MISSION OF TEXAS PUBLIC EDUCATION



Georgetown Independent School District Strategic Plan

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Georgetown High School 2012 - 2013 Campus Improvement Team

|Teachers | |

|Anderson, Steve |Other Campus-Level |

|Cook, Louise |Professional Staff |

|Hise, Carolyn | |

|Luna, Ramiro |Carlton Tucker |

|Powers, Mary |Andrew Maddox |

|Conrad, Terese |Luis Garza |

| |Don Wise |

|Antoine, Laura |Jean Baeslack, |

|Coppedge, Scott |Tiffany Walker |

|Hise, Rick |Tony Dominguez |

|Manning, Julie | |

|Prewit, Pamela |Business Representative |

|Thompson, Kurt | |

| |Mel Pendland |

|Arnold, Susan | |

|Coulter, Amy |Parent Representative |

|Hodgson, Julia | |

|Marshall, Danny | |

|Ramey, Jordan |Vicki Barbosa |

|Thoresen, Ken | |

| |Community Representative|

|Austin, Linda | |

|Croomes, Clifton |Patty Williams |

|Horner, Tom | |

|Martinez, Norma | |

|Rangel, Araceli | |

|Tilton, Mark | |

| | |

|Baeslack, Jean | |

|Curtis, Kristin | |

|Hossley, Debbie | |

|Yentzen, Michael | |

|Reese, Lana | |

|Unger, Mary Jo | |

| | |

|Baker, Dean | |

|Damian, Julie | |

|Howell, Jesse | |

|May, Ashley | |

|Regan, Monica | |

|Upchurch, Georgann | |

| | |

|Barber, Steve | |

|Davis, Chris | |

|Hutchinson, Danielle | |

|May, Ken | |

|Rhymaun, Beverly | |

|Urbanovsky, Debra | |

| | |

|Barfield, Michelle | |

|Dean, Jason | |

|Ibarra, Frank | |

|McBride, Steven | |

|Richardson, Jenny | |

|Vera, Cynthia | |

| | |

|Bartholomew, Mike | |

|Decker, Vanessa | |

|Ingulli, Diana | |

|McCall, Brenda | |

|Richardson, Kellye | |

|Vicars, Steve | |

| | |

|Beran, Amy | |

|Dominguez, Tony | |

|Ivicic, Karen | |

|McConnell, Reg | |

|Rinderknect, Jennice | |

|Wall, Greg | |

| | |

|Bermudez, George | |

|Donnell, Jacob | |

|Jenkins, Elizabeth | |

|McCoy, Andy | |

|Robbins, Serena | |

|Wall, Michael | |

| | |

|Berrios, Jose | |

|Farney, Rhonda | |

|Jones, Tabitha | |

|McDonnell, Jody | |

|Rodriguez, Debra | |

|Warren, Mark | |

| | |

|Bickerton, Robert | |

|Foster, Adam | |

|Karasek, Koerth | |

|Yates, Tim | |

|Roepenack, Amber | |

|Warwick, BethAnn | |

| | |

|Black, Erin | |

|Foster, Carole | |

|Kennedy, Danielle | |

|McMinn, Brett | |

|Rollins, Rachel | |

|White, Aaron | |

| | |

|Boatright, Barbara | |

|Funk, Nathaniel | |

|Kidd, Wesley | |

|Meador, James | |

|Romero, Ricardo | |

|White, Margie | |

| | |

|Boff, Paul | |

|Furr, Deirdre | |

|Killen, Marti | |

|Miller, John | |

|Ross, Susan | |

|Whitten, Michael | |

| | |

|Bowman, James | |

|Gabriel, Lana | |

|Killen, Vernon | |

|Miller, Lane | |

|Ruby, Ed | |

|Williams, Sarah | |

| | |

|Brandenberger, Stacey | |

|Gandy, Kyle | |

|Klein, Brad | |

|Miller, Russell | |

|Santema, Dan | |

| | |

| | |

|Braun, Andrew | |

|Gardea, Shelley | |

|Knicky, Tim | |

|Moore, Kerry Jo | |

|Schultz, Pam | |

| | |

| | |

|Brown, Denise | |

|George, Dan | |

|Konovalski, Sara | |

|Morales, Vanessa | |

|Scott, Sheri | |

| | |

| | |

|Brown, Maggie | |

|Gilly, Chaileen | |

|Kuczek, Sarah | |

|Muck, Paul | |

|Scruggs, Rick | |

| | |

|Brown, Michelle | |

|Gittinger, Ben | |

|Lacombe, Claire | |

|Munoz, Adolph | |

|Seagraves, Bob | |

| | |

|Burton, Sarah | |

|Gonzales, Lisa | |

|Landis, Kathy | |

|Murillo, Rudy | |

|Smith, Todd | |

| | |

|Carey, Alan | |

|Gusman, Wayne | |

|Langley, Ray | |

|Nickels, Kiley | |

|Spradlin, Laura | |

| | |

|Carlsen, Brenda | |

|Guthrie, Donna | |

|Lawhon, Tina | |

|Patterson, David | |

|Spurlin, Kay | |

| | |

|Carr, Eleene | |

|Heffernan, Kim | |

|Leach, Jed | |

|Payne, Justine | |

|Stevenson, Amanda | |

| | |

|Charles, Vanessa | |

|Heilman-Ross, Candice | |

|Levine, Aaron | |

|Peters, Tom | |

|Stewart, Ronnie | |

| | |

|Charpentier, Luci | |

|Heller, Shelly | |

|Lisenby, Grace | |

|Phillips, Calvin | |

|Swain, John | |

| | |

|Collman, Wes | |

|Hennessey, Chad | |

|Lowe, Laurie | |

|Pina, Nancy | |

|Taylor, Matt | |

| | |

|Cones, Richard | |

|Hernandez, Leticia | |

|Lowrance, Joey | |

|Porter, Tammy | |

|Thomas, John | |

| | |

|Young, Nikki | |

|Hesson, Shelly | |

|Lucroy, Jena | |

|Powell, Karen | |

|Worsham, Kim | |

| | |

** State statute requires that the campus committee also include parents, business, and community representatives

State statute requires that the campus committee be comprised of at least 2/3 classroom teachers and 1/3 other campus-level professional staff and district-level professional staff.

Georgetown High School

2011-2012 STAAR Performance Data

|STAAR |Algebra I |Geometry |Algebra II |

|All |87 |100 | |

|Hispanic |80 |100 |-- |

|African American |91 |-- |-- |

|White |91 |100 |-- |

|Eco Dis |81 |100 |-- |

|SPED |-- |-- |-- |

|STAAR |Biology |Chemistry |Physics |

|All |89 |-- |-- |

|Hispanic |77 |-- |-- |

|African American |85 |-- |-- |

|White |93 |-- |-- |

|Eco Dis |80 |-- |-- |

|SPED |90 |-- |-- |

Georgetown High School

2011-2012 STAAR Performance Data

|STAAR |English I |English II |English III |STAAR |

|Reading | | | |Writing |

|All |99 |93 |96 |97 |

|Hispanic |98 |88 |91 |93 |

|African American |100 |78 |100 |100 |

|White |100 |96 |98.7 |99 |

|SPED |95 |44 |86 |78 |

Georgetown High School

2011-2012 AYP Performance Data

|ELA |

|The student population of Georgetown High School is steadily changing. The demographic breakdown is as follows: White-62.8%, Hispanic-26%, African American-2.69%, Other 3% and economically disadvantaged students 32%.|

