MISSION OF TEXAS PUBLIC EDUCATION



Georgetown Independent School District Strategic Plan

McCoy Elementary

Campus Improvement Plan

2012 – 2013

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McCoy Motto: Your Highest Potential is our Highest Priority!

|Campus Mission Statement: The mission of McCoy Elementary is to provide a quality education in a collaborative, creative and caring environment to every |

|student, every day. |

|We commit to: |

|Act with intent and purpose. |

|Support scholars in a culture of academic exploration. |

|Embrace diversity. |

|Celebrate achievement. |

|Promote respectful, responsible and reliable citizenship. |

|Inspire scholars to believe in their potential. |

Alma Guzman, Principal

Campus Adopted: September 2012

McCoy Elementary 2012 - 2013 Campus Improvement Team

|Teachers |

|Other campus-level professional staff and district-level professional staff |

|Parent Representatives |

|Business Representatives |

|Community Representatives |

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|Tamra Marbibi |

|Donna Barnes |

|Mary Shields |

|Paula Doerfler |

|Joanna Bartholomew |

|Karen Soloman |

|Linda Simonson |

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|Mard Herrick |

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|Tina Bertucci |

|Alma Guzman |

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|Paula Stephenson |

|Natalia Ramback |

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|Amber Cervantes |

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|Janae Pierce |

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|Michelle Pernicka |

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|Jennifer Cundieff |

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|Breg Dreibrodt |

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|Heather Hill |

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|Ella Elliott |

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|Kim Hoehn |

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|Tammie Fite |

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|Cristina Stilwell |

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|Sarah Bilski |

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|Mari Cascio |

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

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

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McCoy Elementary

Comprehensive Needs Assessment

GISD will utilize the NCLB CNA tool for this section of the CIP.

The NCLB CNA tool focuses on the following areas:

• Demographics

• Student Achievement

• School Culture and Climate

• Staff Quality, Recruitment, and Retention

• Curriculum, Instruction, and Assessment

• Family and Community Involvement

• School Organization

• Technology

1. The campus staff will be organized into committees. Each focused on gathering data for their assigned category area. The committees review data (quantitative and qualitative sources) that provide the most information to assess the strengths and needs of the system. Committees summarize their findings and present to the CIP team.

2. The CIP Leadership Team will use the committee findings to determine campus areas of priority and summarize needs.

3. Campus decisions will be led by the information determined through the CNA process. Campus expenditures, staffing needs, activities, and other decisions should be focused on meeting the needs of the students, as indicated by the CNA.

COMPREHENSIVE NEEDS ASSESSMENT

SUMMARY DOCUMENT

Based on the findings of your committee, please provide a brief summary (limited to 5 sentences) for each of the following focus areas:

|Demographics |

|Ethnicity: Asian-3%, African American-3%, Hispanic-23%, Caucasian-68%, Other-3%. Sex: Male-289, Female-291; We do not have our Economically Disadvantaged numbers yet, but it will likely decrease in grades K-3 from |

|the previous year. Our students live in the areas west of IH-35 primarily from Serenada East, Serenada West, Berry Creek and the Village east of Shell Rd. |

|Student Achievement |

|Data shows that overall the majority of our students are making progress and increasing in knowledge and skills from one year to the next. Since McCoy did not meet AYP this year in either Reading or Math in three |

|student groups (Hispanic, Economically Disadvantaged and LEP), our campus will continue to focus on closing the performance gap of our Hispanic, LEP and Economically Disadvantaged students from that of the general |

|population of students. All students and students in the White student group did meet the AYP criteria. After each assessment (Benchmarks, Checkpoints, Aimsweb, STAAR, etc), we will meet as professional learning |

|communities to disaggregate the data and make a plan for addressing the needs. We will also look at ethnicity, economically disadvantaged, special education and commended performance. Once the data has been |

|disaggregated, we will address students through planned and targeted instruction and intervention to ensure academic success. We will continue to strengthen the language skills of our English Language Learners and |

|support those performing below grade level standards through support interventions, including a 45 minute time addressing individual intervention/enrichment strategies specific to each scholar’s needs. |

|School Culture and Climate |

|The campus climate is positive and student-centered. Parent involvement is high and collaborative, and remains an important part of the McCoy culture. Student morale is also very positive due to the focus on positive|

|relationships and student recognition strategies by the staff. Increased opportunities for staff to participate in leadership opportunities through committees, grade level and subject area teams support the |

|development and empowerment of a high performing instructional staff. There is also a lot of positive energy and excitement about our new school. We will continue to follow the CHAMPS framework to ensure positive |

|behavior support throughout our school as well adherence to the Scholarly Behaviors enforced in all classrooms. |

|Staff Quality, Recruitment, and Retention |

|Data is provided to teachers using PDAS observations and walkthroughs. Staff attendance rate (currently) is 98% which includes professional development days. Most of our current instructional staff returned from last|

|year with the happy addition of 6 new staff members to the McCoy faculty. We have 6 teachers that transferred from our previous sister school Jack Frost Elementary. A continued focus on instructional coaching during|

|the 2011-2012 school year has resulted in greater confidence and competence in the classroom. McCoy teachers are increasingly leading many of our training sessions and conducting peer coaching throughout the year. |

|Our goal this year is to strengthen our Professional learning Communities throughout McCoy. |

|Curriculum, Instruction, and Assessment |

|The curriculum is clearly linked to the STAAR standards of learning in all areas. A focus on lesson planning has resulted in well-planned, well-aligned lessons which focus on student engagement and higher order |

|thinking skills. We review student performance data on an on-going basis to ensure that student needs are being met. Teachers meet as part of a professional learning community on a weekly basis (Thursday) to plan |

|content area instruction and to make sure they are providing meaningful, engaging learning opportunities for all our scholars. |

|Family and Community Involvement |

|Opportunities for family involvement are provided throughout the school year. In addition to an active PTA and Watch D.O.G.S program, we have many mentors on our campus and large turnouts to our family events. We |

|provide 4-6 evening family events each year and invite parents to many of our school day activities. We also provide weekly e-mails to our parent audience and monthly newsletters. We have also collaborated with many |

|members of our community to strengthen the opportunities we provide for our scholars including many afterschool clubs. |

|School Organization |

|McCoy decision-making is collaborative whenever possible. Grade level teams meet weekly, team leaders and vertical teams meet with administration monthly, and special committees are utilized throughout the school year|

|to address area of need or concern. High expectations and consistency are guiding principles in our Positive Behavior Management System (classroom and common areas), instructional programs and communication |

|practices. We pride ourselves on being proactive and high performing. Our scholars are all expected to know and abide by the Scholarly Behaviors daily. Staff is committed to meeting the needs of all scholars. We will |

|continue to find ways to build capacity and leadership within our scholar and staff populations. |

|Technology |

|We are in a new building with new, updated technology. Our school is well equipped for 21st Century Learning for our scholars. We are moving toward equipping each classroom with MimioTeach interactive white boards |

|to increase the engagement of scholars. All of our classrooms are equipped with a Mimio document camera, which works collaboratively with the MimioTeach boards to increase engagement and technological relevance in |

|our teaching. One goal for this school year is to engage teachers in mini teacher-led sessions where they can teach each other technology strategies for the classroom. We have one stationary computer lab and 4 |

|mobile labs. Through the use of our interactive flex spaces, we will be able to increase the capacity of our teachers to take learning to another level of relevance for students while team teaching with other |

|teachers. We have also purchased over 100 eBooks in our library and will continue to invest in resources to enhance the learning experience of our scholars. Our goal for 2012-2013 is to maximize use of our new |

|technology to increase engagement and relevance in our instruction on a regular basis and to make our instruction closely aligned with the 21st Century Learning Standards needed by all students. |

2012 - 2013 Campus CNA Committee Members

|Demographics |Student Achievement |

|Team Members: |Team Members: |

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|Shawn Seaman |Heather Hill Amanda Braganholo Becky Smiley |

|Rosie Bunik |Kim Hoehn Breg Dreibrodt Alma Guzman |

|Joycelyn Lawson |Jennifer Alvarez Donna Barnes Blythe Ray |

|Mary Shields |Heather Brock Becky Oliver Natalia Ramback |

| |Kim Daniel Jennifer Askew |

| |Sarah Bilski Tina Bertucci |

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

|Team Members: |Team Members: |

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|Janae Pierce |Susan Beaver |

|Lisa Schovjasa |Amber Cervantes |

|Mari Cascio |Natalia Ramback |

|Tammie Fite |Ellen Porter |

|Alma Guzman | |

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

|Team Members: |Team Members: |

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|Jennifer Cundieff |Cristina Stilwell |

|Amy Dawson |Michelle Pernicka |

|Lacy Peterson |Tamra Marbibi |

|Jessica Burks |Paula Stephenson |

|School Organization |Technology |

|Team Members: |Team Members: |

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|Barbara Tucker |Samantha Stevens |

|Kim Miller |Tammie Fite |

|Jennifer Alvarez |Ella Elliott |

|Mari Cascio |Windi Michal |

|Ellen Porter | |

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Campus Performance Goals Campus: McCoy Elementary

|CAMPUS GOALS |CAMPUS PERFORMANCE OBJECTIVES |

|Performance Goal #1 | |

|Decrease the performance gap between Economically |1.1 Increase meaningful opportunities for students to acquire foundational “need to know” concepts. |

|Disadvantaged/LEP/ Hispanic students and the general | |

|education in Reading and Math STAAR to less than 10%. |1.2 Increase opportunities for Math and Reading to be experienced in a meaningful and concrete manner. |

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| |1.3 Utilize practices which address the differentiated needs of students in Math and Reading. |

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| |1.4 Increase opportunities for teachers to engage in meaningful planning and strategic strategies which reflect the needs of students. |

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|Performance Goal #2 |2.1 Differentiate instruction to address the learning needs of all students. |

|100% of all McCoy Elementary students will demonstrate Level | |

|II Satisfactory Academic Performance on STAAR. |2.2 Utilize consistent instructional practices vertically and horizontally to ensure curriculum alignment and continuity. |

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| |Increase the Depth & Complexity of instruction in each content area. |

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|Performance Goal #3 | |

|Decrease the performance gap between Special Education |3.1 Provide collaborative opportunities between general education teachers and special education teachers throughout the year. |

|students and general education students in Reading and Math | |

|STAAR to less than 10%. |3.2 Increase interaction in the general education setting for special education students to participate in grade level instruction. |

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|Performance Goal #4 | |

|90% of all 4th grade students will demonstrate Level II |Increase student writing opportunities. |

|Writing on STAAR. All other grade levels will meet the | |

|district criteria for writing. |Increase teacher training and collaboration opportunities that focus on writing instruction. |

Campus Action Goals Campus: McCoy Elementary

|CAMPUS GOALS |CAMPUS ACTION OBJECTIVES |

|Action Goal #1 |Campus communications with parents will be increased by 10% utilizing websites, parent e-blast, newsletters, website, marquee, email, phone calls |

|All parents will be actively involved in their child’s |etc. to strengthen the home-school partnership. |

|education. | |

| |1.2 Family volunteer opportunities will be provided and encouraged throughout the school year. |

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|Action Goal #2 | |

|All students will be educated in learning environments that |Students will be taught, and modeled the importance of respecting diversity and individuality through lessons as part of our positive behavior |

|are safe, drug free, and conducive to learning. |management system. |

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| |McCoy will maintain its “No Place for Hate” designation by participating in several anti-bullying events and on-going instruction in respect and |

| |kindness. |

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| |Students will be provided opportunities to learn about making healthy and safe choices throughout the year. |

|Action Goal #3 | |

|The level of technology integration will be increased to |All McCoy teachers will use technology resources to support their instruction and learning. |

|ensure the best possible teaching and learning for all | |

|students. |All McCoy students will have opportunities to produce student work using technology on a regular and ongoing basis. |

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| |We will increase the number of MimioTeach interactive white board system available from 7 to 25. |

| |Within the context of core knowledge instruction, students will be provided 21st Century Learning experiences to learn the essential skills for |

| |success in today’s world, such as critical thinking, problem solving, communication and collaboration through integrated technology lessons. |

|Action Goal #4 | |

|Processes/systems will be developed to enhance and build |McCoy students and parents will be able to “Get Plugged In” to one of many extra-curricular or volunteer opportunities provided at McCoy. |

|positive relationships and collaboration among community and| |

|staff. |McCoy communications will be proactive, positive and collaborative. |

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|Action Goal #5 | |

|Processes/systems will be developed to increase student |5.1 Increase programs/opportunities for students to be recognized for positive behaviors and choices. |

|attendance and wellness. | |

| |Increase communication with the home concerning student attendance and wellness. |

Performance Goal #1

|Decrease the performance gap between Economically Disadvantaged/LEP/ Hispanic students and the general education in Reading and Math STAAR to less than 10%. |

|Performance | |

|Objective(s): |1.1 Increase opportunities for students to acquire foundational “need to know” concepts. |

| |1.2 Increase opportunities for Math to be experienced in a meaningful and concrete manner. |

| |1.3 Utilize practices which address the differentiated needs of students in Math. |

| |1.4 Increase opportunities for teachers to engage in meaningful planning and focused strategies which reflect the needs of 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? |

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

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|Promote collaboration and focused planning through Professional Learning Communities. |

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|Utilize iStation and Think Through Math software. |

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|Teachers, Principals |

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|Teachers, Principals |

|Student Performance Data |

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|Student performance data |

|Aug. 2012-2013 |

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|Sept.2012-May 2013 |

|Challenge grant funds, |

|Curriculum resources |

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|Texas SUCCESS funding |

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|Strengthen professional development on best practice strategies for teachers. |

|Teachers, |

|Interventionists, Principals |

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|Walk-thrus, lesson plans |

|Sept.2012-May 2013 |

|District curriculum resources, Title 1 |

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|Provide 7 Steps to a Language Rich Interactive Classroom professional development |

|Title III ESL/Bilingual Instructional Coach |

|Principal |

|Prof Dev documentation |

|Lesson Plans |

|Walk thrus |

|ELL/LEP DATA |

|Nov 15, 2012 |

|Title III Funds |

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|Strengthen the alignment of vertical math and reading instruction practices across the grade levels. |

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|Principals |

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|Student performance data |

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|Aug. 2012 |

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|Curriculum documents |

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|Expand teacher proficiency and knowledge focused on differentiating instruction. |

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|Strengthen data driven instruction based on scholar needs. |

|Principals |

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|Teachers, Interventionists, Principals |

|Student performance data |

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|Student performance data |

|Aug. 2012-May 2013 |

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|Aug. 2012-May 2013 |

|Title 1 Funds |

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|Eduphoria |

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|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: |

|District Universal Screeners |

|District Checkpoint and Benchmark Assessments |

|Student Data for Attendance & Discipline |

|Meeting Notes and Agendas |

|Lesson Plans |

|Walkthroughs and PDAS documentation |

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|Summative Evaluation Measures: |

|STAAR Data |

|AEIS Data |

|AYP Data |

|TELPAS Data |

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|Evaluation Results: This will be completed at the end of the school year |

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Performance Goal #2

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|100% of all McCoy Elementary students will demonstrate Level II Satisfactory Academic Performance on STAAR. |

|Performance | |

|Objective(s): |1.1 Differentiate instruction to address learning needs of all students |

| |1.2 Increase the depth and complexity (Tier 1 Instruction) in each content area |

| |1.3 Through vertical and grade level PLCs, establish consistent vocabulary and instructional practices across all grades |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

|All teachers will strengthen their Tier 1 instruction by Utilizing the Elements |Principals, |District Assessments |August 2012 |Depth & Complexity cards, Language |

|of Depth and Complexity icons/questioning/vocabulary on a regular basis. |Teachers |STAAR | |to Literacy charts |

| | |Lesson Plans | | |

|All classroom teachers will include a Language Objective as part of their daily |Principals, |WalkthroughsLesson Plans|August 2012 |Lesson Plans |

|lesson. |Teachers | | |Walkthroughs |

| | | | |ELPS |

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|Disaggregate formative and summative assessment data to plan |Principals, |District Assessments |August 2012 |Eduphoria |

|intervention/enrichment strategies. |Teachers |STAAR | | |

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| |Interventionists, | | | |

|Establish through vertical teams a consistent content specific vocabulary and |Principals, |Monthly Meeting Time |September 2012 |Meeting Notes |

|consistent instructional practices. |Teachers | | |Lesson Plans |

| | | | |Walkthroughs |

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|Increase the time special education students are educated with their peers |Principals |Assessments |August 2012 |Lesson Plans |

| |Teachers |STAAR | |Walkthroughs |

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|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: |

|District Universal Screeners |

|District Checkpoint and Benchmark Assessments |

|Student Data for Attendance & Discipline |

|Meeting Notes and Agendas |

|Lesson Plans |

|Walkthroughs and PDAS documentation |

|Summative Evaluation Measures: |

|STAAR Data |

|AEIS Data |

|AYP Data |

|TELPAS Data |

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|Evaluation Results: This will be completed at the end of the school year |

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Performance Goal #3

|Decrease the performance gap between Special Education students and general education students in Reading and Math STAAR to less than 10%. |

|Performance | |

|Objective(s): |1.1 Provide collaboration opportunities between general education and special education teachers |

| |1.2 Increase interaction in the general education setting for special education students to participate in grade level instruction |

| | |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

|Provide iStation and Think Through Math software to enhance core instruction in |Principals |District Assessments |September 2012 |Title 1 funds |

|reading and math. |Teachers |STAAR | | |

| |Special Education Teachers | | | |

| |Principals |District Assessments |August 2012 |Special Education Support, Planning |

|Increase the time special education students are educated with their peers and in|Teachers |STAAR | |Time |

|their grade level by utilizing Inclusion support across the campus. |Special Education Teachers | | | |

| |Principals |District Assessments |September 2012 – May 2013 |School Planning Time |

|Provide staff development and teacher collaboration addressing the |Teachers |STAAR | | |

|differentiation of instruction for students and learning needs. |Special Education Teachers | | | |

| |Principals |District Assessments |Sept. 2012-May 2013 |School Planning Time |

|Through RtI planning, gen ed and special ed staff will closely monitor progress |Teachers |STAAR | | |

|of special ed students and adjust instruction as needed. |Special Education Teachers | | | |

|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: |

|District Universal Screeners |

|District Checkpoint and Benchmark Assessments |

|Student Data for Attendance & Discipline |

|Meeting Notes and Agendas |

|Lesson Plans |

|Walkthroughs and PDAS documentation |

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|Summative Evaluation Measures: |

|STAAR Data |

|AEIS Data |

|AYP Data |

|TELPAS Data |

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|Evaluation Results: This will be completed at the end of the school year |

| |

Performance Goal #4

| 90% of all 4th grade students will demonstrate Level II Writing on STAAR. All other grade levels will meet the district criteria for writing. |

|Performance | |

|Objective(s): |1.1 Increase student writing opportunities across all grades and all content areas |

| |1.2 Increase teacher training and collaboration opportunities that focus on writing instruction |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

|Provide training on narrative and expository writing rubric |Principals |District Assessments |September 2012 |Write Source |

| |Teachers |STAAR | |STAAR Writing Rubrics |

|Disaggregate Benchmark Writing Data |Principals |District Assessments |September 2012 |Eduphoria |

| |Teachers |STAAR | | |

|Increase student writing opportunities across all grades and all content areas |Principals |District Assessments |August 2012 |Write Source |

| |Teachers |STAAR | |Write from the Beginning |

| | | | | |

| | | | | |

|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: |

|District Universal Screeners |

|District Checkpoint and Benchmark Assessments |

|Student Data for Attendance & Discipline |

|Meeting Notes and Agendas |

|Lesson Plans |

|Walkthroughs and PDAS documentation |

| |

|Summative Evaluation Measures: |

|STAAR Data |

|AEIS Data |

|AYP Data |

|TELPAS Data |

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|Evaluation Results: This will be completed at the end of the school year |

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Action Goal #1

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

|Performance | |

|Objective(s): |100% of parents will be surveyed after each Parent Involvement Night |

| |Newsletters and notices will be sent throughout the school year to strengthen home to school partnerships. |

| |Increase opportunities for parents to participate in their child’s scholastic experience. |

| | |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

| | | | | |

|Survey parents after each Parent Involvement Night |Principals |Survey Results |August 2012 |Campus Funds |

| |Teachers | | | |

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|Write a monthly newsletter which will include school events and grade level news |Principals |Monthly Newsletter |September 2012 |Campus Funds |

| |Teachers | | | |

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|Conduct at least four parent information nights throughout the school year |Principals |Survey Results |August 2012 |Title 1 Funds |

| |Teachers | | | |

|Provide an Interactive Learning Expo experience for parents to see learning from |Teachers, Principals |Survey |Sept. 2012 | |

|the scholar’s perspective. | | | | |

| | | | | |

|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: |

|Sign In Sheets |

|Parent Input |

|Staff Input |

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|Summative Evaluation Measures: |

|Parent Survey Results |

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|Evaluation Results: |

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Action Goal #2

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

|Performance | |

|Objective(s): |1.1 McCoy students will participate in at least 3 anti-bullying activities to maintain our “No Place for Hate” designation |

| |1.2 Students will be provided opportunities to increase awareness and develop skills to make healthy and safe choices |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

|Implement three new “No Place for Hate” activities to maintain our “No Place for |Principals |Office Referrals |September 2012 |Campus Funds |

|Hate” designation. |Counselor | | | |

| |Teacher | | | |

|Implement Red Ribbon Week activities as well as con. |Principals |Office Referrals |September 2012 |Campus Funds |

| |Teachers | | | |

| | | | | |

|Students will participate in social skills lessons weekly. |Counselor |Counselor Schedule |September 2012 |Campus Funds |

| | | | | |

|Implement McCoy’s Boomerangs recognition program to promote good choices. |Principals |Office Referrals |September 2012 |Campus Funds |

| |Counselor |Office Referrals |September 2012 |Second Step Curriculum, Why Try |

|Students will be taught about self-respect, respecting diversity, and | | | | |

|individuality through social skills instruction using the Second Step Curriculum,| | | | |

|Why Try and other resources. | | | | |

|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: |

|Campus Wide Discipline Plan |

|Campus Expectations |

|Calendar documenting “No Place for Hate Activities” |

|Counselor Monthly Schedule of Guidance |

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|Summative Evaluation Measures: |

|Reduction of Office Referrals |

|Maintain “No Place for Hate” designation |

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|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 | |

|Objective(s): |Increase the number of Mimio white board interactive systems from 11 to 25. |

| |All McCoy students will have opportunities to produce student projects using technology on a regular basis. |

| |1.3 All McCoy students will have opportunities to utilize interactive software for all instruction including Intervention and Enrichment. |

| |1.4 Within the context of core knowledge instruction, students will be provided 21st Century Learning experiences to learn the essential skills for success in today’s world, such |

| |as critical thinking, problem solving, communication and collaboration through integrated technology lessons. |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

|Increase the number of eBooks in our library for both student and teacher use. |Principals, |Campus Website |September 2012 |PIE grant, Title funds |

| |Librarian, | | | |

|All staff will maintain updated websites. |Principals |Websites |September 2012 | |

| |Teachers | | | |

| | |Lesson Plans |September 2012 |Title |

|Teachers will participate in afterschool mini-lessons to increase their use of |Principals |Walkthroughs | |Campus Funds |

|and integration of technology into their instruction. |Teachers | | | |

| |Principals, |Walkthroughs |September 2012 |Title, PIE, Challenge grant and PTA |

|Provide MimioTeach interactive whiteboards for all core classroom teachers. |Librarian, | | |funds |

| |District Technology – Elementary | | | |

| |Personnel | | | |

| |Principals |Lesson Plans |September 2012 |Title, PIE, Challenge grant and PTA |

|Students will utilize technology to acquire and demonstrate learning on a regular|Teachers | | |funds |

|basis. | | | | |

|Increase the amount of time students spend on wireless devices (laptops, iPads, |Principal |Laptop cart Schedule |Jan – May 2012 |Campus Funds |

|MimioTeach boards, Voter systems, etc.) in their classrooms on a regular basis. |Teachers |Lesson Plans | | |

| |

|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: |

|Lesson Plans |

|Walkthroughs |

|Student Products |

|PDAS |

| |

|Summative Evaluation Measures: |

|Review of Classroom website updates |

|End of year technology inventory |

| |

| |

| |

| |

| |

|Evaluation Results: |

| |

Action Goal #4

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

|Performance | |

|Objective(s): |1.1 Conduct at least 4 parent involvement nights during the 2012-2013 school year |

| |1.2 Increase Parent Participation in PTA & Watch DOGs by at least 10% |

| |1.3 All parents will participate in Parent/Teacher Conference Day (via phone or in person) |

| |1.4 Increase parent communication by 10% through teacher website, parent e-blast, newsletter, phone calls, etc. to strengthen the home-school connection. |

| | |

| | |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

|Conduct at least 4 parent involvement night activities during the school year, |Principals |Parent Surveys |August 2012-May 2013 |Title Funds |

|including an Interactive Learning Expo in the fall. |Teachers | | |Campus Funds |

|Increase parent participation in PTA and Watch DOGs by at least 10%. |Principals |Monthly Sign In Sheets |September 2012 |PTA Funds |

| |Teachers |for PTA | |Campus Funds |

| | | | |Title Funds |

|Encourage all parents to participate in the Parent/Teacher Conference Day. |Principals |Conference Logs |October 2012 |Campus Funds |

| |Teachers | | | |

|Provide weekly updates on the school marquee, website, and news eblasts. |Principal |Communi-cation Logs |Sep. 2012-May 2013 |Campus Funds |

| | | | | |

| | | | | |

| | | | | | |

| | | | | | |

|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: |

|PTA Enrollment |

|PTA Meeting Sign In Sheets |

|October Conference Logs |

| |

|Summative Evaluation Measures: |

|Parent Surveys from Parent Information Nights |

| |

| |

| |

| |

|Evaluation Results: |

| |

Action Goal #5

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

|Performance | |

|Objective(s): |1.1 All McCoy scholars will have the opportunity to participate in enrichment activities. |

| |1.2 Increase opportunities for students to be recognized for positive behavior, perfect attendance and academic |

| |excellence. |

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

|this process? |implementing these strategies? |to assess the |TIMELINE for implementing |implement these strategies? |

| | |effectiveness of these |these strategies? | |

| | |strategies? | | |

| | | | | |

|Increase the number of positive recognition programs for students to include |Principals |Attendance Awards |September 2012 |Campus Funds |

|daily (Boomerangs), weekly(Super Scholars), monthly (Good Citizenship) and |Teachers |Honor Roll Awards | | |

|quarterly recognitions (Honor Roll, Hustle Awards, Perfect Attendance.) | | | | |

|Increase the number of students participating in after-school clubs, UIL, Student|Principals, Teachers |Participation Data |September 2012-May 2013 |Campus & PTA Funds |

|Council, Green Team and other enrichment opportunities. | | | | |

| | | | | |

|Implement attendance incentives to promote good attendance and a systemic |Principals |9 Weeks Attendance |August 2012 |Title Funds |

|approach to address persistent absences and tardies |Teachers | | |Campus Funds |

| | | | | |

|Promote healthy choices through a Student Wellness program and Red Ribbon week |Principals, PE staff |Lesson Plans, student |August 2012 |Campus Funds |

|activities. | |surveys | | |

|Provide a variety of extra-curricular activities for students to be involved in |Principal, staff |Attendance Logs, |Sept. 2012-May 2013 |Campus and PTA funds |

|including UIL, Student Council, Paw Patrol, Garden Club, Honor Choir, Girl Start,| |Newsletters | | |

|Chess Club, Art Club, Green Team, etc. | | | | |

| | | | | |

| | | | | |

| | | | | | |

|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: |

|9 Weeks Attendance Reports |

|PE Lesson Plans |

|Lists of students participating in extracurricular activities |

| |

|Summative Evaluation Measures: |

|End of Year Reports like Attendance and Tardy Reports |

| |

| |

| |

| |

|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 community,|Goal 1: Exemplary Performance |Curriculum |

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

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

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

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

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

|Every individual has a right to a safe, nurturing environment.| |Technology |

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

|Individuals are responsible for their actions. |All positions will be filled by highly qualified |(computer labs, libraries, class rooms, as well as other curriculum resources) |

|Working toward a vision promotes success. |candidates/professionals. |to fully develop the technology skills of students and staff. |

|Every person is unique, has value, and deserves the | |Intra-District Communications |

|opportunity to earn respect. |Goal 4: Quality Learning Environments & Facilities |• We will develop and implement a system-wide, internal communication process |

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

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

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

|We will not tolerate prejudicial discrimination of any kind. |Goal 5: Positive Perceptions, Relationships, and Collaboration |personnel to communicate and enhance both school and community projects and |

|We will provide a safe and secure environment in all school |Enhance and build positive perceptions, relationships and |programs. |

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

|We will hold each individual responsible for his/her actions. | |in students’ learning. |

|We will not compromise our efforts to provide a quality |Goal 6: Fiscal Accountability & Responsibility |Wellness |

|education. |Ensure fiscal accountability and responsibility through strategic |• We will provide prevention and intervention to promote the health and |

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

| | |• We will provide safe and secure environments in all school facilities |

| |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, |

|III. Responsible Citizens |and career planning. |

|Able to incorporate the nature of economics as it applies to everyday living. |Able to make informed decisions about physical and mental health. |

|Able to actively contribute to community or school service organizations. |Able to demonstrate interpersonal and academic skills needed to be self-supporting citizens, to work|

|Able to make and to evaluate decisions based on ethical principles. |effectively in teams, to manage conflict, to lead in community and business, and to be effective |

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

|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.

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.)

_√__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.

_√__TS-2. School-wide reform strategies that---

_√__TS-2a. a. provide opportunities for all children to meet the state’s proficient and advanced levels of student performance;

_√__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.

_√__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

_√__TS-2d. d. are consistent with, and are designed to implement, the state and local improvement plans, if any.

_√__TS-3. Instruction by highly qualified teachers.

__√_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.

_√__TS-5. Strategies to attract highly qualified teachers to high need schools.

_√__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.

_√__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.

_√__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 students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

_√__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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