Grand Prairie Independent School District



Fannin Middle SchoolPrincipal Susanna RamirezCampus Improvement Plan 2012-2013Mission Statement563880196850Fannin Middle School is committed to creating a positive and motivating learning environment that will enable all students to meet high academic expectations and become responsible citizens and life-long learners.00Fannin Middle School is committed to creating a positive and motivating learning environment that will enable all students to meet high academic expectations and become responsible citizens and life-long learners.Campus Overview558165200660Fannin Middle School is located at 301 N.E. 28th Street in the far northern section of Grand Prairie Independent School District between Jefferson Blvd. and Interstate 30 east of Beltline Road North. Fannin operates a Title I, Part A Schoolwide program. The Texas Education Agency ranks Fannin as an Academically Acceptable campus.00Fannin Middle School is located at 301 N.E. 28th Street in the far northern section of Grand Prairie Independent School District between Jefferson Blvd. and Interstate 30 east of Beltline Road North. Fannin operates a Title I, Part A Schoolwide program. The Texas Education Agency ranks Fannin as an Academically Acceptable campus.C O N T E N T SGrand Prairie Independent School District Improvement Plan Executive SummaryCampus Comprehensive Needs Assessment (CNA)CNA Data DocumentationCNA NarrativeCampus Improvement Plan Executive SummaryCampus Improvement Plan Strategy ChartsState Compensatory Education Program OverviewTitle I, Part A Program OverviewCampus Improvement Committee Roster 2012-2013Formative Evaluation Process and DocumentationAttachmentsGrand Prairie ISD District Improvement Plan Executive SummaryParents and community members will be full partners with educators in the education of GPISD students. [TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)Performance Objective 1.1: GPISD will develop a standardized documentation process for campus and district parent and community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness of the programs.Performance Objective 1.2: GPISD will increase participation in current parent and community involvement efforts such as the Home Instruction for Parents of Preschool Youngsters program, Health Fairs and adult language classes by 10% annually for previously underrepresented groups and campuses.Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Performance Objective 2.1: GPISD will increase instructional time by raising student attendance to the exemplary level of 98%.Performance Objective 2.2: GPISD will review and revise the process for identifying at-risk students to provide longitudinal student data to more effectively focus instruction, interventions and related services.Performance Objective 2.3: GPISD will standardize the process for developing prescriptive academic services for identified LEP, Gifted and Talented and Special Education students.Performance Objective 2.4: GPISD will increase the percentage of students meeting state requirements on TAKS to 95% in all student groups in order to achieve a district rating of Exemplary.Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)Performance Objective 3.1: GPISD will implement a standardized documentation process to monitor the utilization of the CSCOPE online curriculum to establish baseline data to measure core content curriculum implementation.Performance Objective 3.2: GPISD will coordinate efforts between the departments of Teaching and Learning, Staff Development and Instructional Technology to increase the CSCOPE effective lesson plan database by 10% annually.Performance Objective 3.3: GPISD will document state required curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence.Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)Performance Objective 4.1: GPISD will provide communication and training based on improved data regarding students at-risk of dropping out of school. (See Performance Objective 2.2.)Performance Objective 4.2: GPISD will reduce dropout rates and increase graduation rates for all students to the exemplary rate set by the Texas Education Agency.Performance Objective 4.3: GPISD will increase the number of students graduating within four years of entering high school by 10% per year.Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)Performance Objective 5.1: GPISD will annually document the Highly Qualified Continuous Improvement Plan equity analysis for 100% compliance with proper certifications and equitable assignments for experienced teachers.Performance Objective 5.2: GPISD will document a staff development plan that addresses compliance with certifications, advanced degrees, instructional technology applications and the relationship capacity necessary for effective teaching and learning.Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data Driven Management)Performance Objective 6.1: GPISD will increase STaR ratings in the Leadership, Administration and Instructional Support category to Advanced Technology for 100% of campuses (18 remaining).Performance Objective 6.2: GPISD will increase STaR ratings in Educator Preparation and Development to Advanced Technology for 100% of campuses (18 remaining).Performance Objective 6.3: GPISD will increase STaR ratings in Teaching and Learning to Advanced Technology for 100% of campuses (27 remaining)GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)Performance Objective 7.1: GPISD will review and revise the process for campus discipline referrals and for removal of students to a disciplinary alternative education setting to establish a standardized process to improve student interventions.Performance Objective 7.2: GPISD will implement curriculum and student activities to address behavioral issues through curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence. (See Performance Objective 3.3)Campus CNA Data DocumentationCampus Academic Excellence Indicator System AEIS ReportTAKS ReturnPublic Education Information Management System ReportsDemographic DataAttendance DataAt-Risk DataEduphoria Training RecordsSTaR Chart DataCSCOPE and RTI DataStaff Development EvaluationsStaff Annual Evaluation DataParent Involvement RecordsComprehensive Needs Assessment NarrativeParent InvolvementAs students enter their middle school years, parent involvement statistically declines. The Fannin CIC discussed the need for improved communication with parents regarding how their efforts can still support academic achievement. We are also dedicated to incorporating drug and violence prevention sessions into our parent, community and volunteer efforts. One of the biggest challenges is keeping a steady flow of parents to visit the campus. Alternate timing of the events is necessary to accommodate varying work hours to reach more parents. Written communications are often handed out, but may not make it home. We need to try various media sources.Student AchievementFull Academic Excellence Indicator System (AEIS) data from TEA will be received for Fannin in October. Reconfiguration and boundary changes establish a need to careful documentation of baseline data for a 6th, 7th and 8th configuration. Feeder school populations show concentrations in Limited English Proficiency, Reading Readiness and Retention rates. Feeder schools show a range of low economic students ranging from 68% to 91%. Feeder schools show a range of TAKS reading scores from 86% to 91% and a range of TAKS Math scores from 85% to 91%. Assessments and teacher feedback show a need to continue a strong focus on math/science strategies and literacy with attention to raising student performance to commended levels. Campus based professional development should be focused on data analysis for improved instructional delivery and appropriate interventions. Tutoring and other methods of interventions should be planned from the data analysis and six weeks assessments.Review of current strategies supported continuation of the work of the Content Strategists. Our tutoring efforts will continue with improved entrance and exit criteria as well as more timely identification of students for the sessions.Curriculum ImplementationPreparations for the new STAAR assessment of student achievement shows a strong link with CSCOPE core curriculum. Improvements are necessary to ensure that the scope and sequence of CSCOPE are followed as designed. Content Strategists are in place to assist teachers with CSCOPE utilization. Both district training efforts and campus based training will support the structure and flow of this core content. Supplemental programs and materials will be reviewed before purchase to ensure effective connections to the curriculum for interventions and accelerated instruction.Fannin Middle School currently addresses the requirements for curriculum to promote citizenship, anti-bullying and violence prevention and suicide prevention. We will continue to implement Capturing Kids Hearts and Rachel’s Challenge curriculum.Dropout PreventionFannin Middle School will support the central review of the process for identification and documentation of at risk students. A focus of our campus based training plan will be to ensure that all classroom teachers are updated on the system and the categories the state has in place for at risk designation. Our reviews will focus on the five academic areas as well as the eight psycho-social areas. Counselors and social workers will be a part of the team, along with classroom teachers and Content Strategists, to improve instruction and related services to address the needs of these identified students.Highly Qualified and Effective PersonnelFederal requirement for highly qualified, or properly certified, teacher placement are handled by central staff. Required reports are also submitted centrally. Highly effective instruction is addressed by both district training efforts and a specialized campus based training plan.Campus based professional development will be focused from data analysis for improved instructional delivery and appropriate interventions. As our studies move forward throughout the year, campus training and CIP strategies will be updated to address new information and strategies. Training needs have been identified for benchmark assessments and other data analysis efforts to drive instruction. Further support is necessary for math, science and literacy strategies to raise student performance to commended levels.Instructional TechnologyFannin will complete a campus inventory of instructional technology, both hardware and software. Content Strategists and Instructional Technologists will then work with teachers to assess the current levels of usage and effectiveness of these existing programs and materials.Any new purchases must be linked to the CIP. Documentation for the purchase must include a review of their link to the curriculum and their effectiveness for supplemental instruction, interventions and accelerated instruction. Content Strategists must also assess teacher readiness for utilization of the technology and note any needed support in the campus