, 9,
10
12. Improve student fitness,
Fitnessgram scores, and student
wellness through use of the
CSHP/CATCH.
PE/Health teachers, AP
Aug. -June Curriculum guides Newsletters No-food fundraisers
Hoops for Hearts
Fitnessgram data
10
13. Provide intervention for
students needing assistance in
reaching the Healthy Fitness Zone
in the Fitnessgram (grades 3-5)
PE Teachers
Every 6
weeks Fitnessgram Curriculum Guides
Fitnessgram Score Analysis Fitnessgram Mini-Assessment
(FMA) conducted every 9wks
on specific components
needing improvement
2, 8. 9, 10
14. Evaluate the CSHP and Fitness gram results with staff and
SHAC committee.
PE/Health teachers, AP
Aug. - June
CATCH Fitnessgram Score Analysis Fitnessgram Curriculum guides Minutes of SHAC meetings
2, 8, 10
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Devine Intermediate School Campus Improvement Plan
District Goal #3: CURRICULUM AND INSTRUCTION: A well-balanced and appropriate curriculum will be provided to all students
Campus Objective: Integrate technology throughout instruction and management to improve student performance
Campus Goal: To enhance the effectiveness of classroom instruction and student learning through appropriate application of technology
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Continue Study Island
program in grades 3-5.
Principal September – June ARI/AMI
Class reports 2
2. Use the Accelerated Reader
program in grades 3-5.
Principal, AP, AR
Grade-level Reps,
Librarian
September – June State and Local funds
Class reports 4
3. Provide training covering
internet use.
Principal, AP,
Teachers,
Informational
Specialist
August – June Title I,
State and Local funds Sign-in sheets,
Lesson plans
8,9
4. Use technology to access
information and enhance
instruction; i.e., United
Streaming Video, InFocus
Projectors, Airliners, IPads,
Surface RT, SmartBoards
Principal, AP,
Teachers
September – June Title I
State and Local funds Formative
Evaluation,
Walkthroughs,
Lesson Plans
2
5. Maintain number of
computers in classrooms.
Principal,
Technology Director
September – June Title I
State and Local funds Purchase orders 9
6. Continue Envision Math
program to enhance
classroom instruction.
Students can access from
home if they have internet
access.
Classroom teachers August – June Local funds
STAAR Scores 2,9
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Devine Intermediate School Campus Improvement Plan
District Goal #3: CURRICULUM AND INSTRUCTION: A well-balanced and appropriate curriculum will be provided to all students.
Campus Objective: Focus budgetary allocations on instruction
Campus Goals: To ensure campus expenditures are appropriate to meet or exceed student needs
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Allocate available funds to
meet all student and staff needs.
Principal, SBDM
Committee, Director
of Special Programs
July- June Federal, State and Local
funds
Budget and
purchase orders on
file
1,2,7,8,9
2. Monitor expenditures to
achieve equitable distribution of
available resources and
coordinate and integrate federal,
state, and local funds to ensure
efficient use.
Principal, SBDM
Committee
August - June Teachers, SBDMC,
Federal, State and Local
funds, TECS
Purchase orders,
expenditure
reports
1,2,7,8,9
39 | P a g e
Devine Intermediate School Campus Improvement Plan
District Goal #4: Qualified and Effective Personnel: Highly qualified effective personnel will be recruited, developed, and retained.
Campus Objective: Attract and retain highly qualified and effective teachers
Campus Goals:
To notify central office of impending vacancies so that the district will recruit highly qualified and effective teachers
To provide timely orientation for new staff
To assign each new teacher an experienced mentor
To provide quality staff development
To provide administrative support to all personnel
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Provide quality staff
development to ensure that all
core teachers are highly
qualified.
Assist. Supt. for Special
Programs, Assistant
Supt., Principal
August – June Title II-Part A,
Title I funds
Staff development
survey, annual
review of teacher
certification
4
2. The district will provide
reimbursement for the
ExCET/TExES test in high needs
areas to assist teachers in
becoming highly qualified.
Assist. Supt. for Special
Programs, Assistant
Supt., Principal
August – June Title II-Part A,
Title I funds
Highly qualified
teacher certification
5
3. Provide staff development for
paraprofessionals that would
increase their ability to assist in
instructing reading, writing and
math.
Assist. Supt. for Special
Programs, Assistant
Supt., Principal
August – June Title II-Part A,
Title I funds
Sign-in sheets,
Certificates
4
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Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
4. Provide means for
paraprofessionals to meet NCLB
requirements by attending ESC-
20 TOP Training.
requirements.
Assist. Supt. for Special
Programs, Assist. Supt.
July – June
Title II-Part A,
Title I funds
Transcripts,
Educational Aide
Certificates
4
5. Provide staff development in
motivation
Principal August Local funds, Title II-Part
A funds
Program on file 4
6. Provide staff development on
T-TESS with online training.
Asst. Supt., Principal,
AP
August-Sept Local funds Agenda,
Completion
Certificate
4
7. Provide staff development in
analyzing and disaggregating
STAAR scores.
Principal, Asst.
Principal, Counselor,
Asst. Supt.
August -
September
Title I, Local,
Agenda, Sign in
sheets
4
8. Provide training in
computer/internet use.
Principal, Information
specialist
August -May Local funds Agenda, sign in
sheets
9. Provide staff development in
Special Education
workshops/vertical grade level
meetings, Inclusion.
Principal, Spec Ed
Director, Counselor
August - May Special Education funds,
Title I funds
Letter on file 4
10. Provide staff development in
crisis prevention and safety plan.
Principal, Special
Education Staff
August - May Special Education funds,
Title I funds
Agenda, Sign in
sheets, CPI
Certificates
4
11. Assign all first-year teachers
with a mentor and appropriate
training.
Region 20, Principal, Assist. Supt. for Special
Programs, Assist. Supt.
August - May State and Local funds,
Title II-Part A funds
Observation;
personnel files
4
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
41 | P a g e
Devine Intermediate School Campus Improvement Plan
12. Provide staff development in
conflict resolution
Principal, Counselor Spring SCE funds Agenda 4
14. Provide access to Region 20
workshops including funds for
travel, substitutes, & fees and
provide funds for attending other
curriculum-related workshops.
Principal August - May Local, Title I Part A,
Title II Part A funds
Certificates of
Attendance
4, 5
15. Provide mentoring program
for first year teachers.
Principal, Assist. Supt.
for Special Programs,
Assist. Supt., Teacher
Mentor, Educational
Consultant
August - June Title II Part A funds PDAS 4
16. Maintain personnel in order
to reduce the achievement gap
between low performing students
and all students by providing
instruction and remediation in
small group settings.
Principal
Classroom teachers
August -June Local , SCE
Ed. Jobs
Title I Part A
TPRI scores
STAAR results
TELPAS results
Schedules
2,3,9
42 | P a g e
Devine Intermediate School Campus Improvement Plan
District Goal #4: Qualified and Effective Personnel: Highly qualified effective personnel will be recruited, developed, and retained.
Campus Objective: Provide the campus’ educators and paraprofessionals with the support, tools, and resources to empower them to
effectively teach all students
Campus Goals:
To provide pertinent staff development
To utilize appropriate resources and technologies
To allow teachers the opportunities for input in the decision-making process involving testing and materials
To engage parent and community involvement
Activities/Strategies
Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Provide staff development in
formative evaluation of campus
plan.
SBDM Committee November
and May
SCE funds Sign-in sheet,
minutes
8
2. Provide staff development in
state assessment data and Eduphoria
data disaggregation through
Grade-Level Meetings.
Principal, AP,
Teachers
August - May Local funds Agenda 2, 8
3. Provide staff development to
address parent involvement in
events such as LPAC meetings,
parent/teacher conferences, Texas
Public School Week, classroom
visitations, and grade level
meetings.
Principal, AP,
Counselor
August – June Local funds Minutes 8
43 | P a g e
Devine Intermediate School Campus Improvement Plan
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
4. Provide staff development to
address parent involvement through
student/parent compacts.
Principal, Classroom
teachers, parents
August – June Local, Title I funds Copies on file 6
5. Provide staff development to
address parent involvement through
parent workshops.