|With the opening of a new high school, campus enrollment is decreasing at GHS. The African American and Hispanic population has decreased in population by percentage point over the last few years. The white population|

|has increased in population by percentage point and the economically disadvantaged student population by percentage point has remained steady. |

|Student Achievement |

|Under the Texas Academic Excellence Indicator System (AEIS), Georgetown High School has shown significant growth and progress. Attached are the current STAAR and TAKS data spreadsheets. A major campus focus will be |

|directed at meeting the 2012-13 AYP standard of 93% in ELAR and 92% in Math, especially for our Hispanic and Economically Disadvantaged populations. Our campus RTI process will track struggling students and academic |

|and behavioral strategies will be employed to guide the students toward success. Vocabulary instruction, implementation of effective instructional strategies and providing intensive and prescriptive academic services|

|will be used to close the achievement gaps in our student groups. |

|School Culture and Climate |

|The culture and climate at GHS is empowering, positive and nurturing and is dedicated to ensuring comprehensive student success. GHS promotes a positive school climate by implementing effective classroom/campus |

|expectations and employing many initiatives and activities demonstrating a positive outcome for our campus and community. Offering 70+ Clubs/Organizations allows for and provides student participation, competition, |

|leadership, citizenship and service. Our extra-curricular activities annually perform at an exemplary level. The campus has an exemplary athletic program. Band, Choir and Orchestra competitions received the highest|

|possible ratings by UIL. In addition, Our No Place for Hate, Eagle Locker, and Aisle 1 initiatives have had a profound and positive effect on our student body in terms of service learning opportunities. |

|Staff Quality, Recruitment, and Retention |

|Teachers at GHS are 100% highly qualified and experienced in their content area, with over 60% of the faculty having 10+ years of teaching experience. Professional development is provided by the district and campus |

|in areas of need. A main focus of professional development is developing collaborative teams (PLC’s), utilizing Eduphoria and providing RtI training to identify and assist struggling students. Teachers are |

|encouraged and expected to attend professional development outside of the district for professional growth. New staff members are assigned mentors or buddy teachers to help facilitate their transition and orientation|

|to the school. In addition, department and staff meetings foster, facilitate and ensure collegiality and collaborative best practices. |

|Curriculum, Instruction, and Assessment |

|Over the past three years ELA, Science, and Social Studies have had substantial changes to the TEKS, with the addition of English Language Proficiency Standards (ELPS) and College and Career Readiness Standards |

|(CCRS). In addition, beginning in 2011-12, ninth grade students will be required to take twelve STAAR EOC tests. Our Professional Learning Communities (PLC’s) align core content areas both horizontally and |

|vertically with an emphasis on data-driven decision-making. Students in multiple student population groups and who have failed multiple assessments are targeted for additional assistance and help. Students in the “At |

|Risk of Non-Completion” group receive continuous monitoring and intervention by administrators, graduation coaches, counselors, the leaver team and teachers. Strategies include tutorials, relevant, rigorous and |

|meaningful instructional pull-out sessions, benchmarking and data disaggregation. Strategies utilized are common assessments, student success folders and vertical alignment of TEKS. |

|Family and Community Involvement |

|Families and community members are involved in meaningful activities that support students. Area businesses and parents help support our endeavors through volunteering, donations, fundraising, sponsorships and |

|scholarships. Parents and community members are essential to our positive campus climate and success. GHS communicates with families through electronic newsletters, websites, marquee postings, community meetings, |

|letters and PTSA meetings monthly. |

|We have coordinated effective communication with the community through our Course Fairs, our LEP/MEP program and our LEP/MEP Parent Center. We have articulation programs in the community through ACC, Engineering |

|(PLTW), PALS, Practicum in Education, and HOSA, to name a few. |

|School Organization |

|GHS is designed and organized with structure and culture in mind. Academics, citizenship, leadership opportunities, and operations are major focal points in the organization of our school. Our belief that “a shared |

|vision is valued,” is demonstrated by teachers having a voice in the decision-making process through department meetings, department chair meetings, and is also demonstrated by students providing input through the |

|President’s Council, Student Council, and the Principal’s Round Table. Professional Learning Communities (PLC’s) align core content areas both horizontally and vertically with an emphasis on data-driven decision |

|making. The school collects, analyzes, and uses data as a basis for making instructional decisions. |

|Technology |

|Language Arts integrates technology in a variety of projects. Rigorous assignments are complemented and supplemented in the computer labs. Students employ Microsoft Word/Microsoft Publisher applications to create |

|newsletters. Teachers employ Moodle to communicate assignments to students. |

|Math provides TAKS remediation for At-Risk students utilizing laptops on the UT TAKS prep website and for research presentations in class. Science integrates Interwrite Pads in Chemistry to engage students in problem|

|solving. The Instruction Student Response Systems in Biology assesses student’s knowledge of particular concepts. Physics uses specialty software (RoboLab). |

|Social Studies visits special websites to create real world, authentic assessments for students (museum box). Psychology uses Photo Story to create digital stories/multimedia presentations. |

|LOTE uses Audacity to record students speaking in foreign languages; the Latin teacher uses special Latin software. |

|CTE and Technology Applications use Adobe Creative Suite software to develop websites, animations, flyers and photos, etc. GHS is seeking the following: 1) more access to computers for students to create accounts |

|such as e-mail to create communication with colleges and Career and Technology sites. |

2011-12 Campus CNA Committee Members

|Demographics |Student Achievement |

|Team Members: |Team Members: |

|Lana Reese Andrew McCoy |Don Wise Steve Anderson Bob Bickerton |

|Jim Meador Candice Heilman-Ross |Vanessa Decker Jacob Donnell Susan Arnold |

|Jody McDonnell Georgeanne Upchurch |Danielle Kennedy Carolyn Hise Jennice Rinderknecht |

|Linda Austin Andrew Braun |Christina Davis Rick Hise Ben Gittinger |

|Diedre Furr Denise Brown |Michelle Brown Jordon Ramey Tommy Horner |

|Kerry Moore Louis Garza | |

| | |

|School Culture and Climate |Staff Quality, Development, and Retention |

|Team Members: |Team Members: |

|Mike Bartholomew Matt Taylor Alan Carey |Andrew Maddox Julia Hodgson Amber Roepenack |

|Dan George Wesley Kidd John Thomas |Kim Worsham Todd Smith Justin Payne |

|Jesse Fisher Shelly Hesson Elane Carr |Adolpho Munoz Deb Maspero Grace Lisenby |

|Barbara Boatright Beverly Rhyman Steve Barber |Blanca Garcia Terese Conrad B. Thompson |

|Tiffany Walker |M. Barfield |

|Curriculum, Instruction, and Assessment |Family and Community Involvement |

|Team Members: |Team Members: |

|Joey Lowrance Mary Powers Mike Whitten |Amy Beran Erin Black Paul Boff Greg Wall |

|Scott Coppedge Kiley Nickels Diane Inguille |James Bowman Richard Cones Julie Damian Mary Jo Unger |

|Deborah Urbonovsky Dan Santema Karen Powell |Shelley Gardea Chaileen Gilly Wayne Gusman Kurt Thomas |

|Daniel Marshall John Swain Debra Rodriguez |Kim Heffernan Mark Warren Elizabeth Jenkins Laura Spradlin |

|Gloria Mancias Cliff Croomes Jed Leach |Ray Langley Aaron Levine Laurie Lowe |

|Stacey Brandenberger Ashley May Monica Regan |Koerth Karasek Claire LaComb Kathy Landis |

|Ronnie Stewart Tim Yates Brenda McCall |Ramiro Luna Rudy Murillo Jose Berrios |

|Dean Baker Micheal Yentzen Brett McMinn |Alan Oakes John Miller Pamela Prewit |

|Shelly Heller Lisa Gonzales Tabitha Jones |Ricardo Romero Susan Ross Pam Schultz |

|Amanda Stevenson Jean Baeslack |Tony Dominguez |

| | |

| | |

| | |

Campus Performance Goals Campus: Georgetown High School

|CAMPUS GOALS |CAMPUS PERFORMANCE OBJECTIVES |

|Performance Goal #1 |1.1 Aware(Eduphoria) will be utilized to identify and chart student academic progress. |

| |1.2 Curriculum for EOC STAAR will be designed and sequenced in courses to prepare for an effective |

|All GHS students will demonstrate proficiency in all subject |assessment transition. |

|areas. |1.3 The Professional Learning Communities (PLC’s) will make curricular and student decisions based |

| |on data analyzed from assessments, Checkpoints and Benchmarks. |

|Performance Goal #2 |2.1 Critical Math TEKS will be identified and implemented to increase achievement and meet |

| |AYP performance standards of 92%. |

|Math achievement will increase and |2.2 Teachers will utilize Aware(Eduphoria) to monitor and track all students after assessments. |

|meet AYP performance standards |2.3 Teachers will optimize instructional time in and out of class to assist struggling students. |

|of 92%. | |

|Performance Goal #3 |3.1 Student activities and organizations foster a campus and community-wide culture of participation, |

| |empowerment, pride and respect. |

|School climate will become more positive due to involving |3.2 A revitalized PTSA will enhance campus morale and spirit through their involvement and support. |

|students, staff, and parents in a variety of formats that |3.3 Forums and events will be available for students, staff and parent participation. |

|impact school spirit and morale. | |

|Performance Goal #4 |4.1 Students choose a Career Cluster and Program of Study (POS) to guide his or her learning in the |

| |context of personal career interests. |

|Integrate academic and technical education to give students |4.2 Students have opportunities in a POS to earn dual credit and articulated credit that effectively |

|the opportunity to see the “meaningfulness” of what they are |transitions into postsecondary education or training. |

|learning. |4.3 Students have access to a variety of courses and programs providing them opportunities for college |

| |and career preparation and awareness. |

| |4.4 GISD staff will continue work closely with the GTSet4Success Initiative to increase |

| |graduation/ completion rates and improve college/career readiness. |

Campus Action Goals Campus: Georgetown High School

|CAMPUS GOALS |CAMPUS ACTION OBJECTIVES |

|Action Goal #1 |1.1 Teachers, Administrators, Counselors and Graduation Coaches will frequently communicate and |

| |visit with parents to collaborate about their child’s academic programming. |

|All parents will be actively involved in their child’s |1.2 Teachers, Administrators, Counselors and Graduation Coaches will frequently be in |

|education. |communication with parents regarding attendance, grades and successes. |

| |1.3 PTSA is committed to generating more parent and community involvement. |

|Action Goal #2 |2.1 Students are educated in classes and counseling regarding the prevention of unwanted physical or |

| |verbal aggression, sexual harassment and bullying. |

|All students will be educated in learning environments that |2.2 Staff will be trained in promoting a positive and safe learning environment to support our goals. |

|are safe, drug free and conducive to learning. |2.3 Activities and assemblies are designed to increase student awareness of and prevention of |

| |unwanted verbal or nonverbal aggression. |

|Action Goal #3 |3.1 Teachers will utilize available training and the enhanced technology resources(i.e. projectors, |

| |document cameras, Interwrite Boards, website training, etc.) allowing teachers effective and |

|The level of technology integration will be increased to |meaningful presentations across all disciplines. |

|ensure the best possible teaching and learning for all |3.2 Teachers will utilize technological resources (i.e. Eduphoria, Epsilen) in making curricular and |

|students. |student decisions. |

| |3.3 Teachers will utilize technology more comprehensively in their lesson design. |

|Action Goal #4 |4.1 GHS staff and students work collaboratively with various school and community organizations |

| |to recognize and acknowledge all stakeholders. |

|Processes/systems will be developed to enhance and build |4.2 PTSA is committed to generating more parent and community involvement. |

|positive relationships and collaboration among community and|4.3 Multiple campus organizations participate in school and community-wide functions. |

|staff. | |

|Action Goal #5 |5.1 Attendance protocol requires teachers to monitor student attendance in a systematic way. |

| |5.2 Administration, Graduation Coaches, Counselors and Leaver Team attend scheduled meetings |

|Processes/systems will be developed to increase student |and utilize school and district resources to systematically track and address attendance concerns. |

|attendance and wellness. |5.3 Graduation Coaches will utilize school resources and work very closely with students and |

| |families to monitor attendance and advise families of student’s progress and programming. |

Performance Goal #1

|All GHS students will demonstrate proficiency in all subject areas. |

|Performance |1.1 Aware(Eduphoria) will be utilized to identify and chart student academic progress. |

|Objective(s): |1.2 Curriculum for EOC STAAR will be designed and sequenced in courses to prepare for an effective assessment transition. |

| |1.3 The Professional Learning Communities (PLC’s) will make curricular and instructional decisions based on data analyzed from common assessments, Checkpoints, Benchmarks and |

| |monitored/amended based on performance results. |

|What STRATEGIES must be initiated to reach this process? |Who will be RESPONSIBLE for |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

| |implementing these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|All Students are identified and monitored utilizing Aware |Administrators Teachers |Lists from Eduphoria |Ongoing |Eduphoria |

|(Eduphoria) with a focus on SPED, LEP, Eco Dis, Hispanic |Counselors |PLC | |Tutorials |

|and African American student groups. | |Monitoring | |Computers |

|This year’s emphasis will be toward LEP and situational | | | |Graduation Coach |

|problems (homeless, single parent, etc.) | | | |ESL |

| | | | |ESL Texts |

|Intensive academic services will be provided inside and |All faculty and administration |Ongoing Assessments |Ongoing |P.M. Tutorials |

|outside the school day utilizing department tutorials, | |(in class, standardized, benchmarks, | |Intensive Monitoring |

|Library Night tutorials, A+ Credit Recovery and TAKS/STAAR| |SPED, ESL) | |Pull Outs from Electives |

|tutoring | | | |Transportation |

| | | | |Incentives |

|Curriculum for EOC STAAR course will be implemented to |Department Chairs |Scope and Sequence documents |Fall semester |TEKS |

|prepare for an effective assessment transition by |Teachers |Eduphoria Aware |Spring semester through March |Eduphoria data |

|facilitation of staff development and common planning |Administration |Benchmark data | | |

|meetings | | | | |

|TAKS/STAAR performance of students will be analyzed to |Department Chairs |Recent TAKS/STAAR administration |August |Eduphoria |

|determine critical focus areas for instructional emphasis |Teachers | | |PLCs |

| |Administration | | | |

|Curriculum for EOC STAAR course will be implemented to |Department Chairs |Scope and Sequence documents |Fall semester |TEKS |

|prepare for an effective assessment transition by |Teachers | |Spring semester through March |Eduphoria data |

|facilitation of staff development and common planning |Administration | | | |

|meetings | | | | |

|Curriculum will continue to be revised and aligned based |Department Chairs Administration |TAKS /STAAR tests |Ongoing |District in-service, dept. meetings and |

|on assessments |Teachers |Common Assessments | |PLCs |

| | |Benchmarks | | |

| | |Checkpoints | | |

|Study Guides will be disseminated to students for test(s) |Counseling Office |Benchmarks and common assessment |September/October |2012 TAKS/STAAR results |

|not passed |Administrations | | | |

|Identify students struggling in a course and TAKS related |Teacher Administration |Recent TAKS/STAAR administration |Ongoing |After School Action |

|assessments will be tutored | |Common Assessments | |TAKS/STAAR tutoring (during school) |

| | |Benchmarks | |TAKS/STAAR tutoring (after school) |

| | |Checkpoints | | |

|Parents will be contacted if their child is in need of |Teachers |Assessments |Ongoing |Parent contact numbers |

|more assistance (i.e. tutorials) | | | | |

|Identify students on the threshold of commended/advanced |Teachers |Assessments |Ongoing |TAKS/STAAR tutoring ( |

|and provide support to get them to the threshold |Administrators | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures: Summative Evaluation Measures:

Monitor and evaluate: Checkpoints

student passing rates Student completion rates

class averages Credit attainment

work completion rates Benchmark assessments

Evaluation Results:

Performance Goal #2

|Math achievement will increase and exceed AYP performance standards of 92%. |

|Performance |

|Objective(s): |

| |

|2.1 Critical Math TEKS will be identified and implemented to increase our achievement and meet AYP performance standards of 92%. |

|2.2 Teachers will utilize Aware(Eduphoria) to monitor and track all students after assessments. |

|2.3 Teachers will optimize instructional time in and out of class to assist struggling students. |

| |

|What STRATEGIES must be initiated to reach this process? |

|Who will be RESPONSIBLE for implementing these strategies? |

|What MEASURE will we use to assess the effectiveness of these strategies? |

|What is a realistic TIMELINE for implementing these strategies? |

|What RESOURCES will be utilized to implement these strategies? |

| |

|Critical Math TEKS will be identified, analyzed and implemented, particularly for LEP students or students in SPED classes. |

|Math teachers |

|ESL staff |

|Administration |

|SPED staff |

|Common assessments |

|Benchmarks |

|Checkpoints |

|Summative tests |

|Ongoing |

|Eduphoria |

| |

|Students who struggled on Math STAAR/TAKS will be identified. |

|Teachers |

|Administration |

|Math STAAR/TAKS |

|Common Assessments |

|Ongoing |

|Eduphoria |

| |

|Math common assessments, checkpoints and benchmarks will be analyzed to determine which students need additional assistance. |

|Teachers |

|Dept. Chairs |

|Administration |

|Common assessments |

|Checkpoint results |

|Benchmark results |

|Ongoing |

|Eduphoria |

| |

|Math common assessments, checkpoints and benchmarks will be analyzed to determine which TEKS need to be re-emphasized. |

|Teachers |

|Dept. Chairs |

|Administration |

|Common assessments Checkpoint results |

|Benchmark results |

|Ongoing |

|Eduphoria |

| |

|Identify students approaching commended to provide additional support |

|Teachers |

|Dept. Chairs |

|Administration |

|Common assessments Checkpoint results |

|Benchmark results |

|Ongoing |

|Eduphoria |

| |

|Past student performance evaluated to determine appropriate placement in math courses. |

|Counselors |

|Administration |

|Passing rates |

|TAKS scores |

|Fall Semester |

|TAKS data |

|TEAMS |

| |

|Camps will be held to assist struggling students. |

|Dept. Chairs |

|Teachers |

|Administration |

|Common assessments |

|Math TAKS |

|Spring |

|Teacher generated materials |

| |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Monitor and evaluate:

Math passing rates

Math common assessments

Math Checkpoints

Summative Evaluation Measures:

Math Benchmark assessments

Evaluation Results:

Performance Goal #3

School climate will become ever more positive due to involving students, staff and parents in a variety of formats that impact school spirit and morale.

|Performance |3.1 Student activities and organizations foster a campus and community-wide culture of participation, |

|Objective(s): |empowerment, pride and respect. |

| |3.2 A revitalized PTSA will enhance campus morale and spirit through their involvement and support. |

| |3.3 Forums and events will be available for students, staff and parent participation. |

|What STRATEGIES must be initiated to reach this |Who will be RESPONSIBLE for implementing|What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

|process? |these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|Sponsors will work collaboratively and |Sponsors |Feedback |Ongoing |Contact numbers |

|communicate with booster club sponsors and |Administration |Attendance | | |

|parents regarding schedule of participation. | | | | |

|PTSA will be visible and proactive at school |PTSA |Feedback |Ongoing |Flyers |

|functions and communicate with stakeholders to | |Attendance | |Posters |

|solicit support. | | | | |

|Student and staff meeting schedules will be |Administration |Feedback |Ongoing |Flyers |

|announced and posted in rooms. |Teachers |Attendance | | |

|Club Organizations and activities encourage |Sponsors |Feedback |Ongoing |Flyers |

|active participation and foster a climate of | |Attendance | | |

|pride and respect. | | | | |

|Organization and Club Officers are provided |Administration |Feedback |Monthly |Agendas |

|opportunities for input in President’s Council | |Attendance | | |

|meetings. | | | | |

|Students are provided opportunities for input in|Administration |Feedback |Monthly |Agendas |

|Principal’s Roundtable. | |Attendance | | |

|Daily birthdays are announced. |Administration |Feedback from respondents |Daily |Gift Cards |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Feedback from students, parents, and staff

Summative Evaluation Measures:

Examine climate data by soliciting information from stakeholders within the school community

Track number of referrals

Track number of GAP placements

Evaluation Results:

Performance Goal #4

|Integrate academic and technical education to give students the opportunity to see the “meaningfulness” of what they are learning. |

|Performance |4.1 Students choose a Career Cluster and Programs of Study (POS) to guide his or her learning in the context of personal career interests. |

|Objective(s): |4.2 Students have opportunities in a POS to earn dual credit and articulated credit that effectively transitions into postsecondary education or training. |

| |4.3 Students have access to a variety of courses and programs providing them opportunity for college and career preparation and awareness. |

|What STRATEGIES must be initiated to reach this |Who will be RESPONSIBLE for implementing |What MEASURE will we use to |What is a realistic |What RESOURCES will be utilized to implement these |

|process? |these strategies? |assess the effectiveness of |TIMELINE for |strategies? |

| | |these strategies? |implementing these | |

| | | |strategies? | |

|Counselors visit classes to assist and guide students |Counselors |Diploma plans |Ongoing |Course Catalog |

|on career paths. |Teachers | | | |

|Course Fairs provide students a glimpse of career |Dept. Chairs |Attendance |Spring |Posters |

|pathways. |Teachers |Feedback | |Flyers |

| |Administration | | |AV equipment |

| |Counselors | | | |

|Students are motivated to explore courses that enable |Counselors |Enrollment |Ongoing |Course Catalog |

|students to receive certifications. | |No. of certifications received | |Course Fairs |

|Plans are evaluated and updated annually. |Counselors |Program of Study |Spring |Program of Study |

|Students have access to assessments and career |Counselors |Enrollment |Ongoing |Computers |

|information resources. | | | | |

|Career counseling is provided with a strong emphasis |Counseling |Enrollment |Ongoing |Choice sheets |

|on career and college readiness. | | | | |

|Invite business leaders to present resume building |Teachers |List of outside personnel |Fall |Cafeteria, gym computer labs |

|strategies to students and conduct mock interviews | |invited to volunteer | |volunteers |

|to students | | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Plans are made within the counseling department to meet with each student concerning CTE and their future plans

Volunteer roster

Summative Evaluation Measures:

Four Year Plans

Eagle Fair attendance by students and parents

Number of students interviewed (mock) by volunteers

Evaluation Results:

Performance Goal 5

|School will maintain / develop quality staff development and retention of staff. |

|Performance |5.1 Systems will be in place for staff collaboration. |

|Objective(s): |5.2 Existing systems will be effectively implemented and maintained with fidelity |

| |5.3 Foster a campus and community-wide culture of participation, empowerment, pride and respect. |

|What STRATEGIES must be initiated to reach |Who will be RESPONSIBLE for implementing |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to implement|

|this process? |these strategies? |effectiveness of these strategies? |implementing these strategies? |these strategies? |

|GHS staff and students work collaboratively |Administrators |Ongoing meetings Ceremonies |Ongoing |Agendas |

|with various school and community |Teachers | | |Publications |

|organizations to recognize and acknowledge | | | |Meetings |

|all stakeholders. | | | |Ceremonies |

|Standards are consistently upheld. |Administrators |Ongoing established systems and documents |Ongoing |Handbooks |

| |Teachers |that outline expectations | |Guidelines |

| |Dept. Chairs | | |Memos |

|Staff members are appreciated formally and |Administrators |Documents |Ongoing |Meetings |

|informally in school and community-wide |Dept. Chairs |Events that include praise | |Email |

|functions. | | | |Notes / Memos |

| | | | |Presentations |

|Climate is developed that allows staff to |Administrators |Meetings |Ongoing |Campus parking areas |

|feel a sense of community and comfort to come|Dept. Chairs |Interactions | |Various rooms on campus |

|together in various functions. | |Interpersonal engagements | | |

| | |Events | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Community organization/recognition roster

Teacher memos

Summative Evaluation Measures:

Teacher recognition assemblies

Teacher recognition roster

Evaluation Results:

Action Goal #1

|All parents will be actively involved in their child’s education. |

|Performance |1.1 Teachers, Administrators, Counselors and Graduation Coaches will frequently communicate and visit with |

|Objective(s): |parents to collaborate about their child’s academic programming. |

| |1.2 Teachers, Administrators, Counselors and Graduation Coaches will frequently be in communication with parents |

| |regarding attendance, grades and successes. |

| |1.3 PTSA is committed to generating more parent and community involvement. |

|What STRATEGIES |Who will be RESPONSIBLE for implementing |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

|must be initiated to reach |these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|this process? | | | | |

|Open House activities will be a community |GHS: Teachers Administrators |Teacher website feedback classroom visit |First advertisement at May graduation, one |Attachment to graduation program, email |

|affair and a sense of excitement should be |Counselors |sign-ins |invite over the summer, invite during |e-blast, GISD newsletter, Community |

|created to assure good parental attendance. |Community Relations Office | |schedule pick-up. |Spotlight, administrative duties over the |

| | | | |summer. |

|Wider Advertisement of Parent Connect |Registrar |A Parent Connect “check off” could be part |Immediate |Staff |

| |Counselors |of the registration process. Bank of | |Computers |

| |Teachers |computers available to sign up parents | |E-blast |

| |Administrators |during Open House. | |Community Spotlight |

| | | | |Newspaper article |

|Initiate “Bring a parent to school” Day |GHS: Teachers Administrators |Count the number of parents to come to |Fall semester |All GHS Staff |

| |Counselors |school on “Bring a parent to school” Day | |E-blast |

| |Community Relations Office | | |Community Spotlight |

| | | | |Newspaper article |

| | | | |Students |

|Parent support and input will be utilized to|Administration |Credit recovery |Ongoing |Computers |

|provide viable academic alternatives for |Counselors |Gained credits | |Teachers |

|their child who believes credits or a |A+ teachers | | |Bus |

|diploma is out of reach. | | | |RHS Principal |

|Parents will be directed and advised to |Administration |Feedback |Ongoing |Computers |

|refer to “Parent Self-Serve” on the District|Counselors | | | |

|website. |Teaches | | | |

|PTSA will assist in soliciting parent |PTSA |Attendance |Ongoing |N/A |

|support, help and involvement. | |Feedback | | |

|Electronic newsletters are mailed regularly.|Administration |Feedback |Ongoing |Email |

| |Administrative Assts. | | | |

|Campus activities are designed to involve |PTSA |Attendance |Ongoing |N/A |

|parents (i.e. Jam Fest, Eagle Camp, Open |Administration |Feedback | | |

|House, Course Fairs). |Counselors | | | |

| |Sponsors | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Feedback from students, parents, and staff

Open House attendance

Eagle Camp attendance

Eagle Fair attendance

Summative Evaluation Measures:

Survey parents

Contact Logs using the Journal component in Eduphoria

Number of parents signed up for “Parent Self-Serve”

Evaluation Results:

Action Goal #2

|All students will be educated in learning environments that are safe, drug free and conducive to learning. |

|Performance |2.1 Students are educated in classes and counseling regarding the prevention of unwanted physical or verbal |

|Objective(s): |aggression, sexual harassment and bullying. |

| |2.2 Staff will be trained in promoting a positive and safe learning environment to support our goals. |

| |2.3 Activities and assemblies are designed to increase student awareness of and prevention of unwanted verbal or |

| |nonverbal aggression. |

|What STRATEGIES |Who will be RESPONSIBLE for implementing |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

|must be initiated to reach |these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|this process? | | | | |

|Our No Place For Hate campus program will |NPFH Committee |Feedback |Ongoing |Posters |

|continue to facilitate a climate and culture|Shelly Hesson |Referrals | | |

|of safety. |Administration | | | |

|SRO’s will be utilized as a deterrent and to|SRO’s |Citations |Ongoing |N/A |

|educate students to foster a culture and |Administration | | | |

|climate of safety. | | | | |

|Staff development includes training |Administration |Feedback |Ongoing |N/A |

|promoting safety and a drug free |Dept. Chairs | | | |

|environment. | | | | |

|Personnel are available and accessible to |Counselors |Feedback |Ongoing |N/A |

|students who need assistance. |Administration | | | |

|Campus Mentoring program will continue to |Mentors |Feedback |Ongoing |N/A |

|address the needs of identified students. |Dist. Mentoring Program |Student Attendance | | |

| |Louis Garza |Student Report Card | | |

|Staff are expected to model a behavior that |Staff |Feedback |Ongoing |District Surveys |

|fosters a climate of respect. |Administration |District Parent Surveys | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

All staff trained on Bullying, sexual harassment

Summative Evaluation Measures:

Graduation Coaches gather data:

Grades

Attendance

Work samples

Discipline referrals

Classroom teacher observations

Student may be referred to on-campus resources:

Special education

Bilingual or English as a Second Language support

Counseling

Mentoring

Tutorials

Literacy services

Parent or student questionnaires

Parents are given information about community-based services.

Evaluation Results:

Action Goal #3

|The level of technology integration will be increased to ensure the best possible teaching and learning for all students. |

|Performance |3.1 Teachers will utilize available training and the enhanced technology resources(i.e. projectors, document cameras, |

|Objective(s): |Interwrite Boards, website training, etc.) allowing teachers effective and meaningful presentations across all |

| |disciplines. |

| |3.2 Teachers will utilize technological resources (i.e. Eduphoria, Epsilen) in making curricular and student |

| |decisions. |

| |3.3 Teachers will utilize technology more comprehensively in their lesson design. |

|What STRATEGIES must be initiated to reach |Who will be RESPONSIBLE for implementing |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

|this process? |these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|Aware (Eduphoria) will allow teachers to |Teachers |Eduphoria lists |Ongoing |Eduphoria |

|make curricular decisions by identifying |Dept. Chairs | | | |

|struggling students and analyzing data. |Administration | | | |

|Epsilen will allow teachers to communicate |Teachers |Feedback |Ongoing |Epsilen |

|with staff on curricular and student issues|Administration | | | |

|thus enhancing professional development. | | | | |

|Provide ongoing Eduphoria training. |Campus Tech |Feedback |Ongoing |Computer Labs |

| |Administration | | | |

|Provide ongoing Epsilen training. |Campus Tech |Feedback |Ongoing |Computer Labs |

| |Administration | | | |

|Provide ongoing training for teachers in |Campus Tech |Feedback |Ongoing |AV equipment |

|the differentiation of the use of |Administration |Walkthroughs | | |

|projectors, document cameras, Interwrite | | | | |

|Boards, and website training allowing | | | | |

|teachers effective and meaningful | | | | |

|presentations across all disciplines. | | | | |

|Administrators will regularly visit with |Administration |Conference |Ongoing |N/A |

|teachers to review student data. | | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Staff Development

Technology Sign-up Lists

Study Island used by science teachers

Texas Web Tutor used by math teachers

Documentation of Technology Use

Teacher Websites used and regularly updated

Summative Evaluation Measures:

Teachers engaging students with technology based teaching

Star Chart Results

Eduphoria and Training and Use

Eduphoria used specifically for “Student Journal” component

Evaluation Results:

Action Goal #4

|Processes/systems will be developed to enhance and build positive relationships and collaboration among community and staff. |

|Performance |4.1 GHS staff and students work collaboratively with various school and community organizations to recognize |

|Objective(s): |and acknowledge all stakeholders. |

| |4.2 PTSA is committed to generating more parent and community involvement. |

| |4.3 Multiple campus organizations participate in school and community-wide functions. |

|What STRATEGIES must be initiated |Who will be RESPONSIBLE for |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

|to reach this process? |implementing these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|GHS staff works collaboratively with school and |Administration |Activity list |On-going |Announcements, newspaper, e-mail, |

|community organizations including, PTSA, Chamber of |Teachers | | |department meeting, Director of |

|Commerce, local Hospitals and Restaurants and other |School newspaper editor | | |Communications |

|local retail merchants. | | | | |

|PTSA is committed to securing more membership, |Administration |Membership percent |August |Funds |

|participation and activities (i.e. Jam Fest). |PTSA |Activity list | |Staff Development |

|Students, staff and community members are recognized |All Staff |Recognition lists |August |Contact numbers |

|and acknowledged through local and campus newspapers, | |News articles | | |

|announcements and other school-wide activities (i.e. | | | | |

|senior awards). | | | | |

|Multiple campus organizations participate in school |Administration |Number of appearances |August |Phone contacts |

|and community-wide functions (i.e. Veterans Day, Red |Teachers | |On-going monthly | |

|Poppy festival, etc.). |Superintendent | | | |

|Faculty Advisory Council meetings are provided for |Administration |Feedback |Ongoing |N/A |

|regular staff input. | | | | |

|Pep Rallies are designed to embrace, positively impact|Administration |Feedback from respondents |On-going |Electronic Survey Software |

|and encourage participation. | | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Community feedback

University/College feedback

Staff feedback

Parent feedback

Summative Evaluation Measures:

Completed and hosted events

Future invitations to host and/or participate

Feedback regarding hosting and participating

Evaluation Results:

Action Goal #5

|Processes/systems will be developed to increase student attendance and wellness. |

|Performance |5.1 Attendance protocol requires teachers to monitor student attendance in a systematic way. |

|Objective(s): |5.2 Administration, Graduation Coaches, Counselors and Leaver Team attend scheduled meetings and utilize school |

| |and district resources to systematically track and address attendance concerns. |

| |5.3 Graduation Coaches will utilize school resources and work very closely with students and families to monitor |

| |attendance and advise families of student’s progress and programming. |

|What STRATEGIES must be initiated to reach |Who will be RESPONSIBLE for implementing |What MEASURE will we use to assess the |What is a realistic TIMELINE for |What RESOURCES will be utilized to |

|this process? |these strategies? |effectiveness of these strategies? |implementing these strategies? |implement these strategies? |

|Campus-wide Attendance protocol is in place|Teachers |Student progress/success |On-going, end of 1st 9 weeks |Attendance, withdrawal documents, grades |

|addressing student absences. |Administration | | | |

| |Counselors | | | |

| |Graduation Coaches | | | |

| |Leaver Team | | | |

|Teachers will consistently monitor student |Teachers |Feedback |Ongoing |Eduphoria-Phone Logs |

|attendance. |Administration |Conferences | |Email |

|Administration, Graduation Coaches, |Administration |Attendance percentage |Ongoing |TEAMS |

|Counselors, Truant Officer and Leaver Team |Graduation Coaches |Completion percentage | | |

|will work in collaboration to monitor |Counselors |Passing rates | | |

|student attendance. |Leaver Team |Feedback | | |

|The A+ Credit Recovery program will keep |Administration |No. of credits received |Ongoing |A+ Computer Lab |

|students on track with credits. |Graduation Coaches |Attendance percentage | | |

| |Counselors | | | |

|Leaver/Attendance meetings will be |Administration |Completion Rates |Ongoing |TEAMS |

|scheduled on a weekly basis. |Graduation Coaches |Attendance Rates | | |

| |PEIMS | | | |

| |Registrar’s Office | | | |

|Counselors maintain a protocol to monitor |Counselors |Credits |Ongoing |TEAMS |

|student’s progress on credits. | | | | |

|Calling system is utilized to notify |Attendance Office |Feedback |Ongoing |Phone calling system |

|parents of tardies or absences. | |Attendance percentage | | |

|Attendance letters will be mailed out every|Administrative Assts. |Attendance percentage |Every 3-4 weeks |TEAMS |

|3 weeks. |Administration |Feedback | | |

|Graduation Coaches will work closely with |Graduation Coaches |Feedback |Ongoing |N/A |

|students and families to monitor and ensure| |Attendance percentage | | |

|good attendance. | | | | |

|Graduation Coaches, Counselors, and |Graduation Coaches |Completion rates |Ongoing |Report cards |

|Administrators will work with families to |Counselors |Passing rates | |Attendance reports |

|provide an effective academic program for |Administrators |Attendance rates | |Transcripts |

|the student. | | | | |

|Administration will work closely with |Administration |Attendance percentage |Ongoing |Attendance print-outs |

|Truant Officer to ensure consistent |Truant Officer | | | |

|attendance. | | | | |

|All offices employ electronic student |Administrative Assts. |Attendance percentage |Ongoing |Attendance sign in system |

|sign-in to better track their attendance. |Administration | | | |

|Campus protocol is in place to redirect |Graduation Coaches |Completion rate |Ongoing |Graduation Coaches |

|students who determine they want to w/d or |Administration | | | |

|dropout of HS. |Counselors | | | |

|Students will be educated in classes and |Teachers |Attendance percentage |Ongoing |N/A |

|through counseling about the benefits of |Administration | | | |

|wellness. |Counselors | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Monitor and evaluate student attendance rates

Monitor teacher contact logs

Monitor teacher journal entries in Eduphoria

Summative Evaluation Measures:

Student attendance rates

Credits attained

Parent feedback

Staff feedback

Truant Officer data

Evaluation Results:

Action Goal 6

|All GHS students will be involved in clubs or organizations of interest to them outside of core curricular areas. |

|Performance |6.1 Create an environment which encourages active student involvement in a variety of areas within the school community. |

|Objective(s): |6.2 Students involved in extra-curricular activities will gain a feeling of ownership of the school and it processes encouraging them to be positive |

| |participants in all areas of the campus. |

| |6.3 Multiple school organizations will participate in a variety of school and community activities to encourage student engagement. |

|What STRATEGIES must be initiated to |Who will be |What MEASURE will we use to assess the|What is a realistic |What RESOURCES |

|reach this process? |RESPONSIBLE for |effectiveness of these |TIMELINE for |will be utilized to |

| |implementing these |strategies? |implementing these |implement these |

| |strategies? | |strategies? |strategies? |

|Extra-curricular club fair to orient |Teachers |Organization listing and counting of |End of Fall semester |Teachers |

|students to the offerings of the |Coaches |members | |Administrators |

|organization. |Club/Organizations sponsors | | |PTSA |

| |Administrators | | | |

|Increase number of clubs and |Teachers |Tracking the numbers of students |Ongoing |Teachers |

|organizational offerings. | |involved in outside activities and | |Administrators |

| | |clubs. | |PTSA |

|Provide information of value of clubs |Teachers |Documentation of e-blasts and other |Ongoing |Teachers |

|and organizations to parents through |Administrators |forms of parental and community | |Administrators |

|variety of campus communications | |communication. | |PTSA |

|methods. | | | | |

Program Evaluation Component

Process: Review data identified to measure fidelity of implementation and impact of strategy or initiative on student outcomes. Utilize various data sources, both quantitative and qualitative to complete a full evaluation of programs and initiatives.

Formative Evaluation Measures:

Monitor and evaluate club listing and member numbers

Monitor teacher school and community activity list

Monitor list of types of communication

Summative Evaluation Measures:

Student attendance rates

Staff feedback

Campus Spirit Survey

Evaluation Results:

Appendix

GEORGETOWN ISD’S MISSION STATEMENT

|Following a rich tradition of community involvement, the mission of GISD is to empower students to become life-long learners and productive citizens in a dynamic, global society, by providing quality learning |

|experiences that develop the knowledge, skills, abilities, and attitudes for continued success. |

|STATEMENT OF BELIEFS |GEORGETOWN ISD’S GOALS |GEORGETOWN ISD’S STRATEGIES |

|• Life-long learning is essential for citizens of our |Goal 1: Exemplary Performance |Curriculum |

|community, nation, and world. |All GISD students will demonstrate exemplary academic performance. |• We will continually evaluate and refine the curriculum that enables students to|

|• The family, school, and community share the responsibility | |become productive, life-long learners. |

|for the positive development of youth. |Goal 2: Prepared Graduates |Instruction |

|• Given opportunities, all individuals can reach their |All students will graduate prepared to transition into post-secondary |• We will develop and implement learning experiences that link curriculum with |

|potential to learn. |education or careers. |real world applications to meet the needs of each student. |

|• Every individual has a right to a safe, nurturing | |Technology |

|environment. |Goal 3: Quality Staff |• We will establish and strengthen the network of instructional services |

|• Knowledge empowers. |All positions will be filled by highly qualified |(computer labs, libraries, class rooms, as well as other curriculum resources) to|

|• Individuals are responsible for their actions. |candidates/professionals. |fully develop the technology skills of students and staff. |

|• Working toward a vision promotes success. | |Intra-District Communications |

|• Every person is unique, has value, and deserves the |Goal 4: Quality Learning Environments & Facilities |• We will develop and implement a system-wide, internal communication process |

|opportunity to earn respect. |GISD will promote nurturing, safe, and orderly environments and |that assures timely, multidirectional information flow. |

| |quality facilities for all students. |External Communications |

|PARAMETERS | |• We will develop reciprocal teams of parents, community advocates, and school |

| |Goal 5: Positive Perceptions, Relationships, and Collaboration |personnel to communicate and enhance both school and community projects and |

|• We will not tolerate prejudicial discrimination of any |Enhance and build positive perceptions, relationships and |programs. |

|kind. |collaboration among community and staff. |• We will provide opportunities for active parental and community involvement in |

|• We will provide a safe and secure environment in all school| |students’ learning. |

|facilities. |Goal 6: Fiscal Accountability & Responsibility |Wellness |

|• We will hold each individual responsible for his/her |Ensure fiscal accountability and responsibility through strategic |• We will provide prevention and intervention to promote the health and |

|actions. |alignment and sound stewardship of the district’s financial resources.|well-being of all students and staff. |

|• We will not compromise our efforts to provide a quality | |• We will provide safe and secure environments in all school facilities |

|education. |Goal 7: Organizational and Operational Effectiveness |Educational and Support Service |

| |Improve organizational and operational effectiveness to better support|• We will provide the appropriate educational services to meet the individual |

| |the district’s mission and support for the student-teacher |needs of all students. |

| |relationship. |• We will encourage parents to become full partners in the education of their |

| | |children. |

| |

|GISD GRADUATE LEARNER PROFILE |

| |

|GISD Graduate Profile was developed by the District Performance Council to represent the attributes that all GISD graduates should possess. |

| | |

|I. Effective Communicators |IV. Productive Learners |

|Able to read for a variety of purposes and to apply reading skills to real-life situations. |Able to apply the self-management skills of goal setting, time management, and continuous |

|Able to use a range of writing styles effectively and appropriately for purpose, situation, and audience. |improvement. |

|Able to listen attentively and critically for a variety of purposes and to respond to speakers |Able to demonstrate skills in resource management (allocate money, materials, space, and people). |

|appropriately. |Able to manage information by acquiring and evaluating data, organizing and maintaining records, |

|Able to use effective speaking strategies for both formal and informal purposes and settings. |using technology to process information, and selecting equipment and tools to improve systems and to|

| |accomplish goals. |

|II. Academically Prepared |Able to use critical and creative thinking to solve problems. |

|Able to use mathematics, science, and social studies as tools for problem solving, communicating, and | |

|reasoning. |V. Life Skills Oriented |

|Able to use the literary, visual, and performing arts to enrich their lives. |Able to make wise career decisions based on self-knowledge, educational/occupational explorations, |

| |and career planning. |

|III. Responsible Citizens |Able to make informed decisions about physical and mental health. |

|Able to incorporate the nature of economics as it applies to everyday living. |Able to demonstrate interpersonal and academic skills needed to be self-supporting citizens, to work|

|Able to actively contribute to community or school service organizations. |effectively in teams, to manage conflict, to lead in community and business, and to be effective |

|Able to make and to evaluate decisions based on ethical principles. |parents. |

|Able to understand world issues, to identify the rights and obligations of citizens, and to participate in| |

|the democratic process. | |

The District Performance Council has adopted the Effective Schools Correlates as the standards for educational quality.

SUMMARY OF EFFECTIVE SCHOOL CORRELATES

|I. HIGH EXPECTATIONS |V. SCHOOL CLIMATE |

|Teachers believe all students can master basic skills in their program. |The physical environment is safe, orderly, clean, and conducive to learning. |

|Teachers believe that all students’ home backgrounds are not the primary factor in determining |Teachers believe it is their responsibility to teach all students and the professional environment |

|achievement. |establishes courtesy and respect. |

|Teachers’ expectations are clearly defined in goals for student achievement. |The staff believes that all children can learn and should be provided the opportunity to learn without |

|Teachers treat students in ways that emphasize success and potential rather than those which focus on |negative criticism. |

|failure. |Clear rules, policies, and expectations are in place and are consistently enforced by all adults. |

|Teachers encourage all students through rewards, encouragement, and recognition. |Students are recognized for academic efforts and accomplishments. |

|Student achievements are featured in school and community media. |Teachers are recognized for academic efforts, professional growth, and teaching accomplishments. |

| |There is a spirit of collaboration among the staff and between the staff and community in reaching the |

|II. PARENT AND COMMUNITY SUPPORT |goals of the school. |

|Parent/teacher conferences result in specific plans for home/school cooperation to improve student |Students are made to feel welcome and wanted in a student-centered environment that maintains rapport to |

|achievement. |encourage learning. |

|Parents and teachers are aware of the school or district homework policy. | |

|Many parents visit the school to observe the instructional program. |VI. INSTRUCTIONAL LEADERSHIP |

|Home visits, phone calls, newsletters, regular notes, etc. are frequently utilized to strengthen |The principal has frequent informal and formal observations. |

|communication. |Individual teachers and principal meet to discuss focus of classroom observation. |

|Local businesses and organizations contribute money, time, and other resources. |Regularly scheduled faculty meetings are held to discuss instructions and student achievement. |

| |Teachers, administrators, and parents assume responsibility for school discipline. |

|III. MEASUREMENT |School rules are understood, respected, and enforced by administrators, teachers, students, and the board |

|Staff follows routine procedures for frequent collection, summarization, and reporting of student |of trustees. |

|achievement. |Most students abide by school/classroom rules. |

|Assessment methods and instruments are selected to measure learning objectives. |The physical condition of the school is generally pleasant and well maintained. |

|The teachers and principal thoroughly review and analyze test results to plan instructional program |Teachers treat students fairly and with consistency. |

|modification. |School improvement priorities and plans are developed cooperatively with principal, teachers, parents, and |

|Results of assessment reports are tied to learning objectives. |students. |

| |The principal leads frequent formal discussion with staff concerning instructional and student achievement.|

|IV. INSTRUCTIONAL FOCUS | |

|Curriculum is designed so objectives (what should be taught), instruction (what actually is taught), and | |

|assessment (what is tested), all align. | |

|Goals are developed/endorsed by teachers, parents, administrators, and students. | |

|A written statement of purpose (mission) exists as the driving force behind most important school | |

|decisions. | |

|Instructional strategies and materials are adjusted to individual learning needs. | |

|Several events (assembly, trips) are planned to enhance the instructional program. | |

|Results of assessment reports are tied to learning objectives. | |

|Teachers and principals thoroughly review and analyze test results to plan instructional program | |

|modification. | |

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)

The district operates in full compliance with the student confidentiality requirements of the federal Family Educational Rights and Privacy Act (FERPA). For a full explanation of district practices and procedures regarding student confidentiality see district policies FL (LEGAL) and FL (LOCAL).

EQUAL EDUCATION OPPORTUNITIES

The Georgetown Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, age, or disability in providing education or providing access to the benefits of educational services, activities, and programs, including Career and Technology Education programs, in accordance with ACCELLs VI and VII of the Civil Rights Act of 1964, as amended; ACCELL IX of the Education Amendments of 1972; Age Discrimination Act of 1975 (34 CFR Part 110); Section 504 of the Rehabilitation Act of 1973, as amended; ACCELL II of the Americans with Disabilities Act of 1990; and local Board policies.

Texas Education Agency

Student Attendance Accounting Handbook

Section IX

Pregnancy Related Services

(9.5) Addendum to: Campus and District Improvement Plans

1. Georgetown Independent School District (GISD) Pregnancy Related Services (PRS) provides support services to pregnant students during the pregnancy prenatal and postpartum periods as well as while parenting to help them adjust academically, mentally, and physically and to stay in school.

2. Identification and intake documentation of pregnant students is completed, verified, and filed by authorized district personnel. Documentation of each student’s participation in the PRS program is on file with the Pregnancy Related Services (PRS) Coordinator. This documentation includes:

i. Verification of pregnancy by the Campus PRS Team

ii. Compensatory Education Home Instruction (CEHI) teacher’s log including dates and times

iii. Copy of ARD and IEP, if applicable

iv. PRS Entry date

v. Doctor’s notes that require either prenatal confinement or extension of the six weeks postpartum period

vi. PRS Exit date

3. The following services are offered to each student in the PRS Program. It is not required that each student needs or uses each/every service. GISD provides an integrated program of educational and support services that include:

a. Compensatory Education Home Instruction (CEHI)

i. The certified teacher serving as the CEHI instructor maintains a log of home instruction during the days or weeks the student receives CEHI.

b. Pregnant/Parenting Students

i. Individual counseling, peer counseling, and self-help programs

ii. Career counseling and job-readiness training

iii. Child care for students’ children in the district or at a child care facility in close proximity to the campus

iv. Transportation for children of students to and from the campus or child care facility

v. Transportation for students, as appropriate, to and from the campus or child care facility

vi. Instruction related to knowledge and skills in child development, parenting, and home/family living

vii. Assistance to students in the program to obtain available services from government agencies or community service organizations, including prenatal and postnatal health and nutrition programs

c. The above GISD services are delivered to the student when:

i. The student is pregnant and attending classes on a district campus;

ii. The pregnancy prenatal period prevents the student from attending classes on a district campus; and

iii. The pregnancy postpartum period prevents the student from attending classes on a district campus.

4. The GISD Compensatory Education allotment for PRS is used to pay teachers who provide/coordinate the above services.

10 COMPONENTS OF A TITLE I SCHOOLWIDE CAMPUS

(The 10 components must be incorporated into Title I School wide Campus plans by statute.All GISD campuses will incorporate all 10 components in the Campus Improvement Plan. Place a check mark in each space by each component that is incorporated into the plan.)

_X_TS-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 state student performance standards.

_X_TS-2. School-wide reform strategies that---

_X_TS-2a. A. provides opportunities for all children to meet the state’s proficient and advanced levels of student performance;

_X_TS-2b. B. 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 programs summer programs and help to provide an enriched and accelerated curriculum; and

- Include strategies for meeting the educational needs of historically underserved populations.

_X_TS-2c. c. 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 that 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

_X_TS-2d. D. is consistent with, and is designed to implement, the state and local improvement plans, if any.

_X_TS-3. Instruction by highly qualified teachers.

_X_TS-4. High quality and 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.

_X_TS-5. Strategies to attract highly qualified teachers to high need schools.

_X_TS-6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

_ _TS-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.

_X_TS-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.

_X_TS-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 student’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

_X_TS-10. Coordination and integration occurs between federal, state, and local services and programs, including programs supported under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

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Georgetown High School

Campus Improvement Plan

2012 - 2013

Campus Mission Statement

Our Mission: At GHS, we will provide an excellent educational experience for each student. 

Our Beliefs

• Students have value as unique individuals who possess a capacity to learn and a desire to be successful

• GHS teachers are dynamic, knowledgeable, and innovative instructors

• The relationship between students, teachers, and administrators will reflect the personal connection created by mutual respect, communication, enjoyment, and cooperation

• Open communication among students, teachers, parents, and administrators

“Focused on the Future”

Carlton Tucker

Principal

Campus Adopted:

September, 2012

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