based training plan or individual classroom support activities.Safe and Secure EnvironmentWe will support and provide input to the central team reviewing current processes and forms for discipline referrals. We are committed to minimizing discipline referrals through improvements in our relationship capacity between students and teachers. A discipline removal automatically designates a student as at risk and disrupts the teaching and learning experience. A thorough information session regarding the thirteen categories of at risk students will be included in the campus based training plan as well as sessions and technical assistance on effective interventions and services.The team also noted the connection of Capturing Kids Hearts and Rachel’s Challenged, mentioned in the curriculum section, to this section. These programs build on the 5 Plays and support a safe and secure teaching and learning environment.Goal 1: Parents and community members will be full partners with educators in the education of GPISD students. [TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)Summative Evaluation Measurement Tool(s): process documentationFunding Information: 199, Title I APerformance Objective 1.1: Implement a standardized documentation process for campus and district parent and community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness of the programs.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible1.1.1: Review and improve the current documentation system for parent and community involvement and volunteer efforts to include type of activity, attendance and participant feedback.October 2012Documentation formsFeedback formsCampus PrincipalParent LiaisonGoal 1: Parents and community members will be full partners with educators in the education of GPISD students. [TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)Summative Evaluation Measurement Tool(s): session documentation and attendance, PIC recordsFunding Information: Title I APerformance Objective 1.2: Increase participation in current parent and community involvement efforts by 10% annually, including previously underrepresented groups.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible1.2.1: Inform parents of GPISD Special Education monthly meetings and assign two campus representatives to attend each meeting.Schedule complete September, 2012Schedule of meeting dates and representative assigned.Sign-in sheets, handoutsCampus Principal Representatives as assigned1.2.2: Support the classes and activities provided by the Parent Involvement Center (PIC) through improved communication of opportunities.MonthlyParent lettersPostersPIC Workshop Activities ScheduleParent LiaisonPIC StaffGoal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): program materials and session documentation, RTI foldersFunding Information: 199, 199 SCEPerformance Objective 2.1: Increase instructional time by raising student attendance to the exemplary level of 98%.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible2.1.1: Support and implement the General Superintendent’s Initiative Every Child, Every Seat, Every DayMonthlyProgram materialsParent communicationCampus based sessionsCampus PrincipalClassroom TeachersAttendance Clerks2.1.2: Administration will use Response to Intervention (RTI) process to document and address student attendance issuesWeeklyRTI Attendance FoldersCampus Principal/ Asst. Principals, Dean of InstructionGoal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): process documentation, PEIMS dataFunding Information: 199, 199 SCEPerformance Objective 2.2: Review and revise the process for identifying at risk students to provide longitudinal student data to more effectively focus instruction, interventions and related services.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible2.2.1: Attend central training and information sessions on at risk identification and the PEIMS process.October 2012Program agenda and sign-inCampus PrincipalCounselor2.2.2: Provide campus based sessions on PEIMS process improvements and at risk designations as well as extended session on effective interventions for at risk studentsOctoberMonthlyAgenda and sign-inCampus based training calendarCampus PrincipalCounselorGoal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): ARD/IEP records, LEP records, GT records, purchasing documentationFunding Information: 199, 199 SCE, Title I A, Title III, SPED, all special revenuePerformance Objective 2.3: Standardize the process for developing prescriptive academic services for LEP, Gifted and Talented and Special Education students.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible2.3.1: Ensure timely purchases and implementation of identified prescriptive academic services for LEP, Gifted and Talented and Special Education students (particularly to ensure immediate response time for ARD/IEP recommendations for required purchases of adaptive equipment and/or materials).Process review, September 2012Daily communication, as necessaryARD/IEP recordsLEP/GT recordsPurchasing documentationSPED, LEP, GT department staffCampus PrincipalARD ChairGoal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of reading and writing of the English language and in the understanding of mathematics, science and social studies. [TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): benchmark assessments, AEIS dataFunding Information: 199, 199 SCE, Title I A, Title III, SPEDPerformance Objective 2.4: Increase the percentage of students meeting state requirements on state tests to 95% for all student groups in order to achieve a campus rating of Exemplary.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible2.4.1: Require review of programs and materials, including instructional technology applications, for effectiveness, rigor and teacher readiness for implementation prior to purchase. Ensure purchase orders are noted properly with CIP connections.Each 9 weeks periodContent Strategists review notesInstructional Technologist review notesPurchase ordersContent StrategistsInstructional StrategistsCampus PrincipalOffice Manager2.4.2: Provide both school day and extended time tutoring to increase instructional time and to maximize prescribed interventions. Ensure that programs and materials for tutoring meet the requirements in strategy 2.4.1.Each 9 weeks periodTutoring schedules : ZAP (Zeros Are Prohibited) SWAGG (Students Working Actively to Get back Grades), Saturday School, Homework CenterContent Strategists schedulesBenchmark assessmentsTutorsContent StrategistsClassroom TeachersGoal 3: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)Summative Evaluation Measurement Tool(s): CSCOPE monitoring records, lesson plansFunding Information: 199, 199 SCEPerformance Objective 3.1: Implement a standardized documentation process to monitor the utilization of CSCOPE online curriculum to establish baseline data to measure core content curriculum implementation.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible3.1.1: Improve CSCOPE core curriculum adherence and effectiveness of implementation.Each 9 weeks periodLesson PlansPLC’s Walk ThroughsPDAS Campus PrincipalDean of Instruction TeachersGrade Level Chairs3.1.2: Continue training and implementation of lesson planning based on data analysis of student performance.Each 9 weeks periodKilgo training recordsLesson FramesData ReflectionsCampus PrincipalDean of Instruction TeachersGrade Level Chairs3.1.3: Teachers will continue have PLC time to plan for instruction and unpack Performance Indicators and ensure that objectives and products correlate.DailySign in recordsAgendas of meetingsWalk ThroughsPDASCampus PrincipalDean of InstructionTeachersGoal 3: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and Horizontally Aligned Curriculum)Summative Evaluation Measurement Tool(s): curriculum documentation, lesson plans, training plansFunding Information: 199, Title I APerformance Objective 3.2: Document the implementation of state required curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating violence.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible3.2.1: Continue and improve CKH implementation.MonthlyTraining recordsLearning WalksCampus PrincipalCounselorProcess Champions3.2.2: Continue and improve Rachel’s Challenge implementation.MonthlyTraining recordsFriend’s of Rachel MeetingsLearning WalksCounselor’s recordsCampus PrincipalCounselorCentral StaffStudents3.2.3: Begin a Summer Reading Program to encourage and challenge students read more to improve their reading skills.Summer May- August2012Fannin Family Fiesta MeetingCompleted one page summaries turned in Log in accounts to TumblebooksParentsStudentsTeachersGoal 4: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)Summative Evaluation Measurement Tool(s): PEIMS data, process documentationFunding Information: 199 SCEPerformance Objective 4.1: Provide communication and training based on improved data regarding students at risk of dropping out of school. (See Performance Objective 2.2.)Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible4.1.1: Attend central training and information sessions on at risk identification and the PEIMS process.OctoberProgram agenda and sign-inCampus PrincipalCounselor4.1.2: Provide campus based sessions on PEIMS process improvements and at risk designations as well as extended session on effective interventions for at risk studentsOctoberMonthlyAgenda and sign-inCampus based training calendarCampus PrincipalCounselorGoal 4: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)Summative Evaluation Measurement Tool(s): training plans, counselor’s documentation, social worker’s documentationFunding Information: State Compensatory Education and 199 fundsPerformance Objective 4.2: Implement strategies to address academic and psycho-social needs of at risk students identified by campus data.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible4.2.1: Include effective interventions for at risk students in campus based training plan and schedule classroom time for counselors and social workers to address student needs.Each 9 weeks periodCampus based training planCounselor’s materials and scheduleSocial Worker’s materials and scheduleCampus PrincipalCounselor Social Worker4.2.2:Administration will use Response to Intervention (RTI) process to document and address student attendance issuesWeeklyRTI Behavior FolderAsst. PrincipalCounselorsTeachersGoal 5: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): Eduphoria recordsFunding Information: 199, 199 SCE, Title I A, Title III, SPEDPerformance Objective 5.1: Document 100% required attendance for all campus staff in District training.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible5.1.1: Ensure 100% required attendance for all campus staff in district training.As scheduledEduphoria recordsCampus PrincipalDean of InstructionTeachersGoal 5: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven Management, Engaged Instruction via the 5E Model)Summative Evaluation Measurement Tool(s): Eduphoria records, campus training documentationFunding Information: 199, 199 SCE, Title I APerformance Objective 5.2: Develop, implement and document a campus based staff development plan to address specific needs identified in the comprehensive needs assessment.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible5.2.1: Collaboratively develop a campus based training plan based on PDAS assessments, teacher feedback, student achievement data and input from Content StrategistsOctoberCampus based training planCampus PrincipalContent StrategistsClassroom Teachers5.2.2: Ensure system and scheduling for training support, follow-up and technical assistance in the classroom.Each 9 weeks periodContent Strategists records and schedulingDean of Instruction5.2.3: Ensure campus based training plan supports the concepts noted in the CIP and supports any purchases of programs and materials:Parent involvementAt risk and SCECSCOPE implementationRigorous and effective programs and materialsCKH, Rachel’s Challenge Effective classroom practicesStudent AchievementTechnology IntegrationEach 9 weeks periodCampus based training planContent Strategists scheduling and recordsAgenda and sign-in documentationTeacher feedback formsCampus PrincipalContent StrategistsGoal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model, Instructional Leadership, Data Driven Management)Summative Evaluation Measurement Tool(s): campus inventory, purchasing documentation, campus training recordsFunding Information: 199, 199 SCE, Title I A, Title III, SPEDPerformance Objective 6.1: Increase or maintain STaR ratings to Advanced Technology for the categories of:Leadership, Administration and Instructional SupportEducator Preparation and DevelopmentTeaching and LearningStrategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible6.1.1: Complete a campus inventory of all current software and review levels of usage and classroom effectiveness. Schedule support as necessary to improve usage and effectiveness.OctoberCampus InventoryContent Strategists notes of reviewContent Strategists support scheduleCampus PrincipalContent StrategistsLibrarian6.1.2: Require all purchases of new instructional technology to have CIP strategy connection, documentation of rigor and effectiveness, and system for teacher training and support for implementation.Each 9 weeks period and as purchase orders are processedPurchase order documentationContent Strategists notesInstructional Strategists notesContent StrategistsInstructional StrategistCampus PrincipalOffice ManagerGoal 7: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning, promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)Summative Evaluation Measurement Tool(s): process documentation, formsFunding Information: 199, 199 SCEPerformance Objective 7.1: Implement a revised process for campus discipline referrals and for removal of students to a disciplinary alternative education setting to improve student interventions.Strategy and/or ResourcesTimelineEvidence/Documentation of ImplementationPerson(s) Responsible7.1.1: Provide input to central team on the revisions of forms and process for discipline removals to reduce disruptions in the instructional process and to improve student interventions. (Removal to a DAEP is an automatic PEIMS designation of at risk of dropping out of school.)OctoberNovemberWritten input submissionCampus PrincipalCIC7.1.2: Include at risk interventions in campus based training plan. See 5.2.3:Each 9 weeks periodCampus based training planCampus PrincipalCounselor7.1.3: Use of Response to Intervention (RTI) process to document and address student discipline issuesEach 3 WeeksRTI discipline intervention documentationCampus PrincipalState Compensatory Education Program OverviewThe per pupil allocation for Fannin Middle School is currently set at $___, for a total allocation of $147,177. 100 % of this allocation supports the following personnel.Position(s)SCE Justification Statement1 Parent Liaison Parent Liaison to assist with Parental Involvement2 TeachersStaff to assist with Newcomer ProgramThe remaining allocation of $_0__ supports the following strategies or activities:Strategy or ActivitySCE Justification StatementTitle I, Part A Program OverviewThe per pupil allocation for Fannin Middle School is currently set at $___, for a total allocation of $___. __ % of this allocation supports the following personnel.Position(s)Title I, Part A Justification StatementThe remaining allocation of $___ supports the following strategies or activities:Strategy or ActivityTitle I, Part A Justification StatementCampus Improvement Committee RosterNamePositionTermSusanna RamirezPrincipalErnie MartinezAsst. Principal2011-2012Gloria CarrilloCommunity Representative2011-2012Antonio LawrenceCommunity Representative2011-2013Maria SandovalParent2011-2013Laura HokeParent2011-2012Kay WhiteTeacher2011-2012Sandra HoklasTeacher2011-2012Ana JimenezTeacher2011-2013Norma MoralesParaprofessional2011-2013Formative Evaluation ProcessThe Campus Improvement Plan (CIP) must be reviewed, at a minimum, twice per school year. The Campus Improvement Committee must convene utilizing a formal agenda and sign-in for documentation of the formative evaluation process. Minutes of the meeting must be complied and kept on file as an attachment to the CIP. The agenda must include the following: Date(s) of the CIC meetingsReview of the current CIP Executive SummaryReview of Evidence and Documentation of Implementation for each CIP Strategy ChartReview of CNA Worksheet statementsSummary of any changes or updates to the CIP ................
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