2017-2018 campus improvement plan developmental center ... · comprehensive needs assessment ......

Mexia Independent School District

Developmental Center

2017-2018 Campus Improvement Plan

Developmental CenterGenerated by Plan4Learning.com 1 of 28

December 12, 2017 1:13 pm

Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in highstudent academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. . . . . . . . . . . . . . 14Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities,facilities management, personnel management, and financial accountability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws andregulations, and provides District administration and staff with necessary direction, authority and means for operating a District that is safe andachieves the Vision and Mission set forth above. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goal 4: Execute a comprehensive multi-year plan to secure and maintain a vigorous community support effort for all MISD programs and activities. . 21Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patienceto succeed in the business of the MISD and accomplish the stated MISD Vision and Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Goal 6: Increase and improve community and parental involvement and build positive perceptions and relationships among staff, Board, andcommunity in support of student achievement through ongoing communication and active involvement to promote District pride and increaseownership among all stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 7: Communicate and model the valued characteristics of good citizenship, respect and public service as appropriate and acceptable behaviorswhile building positive attitudes of high expectations and honor with both faculty and students in all grade levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Campus Site-Based School Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28



Comprehensive Needs Assessment

Demographics

Demographics Summary

The student population is 34.4% African American, 9.4% Hispanic, 53.1% White, 3.1% Native American. Economically disadvantaged 100%. EnglishLanguage Learners is 0%. Special Education 100%, Student mobility rate is 57.7%.

Demographics Strengths

The variety of students enrolled at the Developmental Center provides for a multi-faceted approach to instruction. Given the fact that all students areidentified as Special Education, teachers and staff provide differentiated instruction including a variety of programs designed to promote post-secondarysuccess.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Developmental Center students function on an average of 2-5 grade levels below enrolled grade. Root Cause: Special Educationstudents from various locations around the state.



Student Achievement

Student Achievement Summary

Not Rated-2015-16 results were

ELA/Reading STAAR Alt II 100% at level II and 20% of those were level III commended

Math/Alg I STAAR Alt II 100% at level II and 50% of those were level III commended.

SS/US His. STAAR Alt II 93.3% at level II and 53.3% of those were level III commended

Science/ Biology STAAR Alt II 100% at level II and 22.2% of those were level III commended

Total of 40 tests

Regular STAAR test had 0% pass in Biology, English I, U.S. History, Algebra I Reading and Math and 20% pass at Level II in English II. Total 19 tests.

Student Achievement Strengths

Students performed well on a testing instrument designed to test their knowledge at their appropriate level.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Students need to be accurately tested with appropriate testing instruments. Root Cause: Special Education students from variouslocations around the state, sometimes with conflicting information regarding testing levels. .



School Culture and Climate

School Culture and Climate Summary

Recent staffing and programming changes in the campus have led to enhanced and improved communication and support of all stakeholders. Studentscoming in to the campus from MSSLC easily fit into the culture and are involved with all staff. Campus culture is positive with all teachers and other staffcollaborating in instructional settings.

School Culture and Climate Strengths

An enhanced post-secondary program has been put into place. Teachers have been given opportunities to provide instruction in a variety of classes, withseveral CTE classes being added to the program. All students have the opportunity to experience CTE classes as well as participate in additonal electives.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Community and MISD support Root Cause: Perception of staff regarding the lack of support from MISD and community.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Campus

Staff information

Total staff 18.5

Professional Staff 14.4

Teachers 7.5

Professional Support 6.0

Campus Admin. 1.0

Educational aides 3.9

Total minority staff 4.9.

Teachers by ethnicity and sex

African American 0.6

Hispanic 0.0

White 7.3

Males 3.4

Females 4.4

Teachers by highest degree held

Bachelors 7.4Developmental CenterGenerated by Plan4Learning.com 6 of 28


Masters 0.1

Teachers by years of experience

Beginning teacher 0.0

1-5 years exp 4.5

6-10 years exp. 2.0

Number of students per teacher 4.2

Avg years exp per teacher 4.8

Documentation from 2016-16 campus profile

Staff Quality, Recruitment, and Retention Strengths

Staff is highly qualified, Significant turnover in the 16-17 school year with the retirement of campus principal, teacher and other changes in professionalstaff.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Students on the developmental campus receive instruction via IEP (individual education plan), thereby driving instruction in each course the student takes.Student transcripts are analyzed to determine how a student should receive instruction and in development of their 4 year plan for graduation.