Assist. Supt. for Special
Programs September –
June
Title I Funds Sign-in sheets 6
6. Employ School-wide Discipline
Plan that is effective in reducing
discipline referrals Discipline Committee
August Local Funds Office referrals 3
7. Provide Kilgo Training in the
areas of Math, Reading, Writing,
Science and Social Studies
Assist. Supt., Kilgo
Representatives October-
January
Local Funds STAAR Scores,
Scope and
Sequence, Lesson
Plans
4
8. Continue and enhance Teach
To’s implementation
Principal, AP,
Discipline Committee August Local Funds Discipline Report 4
9. Attend AIE Conference yearly
to ensure instructors’ development
of creative and innovative
techniques as appropriate to
improve student learning
Principal
Asst. Supt. October Title I Funds STAAR Scores 4
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Devine Intermediate School Campus Improvement Plan
District Goal #5: SCHOOL CLIMATE AND DISCIPLINED ENVIRONMENT: The district’s campuses will maintain a safe and disciplined
environment conducive to student learning and to a positive perception in the community.
Campus Objective: Maintain high standards and expectations of student’s behavior and performance
Campus Goals:
To build a positive school climate and teamwork among faculty and staff
To involve district staff, campus staff, parents and community representatives in improving student achievement through shared decision making
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
1. Develop, monitor, and revise the
campus plan.
SBDM Committee August - June Local funds Campus plan,
minutes, sign-in
sheets, CNA
10
2. Plan activities that will improve
climate, provide opportunities for
teachers to demonstrate
educational strengths, and build
teamwork among faculty.
Principal, AP, Staff August - June State and Local funds Announcements,
Agenda,
Luncheons
8
3. Provide information on good
hygiene and growth.
Counselor, Nurse August - June Teachers, State and Local
funds
Agenda, Lesson
plans, Sign In
Sheets
2
4. Participate in Red Ribbon Week
in order to inform all students of
the dangers of taking drugs.
Principal, Counselor,
Teachers, Assist.
Supt. for Special
Programs
October Local Agenda, SDFSC
survey
2
5. Promote career awareness. Principal, AP,
Counselor, teachers,
Paraprofessionals
August - June State and Local funds College Go Get It
Week, Classroom
visitations
2
6. Use appropriate programs from
NCI.
Core Team August - June Special Ed Funds PEIMS
Discipline
4,9
45 | P a g e
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Reports
Activities/Strategies Person Responsible Timeline Resource Allocation Evaluation SW Component
7. School resource officer will be
visible in parking lots and hallways
to ensure students safety.
Assist. Supt. for
Special Programs,
Principal,
Superintendent, SRO
August - June City of Devine
DISD
SRO Reports 7
8. Recognize Teachers for
Exemplary Performance.
Principal, AP,
Counselor
June 2013 Local funds STAAR scores,
TAPR
5
9. Implement specific selected
Teach-To’s by Discipline
Committee to improve in areas of
campus needs.
Teacher Committee August - June
Local funds Referrals 7,8
46 | P a g e
Devine Intermediate School Campus Improvement Plan
Use of Other Resources
In addition to the regular instructional program, the school provides a variety of special programs to meet the needs of all students who attend the school. Some of the
special programs include the following:
1. Individuals with Disabilities Education Act (IDEA) – Special Education. This is state and federally funded program designed to meet the special needs of children with
disabilities. Only students that have been identified by the Admissions, Review, and Dismissal (ARD) committee can participate in this program. Devine ISD participates
in a special education cooperative to provide special services which include a resource room, speech therapy, occupational therapy, physical therapy, a diagnostician, and
a counselor.
2. State Compensatory Education (SCE). Funds from this state-funded program are currently being used to fund tutorials to provide accelerated and more individualized
instruction to students at risk.
3. NCLB, Title I-Part A, Part A-Devine ISD uses its Title I-Part A funds to implement school wide programs at Ciavarra Elementary, Devine Intermediate and Devine
Middle Schools. The programs at each campus are designed to upgrade the entire instructional program at the school. The programs provide supplemental reading and
math instruction, and are enhanced with special materials and equipment. The programs also support intensive and sustained professional development and parental
involvement.
4. NCLB, Title II-Part A: Teacher and Principal Training and Recruiting Fund – Devine ISD uses these federal funds to create a district-wide teacher mentoring program
and to provide professional development activities taking place both on and off its campuses. These funds are also used for personnel to reduce class size at Ciavarra
Elementary, Devine Intermediate and Devine Middle Schools.
5. NCLB, Title III-Part A: English Language Acquisition, Language Enhancement, and Academic Achievement Act – These federal funds are used to support limited
English proficient and immigrant children to attain English proficiency, with emphasis on academic proficiency.
6. Career and Technology Education – Computers and software are purchased through the federal career and technology education program at the high school campus. With
the assistance of the software, career awareness and guidance are offered to enable students to follow career pathways and learn the skills necessary to be successful in the
modern day workplace upon graduation. Funding also pays for program coordination and professional development activities for faculty.
7. English as a Second Language (ESL) – A certified teacher uses the ESL methodology in a variety of settings for the limited English proficient (LEP) students identified
by the language proficiency assessment committee (LPAC). This funding is used as salary for a certified teacher and special supplies and materials used to enhance the
instruction.
47 | P a g e
Devine Intermediate School Campus Improvement Plan
Overview of State Compensatory Education
State Compensatory Education (SCE) is the state's means for addressing the unmet needs of students in "at-risk" situations, i.e., are not functioning at grade level. These funds are to be used to improve and enhance the programs funded under the regular educational program by addressing the needs of students who are at risk of failure and/or of dropping out of school.
Students Eligibility The Texas Education Code (TEC §29.081) provides criteria for identifying students who are "at risk," that is, those who are eligible to receive the SCE services. As amended by S.B. 702, "student at risk of dropping out of school" includes each student under 21 years of age who:
(1 ) was not advanced from one grade level to the next for one or more school years;
(2) if the student is in grade 7, 8, 9, 10, 11, or 12, did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
(3) did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;,
(4) if the student is in pre-kindergarten, kindergarten, or grade 1, 2, or 3, did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
(5) is pregnant or is a parent;
(6) has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;
(7) has been expelled in accordance with Section 37.007 during the preceding or current school year;
(8) is currently on parole, probation, deferred prosecution, or other conditional release;
(9) was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;
(10) is a student of limited English proficiency, as defined by Section 29.052;
(11) is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been
referred to the department by a school official, officer of the juvenile court, or law enforcement official;
(12) is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or
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(13) resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.
In addition to the above list, the local education agency may establish local criteria for identifying students who are at risk. However, the number of students served using local criteria during a school year may not exceed ten percent of the number of students served using state-defined criteria during the preceding school year. Students identified solely under local criteria are not included in the PEIMS count.
Local Criteria: On November 15, 2004, the DISD School Board approved Dyslexia as a local criteria for at-risk according to House Bill 1691 that allows charges to SCE allotment for dyslexia students.
Module 9 of the Financial Accountability System Resource Guide (FASRG) clearly states that the SCE funds "are intended for the primary benefit of students in at-risk situations, as defined in Texas Education Code Section 29.081" [FASRG, §9.2.3.1]. In addition, students who do not meet the criteria in TEC (e.g., those identified solely under local criteria) may receive an incidental benefit. "Incidental inclusion" of students generally means that (1) their inclusion does not increase the cost of the program, and (2) students identified under the TEC criteria are not denied SCE services. In any case, SCE services may not be used to provide services to students identified solely by the local criteria in the absence of students who meet the criteria established in the TEC. The defense of the local criteria and the inclusion of students are the responsibility of Devine ISD.
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District SCE Policies and Procedures
The Devine ISD has adopted the following administrative policies and procedures for identifying students:
(1) Students shall be identified as meeting one or more of the at-risk criteria as defined in TEC Section 29.081 annually when that information is accumulated for the Public Education Information Management System (PEIMS).
(2) The district does one use local criteria to identify students in at-risk situations; dyslexia. House Bill 1691 allows charges to SCE allotment for dyslexia students. However, the number of students receiving services under this subsection during a school year may not exceed 10% of the number of students who met the State criteria under Section 29.081 of the Texas education code who receive services from the district during the preceding school year. Dyslexia cannot be used for PEIMS coding as at risk.
(3) Students meeting one or more of at-risk criteria as defined in TEC Section 29.081 will be considered for placement in one or more of the programs and/or services currently being implemented with funds under the State Compensatory Education (SCE) program. Students most in need based on their performance on the various assessment instruments administered by the district, number of years retained, etc., and upon the recommendation of the campus contact, in consultation with the principal and/or appropriate staff, will be entered into a program or service that best addresses their individual needs.
(4) Students who demonstrate sustained success in mastering the success criteria defined in the summative evaluation for the SCE program and/or service to which they have been assigned may be exited from the program and/or service upon the recommendation of the campus contact and/or appropriate staff.
(5) The district has established staffing ratios and financial allocation standards for basic education programs to ensure that all SCE-funded activities are supplemental. Devine ISD uses all SCE funds to supplement services beyond those offered through the regular education program, as per state guidelines to provide base services at the DAEP. Staffing ratio standards for Grade 5 is 25 to 1 and for the secondary campuses, 28 to 1.
(6) Devine ISD combines its SCE funding with Title I-Part A School wide funding on two campuses: Ciavarra Elementary and Devine Intermediate. Devine Middle School and Devine High School are not a Title I-Part A campuses. According to interpretations of Senate Bill 702 by the Texas Education Agency, a campus using SCE funds to support a Title I-Part A school wide program (on a campus with over 50% students from low-income families) is not responsible for meeting the intent and purpose of SCE; or for providing supplemental services to children identified as at risk of dropping out of school under the state at-risk criteria; or for reporting supplemental SCE FTEs in the CIP; or for implementing the policies and procedures required under SCE; or for evaluating the SCE program.
When using SCE funds to support a Title I-Part A school wide program, the SCE funds are monitored according to the audit requirements and the rules and regulations that govern the Title I-Part A, Part A school wide program. Combining SCE funds on a school wide campus allows schools to address needs in an integrated way and relieves schools from the burden of documenting that a specific program dollar was expended for a specific program activity. In other words, the SCE funds lose their “program” identity.
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However, the SCE funds do NOT lose their “fiscal” identity, and these funds are riot fiscally combined with Title I-Part A, Part A for accounting and reporting purposes. SCE expenditures must be tracked back to the SCE fund code, and all generally accepted accounting principles must be followed.
Devine ISD conducts an annual needs assessment to identify students who have not made, or are not making satisfactory academic progress and students with non-academic problems that may inhibit academic success. This information is used to set priorities and goals, to allocate available financial and support resources, and to determine whether the redirection of the SCE programs and services is needed.
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Campus-Level SCE Services, 2015-2016 Based upon students’ qualifying criteria, the following tables outline each campus specific service funded by State Compensatory dollars. As
additional students are identified and student needs are determined, additional services may be added, and others may be modified or deleted.
Devine Intermediate School
Objective: To have 90% of all students disaggregated by ethnicity, gender and income pass all parts of the STAAR.
Strategy/Activity
Resources
Staff
Responsible
Timeline &
SW
Component
Formative Evaluation Summative
Instruction and Intervention – (3-5)
Implement effective reading, math, writing,
and oral language instruction and
intervention strategies for at-risk students
and monitor student performance to ensure
increased student achievement.
Certified teacher
1.3FTE
Instructional aides 2
Counsel 1
Title I-Part A
SCE - $161,327
Principal August 2015 -
July 2016
SW Comp-2,3
Benchmarks
Teacher test
Grade reports
Progress monitoring
Running records
Passing reading
STAAR
Federal Report
Card
Tutorials- Proved in-school and after-school
tutorials for students not meeting
objective/standard in order to reduce the gap
between “all students” and
EcoDis/LEP/Special Ed.
Certified teachers
SCE-$2,500
Principal
AP of C&I
August 2015 -
July 2016
SW Comp-2,9
Benchmarks
Teacher tests
Grade reports
Passing applicable
component of
STAAR
Dyslexia – Provide dyslexia intervention for
dyslexic students using Lexia and Tier
II/Tier III Reading First interventions as well
Take Flight/Scottish Rite strategies and
Lexia computer program for additional
support.
SCE-$500 (supplies)
SCE-*$1,000
(personnel)
Title I-Part A
Local
Principal
Reading Interventionist
August 2015 -
July 2016
SW Comp-2,9
TPRI Reports
Classroom Assessments
Reading/ELA
grades
List of exited
students
*Staff Development –Provide professional
development to assist teachers in meeting
the needs of students at-risk of not passing
STAAR or subject/grade level.
*SCE -$1,000
Title I-Part A
Title II-Part A
Asst. Sup of C&I
Asst Supt Sp Prog
Principals
August 2015 -
July 2016
SW Comp-4
TTESS observation tool Administrative
observations of at-
risk strategies applied
in the classroom.
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*Funds utilized district-wide
Objective: To have 90% of all students disaggregated by ethnicity, gender and income pass all parts of the STAAR.
Strategy/Activity
Resources
Staff
Responsible
Timeline &
SW
Component
Formative Evaluation Summative
STAAR Materials-Augment core curricula
instruction by using STAAR materials to
help students achieve STAAR objectives.
Certified teachers
SCE-$1,000 Principal August 2015 -
July 2016
SW Comp-2
Teacher test
Grade cards
Passing reading and
math STAAR
*Homebound-Provide homebound
academic instruction to identified students
as appropriate.
Certified teachers
*SCE-$2,000 Principal August 2015 -
July 2016
SW Comp-2,9
Tests and quizzes
provided by classroom
teacher.
Grade card
Passing grades
Promotion
*Transportation-Provide transportation for
students attending summer school/
accelerated instruction.
2-4 bus drivers
*SCE $2,500 Principal
AP of C&I
Director of
Transportation
June/July
2015
SW Comp-2-9
Student list of those
attending
Summer school
attendance reports
Additional Services available to support At-Risk Students (not funded by SCE) Reading and Math Intervention-“Bronco
Time” Implement effective in school
reading and math intervention for at-risk
students and monitor student performance to
ensure increased student achievement.
Local
Title I-Part A
Title II-Part A
Principal
Classroom teachers
Instructional Aides
AP of C&I
August 2015 -
July 2016
SW Comp-2,3
Lesson plans
Teacher tests
Grade reports
STAAR reading,
writing, math
results.
TELPAS results
Summer School-Provide accelerated
instruction for fifth grade students that did
not pass the first or second administration of
the reading or math STAAR test as outlined
in SSI guidelines.
2 certified
teachers(2 FTEs)
SSI funds
Title I-Part A
Local
Principal,
Certified
Teachers
GPC
June/July-
2014
SW Comp-2,9
Teacher tests
Grade cards
AIP (Accelerated
Instruction Plan)
Promotion
AIP
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No Child Left Behind School-wide Components
TEN COMPONENTS of a Title I, Part A School-wide Program from No Child Left Behind [P.L. 107-110 (§1114)] (Taken from TEA's NCLB Program Coordination website): In general, a school-wide program shall include the following components:
1. A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children) that is based on information on the
performance of children in relation to the state content and student performance standards.
2. School-wide reform strategies that—
provide opportunities for all children to meet the state’s proficient and advanced levels of student performance;
use effective methods and instructional strategies that are based on scientifically based research that—
-–strengthen the core academic program in the school;
-–increase the amount and quality of learning time, such as providing an extended school year, before- and after-school and summer programs, and help
provide an enriched and accelerated curriculum; and
-–include strategies for meeting the educational needs of historically underserved populations.
--include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting
the state student academic achievement standards who are members of the target population of any program that is included in the school-wide program,
which may include—
-–counseling, pupil services, and mentoring services;
-–college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching
methods, which may include applied learning and team-teaching strategies; and
-–the integration of vocational and technical education programs; and
-–address how the campus will determine if such needs have been met; and
-–are consistent with, and are designed to implement, the state and local improvement plans, if any.
3. Instruction by highly qualified teachers.
4. High-quality, ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and
other staff to enable all children in the school to meet the state’s student academic achievement standards.
5. Strategies to attract high-quality highly qualified teachers to high-need schools.
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6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run
preschool program, to local elementary school programs.
8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on,
and to improve, the performance of individual students and the overall instructional program.
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided
with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide
sufficient information on which to base effective assistance.
10. Coordination and integration occurs between federal, state, and local services and programs, including programs under NCLB, violence prevention
programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.