campus improvement plan 2010/2011 - clarendon isd

Campus Improvement Plan

2010/2011

Acknowledged by the Clarendon CISD Board of Trustees

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Table of Contents Goal #1: Junior High staff will disaggregate TAKS data to improve instruction. ........................................................................................................................................................................................... 3 Goal #2: Students in Clarendon Junior High will be come “Leaders in Excellence.”..................................................................................................................................................................................... 4 Goal #3: Clarendon Junior High will provide the necessary support for 504/CRC students to be successful.................................................................................................................................. 6 Goal #4: Junior High will provide the necessary support for students with Limited English Proficiency. ........................................................................................................................................ 7 Goal #5: Junior High will provide the necessary support for students recognized as homeless based on the provisions of the McKenny‐Vento Act.................................................. 8 Goal #6: Gifted and Talented students will be provided opportunities for differentiated curriculum and advanced services. .............................................................................................. 9 Goal #7: Clarendon Junior High will maximize achievement for all Migrant students, ............................................................................................................................................................................10 Goal #8: Junior High will provide the necessary support for students served by the special education program.......................................................................................................................11 Goal #9: Maintain 100% Highly Qualified teaching staff. .......................................................................................................................................................................................................................................12 Goal #10: All staff will receive high quality, ongoing, professional development. ......................................................................................................................................................................................13 Goal #11: Clarendon Junior High will provide an effective teaching atmosphere to attract and support highly qualified teachers. ..................................................................................14 Goal #12: Parents of Clarendon Junior High students will be involved in their child’s education.......................................................................................................................................................15 Goal #13: Junior High will provide transition activities for 5th and 8th grade students. ...........................................................................................................................................................................16 Goal #14a: 100% of 8th grade students will be instructed in all TEKS for 8th grade science. .................................................................................................................................................................17 Goal #14b: 100% of 7th grade students will be instructed in all TEKS for 7th grade science. .................................................................................................................................................................18 Goal #14c: 100% of 6th grade students will be instructed in all TEKS for 6th grade science. .................................................................................................................................................................19 Goal #15a: 100% of 8th grade students will be instructed in all TEKS for 8th grade social studies. ....................................................................................................................................................20 Goal #15b: 100% of 7th grade students will be instructed in all TEKS for 7th grade social studies. ....................................................................................................................................................21 Goal #15c: 100% of 6th grade students will be instructed in all TEKS for 6th grade social studies......................................................................................................................................................22 Goal #16a: 100% of 6th grade students will be instructed in all TEKS for 6th grade reading. ................................................................................................................................................................23 Goal #16b: 100% of 7th grade students will be instructed in all TEKS for 7th grade reading. ................................................................................................................................................................24 Goal #16c: 100% of 8th grade students will be instructed in all TEKS for 8th grade reading..................................................................................................................................................................26 Goal #17a: 100% of 6th grade students will be instructed in all TEKS for 6th grade English ..................................................................................................................................................................28 Goal #17b: 100% of 7th grade students will be instructed in all TEKS for 7th grade English..................................................................................................................................................................30 Goal #17c: 100% of 8th grade students will be instructed in all TEKS for 8th grade English. .................................................................................................................................................................32 Goal #18a: 100% of 6th grade students will be instructed in all TEKS for 6th grade math.......................................................................................................................................................................34 Goal #18b: 100% of 7th grade students will be instructed in all TEKS for 7th grade math. .....................................................................................................................................................................37 Goal #18c: 100% of 8th grade students will be instructed in all TEKS for 8th grade math.......................................................................................................................................................................41 Goal #19a: 100% of Junior High special education students will be instructed in all TEKS for math................................................................................................................................................45 Goal #19b: 100% of Junior High special education students will be instructed in all TEKS for English Language Arts............................................................................................................46 Goal #20: 100% of junior high students will be instructed in all TEKS for Technology Applications................................................................................................................................................47 Needs Assessments 2010 5th Grade Needs Assessments..................................................................................................................................................................................................................................................................................48 2010 6th Grade Needs Assessments..................................................................................................................................................................................................................................................................................53 2010 7th Grade Needs Assessments .................................................................................................................................................................................................................................................................................56 2010 8th Grade Needs Assessments..................................................................................................................................................................................................................................................................................60 2010/2011 Clarendon Junior High Campus Improvement Committee ...........................................................................................................................................................................................................67

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2010/2011 Campus Improvement Plan Goal #1: Junior High staff will disaggregate TAKS data to improve instruction. Objectives: Standards based objectives will be derived from needs assessment Summary Evaluation: Did TAKS scores increase from 2010 to 2011?

School‐Wide Components 1. Needs Assessment 2. School‐Wide Reform 3. Qualified Teacher Instruction 4. Professional Development 5. Attracting Qualified Teachers 6. Parental Involvement 7. Transition 8. Teachers involved in Academic Assessment Decisions 9. Assisting Students Experiencing Difficulties Mastering Standards 10. Coordination and integration of Federal, State, and Local Programs

Action Strategies/Implementation SW

Comp Persons Responsible

Timeline Start/End

Human Resources

Material Resources Fiscal Resources

Formative Evaluation

Teachers will use DMAC to disaggregate scores to improve grade level instruction

1, 8 John Taylor, teachers

Fall 2010

DMAC CSCOPE assessments Benchmarks Teacher tests

Teachers will use DMAC to note individual student TAKS needs at the objective and Student Expectation level


Fall 2010

DMAC CSCOPE assessments Benchmarks Teacher tests

Students and staff will be surveyed in regard to reasons for student low performance.

1, 8 John Taylor, Adelita Elam, Teachers

Fall 2010

Survey Monkey Survey Results, report

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2010/2011 Campus Improvement Plan Goal #2: Students in Clarendon Junior High will be come “Leaders in Excellence.” Objectives: 70% of students in grades 6‐8 will know and apply the 7 Habits of Highly Effective People. 100% of students in grades 6‐8 will follow campus‐wide procedures related to behavior between and during classes. Clarendon Junior High will have a safe environment for all students. Summary Evaluation: Did the number of negative behavioral incidences occur in 2010/2011 decrease from 2009/2010? Did instructional time increase between 2009/2010 and 2010/2011?




Timeline Start/End

Human Resources

Material Resources Fiscal Resources Formative Evaluation

An advisory period will be provided in which the 7 Habits of Highly Effective People will be taught and reinforced.

2 J. Taylor, Advisory teachers

2010/2011 7 Habits of Highly Effective Teens, The Leader in Me

State Comp Ed funds $3861 $2024

Reduced number of office referrals

New procedures including bell-ringers, “give me 5,” and 3 guidelines for passing period will be implemented.

2 John Taylor, classroom teachers

2010/2011 eCampusUSA Tardy Eliminator

Reduced number of tardies and office referrals for misbehavior between classes

A new master schedule, which reduces the number of students in the hallway as well as dividing lunches between classes, will be implemented.

2 John Taylor

2010/2011 Reduced number of tardies and office referrals for misbehavior between classes and at lunch

A new master schedule, which allows for fewer students in the hallway and less interaction between 6th and 8th graders, will be implemented.

2 John Taylor

2010/2011 Reduced number of tardies and office referrals for misbehavior between classes and at lunch

A new master schedule, which allows for 6th graders to have breaks from regular classroom instruction more evenly divided, will be implemented.

2 John Taylor, classroom teachers

2010/2011 Increased reading and math TAKS scores

A new master schedule, which provides 2 periods of math instruction each day, will be implemented.

2 John Taylor, A.Hall, A. Alexander

2010/2011 Increased math TAKS scores

The master schedule will allow for two blocks of ELA instruction allowing for classes in Reading and English

2 J. Taylor, J. Pigg, C. Moss

2010/2011 Title 1 SW funds $25,194

Increased reading and English TAKS scores

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2010/2011 Campus Improvement Plan Goal #2: Students in Clarendon Junior High will be come “Leaders in Excellence.” Objectives: 70% of students in grades 6‐8 will know and apply the 7 Habits of Highly Effective People. 100% of students in grades 6‐8 will follow campus‐wide procedures related to behavior between and during classes. Clarendon Junior High will have a safe environment for all students. Summary Evaluation: Did the number of negative behavioral incidences occur in 2010/2011 decrease from 2009/2010? Did instructional time increase between 2009/2010 and 2010/2011?


Action Strategies/Implementation SW Comp

Persons Responsible

Timeline Start/End

Human Resources

Material Resources

Fiscal Resources Formative Evaluation

The master schedule will provide a period for RtI services

2, 9 John Taylor, Jenifer Pigg, Carrie Moss, Adelita Elam

2010/2011 State Comp Ed funds $1758 $7048 $7929 $7557.00

DMAC RtI documentation

A new multi‐disciplinary class will be developed to provide extra instruction and intervention services for at risk 7th and 8th graders.

2, 8, 9 John Taylor, K. Whatley, T. Ball, A. Hall, A. Alexander, S. Joachim

2010/2011 State Comp Ed funds $6,608 $5,397 $7233 $6862

Fewer notices of concern and 6 weeks failure rates

All teachers and the principal will post their diplomas, certifications, and posters from the college they attended to promote college attendance and success.


2010/2011 Student interest shown in college during activities such as Achieve Texas

A zero policy will be implemented to encourage students to complete all work and turn it in on time.


2010/2011 Saturday school attendance reduced throughout the year.

Morning tutorials, both mandatory and voluntary will be available from 7:30 to 7:55 am.

2, 9 Teachers 2010/2011 Reduced number of students on the 6 weeks failure list.

Extended day program and accelerated instruction will be provided for students needing additional instruction for TAKS.

9 Teachers Spring 2011

State Comp Ed funds $4600

ISS/AEP will be available as a discipline technique for violations of the student code of conduct.

Adelita Elam, Johnny Nino

2010/2011 Title 1 SW funds $12,065 $5492

ISS assignment sheets

Technology Integration support for all science and social studies classes will be provided weekly.

2, 3, 9 Adelita Elam 2010/2011 Lesson Plans

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2010/2011 Campus Improvement Plan Goal #3: Clarendon Junior High will provide the necessary support for 504/CRC students to be successful. Objectives: Students served under Section 504 and or a Campus Review Committee will be provided the necessary accommodations to succeed in the classroom and on state assessments. Summary Evaluation: Did students served under Section 504/CRC meet promotion requirements and meet TAKS standards?




Timeline Start/End

Human Resources



504/CRC students will have their accommodations identified and each teacher will provide these.

9, 10 Linde Shadle, John Taylor, JH teachers

2010/2011 Accommodation sheets and accommodation plans

CSCOPE assessments Benchmarks Teacher tests

504/CRC students’ progress will be monitored and reviewed each semester. Necessary changes in accommodations will be made.

9, 10 Linde Shadle 2010/2011 Accommodation plans

State Comp Ed funds $18,209

Completed Accommodation Plans Student grades

An annual 504/CRC meeting will be held to discuss student needs. Parents will be invited to attend and meeting documentation will be provided to them.

6, 9, 10

Linde Shadle 2010/2011 Accommodation sheets, plans, and minutes of meeting

Completed documentation

Each parent of a 504 student will receive students’ rights information annually.

6, 9, 10

Linde Shadle 2010/2011 Students’ Rights Booklet

CRC/504 meeting minutes

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2010/2011 Campus Improvement Plan Goal #4: Junior High will provide the necessary support for students with Limited English Proficiency. Objectives: 100% of LEP students will pass TAKS and meet all requirements to advance to the next grade level. Summary Evaluation: Did all LEP students advance to the next grade level and pass TAKS?




Timeline Start/End

Human Resources



Teachers serving LEP students will reference the ELPS in their instruction. Appropriate instructional accommodations will be made.

9 Linde Shadle, Dena Ceniceros, teachers

2010/2011 State Comp Ed funds $18,209

CSCOPE lesson plans

An instructional aide will be in reading and math classes to assist LEP students.

9 John Taylor 2010/2011 Dena Ceniceros

Master Schedule

Annual and assessment LPAC meetings will be held to discuss students’ needs and necessary accommodations.

9, 6 John Taylor, Linde Shadle

2011 LPAC minutes

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2010/2011 Campus Improvement Plan Goal #5: Junior High will provide the necessary support for students recognized as homeless based on the provisions of the McKenny‐Vento Act. Objectives: 100% of homeless students will meet all TAKS requirements and meet all requirements to advance to the next grade level. Summary Evaluation: Did all homeless students advance to the next grade level and pass TAKS?




Timeline Start/End

Human Resources



CCISD will have a homeless liaison that will be trained annually on the requirements of the McKenny‐Vento Act.

9 Linde Shadle 2010/2011 State Comp Ed funds $18,209

Certificate

All homeless students will be provided free meals through the Free and Reduced Meal Program.

9 Linde Shadle, Pat Ritchie

2010/2011 Letter to FRMP administrator

Homeless students will be provided with any necessary school supplies.

9 Linde Shadle 2010/2011 ESC 16 Backpack documentation

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2010/2011 Campus Improvement Plan Goal #6: Gifted and Talented students will be provided opportunities for differentiated curriculum and advanced services. Objectives: To meet the needs of Gifted and Talented students by providing a variety of advanced services. Summary Evaluation: Were Gifted and Talented students instructed in a differentiated curriculum and provided opportunities for advanced services?




Timeline Start/End

Human Resources



GT students’ progress will be monitored and reviewed each semester.

9, 10 Linde Shadle 2010/2011 State Comp Ed funds $18,209

Report Cards

Core teachers receive 6 hours of G/T training.

Core teachers

2010/2011 ESC Staff Development

G/T Training documentation

G/T students will attend G/T pullout sessions weekly.

A. Elam, C. Moss, J. Pigg

2010/2011 G/T Critical Thinking Activities; Internet; Texas Performance Standards Project

Attendance Documentation

G/T teachers receive 30 hours of G/T training prior to services and 6 hours of G/T update annually.


2010/2011 Workshop/Seminars G/T training documentation

G/T students will create an Advanced level product.


2010/2011 Texas Performance Standards Project Guide

Final G/T project products/presentation

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2010/2011 Campus Improvement Plan Goal #7: Clarendon Junior High will maximize achievement for all Migrant students, so that such students receive full and appropriate opportunities to meet the same challenging academic content and standards that all students are expected to meet. Objectives: To meet the needs of Migrant students by providing a variety of services according to high priority. Summary Evaluation: Did migrant students meet promotion requirements and TAKS standards?




Timeline Start/End

Human Resources

Material Resources

Fiscal Resources


Coordinate with available mentoring programs or support organizations to develop students’ learning skills and follow up to monitor and document progress.

9, 10 ESC 16 Migrant Counselor, Ken Baxter, Linde Shadle

2010/2011 Report Cards, progress reports, RtI documentation (if applicable)

Provide coordination of services by (1) contacting each student or family to establish the extent of student needs for homework assistance and tools, (2) collaborating with existing programs and organizations to coordinate student access to resources, and (3) providing students and parents with up‐to‐ date easy to understand information on how to access homework assistance needed.

6, 9, 10

ESC 16 Migrant Counselor, Ken Baxter, Linde Shadle

2010/2011 Copy of parent letter, parent contact record

Provide information to all school staff to increase their awareness of migrant students’ need for timely attention and intervention for academic and nonacademic problems or concerns.


2010/2011 Copy of handout, sign in sheets

Provide supplemental information to migrant parents on how to collaborate with school staff to access resources in order to provide timely attention and appropriate interventions.


2010/2011 Copy of parent letter, parent contact record

Provide tutoring in content areas both during the regular school day and during Extended Day.

9 Teachers 2010/2011 Sign in sheets, RtI documentation (if applicable)

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2010/2011 Campus Improvement Plan Goal #8: Junior High will provide the necessary support for students served by the special education program. Objectives: 100% of special education students will meet TAKS requirements and meet all requirements to advance to the next grade level. Summary Evaluation: Did all special education students advance to the next grade level and pass TAKS?




Timeline Start/End

Human Resources



Annual ARDS will be held to develop IEPs and to discuss students’ present level of proficiency and their necessary accommodations and modifications.

9, 6 John Taylor, Jeanna Miller, Susan Joachim, teachers

2010/2011 Completed ARD documentation

All special education students will receive accommodations/modifications as set forth by the ARD committee

9 John Taylor, Jeanna Miller, Susan Joachim, teachers

2010/2011 Accommodation page, lesson plans

Inclusion classes will be provided so that special education students can be provided services with the least restrictive environment when applicable.

9 John Taylor, Jeanna Miller, Susan Joachim, teachers

2010/2011 Master Schedule

Resource classes will be provided to meet the needs of special education students whose curriculum is foundational.

9 Susan Joachim


Functional Living classes will be provided to meet the needs of appropriate special education students.

9 Laura Hommel


Clarendon Junior High will continue to make ethnically unbiased referrals to lower African American and Hispanic student numbers in special education.

9 John Taylor, Jeanna Miller

2010/2011 Special education referral documentation

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2010/2011 Campus Improvement Plan Goal #9: Maintain 100% Highly Qualified teaching staff. Objectives: Clarendon Junior High will retain Highly Qualified teachers. Clarendon Junior High will recruit Highly Qualified teachers. Summary Evaluation: 100% Highly Qualified staff as documented in personnel files, HQ worksheets, and principal attestation




Timeline Start/End

Human Resources



All classes will be taught by teachers who meet the ESEA/NCLB highly qualified standards

3 Monty Hysinger, John Taylor

2010/2011 Personnel files

CJH will attract Highly Qualified teachers by conducting recruiting activities including attending job fairs and utilizing teacher career websites


2010/2011 Job fair receipts

Annually evaluate the files of each teacher and paraprofessional to determine HQ status


2010/2011 Personnel files, principal attestation

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2010/2011 Campus Improvement Plan Goal #10: All staff will receive high quality, ongoing, professional development. Objectives: Staff will be provided opportunities to improve professionally by attending workshops/conferences. Summary Evaluation: Quality of instruction and school environment improved.




Timeline Start/End

Human Resources



Paraprofessionals will attend the at-risk conference and any necessary certification level training.


Fall, 2010 Certificate

Math teachers will attend state training for MSTAR (Middle School Students in Texas-Algebra Ready)

4 John Taylor, Andrea Hall, Angela Alexander

Summer, 2010 – Spring 2011

Certificates

All new teachers to the campus will attend the New Teacher Academy at ESC 16.

4 John Taylor 2010/2011 State Comp Ed Funds $1667.00

Certificates

Administrator will attend DMAC training on RtI, State Assessment, PDAS, and Test Generation.

4, 1 John Taylor Fall 2010 Certificates

Administration will attend workshops and conferences to remain current on educational trends‐ including PSLA, and the New Campus Administrator Academy

4, 2 John Taylor 2010/2011 Certificates

Staff will attend workshops/conferences addressing technology integration‐ including the Teaching the 21st Century Student.

4 John Taylor, teachers

2010/2011 State Comp Ed Funds $1667.00

Certificates

Teachers will attend appropriate CSCOPE training to enhance core area curriculum and instruction.


2010/2011 State Comp Ed Funds $1667.00

Certificates

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2010/2011 Campus Improvement Plan Goal #11: Clarendon Junior High will provide an effective teaching atmosphere to attract and support highly qualified teachers. Objectives: Clarendon Junior High’s success will attract and maintain a highly qualified staff. Summary Evaluation: 100% Highly Qualified staff and increased TAKS scores from 2010 to 2011.




Timeline Start/End

Human Resources



All necessary materials and supplies will be available to teaching staff.

5 Monty Hysinger, John Taylor teachers

2010/2011 State Comp Ed funds $400.00 $350.00 $300.00 $1617.00 $808.00 $7557.00 $2160.00

Classrooms have all necessary supplies

All necessary CSCOPE and other curriculum materials will be provided to teaching staff to insure successful implementation of CSCOPE and effective classroom instruction.


2010/2011 Classrooms have all necessary supplies

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2010/2011 Campus Improvement Plan Goal #12: Parents of Clarendon Junior High students will be involved in their child’s education. Objectives: Parents of Clarendon Junior High students will participate in CJH activities and provide input to CJH. Summary Evaluation: 100% of parents will attend campus and district level meetings and activities.




Timeline Start/End

Human Resources



Clarendon CISD will hold Title 1 Parent meetings to provide parent information regarding student/parent/school compacts, parent involvement policies, and Title 1 regulations.


2010/2011 Sign in sheets, minutes

Regular social activities will be planned for students in which parents will be invited to participate and sponsor.

6 John Taylor, Angela Alexander –Student Council sponsor

2010/2011 Calendar of Events

Parents will be encouraged to attend all applicable ARD, CRC, 504, Achieve Texas, and LPAC meetings.

6 John Taylor, Ken Baxter, Linde Shadle, teachers

2010/2011 Minutes

Teachers will contact parents when they have academic or behavioral concerns regarding students.


2010/2011 Parent Contact Record form

Regular site based decision making committees will be held

6 John Taylor, Campus Improvement Committee

2010/2011 Minutes of meeting

Parent internet portal will be provided to give parents access to student grades.

6 Michael Keough

2010/2011 Website

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2010/2011 Campus Improvement Plan Goal #13: Junior High will provide transition activities for 8th grade students as they prepare to enter high school and for 5th graders as they prepare to enter junior high. Objectives: 8th grade students will complete all activities necessary to register for the 9th grade. Summary Evaluation: Are all students registered with a complete Achieve Texas Plan?




Timeline Start/End

Human Resources



Students will complete the Kuder career assessment, including choosing career cluster and career.

7 Ken Baxter, Linde Shadle

Fall 2010

Kuder program Completed Achieve Texas Plan

Students will complete an Achieve Texas Plan, which includes their graduation plan, coherent sequence, and 9th grade class schedule.


Fall 2010

Achieve Texas Plans

Completed Achieve Texas Plan

Students will take the Explore, a norm referenced test linked to the ACT for initial college readiness and career information.


Fall 2010

Explore Exams Explore results

Parents will attend an 8th grade parent night to discuss the requirements of the different graduation plans and the new STAAR End of Course Exams.


Spring 2011

Graduation Plans Sign in sheets

Parents of 5th graders will attend a parent night to discuss transition issues and the requirements of the STAAR tests.

7 John Taylor, Ken Baxter

Spring 2011

Sign in sheets

5th graders will visit junior high core area teachers and principal to learn the expectations of junior high and each class.

7 John Taylor, teachers

Spring 2011

Calendar

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2010/2011 Campus Improvement Plan Goal #14a: 100% of 8th grade students will be instructed in all TEKS for 8th grade science Objectives: 90% of the students will master 8th grade science TEKS. 90% of the students will understand that there is a relationship between force, motion and energy. 90% of the students will understand that obtaining, transforming, and distributing energy affects the environment. 90% of the students will understand that matter is composed of atoms and has chemical and physical properties. 90% of the students will understand the characteristics of the universe. 90% of the students will understand that natural events can impact Earth systems. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Science test?




Timeline Start/End

Human Resources



As students study life, earth, physical and space sciences they will participate daily in activities and laboratories that are focused on the 6 strands of concepts outlined in the TEKS.

9 Kamy Whatley

2010/2011 CSCOPE curriculum, Glencoe Science, Explore Learning Gizmos, Brain Pop, FrogGuts, Study Island



Students will participate in laboratory activities that are focused on the concepts outlined in the TEKS.

9 Kamy Whatley

2010/2011 CSCOPE curriculum, Glencoe Science, Explore Learning Gizmos, FrogGuts


TAKS and other performance data will be disaggregated using the DMAC program with instructional and assessment decisions made based on that information.

1,8,9 Kamy Whatley John Taylor

2010/2011 DMAC Increased TAKS scores

Students will participate in Math and Science Bowl, It’s a Girl Thing: Science, and the Solar Car Challenge.

10 Kamy Whatley

2010/2011 Car building materials

Sign up sheets

Students will participate in an Invention Convention where they are challenged use scientific investigation and reasoning skills as outlined in the TEKS.

6 Kamy Whatley

2010/2011 Increased TAKS scores Invention Convention Rubric

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2010/2011 Campus Improvement Plan Goal #14b: 100% of 7th grade students will be instructed in all TEKS for 7th grade science Objectives: 90% of the students will master 7th grade science TEKS. 90% of the students will understand that there is a relationship between force, motion and energy. 90% of the students will know that natural events and human activity can impact Earth systems. 90% of the students will know that interactions occur between matter and energy. Summary Evaluation: Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



As students study life, earth, physical and space sciences they will participate daily in activities and laboratories that are focused on the 10 strands of concepts outlined in the TEKS.

9 Kamy Whatley





9 Kamy Whatley

2010/2010 CSCOPE curriculum, Glencoe Science, Explore Learning Gizmos, Brain Pop, FrogGuts




2010/2011 DMAC Increased benchmark scores Increased performance on 8th grade TAKS test


10 Kamy Whatley


Sign up sheets

Students will participate in an Invention Convention where they are challenged use scientific investigation and reasoning skills outlined in the TEKS.

6 Kamy Whatley


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2010/2011 Campus Improvement Plan Goal #14c: 100% of 6th grade students will be instructed in all TEKS for 6th grade science. Objectives: 90% of the students will master 6th grade science TEKS. 90% of the students understand the differences between elements and compounds. 90% of the students are able to design a plan to manage energy resources in the home, school or community. 90% of the students understand the Law of Conservation of Energy. 90% of the students understand that organisms are classified into Kingdoms and Domains. Summary Evaluation: Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



As students study life, earth, physical and space sciences they will participate daily in activities that are focused on the 8 strands of concepts outlined in the TEKS.

9 Kamy Whatley





9 Kamy Whatley

2010/2011 CSCOPE curriculum, Glencoe Science, Explore Learning Gizmos, Brain Pop, FrogGuts




2010/2011 DMAC Increased benchmark scores Increased scores on 8th grade TAKS test


10 Kamy Whatley


Sign up sheets

Students will participate in an Invention Convention where they are challenged use scientific investigation and reasoning skills as outlined in the TEKS.

6 Kamy Whatley


20

2010/2011 Campus Improvement Plan Goal #15a: 100% of 8th grade students will be instructed in all TEKS for 8th grade social studies. Objectives: 90% of the students will understand the foundations of representative government in the United States. 90% of the students will understand the challenges confronted by the government and its leaders in the early years of the Republic. 90% of the students will understand the impact of landmark Supreme Court cases. 90% of the students will understand the importance of the expression of different points of view in a democratic society. 90% of the students will understand the importance of effective leadership in a democratic society. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Social Studies test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



As students study the history of the United States from the early colonial period through Reconstruction, they will participate daily in activities focused on the 8 strands of the essential knowledge and skills of social studies.

9 Tyler Ball 2010/2011 CSCOPE curriculum, The American Nation, Pearson Success net, Pages, Keynote


TAKS and other performance data will be disaggregated using DMAC program with instructional and assessment decisions made based on that information.

1,8,9 Tyler Ball John Taylor


Students will participate in group activities that are focused on the concepts outlined in the TEKS using technology resources.

1,9 Tyler Ball 2010/2011 CSCOPE curriculum, Pages, Keynote, Library Databases

CSCOPE assessment

21

2010/2011 Campus Improvement Plan Goal #15b: 100% of 7th grade students will be instructed in all TEKS for 7th grade Social Studies. Objectives: 90% of the students will Identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modification 90% of the students will analyze why immigrant groups came to Texas and where they settled. 90% of the students will explain the significance of the following dates 1519, 1718, 1821, 1836, 1845, 1861. 90% of the students will analyze the causes of and events leading to Texas statehood 90% of the students will Identify how the Texas constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights Summary Evaluation: Did these students master these objectives on the DMAC benchmark? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



As students study the history of Texas from the period of Native American Texas to present day Texas, they will participate daily in activities focused on the 8 strands of the essential knowledge and skills of social studies.

9 Tyler Ball 2010/2011 CSCOPE curriculum, Lone Star, Pearson Success net, Pages, Keynote



1,8,9 Tyler Ball, John Taylor




CSCOPE assessment, CSCOPE rubric

22

2010/2011 Campus Improvement Plan Goal #15c: 100% of 6th grade students will be instructed in all TEKS for 6th grade Social Studies. Objectives: 90% of the students will Identify Reasons for limiting the power of governments 90% of the students will understand the various ways which people organize economic systems. 90% of the students will describe the influence of individual and group achievement on selected historical or contemporary societies 90% of the students will explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, Yom Kippur, and Rosh Hashanah in contemporary societies 90% of the students will explain aspects that link or separate cultures and societies Summary Evaluation: Did these students master these objectives on the DMAC benchmark? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



As students study the Social Studies of all the continents, they will participate daily in activities focused on the 8 strands of the essential knowledge and skills of social studies.

9 Tyler Ball 2010/2011 CSCOPE curriculum, World Explorer, Pearson Success net, Pages, Keynote



1,8,9 Tyler Ball, John Taylor




CSCOPE assessment, CSCOPE rubric

23

2010/2011 Campus Improvement Plan Goal #16a: 100% of 6th grade students will be instructed in all TEKS for 6th grade Reading. Objectives: 90% of the students will use a variety of strategies to analyze culturally diverse written texts. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Reading test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will represent text information in different ways such as in outline, timeline, or graphic organizer. (SE from first TEK listed above‐6.10L)

1,9 Jenifer Pigg 2010/2011 CSCOPE curriculum, Literature Texas Treasures, technology


CSCOPE assessments Benchmarks Teacher tests/quizzes


1,8,9 Jenifer Pigg John Taylor


Modifications/accommodations will be made for GT, ESL, Language Therapy, and 504 students.

1,3,9 Jenifer Pigg

2010/2011 Susan Joachim Deana Ceniceros Jennifer Tubbs Linde Shadle

DMAC MacBooks ARD modification sheets and recommendations GT books/folders Glencoe Literature Texas Treasures‐Read and Write ELL workbook

CSCOPE assessments Benchmarks Teacher test/quizzes Some oral evaluations

Continue with AR program 3 Jenifer Pigg 2010/2011 Sharon Elam Christi Hatley

Library books Workbooks from my room with projects/activities for books


Star tests AR quizzes AR projects and assignments

24

2010/2011 Campus Improvement Plan Goal #16b: 100% of 7th grade students will be instructed in all TEKS for 7th grade Reading. Objectives: 90% of the students will demonstrate a basic understanding of culturally diverse written texts. 90% of the students will use a variety of strategies to analyze culturally diverse written texts. 90% of the students will apply thinking skills to analyze culturally diverse written texts. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Reading test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (SE from first TEK listed above‐7.10D)




The student will make connections between and across multiple texts of various genres, and provide textual evidence. (SE from 2nd TEK listed above‐7.10D)



The student will make inferences about text and use textual evidence to support understanding (SE from 2nd TEK listed above‐7.10‐7.11)



The students will explain how different organizational patterns develop the main idea and the author’s viewpoint. (SE from 3rd TEK listed above‐7.10C)

1,9 Jenifer Pigg 2010/2011 CSCOPE curriculum, Literature Texas Treasure, technology





Modifications/accommodations will be made for Spec. Ed, GT, ESL, Language Therapy, and 504 students.

1,3,9 Jenifer Pigg

2010/2011 Susan Joachim Deana Ceniceros Jennifer Tubbs

DMAC MacBooks ARD modification sheets and recommendations GT books/folders


25

Linde Shadle

Glencoe Literature Texas Treasures‐Read and Write ELL workbook

Continue with AR program

3 Jenifer Pigg 2010/2011 Sharon Elam Christi Hatley




Administer the TMSFA to all 7th graders who failed 6th Reading TAKS.

1,3,9,10

Jenifer Pigg 2010/2011 TALA Assessment and Instructional Routines for Reading Intervention Guide

BOY MOY EOY

26

2010/2011 Campus Improvement Plan Goal #16c: 100% of 8th grade students will be instructed in all TEKS for 8th grade Reading. Objectives: 90% of the students will demonstrate a basic understanding of culturally diverse written texts. 90% of the students will apply knowledge of literary elements to understand culturally diverse written texts. 90% of the students will use a variety of strategies to analyze culturally diverse written texts. 90% of the students will apply critical thinking skills to analyze culturally diverse written texts. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Reading test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (SE from first TEK listed above‐8.10D)




The student will use context to determine or clarify the meaning of unfamiliar or ambiguous words. (SE from first TEK listed above‐8.2B)



The student will determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood. (SE from 2nd TEK listed above‐8.8A))



The students will make connections between and across texts, including other media and provide textual evidence. (SE from 3rd TEK listed above‐8.10D)



The student will analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. (SE from 4th TEK listed above‐8.6B)



27

90% of the students will determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood. (SE form 4th TEK listed above 8.8A)



90% of the students will make complex inferences about text and use textual evidence to support understanding (SE from 4th TEK listed above‐8.5‐11)






Modifications/accommodations will be made for Spec. Ed, GT, ESL, Language Therapy, and 504 students.

1,3,9 Jenifer Pigg

2010/2011 Susan Joachim Deana Ceniceros Jennifer Tubbs Linde Shadle

DMAC MacBooks ARD modification sheets and recommendations GT books/folders Glencoe Literature Texas Treasures‐Read and Write ELL workbook


Continue with AR program

3 Jenifer Pigg 2010/2011 Sharon Elam Christi Hatley




28

2010/2011 Campus Improvement Plan Goal #17a: 100% of 6th grade students will be instructed in all TEKS for 6th grade English Objectives: 90% of the students will recognize and use punctuation marks including commas after introductory words, phrases, and clauses. 90% of the students will develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause‐effect, compare‐contrast) and by building on ideas to create a focused, organized, and coherent piece of writing. 90% of the students will use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. 90% of the students will edit drafts for grammar, mechanics, and spelling. 90% of the students will identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: verbs (perfect and progressive tenses) and participles. Summary Evaluation: Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



As students study sentence structure and parts of speech, they will also practice using the correct punctuation marks. Students will view examples on the overhead screen and will participate in guided practice.

9 Carrie Moss 2010/2011 CSCOPE curriculum, Elements of Language textbook, proofreading functions in Pages and MY Access, Overhead projector & screen


CSCOPE assessments MY Access Teacher assessments Benchmarks Elements of Language worksheets

As students read example stories and narratives, they will identify organizational strategies. As students plan and write rough drafts, they will practice using graphic organizers to develop organization strategies. Students will also practice building ideas by choosing particular sentences or details and expanding those ideas.

9 Carrie Moss 2010/2011 Variety of texts, CSCOPE curriculum, MY Access, Pages, variety of graphic organizers, Elements of Language textbook

CSCOPE assessments MY Access Teacher assessments Benchmarks

29

In addition to regular classroom instruction and practice, students will use peer editing and the proofreading functions in Pages and MY Access to reinforce skills.

9 Carrie Moss 2010/2011 CSCOPE curriculum, MY Access, Pages, Overhead projector & screen, Elements of Language textbook


Students will participate in lessons, guided practice, individual practice, and bell work to reinforce the process of editing.

9 Carrie Moss 2010/2011 CSCOPE curriculum, MY Access, Pages, Overhead projector & screen, Zaner‐Bloser Spelling Connections online proofreading site, Elements of Language textbook


Students will participate in lessons, guided practice, individual practice, and bell work to reinforce verbs.

9 Carrie Moss 2010/2011 CSCOPE curriculum, Overhead projector & screen, Elements of Language textbook


30

2010/2011 Campus Improvement Plan Goal #17b: 100% of 7th grade students will be instructed in all TEKS for 7th grade English. Objectives: 90% of the students will recognize and use punctuation marks including commas after introductory words, phrases, and clauses. 90% of the students will develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause‐effect, compare‐contrast) and by building on ideas to create a focused, organized, and coherent piece of writing. 90% of the students will use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. 90% of the students will edit drafts for grammar, mechanics, and spelling. 90% of the students will identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: verbs (perfect and progressive tenses) and participles. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Writing test?




Timeline Start/End

Human Resources










31










32

2010/2011 Campus Improvement Plan Goal #17c: 100% of 8th grade students will be instructed in all TEKS for 8th grade English. Objectives: 90% of the students will recognize and use punctuation marks including commas after introductory words, phrases, and clauses. 90% of the students will develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause‐effect, compare‐contrast) and by building on ideas to create a focused, organized, and coherent piece of writing. 90% of the students will use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. 90% of the students will edit drafts for grammar, mechanics, and spelling. 90% of the students will identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: verbs (perfect and progressive tenses) and participles. Summary Evaluation: Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources










33










34

2010/2011 Campus Improvement Plan Goal #18a: 100% of 6th grade students will be instructed in all TEKS for 6th grade math. Objectives: 90% of the students will represent and use rational numbers in a variety of equivalent forms. 90% of the students will solve problems involving proportional relationships. 90% of the students will use letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. 90% of the students will use coordinate geometry to identify location in two dimensions. 90% of the students will solve application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles. 90% of the students will apply Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. 90% of the students will use logical reasoning to make conjectures and verify conclusions. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Math test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will compare and order non‐negative rational numbers. (SE from first TEK listed above‐6.1A)

9 Andrea Hall Angela Alexander

2010/2011 CSCOPE curriculum, Pearson/Prentice Hall, Study Island



The student will generate equivalent forms of rational numbers including whole numbers, fractions, and decimals. (SE from first TEK listed above‐6.1B)




The student will use integers to represent real‐life situations. (SE from first TEK listed above‐6.1C)




The student will write prime factorizations using exponents. (SE from first TEK listed above‐6.1D)




The student will indentify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers. (SE from first TEK listed above‐6.1E)




The student will indentify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers.




35

(SE from first TEK listed above‐6.1F) The student uses ratios to describe proportional situations. (SE from second TEK listed above‐6.3A)




The student represents ratios and percents with concrete models, fractions, and decimals. (SE from second TEK listed above‐6.3B)




The student will use ratios to make predictions in proportional situations. (SE from second TEK listed above‐6.3C)




The student will use tables and symbols to represent and describe proportional and other relationships as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area. (SE from third TEK listed above‐6.4A)




The student will use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc. (SE from third TEK listed above‐6.4B)




The student is expected to locate and name points on a coordinate plane using ordered pairs of non‐negative rational numbers. (SE from fourth TEK listed above‐6.7)




The student will estimate measurements (including circumference) and evaluate reasonableness of results. (SE from fifth TEK listed above‐6.8A)




The student will select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight. (SE from fifth TEK listed above‐6.8B)




The student will measure angles. (SE from fifth TEK listed above‐6.8C)




The student will convert measures 9 Andrea Hall 2010/2011 CSCOPE CSCOPE assessments

36

within the same measurement system (customary and metric) based on relationships between units. (SE from fifth TEK listed above‐6.8D)

Angela Alexander

curriculum, Pearson/Prentice Hall, Study Island

Benchmarks Teacher tests

The student will identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. (SE from sixth TEK listed above‐6.11A)




The student will use a problem‐solving that incorporates understanding the problem, making a plan, carrying out the plan, and evaluation the solution for reasonableness. (SE from sixth TEK listed above‐6.11B)




The student will select or develop an appropriate problem‐solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. (SE from sixth TEK listed above‐6.11C)




The student will select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. (SE from sixth TEK listed above‐6.11D)




The student will make conjectures from patterns or sets of examples and non‐examples. (SE from seventh TEK listed above‐6.13A)




The student will validate his/her conclusions using mathematical properties and relationships. (SE from seventh TEK listed above‐6.13B)





1, 8. 9

Andrea Hall Angela Alexander John Taylor


37

2010/2011 Campus Improvement Plan Goal #18b: 100% of 7th grade students will be instructed in all TEKS for 7th grade math. Objectives: 90% of the students will add, subtract, multiply, and divide to solve problems and justify solutions. 90% of the students will represent a relationship in numerical, geometric, verbal, and symbolic form. 90% of the students will use equations to solve problems. 90% of the students will coordinate geometry to describe location on a plane. 90% of the students will use geometry to model and describe the physical world. 90% of the students will solve application problems involving estimation and measurement. 90% of the students will recognize that a physical or mathematical model can be used to describe the probability of real‐life events. 90% of the students will apply Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Math test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers. (SE from first TEK listed above‐7.2A)





The student will use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals. (SE from first TEK listed above‐7.2B)




The student will use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms. (SE from first TEK listed above‐7.2C)




The student will use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student‐teacher ratio. (SE from first TEK listed above‐7.2D)




The student will simplify numerical expressions involving order of operations and exponents.

9 CSCOPE curriculum, Pearson/Prentice


38

(SE from first TEK listed above‐7.2E) Hall, Study Island The student will select and use appropriate operations to solve problems and justify the selections. (SE from first TEK listed above‐7.2F)




The student will determine the reasonableness of a solution to a problem. (SE from first TEK listed above‐7.2G)




The student will generate formulas involving unit conversions within the same system (customary or metric), perimeter, area, circumference, volume, and scaling. (SE from second TEK listed above‐7.4A)




The student will graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling. (SE from second TEK listed above‐7.4B)




The student will use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate or change) and their positions in the sequence. (SE from second TEK listed above‐7.4C)




The student will use concrete and pictorial models to solve equations and use symbols to record the actions. (SE from third TEK listed above‐7.5A)




The student will formulate problem situations when given a simple equation and formulate an equation when given a problem situation. (SE from third TEK listed above‐7.5B)




The student will locate and name points on a coordinate plane using ordered pairs of integers. (SE from fourth TEK listed above‐7.7A)




The student will graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. (SE from fourth TEK listed above‐7.7B)




The student will sketch three‐dimensional figures when given the top,

9 Andrea HallAngela

2010/2011 CSCOPE curriculum,

CSCOPE assessments Benchmarks

39

side, and front views. (SE from fifth TEK listed above‐7.8A)

Alexander Pearson/Prentice Hall, