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2009-2010

Campus Improvement Plan

for

Bleyl Middle School

Cypress-Fairbanks Independent School District

Mission Statements

Cypress-Fairbanks Independent School District Mission Statement The district will provide the environment and learning opportunities for all students so that, as graduates, they will possess the qualities that will enable them to live meaningfully and successfully in society and in the workplace. The Cypress-Fairbanks ISD graduate will exhibit the following attributes: · Effective Communicator; · Competent Problem-solver; · Self-directed Learner; · Responsible Citizen; and · Quality Producer.

Bleyl Middle School Mission Statement Close achievement gap between successful students and those in at-risk situations by raising expectations and varying strategies to promote success of the group at-risk. Provide increased opportunities for students to develop and refine their problem-solving, critical, and creative thinking skills.

Bleyl Middle School 2009-10 Comprehensive Needs Assessment Summary The staff at Bleyl Middle School includes 90 teachers, 22 paraprofessionals, and 8 administrators. The student population is 44.6% White, 17.1% African American, 29.7% Hispanic, 8.4% Asian, and .3% Native American. Thirty-two percent of students who attend Bleyl Middle School qualify for free or reduced lunch. The mobility rate for Bleyl Middle School students is 18%. In accordance with Texas state legislative requirements, the staff at Bleyl Middle School conducted a comprehensive needs assessment for the 2009-10 school year. The needs assessment was conducted to identify gaps in student achievement and other areas for improvement. The information used to conduct the needs assessment included the data from the 2009 Texas Assessment of Knowledge and Skills (TAKS), mobility, discipline, attendance, and teacher retention data. A student group with fewer than seventy-five percent students passing in a given TAKS-tested content area is identified as a priority. Based on the review of the data, several priority areas were identified that will be addressed in the 2009-10 school year including: African American students in 8th grade Science (57%) students who are economically disadvantaged in 8th grade Science (67%), African American students in 6th grade Math (64%), students who are economically disadvantaged in 6th grade Math (72%); students who are economically disadvantaged in 7th grade Math (70%), and African American students in 8th grade Math (72%). Best practices will be used to address the areas of need in the content area(s) and student group(s) identified. Strategies to address the need in these areas are delineated in Part I of the campus improvement plan. Bleyl Middle School staff will implement behavioral strategies to reduce the number of discipline incidents related to inappropriate physical contact in the 2009-10 school year. Additionally, efforts will be made to improve the rate of attendance for all student groups including, African American (17.1%), Hispanic (29.7%), White (44.6%), and students who are economically disadvantaged (31.7%). Efforts will also be made to increase teacher retention at Bleyl Middle School.

Areas to Celebrate

STP Area Indicator Description of Activity

Students participated in REAL contests between classes for competition in SFA scores and TAKS 3's and 4's. During Level 1 and 2 tutorials, students worked on grammar, usage and mechanics. Additional strategies and activities students used included: TAKS formatted questioning, TAKS tutorials, 2week TAKS push in class, intensive novel study prior to the test to build reading stamina and focus on TAKS objectives, Frayer model teaching using Interactive Readers, Marzano's vocabulary strategies (ex. literary devices), Ruby Payne strategies, graphic organizers, SWBST summarizing, HOTS warm ups ("Red Herrings" and "Mindtrap"), TAKS skills warm ups, read alouds, silent reading, popcorn reading, use of literature CDs, review of SFAs as a team, review of SFAs with students, TAKS conferences and goal setting with all students, activities focusing on main idea, point of view, character, motivation, author motivation, theme, and choice given whenever possible (to build interest). Teachers posted SFA data each six-weeks in the classroom as a motivation for students.

Evidence of Success

Students

Subjects

Reading/ELA

7 grade Reading: 93% in 2008 to 95% in 2009 Commended Performance: 39% in 2008 to 40% in 2009 th 8 grade Reading: 96% in 2008 to 97% in 2009

th

Writing

Each student's progress was monitored by the ELA teacher through writing conferences. Students were provided corrective feedback as a means of intervention. Teachers used student models to demonstrate score points and to give students additional opportunities to evaluate and distinguish between a 3 and 4 written score. In addition, teachers provided after-school tutorial sessions for students struggling with the writing process to focus on specific TAKS objectives and insure progress in critical TEKS. Teachers posted SFA data each sixweeks in the classroom as a motivation for students. Students participated in Saturday Camps, Math Pull-outs,

7 grade Writing: 934% in 2008 to 95% in 2009

th

Math

7 grade Math:

th

Science

Social Studies

AMIP, Flexible re-grouping, Math Power classes, and completing TAKS-based questions for warm-ups. In addition, Math Technology Coaches worked with Math teachers to implement Technology-based, studentcentered strategies throughout the year. A two-week TAKS-based review session was implemented in all grades grade prior to the TAKS test. A 10-day re-teach session was implemented between the first th administration of the 8 grade Math TAKS and the th second administration of the 8 grade Math TAKS. Teachers posted SFA data each six weeks in the classroom as a motivation for students. th Students participated in the 8 grade Science Camp (after-school tutorial program). Three weeks prior to the th th th th 8 grade Science TAKS test, 6 , 7 and 8 grade th teachers rotated into the 8 grade Science classrooms to th re-teach Science objectives to 8 grade students. Also, students and teachers analyzed TAKS/SFA data each six-weeks and goal-set for the new six-weeks. Students participated in 40% labs weekly. Teachers posted SFA data each six-weeks in the classroom as a motivation for students. Students used "interactive notebooks" on a daily basis to ensure comprehension of content, while learning the th importance of planning and organization. In addition, 8 grade students used TAKS interactive test questions to review content and practice test-taking strategies. Teachers posted SFA data each six-weeks in the classroom as a motivation for students.

80% in 2008 to 83% in 2009 Commended Performance: 21% in 2008 to 22% in 2009 th 8 grade Math: 88% in 2008 to 88% in 2009 Commended Performance: 24% in 2008 to 29% in 2009

8 grade Science: 78% in 2008 to 82% in 2009 Commended Performance: 30% in 2008 to 33% in 2009

th

8 grade Social Studies: 96% in 2008 to 97%in 2009 Commended Performance: 50% in 2008 to 52% in 2009

th

Subgroups

All

All students participated in TAKS/SFA goal-setting each six-weeks and analyzed/charted progress on SFA's and PA's. Students were provided multiple opportunities to attend tutorials and participate in weekly advisory activities (MFL, DEAR, REAL, etc.).

7 grade Math: 80% in 2008 to 83% in 2009 Commended Performance: 21% in 2008 to 22% in 2009 th 7 grade Writing: 93% in 2008 to 95% in 2009

th

AA

Students participated in TAKS tutorials twice a week for six-weeks leading up to the test. Soccer Start, Number Power Math Class (Study Island Program), TAKS mentors, Saturday Math Blitzes, Science Camp, Math Power, and Math Camp were also implemented on our campus.

H

Students attended TAKS tutorials twice a week for sixweeks leading up to the test. Soccer Start, Number Power Math Class (Study Island Program), TAKS mentors, Saturday Math Blitzes, Science Camp, Math Power, and Math Camp were also implemented on our campus.

W

All students participated in TAKS/SFA goal-setting each

8 grade Reading/LA: 97% in 2008 to 98% in 2009 th 8 grade Science: 78% in 2008 to 80% in 2009 Commended Performance: 30% in 2008 to 33% in 2009 th 8 grade Social Studies: 96% in 2008 to 96% in 2009 th 7 grade Math: 59% in 2008 to 75% in 2009 Commended Performance: 8% in 2008 to 15% in 2009 th 7 grade Writing: 86% in 2008 to 90% in 2009 th 8 grade Math: 88% in 2008 to 88% in 2009 Commended Performance: 24% in 2008 to 29% in 2009 th 8 grade Reading/LA: 95% in 2008 to 97% in 2009 th 8 grade Social Studies: Commended Performance: 26% in 2008 to 32% in 2009 th 7 grade Math: 75% in 2008 to 77% in 2009 th 7 grade Writing: 92% in 2008 to 96% in 2009 th 8 grade Math: 83% in 2008 to 84% in 2009 Commended Performance: 11% in 2008 to 22% in 2009 th 8 grade Reading/LA: 93% in 2008 to 97% in 2009 th 8 grade Science: 64% in 2008 to 77% in 2009 th 8 grade Social Studies: 91% in 2008 to 94% in 2009 Commended Performance: 31% in 2008 to 36% in 2009 th 6 grade Math:

th

six-weeks and analyzed/charted progress on SFA's and PA's. Students were provided multiple opportunities to attend tutorials and participate in weekly advisory activities (MFL, DEAR, REAL, etc.).

ED

Students attended TAKS tutorials twice a week for sixweeks leading up to the test. Soccer Start, Number Power Math Class (Study Island Program), TAKS Mentors, Saturday Math Blitzes, Science Camp, Math Power, and Math Camp were also implemented on our

88% in 2008 to 92% in 2009 Commended Performance: 46% in 2008 to 55% in 2009 th 6 grade Reading/Language Arts: 96% in 2008 to 98% in 2009 Commended Performance: 61% in 2008 to 63% in 2009 th 7 grade Math: 88% in 2008 to 89% in 2009 Commended Performance: 27% in 2008 to 32% in 2009 th 7 grade Reading/Language Arts: 95% in 2008 to 96% in 2009 Commended Performance: 52% in 2008 to 53% in 2009 th 7 grade Writing: 95% in 2008 to 96% in 2009 th 8 grade Math: 93% in 2008 to 95% in 2009 Commended Performance: 33% in 2008 to 39% in 2009 th 8 grade Reading/Language Arts: 99% in 2008 to 99% in 2009 th 8 grade Science: 91% in 2008 to 91% in 2009 Commended Performance: 45% in 2008 to 49% in 2009 th 8 grade Social Studies: 99% in 2008 to 99% in 2009 Commended Performance: 65% in 2008 to 69% in 2009 th 7 grade Math: Commended Performance: 8% in 2008 to 10% in 2009 th 7 grade Reading/Language Arts: Commended Performance: 18% in 2008 to 19% in 2009 th 7 grade Writing: 87% in 2008 to 92% in 2009 Commended Performance:

LEP

Bleyl Middle School received Title III funding to support innovative programs for extended time tutoring for LEP students. Our ESL and Reading teachers participated in an 18-week tutorial program leading up to the TAKS test.

SE

Special Education received grant money for software for Math and Science that was utilized during Advisory and after-school tutorials. In addition, Special Education received grant money to be used for substitute teachers so the Special Education teachers could participate in a re-teach/flexible regrouping pull-out program.

14% in 2008 to 22% in 2009 th 8 grade Math: 77% in 2008 to 79% in 2009 Commended Performance: 10% in 2008 to 15% in 2009 th 8 grade Reading/Language Arts: 93% in 2008 to 94% in 2009 th 8 grade Science: 61% in 2008 to 66% in 2009 th 8 grade Social Studies: Commended Performance: 26% in 2008 to 33% in 2009 43% of our LEP students progressed at least one Proficiency Level from 20082009. th 7 grade Math: 50% in 2008 to 53% in 2009 th 7 grade Writing: 89% in 2008 to 100% in 2009 th 8 grade Math: 63% in 2008 to 78% in 2009 th 8 grade Reading/Language Arts: 63% in 2008 to 78% in 2009 th 8 grade Science: 21% in 2008 to 63% in 2009 th 8 grade Social Studies: 72% in 2008 to 78% in 2009 th 6 grade Math: 34% in 2008 to 39% in 2009 Commended Performance: 0% in 2008 to 14% in 2009 th 6 grade Reading/Language Arts: 58% in 2008 to 63% in 2009 th 7 grade Writing: Commended Performance: 0% in 2008 to 5% in 2009 th 8 grade Math: 56% in 2008 to 70% in 2009 th 8 grade Reading/Language Arts: 83% in 2008 to 96% in 2009

8 grade Science: 41% in 2008 to 52% in 2009 th 8 grade Social Studies: 82% in 2008 to 86% in 2009 We have been a PBIS campus for the past two years. Our students and staff represented REAL by following and teaching the REAL matrix. Students engaged in REAL activities during Advisory class each week and targeted appropriate hallway, bus, cafeteria, assembly, restroom, and classroom behaviors. Appropriate student behaviors were reinforced by REAL tickets and positive incentives (REAL store) daily. CHOIR: Six of our members sang in a Texas Region Honor Choir. Four students were selected to perform with the TMEA Region 27 Mixed Choir and two were selected to perform with the TMEA Region 27 Treble Choir. Bleyl Choir students earned over 100 Superior Ratings at the CyFair Vocal Solo and Ensemble Contest. The Bleyl Varsity Treble Choir earned Excellent Ratings at U.I.L. in Sight-Reading and Superior Ratings in Concert while the Non-Varsity Treble Choir and NonVarsity Tenor-Bass Choir both won SWEEPSTAKES at the U.I.L. Vocal Concert/Sight Reading Competition. The Beginning Choir earned a First Division Trophy for their performance at the Cypress-Fairbanks 6th Grade Choir Festival. The Non-Varsity Tenor-Bass Choir, Non-Varsity Treble Choir and the Varsity Treble Choir went to San Antonio to perform at the Director's Choice Alamo Music Festival and each earned a First Division Trophy, a Best in Class Trophy, as well as the Best in Festival Trophy. ORCHESTRA: Varsity Orchestra received Sweepstakes at UIL Concert and Sight-reading Competition and Superior rating at the Spring Music Festival. ART: Several students entered Rodeo and got red and blue ribbons. th SPORTS: 7 grade Football B-Team were Zone Champions, Boys Cross-Country were District Runnerth up, and 7 grade Boys Basketball B-Team were Zone Champions. Teachers participated in PLC data dig meetings every During 2008, in the months of August, September, November, December, and April we decreased the amount of discipline referrals for Classroom/Hallway Disruption, Excessive Talking Out, and Refusing to Work at an average of 350 referrals for the school year.

th

Discipline

Social/ Emotional

Extracurricular

Numerous awards, trophies, recognitions and outstanding achievements were awarded to our students.

Teacher

Professional Development

Staff participation and feedback

six-weeks and reviewed SFA results with their teams and students. Teachers also posted SFA/Six-Weeks Test data in their classrooms to motivate students. Students used SFA data to set goals for the next six-weeks. Our campus offered two days of CTE for the 2008-2009 school year (PLC training and Rita Pierson ­ Building Relationships).

Qualifications New Staff

100% of our staff met highly qualified requirements. Each new staff member was partnered with a mentor on campus and attended mentor/mentee meetings throughout the school year. One teacher was selected to be Bleyl's Spotlight Teacher of the Year. Teachers' quality work was celebrated through Teacher Appreciation Week, Peer Pats, Birthday Celebrations, Seasonal Luncheons and Treats, VIPS celebrations and Service Awards (milestone years in the district). VIPS Committee met once a month throughout the year. CPOC Committee five times throughout the year. We regularly communicated with parents about academic and behavior expectations and the campus/classroom goals, through Open House, Parent's Night, and scheduled conferences. We regularly communicate with parents about their child's progress through phone calls, emails, schoolnotes.com, and Parent Internet Viewer (PIV).

CIP Part I Data Supplement New teacher mentor program

Retention

Reduction in teacher turnover at year end.

VIPS Committee CPOC Committee Teacher phone/email logs PBIS Bleyl Key Communicator, newsletter, website, and marquee

Parent

Area of Focus: Campus Culture

District Priority: Campus Performance Objective: Formative Evaluation: STP # The district's schools will maintain an engaging environment conducive to student learning and employee effectiveness. For the 2009-2010 school year, the Employee Workplace Survey, Those who do quality work are recognized, will be at 90% or above. Employee Workplace Survey Strategies Each six weeks, those students earning Honor Roll (more "A"s than "B"s) or Distinguished Honor Roll (straight "A"s) will be recognized at an Honor Roll Celebration. Each six weeks, though grade level Ranches (6th grade ­ KING, 7th grade -YO, 8th grade ­ XIT) teachers will select those students exemplifying REAL (Respect, Excellence, Accountability, and Leadership) expectations to be recognized at the Honor Roll Celebration. Students, earning high academic achievements and/or consistently working to improve their academic standing will participate in the Awards Ceremony (6th, 7th, and 8th grade students). Awards received by students include: Dr. Carl Bleyl Award (All "A"s since 6th grade), DAR (Daughters of the American Revolution ­ Citizenship), Bleyl Citizenship Award, President's Award for Excellence and Achievement, Honor Roll, All Around Boy and Girl, and other content-based academic awards. Each year a teacher is selected to be Bleyl's Spotlight Teacher of the Year. Teachers' quality work is celebrated through Teacher Appreciation Week, Peer Pats, Birthday Celebrations, Seasonal Luncheons and Treats, VIPS celebrations and Service Awards (milestone years in the district). Target Group

ALL students

Person(s) Responsible

Students Teachers Counselors

Resources

Grade Book, Honor Roll Distribution List, & Honor Roll Certificate Student Discipline Log Teacher Observations Five Driving Forces / REAL Awards

Grade Book, Honor Roll Distribution List, Discipline Log, Certificates, Awards, Pins, and Plaques

Timeline

Every six-weeks th Excluding the 6 six-weeks

1

ALL Students

2 Students

Students Grade Level Teachers Counselors

Every six-weeks th Excluding the 6 Six-weeks

ALL Students

3

Students Teachers Principal DI Counselors

May 2010

1 Teachers 2

ALL Teachers

Principal

Observations District Content Coordinator Feedback Observations Documentation Certificates

May 2010

ALL Teachers

Principal DI Teachers VIPS

Ongoing Service Award is celebrated in May 2010

1 Parents

2

Parents will receive regular communication about their child and Bleyl Middle School, classroom resources, calendar of events, and school-related activities, through Open House, Parent's Night, schoolwires.com, Brahma Newsletter, Key Communicator, Bleyl Marquee, and scheduled conferences. Parents will receive regular communication about their child's progress (academic and behavior) through phone calls, emails, schoolnotes.com, discipline referrals, progress reports, report cards, and Parent Internet Viewer (PIV).

PI

All Teachers

Administration Teachers

Brahma Newsletter Bleyl Marquee Key Communicator Schoolwires.com Parent's Night

PI

All Teachers

Administration Teachers

Student Work Discipline Referrals Progress Reports Report Cards PIV

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 12 of 46

Area of Focus: Student Safety and Health

District Priority: Safety: The district's schools will maintain a safe and disciplined environment conducive to student learning and employee effectiveness. Health: Ensure that students understand their responsibility to behave in ways that cause them to be physically fit emotionally healthy, and drug free. Safety: For 2009-2010, discipline referrals for drugs, alcohol, and tobacco will be reduced by 50% from the previous year. Safety: For 2009-2010, the discipline referrals for ie. Classroom/Hallway Disruption, Excessive Talking Out, and Refusing to Work will be reduced by 50% from the previous school year. Health: For 2009-2010, the campus will provide a coordinated school health and physical activity program in which 100% of the students participate. Safety: District-developed Reports Health: Fitnessgram Reports and Student Survey Strategies A Coordinated School Health Program will be continued and a Coordinated School Health Program Leadership Team will be created. In addition, the School Health Index will be implemented and an action plan will be created in order to show compliance and make continuous improvements in the program. Student discipline data will be analyzed and monitored each six-weeks. Adjustments will be made in school systems and proactive teaching strategies will be incorporated into Advisory activities (PBIS, Choices, and BBR) each week to meet the specific needs of our students and campus. PBIS (Positive Behavior Intervention and Support) and BBR (Building Better Relationships) strategies will be continued to enhance capacity of school teams and provide the best behavioral support system for students. District Code of Conduct and "REAL" expectations will be communicated to students on the first day of school in August 2009, again in October 2009, and upon returning in January 2010, through grade level meetings, and

Codes*

Campus Performance Objective:

#

Formative Evaluation:

STP

Target Group

All Students

Person(s) Responsible

Physical Education Teachers

Resources

Coordinated School Health Program

Timeline

Ongoing

Students

1

AR

2

AR

All Students

Assistant Principals Teachers

Infoserv Data

Ongoing

3

VP, AR

All Students

Entire Staff

PBIS, BBR Programs

Ongoing

4

VP, AR

All Students

Principal Assistant Principals

Student Code of Conduct

First day of school in August 2009, October

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 13 of 46

periodically throughout the year in order to increase awareness and understanding of student expectations. Health: Participate in SPARK and Healthy and Wise programs. Teachers will attend PBIS trainings/meetings and implement proactive strategies to create and maintain a safe and disciplined environment. Building Better Relationships (BBR/Capturing Kids' Hearts/Building Champions) trainings will be provided for all staff members, and teachers will conduct focused activities during Advisory class to emphasize the importance of building positive relationships, and creating a quality learning environment for all students. Health: Present SPARK and Healthy and Wise lessons to students. All Stude nts

All Staff

Teachers`

2009, and January 2010

5

AR

Teachers

SPARK and Healthy and Wise Materials

Ongoing Meeting with Sara Cisneros in August 2009 and monthly meetings with PBIS committee and at Faculty meetings Ongoing

1

SD

Sara Cisneros Administration PBIS Committee Teachers

PBIS Program

Teachers

2

SD

All Students

Principal Director of Instruction

District BBR Course Building Champions Workshop SPARK and Healthy and Wise Materials Code of Conduct Discipline Referrals Open House PowerPoint

District Staff Development Calendar

3

AR

All

Teachers

Ongoing

1 Parents 2

Parents will receive regular communication about their child through discipline referrals, parent phone calls and parent conferences. Academic and classroom behavior expectations will be communicated with parents at Open House. Parents will be kept informed about student expectations by receiving a student copy of the district's Code of Conduct and signing the parent acknowledgement page which will be kept on file in the Assistant Principal's office.

All Parents PI

Assistant Principal

Ongoing

PI

All Parents

Assistant Principals

Code of Conduct Brahma Newsletter

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 14 of 46

Area of Focus: Attendance

District Priority: Campus Performance Objective: Formative/Summative Evaluation: STP # Ensure that students understand the importance of attending school regularly and completing high school. For 2009-2010, the ADA student attendance will be at or above 98%. District-developed Reports and AEIS Strategies Students will be encouraged to participate in extracurricular activities, clubs and organizations in order to create a sense of belonging and connection with their school and peers (ex: Writer's Club, Science Club, Math Club, Spanish Club, Book Club, Spirit Squad, Fashion Club, Soccer Start, etc.). Each student's attendance will be monitored through Student Plus and those individual students in danger of approaching excessive absences will be addressed by creating a positive intervention plan to keep them engaged in school. Building Better Relationships (BBR), PBIS, and Student Leadership Meeting (SLM) strategies will be continued in and out of the classroom in order to create an inviting climate where all students feel empowered and committed to being in school and participating in the "REAL" (Respect, Excellence, Accountability, and Leadership) experience. Teachers will record and submit student attendance daily through Pinnacle Grade book each period of the day. This will then be monitored through Attendance Manager in the Attendance Office. Parents will be informed of student absences through the automated phone calling system, parent phone calls, and truancy warning letters. Code s* Target Group

All Students

Person(s) Responsible

All Staff

Resources

Timeline

1 Students

AR

All Staff VIPS

Ongoing

2

AR

Identified Students

Assistant Principals Attendance and Registrar

Attendance Reports

Ongoing

1 Teachers

AR

All Students

Teachers PBIS Committee Assistant Principal Director of Instruction Principal

PBIS Materials BBR Materials CHOICES

Ongoing

2

AR

All Students

Teachers Attendance Office

Pinnacle Grade book and Attendance Manager Automated Phone System

Ongoing

Parents

1

AR

Identified Students

Assistant Principals Teachers Attendance Registrar

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

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Area of Focus: College and Career Readiness

District Priority: Campus Performance Objective: Formative Evaluation: STP # Help students plan for life beyond graduation (1B-7) Create a culture that prepares all students for a full-range of post-secondary options (2 or 4-year college, trade or technical school, the military or skilled employment) through structural, motivational, and experiential college and career preparatory opportunities Reclassification, AP, Dual Credit, College-ready Graduate, and PGP Completion reports, PSAT, SAT and ACT data Strategies Students will complete three career assessments in the computer lab (COIN Career Survey) over a three-day period through their Language Arts class. Through the COIN survey, students will be able to research high school elective courses that support their career cluster. The COIN Career Survey provides teachers, parents, and students with clear connections between skills being learned in the classroom and real-world applications of those skills. Students will complete a 4-year PGP (Personal Graduation Plan) with their counselor through their Language Arts class. The purpose of the PGP is to prepare students for high school graduation requirements and college entrance requirements. Students will complete a 6-year PGP (Personal Graduation Plan) with their counselor through their Language Arts class. The purpose of the PGP is to prepare students for high school graduation requirements and college entrance requirements. Students and staff will participate in College Awareness Month. Each week will include daily activities such as a Monday slide show, advisory activities (R U TUF N F? video and how REAL expectations correlate to good academic Target Group

8th grade Students

Person(s) Responsible

Counselors

Resources

Timeline

Students

1

COIN Career Survey

Fall 2009 (October)

2

All Teachers

Counselors and Teachers

COIN Career Survey

Ongoing

3

8th Grade Students

Counselors

PGP

Fall 2009

4

6th Grade Students

Counselors

PGP

Fall 2009

5

All Students

Bleyl Faculty Teachers

R U TUF NF? Video College Materials College Slideshow

October 2009

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 16 of 46

6

7

8

1 Teachers 2

Parents

1

choices), wearing your favorite college shirt day, lunch discussions, and daily topics about different colleges, degrees and academic requirements. Education Go Get It is a week designated to College Awareness. During this week, Advisory activities and discussions will consist of a guest speaker, college entrance criteria, financial aid, and the application process. Students will learn how to access and navigate through ConnectEDU, a computer program that allows students to access college information, during their COIN survey activity. Lone Star College's Middle School to College (M2C) program is an early outreach initiative offering free college prep workshops and mentoring, along with college scholarships, for eligible African-American and Hispanic male students in grades 7, 8 or 9 who meet the criteria. The COIN Career Survey provides teachers, parents, and students with clear connections between skills being learned in the classroom and real-world applications of those skills. Teachers will implement a journal writing assignment through Language Arts that will support students making connections between their academic preparations from middle school to high school and high school to post-secondary schooling. The COIN Career Survey provides parents the ability to use the system along with students. Parents will be provided on-line access to view their child's progress and the needs and interests he or she has discovered. Bleyl will pilot an online PGP process where parents and students may not only review the PGP but also make changes to non-core classes or classes not required for graduation.

All Students

Counselors Teachers

Education Go Get It Materials

Spring 2010

8th Grade Students

Counselors

ConnectEDU

Fall 2009

AfricanAmerican and Hispanic Males in Grades 7, 8, or 9

Counselors

M2C Brochure

Ongoing

All Teachers

Counselors and Teachers

COIN Career Survey

Ongoing

8th Grade Students

8th Grade Language Arts Teachers

COIN Survey Journal Writing

Spring 2010

PI

Counselors Students Parents

COIN Career Survey

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

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2

3

4

The COIN Career Survey provides teachers, parents, and students with clear connections between skills being learned in the classroom and real-world applications of those skills. Parents are encouraged to review the PGP with their child and discuss high school graduation requirements and college entrance requirements. Parents, of eligible students for the M2C program, may attend M2C workshops including: Cultural Awareness, Academic Study Skills, College Admission Process, Preparing for College Entrance Exams, and Transitioning from High School to College.

All Teachers

Counselors and Teachers Counselors Students Parents

COIN Career Survey

Ongoing

PI

PGP

Ongoing

PI

Counselors Teachers Parents Students

M2C

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

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Area of Focus: Science

Grade 8 8 8 8 8 8 8 8 8 Demoinfo All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 Tested 09 499 87 165 212 146 23 8 --% Met 09 80 57 77 91 66 52 63 --% Com 09 33 9 23 49 14 ----Tested 08 451 83 117 209 121 22 19 -7 % Met 08 78 61 64 91 61 41 21 -57 % Com 08 30 8 15 45 11 5 11 -14 2010 target 83 75 81 94 75 75 75 ---

District Priority: Campus Performance Objective: Formative/Summative Evaluation: STP

1A #

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2010, we will increase the percentage (by amounts noted above) of 8th grade students demonstrating proficiency on TAKS science. District-developed Tests and Texas Assessment of Knowledge and Skills Target Group

Group Listed

Strategies Each student's progress will be monitored in learning the critical TEKS by examining results of teacher-made tests, SFA's, and warm-ups. The district's scope and sequence will be followed consistently in order to actively monitor student progress and success (building and district-wide). Lessons will be designed and presented using Enhanced Context Strategies (relate learning to students' previous experiences, knowledge, or interest, using problem-based learning, laboratory and technology lessons which encourage student reflection and meta-cognition).

Codes*

Person(s) Responsible

Director of Instruction Helping Teacher Teachers

Resources

SFA Teacher-made tests

Timeline

Each six-weeks

Students

1

AR

2

AR, T

Group Listed

Teachers

Lesson Plans Technology

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 19 of 46

3

4

5

6

7

8

Students will be arranged in flexible groups within the classroom to work on conducting lab exercises, answering questions and posing solutions ensuring that all students are active participants in the Science classroom. Teachers will constantly move around the room and monitor, question, and evaluate groups for understanding. Think-aloud strategies will be used and students will be able to justify both correct and incorrect answers, and to demonstrate the thinking process they used to problem solve. Teachers will vary questioning strategies and timing during discussions and encourage higher level questioning (7th Grade Essential Questions). Gaps in students' background knowledge will be identified by teachers and direct vocabulary instruction will be used in an attempt to close the achievement gap (6th, 7th and 8th grade). Lessons will be designed and presented using researchproven teaching strategies such as the ones described in Classroom Instruction That Works (Marzano, Pickering, and Pollock) and The Baker's Dozen. Students will analyze their TAKS and/or SFA data each six-weeks and set goals for future improvement. Each student will chart this information on a TAKS and SFA Data Analysis form. This will be monitored and reviewed by the Science teacher. During classroom instruction/activities, students will summarize, in their own words, key reading points from lab activities. Students will develop and continually implement problem-solving, note-taking, making inferences, and summarizing strategies throughout the year in Science.

AR

Group Listed

Teachers

Teacher Strategies

Ongoing

AR

Group Listed

Teachers

Critical Thinking Strategies

Ongoing

AR

Groups Listed

Teachers

Vocabulary Word Banks/Word Walls Classroom Instruction That Works & Baker's Dozen TAKS Data SFA Data Teacher made materials, and district assessments Science Textbook & Marzano's Strategies

Ongoing

AR

Groups Listed

Teachers

Each six-weeks

AR

ALL Students

Science Teachers

Each six-weeks

AR

All Students

Students

Ongoing

9

AR

All Students

Students Teachers

District/Campus Materials

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 20 of 46

Teachers

1

2

3

4

5

6

7

Teachers will schedule time with science coach (both classroom and technology) to work with teams to help create and modify lessons to narrow the achievement gap (shown by data from district and teacher made tests) of targeted students. This focus will broaden their learning experience and increase their problem solving abilities and participation in the science classroom. Teachers will identify and chart the <75% groups through the collection and evaluation of data from teacher-made tests and SFA results. Lesson adjustments will be made and interventions added accordingly with curriculum coach support. Teachers will design science quizzes and unit tests that support the TAKS format so that students become more familiar and comfortable in recognizing and reading the TAKS test. Teachers will collaborate in PLC's to analyze data using the data dig process, and then complete a plan of action to target the individual needs of their students. Teachers will collaborate with Director of Instruction and Science Coach to analyze the 2009 8th grade Science released TAKS test (determine level of questioning, format, grade level of material, objective and frequency of questions asked) to determine most applicable differentiated instructional strategies, literacy strategies, and delivery methods to be used for teaching each objective. Teachers will meet regularly to discuss teaching strategies, review SFA test, unit tests, and TAKS questions to determine frequently missed questions, analyze common problem areas and develop an action plan to re-teach skills as necessary. Teachers will encourage student participation in TAKS tutorials, Taking on TAKS, campus pull-outs, and flexible re-grouping. Students will set goals and learn how to chart their academic progress. 6th, 7th, and 8th grade Science teachers will collaborate with each other (based on their charted analysis of the

AR

Science Teachers .

Teachers

Helping Teacher Technology Helping Teacher

Each six-weeks

AR

Science Teachers

AAHT Helping Teacher Teachers

Teacher-Made Tests SFA Data

Ongoing

AR

Science Teachers .

Teachers

District SFA Data

Each six-weeks

SD

Science Teachers

CFPDAS Appraiser Science Teachers

Department/ Team Meetings SFA Data

Each six-weeks

Science Teachers AR

Science Teachers Science Coach Director of Instruction

2009 Released TAKS test

First six-weeks

SD

Science Teachers

CFPDAS Appraiser Helping Teacher Teachers

Textbook District Curriculum Unit tests, SFA's and TAKS data TAKS Data SFA Data

Ongoing

AR

Science Teachers

AAHT Helping Teacher Teachers

Ongoing

AR

8

Bleyl Middle School Campus Improvement Plan for 2009-2010 Page 21 of 46

9

1 Parents

2

2009 8th grade Science released TAKS) and create a three-week rotation into the 8th grade Science classrooms to re-teach objectives learned in all three grade levels, prior to the 8th grade taking the 2010 Science TAKS test. Teachers will create lesson plans where instruction is not only focused around a specific KUD objective, but also incorporates differentiated instructional strategies, literacy strategies, TEKS focus, and technology-based instruction which supports all learning modalities and learning levels. Parents will receive regular communication about their child and Bleyl Middle School, classroom resources, calendar of events, and school-related activities, through Open House, Parent's Night, schoolwires.com, Brahma Newsletter, Key Communicator, Bleyl Marquee, and scheduled conferences. Parents will receive regular communication about their child's progress (academic and behavior) through phone calls, emails, schoolnotes.com, discipline referrals, progress reports, report cards, and Parent Internet Viewer (PIV).

Science Teachers

Director of Instruction Science Teachers Science Coach

TAKS Data SFA Data

Spring Semester

AR

Science Teachers

Science Teachers

DI Lesson Plan Science Resources

Ongoing

PI

All Teachers

Administration Teachers

Brahma Newsletter Bleyl Marquee Key Communicator Schoolwires.com Parent's Night Student Work Discipline Referrals Progress Reports Report Cards PIV

Ongoing

PI

All Teachers

Administration Teachers

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 22 of 46

Area of Focus: Mathematics

Grade 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 Demoinfo All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 Tested 09 470 103 131 192 157 28 15 9 9 494 87 157 206 176 19 19 14 10 515 88 171 221 154 23 9 --% Met 09 82 64 75 92 72 39 20 89 100 83 75 77 89 70 26 53 57 70 88 72 84 95 79 70 78 --% Com 09 39 21 21 55 20 14 7 -33 22 15 8 32 10 ---10 29 8 22 39 15 -11 --Tested 08 468 76 139 210 155 29 28 12 15 493 73 155 225 150 31 10 6 21 459 84 120 213 124 25 19 -7 % Met 08 83 74 78 88 72 34 61 67 80 80 59 75 88 70 35 50 67 86 88 77 83 93 77 56 63 -71 % Com 08 38 24 24 46 23 -18 8 33 21 8 13 27 8 --33 14 24 10 11 33 10 8 11 -29 2010 target 85 75 80 95 78 75 75 89 100 85 80 81 89 77 75 75 75 77 89 78 86 97 83 77 82 ---

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 23 of 46

District Priority: Campus Performance Objective: Formative/Summative Evaluation: STP

1A #

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2010, we will increase the percentage (by amounts noted at above) of students demonstrating proficiency on TAKS mathematics. District-developed Tests and Texas Assessment of Knowledge and Skills Target Group

Groups Listed

Strategies Each student's progress will be monitored in learning the critical TEKS by examining results of district-made tests and Secondary Formative Assessments (SFA) and making lesson plan adjustments or providing interventions as needed. Provide Number Power and Math Lab for students struggling with concepts, ideas, and strategies as needed. Students will work collaboratively using manipulatives to reinforce problem solving strategies, and use "think-aloud" strategies to model thinking process. Lessons will be designed and presented using researchproven teaching strategies such as the ones described in Classroom Instruction That Works (Marzano, Pickering, and Pollock) and The Baker's Dozen. Extended learning time will be provided for students before and after school and at Saturday Workshops. Students will work in small-group settings while targeting Secondary Formative Assessment (SFA) and PA performances. Students will analyze their TAKS and/or SFA data each six- weeks and set goals for future improvement. Each student will chart this information on a TAKS and SFA Data Analysis form. This will be monitored and reviewed by the Math teacher. SFA data will be posted in the classroom each six-weeks. Classroom instruction will provide students the opportunity to be engaged cognitively in the learning of mathematics, use of manipulatives when appropriate, use of technology (Explore Learning, Smart Board, etc.), collaborative group

Codes*

Person(s) Responsible

Helping Teacher Teachers

Resources

Timeline

1 Students 2 3

AR

SFA's, Grade Book Test Analysis

Every 2 weeks (tests) Once a six-weeks (SFA)

AR

Groups Listed Groups Listed

AAHT Helping Teacher Teachers Students Teachers

Released TAKS District Manipulatives Classroom Instruction That Works & Baker's Dozen

Weekly

AR

Daily

4

AR

Groups Listed

Teachers

Each six-weeks

5

AR

Identified Students

AAHT Helping Teacher Teachers

SFA results TAKS data Vocabulary Lists TAKS Data SFA Data Teacher made materials, and district assessments

Weekly

6

AR

ALL Students

Math Teachers

Each six-weeks

ALL Students AR

Math Teachers

Math Curriculum

Ongoing

7

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 24 of 46

work (discuss strategies and support points), and opportunities to ask and respond to questions at a highlevel of rigor. Alternative Assessments will be provided two to three times within a grading period so that students have an 8 opportunity to demonstrate mastery of content in multiple forms. Flexible re-grouping opportunities for students after each SFA will be incorporated during class in order to re-teach 9 the students not demonstrating mastery on a specific objective. Students will develop and continually implement problem10 solving, note-taking, making inferences, and summarizing strategies throughout the year in Math. Teachers will meet regularly to discuss teaching strategies, review SFA test, PA's (Performance Assessments) unit tests, and TAKS questions to determine frequently missed questions, analyze common problem areas and develop an action plan to re-teach skills as necessary. Teachers will attend Quantum Learning trainings and follow-up support sessions. In addition, they will continue using Quantum Learning strategies to motivate and support student involvement. Teachers will collaborate in PLC's to analyze data using the data dig process, and then complete a plan of action to target the individual needs of their students. Teachers will review, with students, math concepts through songs, chants, and cheers daily. Teachers will attend district curriculum staff development sessions that provide instructional strategies, resources, and/or activities. Teachers will create lesson plans where instruction is not only focused around a specific KUD objective, but also incorporates differentiated instructional strategies, literacy strategies, TEKS focus, and technology-based instruction that supports all learning modalities and learning levels.

AR

ALL Students

Math Teachers

Math Curriculum

Ongoing

AR

Groups Listed

Math Teachers

SFA Data

Each six-weeks

AR

All Students

Students Teachers

District/Campus Materials

Ongoing

1

SD

Math Teachers

Helping Teacher Teachers

Textbook District Curriculum Unit tests, SFA's and TAKS data

Ongoing

2

SD

Math Teachers

Teachers

QL Meetings

Summer On-going

Teachers

3 4 5

SD

Math Teachers

Helping Teacher Math Teachers CFPDAS Appraiser

Department/ Team Meetings SFA Data Creative Minds Quantum Learning Content Coordinator & Staff Development

Each six-weeks

AR

Math Teachers Math Teachers

Teachers

Weekly

SD

Teachers

Ongoing

6

AR

Math Teachers

Math Teachers

DI Lesson Plan Math Resources

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 25 of 46

1 Parents

2

Parents will receive regular communication about their child and Bleyl Middle School, classroom resources, calendar of events, and school-related activities, through Open House, Parent's Night, schoolwires.com, Brahma Newsletter, Key Communicator, Bleyl Marquee, and scheduled conferences. Parents will receive regular communication about their child's progress (academic and behavior) through phone calls, emails, schoolnotes.com, discipline referrals, progress reports, report cards, and Parent Internet Viewer (PIV).

PI

All Teachers

Administration Teachers

Brahma Newsletter Bleyl Marquee Key Communicator Schoolwires.com Parent's Night Student Work Discipline Referrals Progress Reports Report Cards PIV

Ongoing

PI

All Teachers

Administration Teachers

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 26 of 46

Area of Focus: Reading/English Language Arts

Grade 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 Demoinfo All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 Tested 09 469 102 131 192 157 27 15 9 9 494 87 157 206 177 18 18 14 10 518 87 175 221 157 24 9 --% Met 09 93 87 87 98 90 63 67 89 100 89 80 83 96 80 44 44 64 90 98 97 97 99 94 96 78 --% Com 09 48 30 34 63 32 19 7 11 56 38 22 22 53 19 --7 20 50 35 37 62 32 8 11 --Tested 08 463 74 137 209 152 24 25 12 15 489 73 153 223 149 27 8 6 21 457 84 119 213 123 23 19 -7 % Met 08 95 89 96 96 91 58 80 100 100 91 84 87 95 84 56 75 100 81 97 95 93 99 93 83 63 -100 % Com 08 52 50 34 61 36 21 8 58 27 39 19 29 52 18 4 13 50 19 62 37 48 77 41 18 11 -43 2010 target 95 88 88 99 93 75 75 89 100 89 83 85 97 83 75 75 75 93 99 98 98 99 96 97 82 ---

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 27 of 46

District Priority: Campus Performance Objective: Formative/Summative Evaluation: STP

1A #

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2010, we will increase the percentage (by amounts noted above) of students demonstrating proficiency on TAKS reading. District-developed Tests and Texas Assessment of Knowledge and Skills Target Group

All Reading Students

Strategies After analysis, students will monitor and chart districtdeveloped TAKS formatted tests each six-weeks to comprehend their independent strengths and weaknesses. Students will improve their TAKS reading scores by studying grade level and above grade level vocabulary in classroom activities. Eighth grade at-risk students will attend reading tutorial sessions in the fall (based on TAKS tested objectives) to improve their knowledge and understanding of concepts and strategies. Students will use research-proven strategies such as the ones described in Classroom Instruction That Works (Marzano, Pickering, and Pollock) and The Baker's Dozen. At-risk 7th and 8th grade Reading students will implement READ 180 strategies to assist and accelerate below grade level reading, including intermediate ESL students. Students will strive to work independently and have appropriate peer interactions. Students' Lexile levels will be identified and reading opportunities will be provided at those levels to increase students' reading abilities. Data will be used to generate small group instruction, reteaching, and tutorials. Opportunities will be provided for students to use the data for self-evaluation, reflection

Codes*

Person(s) Responsible

Helping Teacher Reading Teachers and Students

Resources

All districtdeveloped test, READ 180 materials, and teacher-made tests Word skills, Sadlier-Oxford READ 180

Timeline

Students

1

AR

Each six-weeks

2

AR

All Reading Students 8th grade Reading Students, ED, AA, and H

Reading Teachers and Students

Each six-weeks

3

AR

Selected Reading Students and Teachers

Teacher developed materials Classroom Instruction That Works & Baker's Dozen READ 180, Scholastic XL, and teacher adopted materials District Materials SRI Test

Weekly in Fall 2009

4

AR

Groups Listed

Reading and Language Arts Teachers

Each six-weeks

5

AR T, CE

Identified Students

Selected Reading Teachers and Students READ 180 Teachers Dyslexia Teachers th 6 Grade Reading Teachers

Daily

6

AR, CE

ALL 6th grade Identified 7th and 8th grade Students

Ongoing

7

Bleyl Middle School

AR

Groups Listed

Language Arts Teachers

SFA, TAKS Teacher-made

Each six-weeks

Campus Improvement Plan for 2009-2010

Page 28 of 46

and goal-setting. 8 9 ELL and ED students will increase English vocabulary and comprehension through the Ellis Language Program. Lessons that include Critical Thinking Questions and Strategies will be implemented regularly. Sixth grade reading students, who failed TAKS, are GPC placements, or first-time TAKS takers will be assigned to a 6th grade Reading Workshop class where direct instruction lessons will assist and accelerate above grade level reading. Students will implement Workshop reading strategies where applicable in other content areas. Students will analyze their TAKS and/or SFA data each six weeks and set goals for future improvement. Each student will chart this information on a TAKS and SFA Data Analysis form. This will be monitored and reviewed by the Language Arts teacher. SFA data will be posted in the classroom each six-weeks. Students will support their answers to questions, verbal or written, with evidence from the test. Students will employ the use of before, during and after reading strategies that are highly engaging. Students will improve questioning strategies, increase collaboration and discussion opportunities with peers pertaining to the text. Students will develop and continually implement problem-solving, note-taking, making inferences, and summarizing strategies throughout the year in Reading/Language Arts. Students will be provided additional reading support through a 7th or 8th grade Reading Workshop course. Teachers will provide individual conferences regarding results of major TAKS formatted tests to address students' strengths and weaknesses on specific TAKS objectives.

AR Specific Groups Language Arts Teaches Reading and Language Arts Teachers

tests

Ellis Language Program

Ongoing

AR

Groups Listed

Critical Thinking Flipchart

Ongoing

10

AR

Groups Listed

AAHT Reading and Language Arts Teachers

TAKS Data SFA Data Reading Strategies

Ongoing

11

AR

ALL Students

Language Arts Teachers

TAKS Data SFA Data Teacher made materials, and district assessments All discussions and assessments

Each six-weeks

12

AR

ALL Students

Reading and Language Arts Teachers

Each six-weeks

13

AR

ALL Students

Reading and Language Arts Teachers

Reading and Questioning Strategies

Ongoing

AR

14

All Students

Students Teachers

District/Campus Materials

Ongoing

15

AR

Groups Listed

Reading Teacher Director of Instruction Counselor Helping Teacher Reading Teachers

TAKS Test SFA Report Card

August 2009

Teachers

1

AR

Reading Dept.

TAKS Data Teacher made chart and goal setting materials

Each six-weeks

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 29 of 46

2

3

4

5

6

Dyslexia teachers will provide a copy of students' Lexile information to parents throughout the year. Teachers will attend training for and utilize Scholastic Reading Inventory (SRI) and Scholastic Achievement Manager (SAM) to monitor student progress and routinely conference with students. Data should inform students about their progress and assist teachers in targeting areas needing improvement. Teachers will attend district curriculum share sessions to collaborate on content curriculum and effective teaching strategies. Teachers will meet regularly to discuss teaching strategies, review SFA tests, unit tests, and TAKS questions to determine frequently missed questions, analyze common problem areas and develop an action plan to re-teach skills as necessary. Teachers will collaborate in PLC's to analyze data using the data dig process, and then complete a plan of action to target the individual needs of their students. Sixth grade Reading teachers will collaborate with 6th grade Language Arts teachers to analyze student data and target individual student needs. Reading and Language Arts teachers will utilize Ruby Payne strategies to help target needs of economically disadvantaged students. Teachers of 7th grade students will identify specific student needs by using the Texas Middle School Fluency Assessment System (TMSFA) and provide instruction to address individual student needs. Teachers will provide an opportunity during class for the sustained silent DEAR reading program. Teachers will create lesson plans where instruction is not only focused around a specific KUD objective, but also incorporates differentiated instructional strategies, literacy strategies, TEKS focus, and technology-based instruction which supports all learning modalities and learning levels.

AR, T, CE

Dyslexia Teachers

Dyslexia Teachers

Lexile Letter

Three times a year, ending in May 2010

SD, T

Reading Teachers

Reading Teachers

Coordinator

Three times a year, ending in May 2010

SD

Reading and LA Teachers.

Reading and Language Arts Teachers

Coordinator

Each six-weeks

SD

Reading & Language Arts Teachers

Reading and Language Arts Teachers

Department/ Team Meetings SFA Data

Two times each sixweeks

SD

Reading/ LA Teachers

Helping Teacher Reading / Language Arts Teachers CFPDAS Appraiser 6th grade Reading and Language Arts Teachers Reading and Language Arts Teachers

Department/ Team Meetings SFA Data

Each six-weeks

7

AR

ALL Students

SFA and TAKS Data

Two times each 6 weeks

8

AR

Groups Listed

Ruby Payne Materials

Ongoing

9

AR

Groups Listed

Trained Reading and Language Arts Teachers ALL Teachers

Texas Middle School Fluency Assessment System Reading Materials

Ongoing

10

AR

Groups Listed

Ongoing

11

AR

Reading/ Language Arts Teachers

Reading / Language Arts Teachers

DI Lesson Plan Reading/ Language Arts Resources

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 30 of 46

1

Parents 2

3

Parents will receive regular communication about their child and Bleyl Middle School, classroom resources, calendar of events, and school-related activities, through Open House, Parent's Night, schoolwires.com, Brahma Newsletter, Key Communicator, Bleyl Marquee, and scheduled conferences. Parents will receive regular communication about their child's progress (academic and behavior) through phone calls, emails, schoolnotes.com, discipline referrals, progress reports, report cards, and Parent Internet Viewer (PIV). SAM reports will be used to inform parents of students' reading progress on SRI tests and READ 180 progress. These reports will be used with all students in Level 2 classes and READ 180.

PI

All Teachers

Administration Teachers

Brahma Newsletter Bleyl Marquee Key Communicator Schoolwires.com Parent's Night Student Work Discipline Referrals Progress Reports Report Cards PIV SAM Reports SRI Tests

Ongoing

PI

All Teachers

Administration Teachers

Ongoing

PI

Groups Listed

Reading Teachers

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 31 of 46

Area of Focus: Writing

Grade 7 7 7 7 7 7 7 7 7 Demoinfo All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 Tested 09 492 87 154 206 173 19 18 14 10 % Met 09 95 90 96 96 92 63 100 100 100 % Com 09 40 29 25 53 22 5 -7 10 Tested 08 487 70 155 222 148 27 9 6 21 % Met 08 93 86 92 95 87 67 89 100 95 % Com 08 39 17 25 55 14 --17 19 2010 target 97 93 97 97 95 75 100 100 100

District Priority: Campus Performance Objective: Formative/Summative Evaluation: STP

1A #

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2010, we will increase the percentage (by amounts noted above) of 7th grade students demonstrating proficiency on TAKS writing. District-developed Tests and Texas Assessment of Knowledge and Skills Target Group Person(s) Responsible

Strategies Student's progress will be monitored by conducting writing conferences and providing corrective feedback as a means of intervention. Student writing models will be used to demonstrate score points and to give students additional opportunities to evaluate and distinguish between a 3 and 4 written score. Students will be provided regular opportunities for authentic revision and editing using peer models, making sure to illustrate the role conventions play in the effectiveness of the piece. Students will be provided opportunities to respond to

Codes*

Resources

Timeline

Students

1

AR

Groups Listed

Teachers

Student Writing Samples

Ongoing

2

AR

Groups Listed

Teachers

Writing Samples

Ongoing

AR

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 32 of 46

3 4

literary selections in a variety of ways, such as graphic organizers and literary analysis. Lessons will be designed and presented using researchproven teaching strategies such as the ones described in Classroom Instruction That Works (Marzano, Pickering, and Pollock) and The Baker's Dozen. The ELL and ED students will increase English vocabulary and English comprehension through Ellis Language Program. Students will analyze their TAKS and/or SFA data each six-weeks and set goals for future improvement. Each student will chart this information on a TAKS and SFA Data Analysis form. This will be monitored and reviewed by the Language Arts teacher. SFA data will be posted in the classroom each six-weeks. Before and after-school tutorial sessions will be provided for students struggling with the writing process, to focus on specific TAKS objectives and insure progress in critical TEKS. Students will develop and continually implement problemsolving, note-taking, making inferences, and summarizing strategies throughout the year in Reading/Language Arts. Teachers will attend the Six Traits of Writing Workshop and/or follow-up meetings. Teachers will attend TAKS rubric scoring training. Teachers will meet regularly to discuss teaching strategies, review SFA test, unit tests, and TAKS questions to determine frequently missed questions, analyze common problem areas and develop an action plan to re-teach skills as necessary. Teachers will collaborate in PLC's to analyze data using the data dig process, and then complete a plan of action to target the individual needs of their students. Reading and Language Arts teachers will utilize Ruby

Groups Listed

Teachers

Student Work Writing Samples Classroom Instruction That Works & Baker's Dozen

Ongoing

AR

Groups Listed

Teachers

Each six-weeks

5

AR

Specific Groups

Teachers

Ellis Language Program

Ongoing

6

AR

ALL Students

Reading and Language Arts Teachers

TAKS Data SFA Data Teacher made materials, and district assessments

Each six-weeks

7

AR

Specific Groups

Teachers

Supplemental Tutorial Packets

Ongoing

AR

8

All Students

Students Teachers

District/Campus Materials

Ongoing

Teachers

1 2

SD

SD

Reading/ LA Teachers Reading/ LA Teachers Reading & LA Teachers

Teachers

Coordinator

Summer As offered Summer

Teachers

Coordinator

3

SD

Reading and Language Arts Teachers

Department/ Team Meetings SFA Data

Two times each six-weeks

4 5

SD

LA Dept.

CFPDAS Appraiser Reading and Language Arts Teachers

Department/ Team Meetings SFA Data

Each six-weeks

AR

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 33 of 46

Payne strategies to help target needs of economically disadvantaged students. 6 Sixth, seventh, and eighth grade teachers will work collaboratively to align vocabulary development, teaching strategies and methods. Teachers will create lesson plans where instruction is not only focused around a specific KUD objective, but also incorporates differentiated instructional strategies, literacy strategies, TEKS focus, and technology-based instruction which supports all learning modalities and learning levels. Parents will receive regular communication about their child and Bleyl Middle School, classroom resources, calendar of events, and school-related activities, through Open House, Parent's Night, schoolwires.com, Brahma Newsletter, Key Communicator, Bleyl Marquee, and scheduled conferences. Parents will receive regular communication about their child's progress (academic and behavior) through phone calls, emails, schoolnotes.com, discipline referrals, progress reports, report cards, and Parent Internet Viewer (PIV). Teachers will partner with parents by requesting their assistance through working on specific writing skills/strategies with their child(ren) at home, and then providing feedback to the teacher on observable strengths/struggles during home writing assignments.

AR

Groups Listed

Reading and Language Arts Teachers Teachers

Ruby Payne Materials

Ongoing

LA Teachers

Teachers

Weekly

7

AR

Reading/ LA Teachers

Reading / Language Arts Teachers

PI

1

All Teachers

Administration Teachers

DI Lesson Plan Reading/ Language Arts Resources Brahma Newsletter Bleyl Marquee Key Communicator Schoolwires.com Parent's Night Student Work Discipline Referrals Progress Reports Report Cards PIV

Ongoing

Ongoing

Parents

PI

All Teachers

Administration Teachers

Ongoing

2

3

PI

Groups Listed

Teachers Parents

Student Work

Weekly

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 34 of 46

Area of Focus: Social Studies

Grade 8 8 8 8 8 8 8 8 8 Demoinfo All AA Hispanic White Eco. Dis. SpEd LEP LEP M1 LEP M2 Tested 09 497 85 163 214 144 22 9 --% Met 09 96 92 94 99 90 86 78 --% Com 09 52 32 36 68 33 18 ---Tested 08 449 84 115 208 120 22 18 -7 % Met 08 96 94 91 99 91 82 72 -71 % Com 08 50 26 31 65 26 23 11 -14 2010 target 97 95 96 99 93 87 82 ---

District Priority: Campus Performance Objective: Formative/Summative Evaluation: STP Students 1

1A #

Ensure that students' competence reaches or exceeds grade-level standards in reading, writing, mathematics, science, and social studies. By May 2010, we will increase the percentage (by amounts noted above) of 8th grade students demonstrating proficiency on TAKS social studies. District-developed Tests and Texas Assessment of Knowledge and Skills Target Group

Groups Listed

Strategies Eighth grade students will use TAKS interactive test questions to review content and practice test-taking strategies. Students will demonstrate knowledge of big ideas and enduring understandings by engaging in activities that are interactive, collaborative, and reflective. Students will analyze their TAKS and/or SFA data each six-weeks and set goals for future improvement. Each student will chart this information on a TAKS and SFA Data Analysis form. This will be monitored and reviewed by the Social Studies teacher. SFA data will be posted in the classroom each six-weeks.

Codes*

Person(s) Responsible

Students

Resources

Warm-up Booklet

Timeline

Ongoing

AR

2

AR

Groups Listed

Teachers

Lesson Plans

Ongoing

3

AR

ALL Students

AAHT Social Studies Teachers

TAKS Data SFA Data Teacher made materials, and district assessments

Each six weeks

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 35 of 46

4 5

6

7

8

Students will use "interactive notebooks" on a daily basis to ensure comprehension of content, while learning the importance of planning and organization. Students will use technology to enhance learning and close the achievement gap. Students will work in the computer lab each week for 7 weeks prior to TAKS to review key information and strategies needed for the US History TAKS test. Students will record scores on various TAKS review minitests by Units and will have three chances to improve score to a 75 or better. A teacher initial will be obtained by the student before moving to the next mini-test. Folders will set up in student read-only format each week with the practice test websites to be completed. Students will login to access that week's folder, website, and review test to be completed that day. Question topics that are missed are recorded in the student's score book for later use during a two-week blitz prior to TAKS. Students will develop and continually implement problemsolving, note-taking, making inferences, and summarizing strategies throughout the year in Social Studies. Teachers will attend training on technology-based instructions and work with department chair and team leaders to incorporate learner-centered strategies into lessons. Teachers will implement PBIS strategies in and out of the classroom to support positive student behaviors and choices. Teachers will meet regularly to discuss teaching strategies, review SFA tests, unit tests, and TAKS questions to determine frequently missed questions, analyze common problem areas and develop an action plan to re-teach skills as necessary. Teachers will collaborate in PLC's to analyze data using the data dig process, and then complete a plan of action to target the individual needs of their students. Teachers will attend district curriculum share sessions to

AR

All Students All Students All Students

Social Studies Teachers Social Studies Teachers Social Studies Teachers

Interactive Notebooks Computers/ Technology Computers/ Technology

Ongoing

AR

Ongoing

AR

Spring 2010

AR

All Students

Social Studies Teachers

Computers/ Technology

Ongoing

AR

All Students

Students Teachers

District/Campus Materials

Ongoing

Teachers

1

SD, T

Social Studies Teachers Social Studies Teachers Social Studies Teachers

Teachers

Coordinator, Technology Helping Teacher PBIS Committee Teachers

Ongoing

2

VP, AR

Teachers

Daily

3

Social Studies Teachers

SD

Department/ Team Meetings SFA Data

Two times each six-weeks

4 5

SD

Social Studies Teachers Social

CFPDAS Appraiser Social Studies Teachers

Department/ Team Meetings SFA Data Coordinator,

Two times each six-weeks

SD

Teachers

Ongoing

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 36 of 46

6

collaborate on content curriculum and effective student motivational strategies. Lesson plans will be designed and presented using research-proven teaching strategies such as the ones described in Classroom Instruction That Works (Marzano, Pickering, and Pollock) and The Baker's Dozen. Teachers will create lesson plans where instruction is not only focused around a specific KUD objective, but also incorporates differentiated instructional strategies, literacy strategies, TEKS focus, and technology-based instruction which supports all learning modalities and learning levels. Teachers will incorporate Differentiated Instructional strategies into daily lesson and use TAKS-formatted test bank items on teacher-made tests. Parents will receive regular communication about their child and Bleyl Middle School, classroom resources, calendar of events, and school-related activities, through Open House, Parent's Night, schoolwires.com, Brahma Newsletter, Key Communicator, Bleyl Marquee, and scheduled conferences. Parents will receive regular communication about their child's progress (academic and behavior) through phone calls, emails, schoolnotes.com, discipline referrals, progress reports, report cards, and Parent Internet Viewer (PIV).

Studies Teachers Groups Listed AR Teachers

District Share Sessions Classroom Instruction That Works & Baker's Dozen Each six-weeks

7

AR

Social Studies Teachers

Social Studies Teachers

DI Lesson Plan Social Studies Resources

Ongoing

8

AR

Social Studies Teachers

Social Studies Teachers

DI Strategies Teacher-made tests Brahma Newsletter Bleyl Marquee Key Communicator Schoolwires.com Parent's Night Student Work Discipline Referrals Progress Reports Report Cards PIV

Ongoing

PI

1 Parents

All Teachers

Administration Teachers

Ongoing

PI

All Teachers

Administration Teachers

Ongoing

2

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 37 of 46

* Legend

Code AR PI SD T VP Plan At-risk Parent Involvement Staff Development Technology Violence Prevention Indicates that the strategy addresses... the needs of students deemed "at-risk" of academic decline. students' need for support from home and/or the school's use of volunteers. training needs of teachers and other staff. tools used to enhance instruction or to facilitate managerial tasks. prevention and intervention plans for improving student behavior.

Bleyl Middle School

Campus Improvement Plan for 2009-2010

Page 38 of 46

CIP PART II: ASSURANCE ADDENDUM

Bleyl Middle School Barbara Crook 2009-2010 Campus Improvement Plan Cypress-Fairbanks Independent School District Section A

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an "X" in the box next to the corresponding requirement.

X X X X X X X X X X X X X

Bleyl Middle School has met the legal requirements for campus improvement planning, including institution of a campuslevel committee to assist the principal in developing, reviewing, and revising the CIP for the purpose of improving student performance for all student populations. (Education Code 11.252 [b]) Completed a needs assessment which serves as the basis for the CIP. Reviewed or set measurable campus performance objectives for all academic excellence indicators for all student populations, including African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient and has identified and will continue to identify, through lesson plans, unit plans, and teacher goal- setting, strategies to address and support these objectives, including accelerated instruction. Identified and included within the CIP instructional methods for student groups whose performance lags significantly behind other groups' performance. Included in the CIP these elements: Resources allocated Staff responsible for activities and strategies formative and summative evaluation criteria. Addressed students' needs for special programs ­ e.g., suicide prevention, conflict resolution, violence prevention/intervention, and dyslexia treatment programs. Included strategies for dropout prevention and reduction. (middle school and high school) Included strategies for improving student attendance. Included strategies for improving the campus's completion rate. (high school) Provided for a program to encourage parental and community involvement at the campus. Included goals and methods for violence prevention and intervention on campus. Included strategies for addressing issues related to education about and prevention of dating violence. (high school) Reported, coordinated, and integrated all funding sources, for example, Title I and II, and State Compensatory Education (Supported by the district's Financial Services Team). Teachers will focus instruction on the TEKS deemed as "critical" and will follow the district's scope and sequence for the course and/or grade level. Counselors will provide students and parents with information about higher education admissions, financial aid opportunities, the TEXAS and Teach of Texas grant program, and the need for making informed curriculum choices to be prepared for success beyond high school. (middle school and high school) Provided use of the i-Station reading program with students identified based on ISIP scores, or who are identified for special education services, or who are at-risk of reading failure, Pre-K through 3. Assist preschool students in the successful transition from early childhood programs or home to Kindergarten or PreKindergarten.

CIP Addendum

CIP PART II: ASSURANCE ADDENDUM

X X

IDEA Part B Stimulus ­ Funds are utilized to provide technology, professional development, instructional resources, and innovative programs to support teacher in services to student with disabilities. The use and implementation of Stimulus money will be monitored monthly.

CIP Addendum

CIP PART II: ASSURANCE ADDENDUM

Section B

Membership Composition of the Campus Performance Objectives Council Name of CPOC Member Barbara Crook Polly Blume Peggy Cormier Patty Dilliard Jennifer Thiebaud Jill Aimes DL McGinty Sarah Kellum Vickie Nelson Charlotte Burns Colette Maxwell Diana Gonzalez Mingo Williamson Jill McNeill Diana Heitfeld Scott Adams Bob Butterfield Principal: Teacher 1: Department Chairperson for Electives Teacher 2: Social Studies Department Teacher 3: Special Education Department Teacher 4: Math Department Teacher 5: Reading Department Teacher 6: Language Arts Department Teacher 7: Science Department Teacher 8: Department Chairperson for PE Non-teaching professional 1: Director of Middle School Curriculum and Instruction Non-teaching professional 2: Director of Instruction ­ Bleyl Middle School Parent 1: Parent 2: Community resident 1: Community resident 2: Business representative 1: Business representative 2: CPOC Meetings* for '09 ­ `10 # 1 2 3 4 5 Date September 8, 2009 November 10, 2009 January 12, 2010 March 23, 2010 May 11, 2010 Time 2:45 ­ 4:45 PM 2:45 ­ 4:45 PM 2:45 ­ 4:45 PM 2:45 ­ 4:45 PM 2:45 ­ 4:45 PM Location Room 713 at Bleyl Middle School Room 816 at Bleyl Middle School Room 12 at Bleyl Middle School Room 900 at Bleyl Middle School Room 712 at Bleyl Middle School Position

* Policy requires a minimum of five meetings, one of which is dedicated to conducting a public hearing in late fall to publicize the school's newly-released AEIS statistics.

CIP Addendum

CIP PART II: ASSURANCE ADDENDUM

Section C

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an "X" in the box next to the corresponding requirement.

Goal

1) TAKS Recognized or Exemplary

Description

For 2009-2010, the percent of students reaching TAKS Recognized or Exemplary Performance levels will increase by the percent shown in CIP Part I. (This objective is for all student groups not specifically identified in Part II.) For 2009-2010, the percent of students reaching TAKS Commended Performance levels will increase by the percent shown in CIP Part I. For 2009-2010, the percent of parents and community members attending VIPS meetings will increase by 50%.

Formative

After each benchmark, the staff will review the results to determine progress in meeting established performance levels.

Summative

TAKS results will be reviewed to determine if targets were met.

Strategy

Teachers will use strategies that challenge and engage students in their learning, and they will build in periodic review of the content and concepts.

X

2) TAKS Commended Performance

X

After each benchmark, the staff will review the results to determine progress in meeting established performance levels. At the end of the first semester, the percent of parents and community members attending VIPS meetings will be reviewed to determine progress.

TAKS results will be reviewed to determine if targets were met.

Teachers will use research-proven strategies to promote students' deep understanding of content and concepts. Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events. Implement and monitor the school wide safety and security plan.

3) Parent and Community Involvement

X

At the end of the school year, the percent of parents and community members attending VIPS meetings will be reviewed to determine if the objective was met.

4) Violence Prevention and Intervention

X

For 2009-2010, discipline referrals for drugs, alcohol, and tobacco will be maintained at 50%.

5) Violence Prevention

X

CIP Addendum

For 2009-2010, the discipline referrals for offenses will be reduced

Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession. Each grading period the discipline referrals will be reviewed to determine the

At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession. At the end of the school year, the discipline referrals will be reviewed

Implement and monitor the school-wide safety and security plan.

CIP PART II: ASSURANCE ADDENDUM

by 50% from the previous school year. percent of referrals. to determine the percent of referrals for Classroom/Hallway Disruption, Excessive Talking Out, and Refusing to Work/Comply. Results of the TAKSAccommodated, TAKS Modified and/or TAKS Alternative tests will be reviewed to determine if the ARD objectives were met. At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met. The 2009-2010 drop-out data will be reviewed as information becomes available.

6) Special Education

X

For 2009-2010, the percent of students meeting ARD expectations will be at or above 80%.

Each grading period, students' progress on TEKS will be monitored and reviewed.

Provide differentiated instruction to address learning needs of identified special needs students.

7) Highly Qualified Teacher

X

For 2009-2010, the percent of highly qualified teachers in the core academic areas will be at 100%.

8) Secondary Drop­out Prevention

X

For 2009-2010, the dropout rate will be 0.1% or less with no student group exceeding 0.5%.

At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress. Each grading period, the documentation will be reviewed for students who have checked out of school.

Confer with teachers to implement a plan to ensure that they meet highly qualified standards.

9) High School AEIS ­ Ninth Graders

The percent of 20092010 first-time ninthgrade students who advance to the tenth grade (fall to fall) will be at least XX%.

After each grading period, the number of ninth-grade students who are at-risk for failing one or more classes will be reviewed.

At the end of the school year (August), the percent of ninth graders who advanced to the tenth grade will be reviewed to see if the objective was met. At the end of the school year, calculate the percent of students who graduated with the RHSP.

10) Recommended High School Program

For 2009-2010, the percent of students who graduate with RHSP will be at or above XX%.

Each semester, prepare a list of students who have opted out of the RHSP program by grade level.

Monitor school leavers bi-weekly, contact parents, and implement intervention plans, including creditrecovery opportunities like the PLATO Learning Solution. Provide students with models of completed assignments so that they understand academic expectations. Guide students to appropriate testing, classes, and programs. Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate

CIP Addendum

CIP PART II: ASSURANCE ADDENDUM

11) High School AEIS ­ Advanced Courses and Dual Credit For 2009-2010, the percent of students who have completed at least one advanced course will be at or above XX%. Each semester, the number and percent of students enrolled in at least one advanced course will be reviewed. At the end of the school year, the percent of students completing at least one advanced course in high school will be reviewed to see if the objective was met. testing, classes, and programs. Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes, and programs. Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes, and programs. Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes, and programs. Core content ­ area and CTE teachers will coordinate the courses/programs to ensure that these students have extended learning time in TAKStested areas.

12) High School AEIS ­ Advanced Placement Exams

For 2009-2010, the percent of students who take an AP exam will be at or above XX%.

At the beginning of the spring semester, review a list of students in AP classes who have not indicated their intention to take an AP exam.

At the end of the school year, the number and percent of students who took at least one Advanced Placement exam will be reviewed to see if the objective was met. At the end of the school year, review the number of students taking the SAT-1 at least once to determine if the objective was met.

13) High School AEIS ­ SAT/ACT Exams

For 2009-2010, the percent of graduates who take SAT/ACT exams will be at or above XX%.

After the first semester, the number of students taking the SAT-1 at least once will be reviewed.

14) High School CTE

For 2009-2010, the percent of LEP CTE students passing TAKS will be at or above (percent of LEP passing TAKS) XX%.

After each SFA, the staff will review the results to determine progress in meeting established performance level.

TAKS results will be reviewed to determine if targets were met.

CIP Addendum

CIP PART II: ASSURANCE ADDENDUM

Section D

Comprehensive needs assessment ­ All data were reviewed for all students and student groups. The results and conclusions of this review are reflected in the SMART goals for the next school year. School-wide reform strategies ­ These strategies include ones that strengthen the core academic program; meet the educational needs of historically underserved populations; increase the amount and quality of learning time; and address needs of all, but particularly low-achieving students. Examples of schoolwide strategies follow: teach content-focused vocabulary terms/phrases ­ 20 per year, per core subject from the district's list ­ for all students to learn (in addition to the usual teacher-selected vocabulary words); expand effective instructional strategies, including use of technology in ways proven to increase students' engagement in learning and level of thinking about content and concepts. Instruction by highly qualified teachers ­ 100% of our teachers are certified for the position they hold even though they have varying levels of experience. Experienced teachers give support to less experienced teachers. Parents are notified if a teacher is not certified, and the teacher must either be working toward certification or efforts continue to hire someone who is certified. High-quality and ongoing professional development ­ Helping teachers provide on-the-job training and monitoring to promote teachers' professional development. Staff members participate in professional development offered throughout the year. Professional development may also be conducted on site by in-house instructional leaders and also by district instructional support staff. Strategies to attract high-quality, highly-qualified teachers ­ Recruiting and retaining highly-qualified teachers is a continuous process. We closely work with our district's Human Resources administrators and network with other principals to help in this effort. Our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold. Strategies to increase parental involvement ­ Schools engage in numerous activities to increase parent involvement in the campus's programs. Open Houses, telephone calls, and newsletters are just a few methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example, ESL classes or TAKS information programs. Transition from early childhood programs ­ Elementary schools collaborate with early childhood centers to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns and registration days. (Not applicable to secondary schools) Measures to include teachers in the decisions regarding the uses of academic assessments ­ Numerous teacher reports are available for the teachers to access throughout the year. These reports are based on locally-developed and summative assessments. Ongoing staff development is available on site to analyze assessment data. Grade-level, content-area, team, or departmental meetings and the CPOC provide forums to discuss assessment issues. Effective, timely additional assistance ­ Formative and summative assessments provide the data for teachers and administrators to monitor individual student progress so that interventions and assistance will be timely. Various live reports are available via infoservweb and are accessible to teachers and administrators. Coordination and integration of federal, state, and local services and programs ­ At the building level, federal, state and local services and programs are coordinated to address student needs best; this coordination of services and programs is reflected in the activities listed in the campus goals and strategies.

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CIP Addendum

CIP PART II: ASSURANCE ADDENDUM

Bleyl Middle School Cypress-Fairbanks Independent School District Staff Development Plans 2009-2010 Date Audience Responsible for Planning Purpose/Content August 3 Leadership Conference (8-10) District Administrative Staff August 3 GLT/AMS (10-4) District Administrative Staff August 4 Legal Conference (8-10) District Administrative Staff August 11 Department Chair & Team Leader Secondary Curriculum Staff August 13 & 14 New Staff Orientation District & Campus Administrative Staff August 17 **Elementary and Secondary Campus Campus Administrative Staff August 18 **Elementary and Secondary Campus Campus Administrative Staff August 19 Secondary Campus Campus Administrative Staff August 19 Elementary District (Adam-Keith) Elementary Curriculum Staff August 20 Secondary District Secondary Curriculum Staff August 20 Elementary District (Kirk-Yeager) Elementary Curriculum Staff August 21 Elementary and Secondary Campus Campus Administrative Staff October 12 Elementary Parent Conferences Campus Administrative Staff October 12 Secondary District Secondary Curriculum Staff January 4 Elementary District Elementary Curriculum Staff January 4 **Secondary Campus Campus Administrative Staff January 5 **Elementary and Secondary Campus Campus Administrative Staff *February 15 Elementary and Secondary Campus Campus Administrative Staff *June 3 Elementary and Secondary Campus Campus Administrative Staff * Inclement Weather Days MAY NOT BE USED AS CTE. ** A campus may choose a maximum of two Campus Time Equivalency Days. No waiver is required; however, please notify the Staff Development office with the dates of your planned CTE days, if any.

CIP Addendum

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