Curriculum, Instruction, and Assessment Strengths

Staff are given responsibilities to implement IEP's for each student to achieve success.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Have all students test on appropriate STAAR Alt or STAAR online tests in the future. Root Cause: Students arrive at DC with apatchwork of transcript and STAAR data



Family and Community Involvement

Family and Community Involvement Summary

There is limited family input or involvement in campus activities. Students are placed at MSSLC via court decisons. Staff at MSSLC, MISD and the FosterGrandparents provide support and involvement in the lives of the students.

Family and Community Involvement Strengths

The Developmental Center staff and the staff from MSSLC provide support and care for all the students. This allows students to achieve success, often forthe first time in their academic career.



School Context and Organization

School Context and Organization Summary

Students transition from one class to another with multiple teachers providing instruction. Transition planning to MHS is in place for all students.

School Context and Organization Strengths

All students are given opportunities to transition to MHS or MJH as they reach behavioral success. These students receive support from Behavioralspecialists and other staff.



Technology

Technology Summary

Campus technology is available throughout the campus and in each classroom.

Technology Strengths

Students are able to access various curriculum programs as needed. Teachers have access to projectors and cameras for use in the classroom.

Problem Statements Identifying Technology Needs

Problem Statement 1: Upgrade computer work stations, white boards needed in all classrooms. Root Cause: Lack of attention paid to instructional needs atDC



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary Readiness

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataObservation Survey results

Student Data: Student Groups

Special education population, including performance, discipline, attendance, and mobilityCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etc.

Student Data: Behavior and Other Indicators

Attendance dataDiscipline records



Employee Data

Professional learning communities (PLC) dataHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataPDAS and/or T-TESS



Goals

Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activitiesthat results in high student academic performance and each MISD graduate being ready and qualified to enter the collegeand/or career of their choice.

Performance Objective 1: Reduce the number of students reading below grade level by 15% by the end of the 2017-18 school year as evidenced bySTAAR state scores and STAR local assessments.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Critical Success FactorsCSF 1

1) Continuous monitoring and reporting of all benchmarktests in these areas

Dr. Sharon Ragland

System Safeguard Strategy2) Target Element Strategy:

The RTI system will be revised and implemented so that100% of students needing intervention will receive it in atimely manner.

* RTI processes revised for all Tiers*Progress of each student and student group tracked each 6weeks* Interventions and enrichment scheduled during theschool day after each 6 weeks assessment* Problem solving in PLCs

DCSI and principalwill review CBA dataeach 6 weeks andhold data talk withprincipal, principalmonitors interventionswith feedback toteachers, principaldata talks withteachers about studentprogress afterinterventions.

Coordinator ofIntervention Services

Individual student needs will become the focus of teacherinterventions.

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue



Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high studentacademic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice.

Performance Objective 2: Increase STAAR passing rates for all tested areas by 5% for the 2017-18 school year as evidenced by the Texas AcademicPerformance Report.





1) Superintendent and Assistant Superintendent will visit 5classrooms per campus per week to monitor instruction asseen by calendars

Dr. Lyle DubusDr. Sharon Ragland

Critical Success FactorsCSF 1 CSF 2

2) Continuous monitoring and reporting of all benchmarktests in these areas

Galen Remmers

Jennifer Poole

System Safeguard Strategy3) Targeted Element Strategy:*Implement 6 weeks CBA assessments*Training in PLCs for data disaggregation of assessments*Principal/Teacher conferences on individual studentresults*PLC meetings on CBA data by TEKS/SE and spiralingfor mastery

DCSI and principalfacilitate data talks inPLC meetings,principal talks withindividual teachers onindividual studentprogress for mastery

As teachers learn how to use data to guide instruction formastery, teachers will begin to take ownership in the use ofdata for student improvement.


4) Ensure that all students receive appropriateaccommodations and are tested appropriately based on IEPdocumentation.

Galen Remmers

Jennifer Poole

Increased participation in STAAR Alt-2 testing and clarityin testing regimen.





Performance Objective 3: The Developmental Center will increase provision of post-secondary curriculum to enhance student transition to careeropportunities





Critical Success FactorsCSF 1 CSF 4 CSF 6

1) Implement campus usage of the Unique LearningSystem curriculum

Galen Remmers

Jennifer Poole

As teachers gain competence and confidence in usage of theUnique Learning System curriculum, student achievementshould increase.

Critical Success FactorsCSF 1 CSF 4 CSF 6

2) Provide and make available a post-secondary curriculumto all students beyond the scope of their regular schoolyear.

Galen Remmers

Jennifer Poole

Student access to post-secondary curriculum will lead to lifelong learning and success.

Critical Success FactorsCSF 1 CSF 4 CSF 6 CSF 7

3) Provide ongoing support to staff to ensure properimplementation of the transition component of UniqueLearning System.

Galen Remmers

Jennifer Poole

Staff will increase effectiveness in the implementation of thepost-secondary elements of the transition program as it isembedded in the curriculum.


4) Develop a new master schedule which includesappropriate post-secondary classes to address specificneeds of the students.

Galen Remmers

Jennifer Poole

Campus program will provide opportunities for students toexperience career/technology preparation, leading to successupon graduation and/or transition to alternative settings inthe community.





Performance Objective 4: For the 2017-2018 school year, the attendance rate will increase by 1%




Performance Objective 5: For the 2017-2018 school year, the dropout rate will decrease by 1%.




Performance Objective 6: Continued implementation and use of current technology to enhance student achievement.



Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics,extra-curricular activities, facilities management, personnel management, and financial accountability.

Performance Objective 1: Based on input from campus personnel monitor and adjust campus spending to reflect the needs of the students.







1) Ensure a high degree of alignment of discretionaryspending for programs and professional development withthe over-arching goals for the school. In addition, ensureall district financial procedures and policies are followedclosely.




Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, stateand federal laws and regulations, and provides District administration and staff with necessary direction, authority andmeans for operating a District that is safe and achieves the Vision and Mission set forth above.

Performance Objective 1: Follow the developed comprehensive internal control procedures for inventory and accountability of equipment, supplies byJanuary 2018.






1) Development Center will evaluate campus controlprocedures to ensure they are aligned with district protocol.

Galen Remmers The expected result will be that campus and districtresources are fully utilized in the most efficient and effectivemanner possible.




Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations,and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision andMission set forth above.

Performance Objective 2: District will receive a superior rating for the 2017-18 financial audit as evidenced by the Financial Integrity Rating System ofTexas report.





1) Developmental Center will evaluate campus financialprotocol to ensure that they align with district procedures.

Galen Remmers The expected result will be that MISD receives a superiorrating from the financial audit.




Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations,and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision andMission set forth above.

Performance Objective 3: Ensure that all students have access to a quality safe educational environment.



Goal 4: Execute a comprehensive multi-year plan to secure and maintain a vigorous community support effort for all MISDprograms and activities.

Performance Objective 1: Develop a written 5-year facilities management plan showing by year the following:-planned new facilities projects-schedule of facilities renovation projects-schedule of facilities maintenance activities-projected cost of each project/activity






1) The principal will solicit teacher input for future area ofneeds to be included in the facilities management plan.

G. Remmers Timely identification and resolution of of campus facilitiesneeds




Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadershipskills, courage and patience to succeed in the business of the MISD and accomplish the stated MISD Vision and Mission.

Performance Objective 1: Encourage and develop a culture and climate that will enhance the academic achievement of our students during the 2017-18school year using Capturing Kids Hearts and the Flippen Group.





1) Utilize and monitor social contract as presented byFlippen in beginning of year training.

Galen Remmers andTeachers




Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patience tosucceed in the business of the MISD and accomplish the stated MISD Vision and Mission.

Performance Objective 2: Develop a climate of student focused instruction, dialogue, and single-mindedness throughout the organization during the 2017-18 school year as evidenced by pre/post survey




Performance Objective 3: Incorporate the district wide instructional operating philosophy to better match recruiting efforts with applicant pool asevidenced quality teacher recruitment and retention.





1) Document needs via classroom walkthru tool visitsduring Fall 2017

Galen Remmers





Performance Objective 4: For school year 2017-18 MISD will have active participation with 100% of staff district-wide participating in targetedprofessional development as evidenced by certificates and sign-in sheets.






1) Schedule and deliver relevant staff development to eachjob category throughout the year.

2, 3, 4 Galen Remmers

2) Monitor participation via sign-in and TTESS records 3, 4 Galen Remmers

System Safeguard Strategy3) Targeted Element Strategy:

The staff will deliver rigorous instruction so that 15% ofstudents will score at Master's level in all subjects of theSTAAR test.*Teacher training on rigor throughout the year in PLCsfacilitated by DCSI*Teacher created classroom instructional activities in PLCsaligned to the level of rigor for the TEK/SE

Principal feedback toteachers on rigorousinstruction

Lesson plans will include instructional activities to be usedfor higher levels of rigor, classroom observations onrigorous instruction with teacher feedback, CBA data eachsix weeks to determine higher passing rates as rigorousinstruction is implemented.

Teachers will see the value of aligning the level of rigor ofthe state assessment questions with the level of classroomactivities used.




Goal 6: Increase and improve community and parental involvement and build positive perceptions and relationships amongstaff, Board, and community in support of student achievement through ongoing communication and active involvement topromote District pride and increase ownership among all stakeholders.

Performance Objective 1: During school year 2017-18, MISD will increase public awareness through positive/accurate reporting in all formats of media tofoster community wide relationships and support for the district as evidenced by regularly communicating through district newsletters to the community.






1) Facilitate increase newspaper coverage of academic andco-curricular initiatives during the 2017-18 school year asmeasured by story submittal list with a goal of 2 stories aweek being submitted.

Campus Principal


2) Developmental Campus will utilize the school websiteto improve communication with parents and community.

Galen Remmers




Goal 7: Communicate and model the valued characteristics of good citizenship, respect and public service as appropriateand acceptable behaviors while building positive attitudes of high expectations and honor with both faculty and students inall grade levels.

Performance Objective 1: Explore and recommend a comprehensive citizenship initiative for all grade levels by May 2018 as evidenced by Boardpresentation.






1) Provide character education lessons to classes as part ofpositive behavioral support.

Galen Remmers

Behavior Specialists

Teachers

Paraprofessionals

Recognition of student improvement and understanding oftheir role within our campus and society as a whole.




System Safeguard Strategies

Goal Objective Strategy Description

1 1 2

Target Element Strategy: The RTI system will be revised and implemented so that 100% of students needing intervention willreceive it in a timely manner. * RTI processes revised for all Tiers *Progress of each student and student group tracked each 6weeks * Interventions and enrichment scheduled during the school day after each 6 weeks assessment * Problem solving inPLCs

1 2 3Targeted Element Strategy: *Implement 6 weeks CBA assessments *Training in PLCs for data disaggregation of assessments*Principal/Teacher conferences on individual student results *PLC meetings on CBA data by TEKS/SE and spiraling formastery

5 4 3Targeted Element Strategy: The staff will deliver rigorous instruction so that 15% of students will score at Master's level in allsubjects of the STAAR test. *Teacher training on rigor throughout the year in PLCs facilitated by DCSI *Teacher createdclassroom instructional activities in PLCs aligned to the level of rigor for the TEK/SE



Campus Site-Based School Committee

Committee Role Name PositionAdministrator Galen Remmers Principal Developmental CenterBusiness Representative Norvell Starling MSSLC/MISD LiasionClassroom Teacher Jennifer Samford DC-Math/ScienceClassroom Teacher Victoria Harris CTE teacherParaprofessional Cecilia Collins ParaprofessionalNon-classroom Professional Gina Alexander Professional



2017-2018 campus improvement plan developmental center ... · comprehensive needs assessment ......

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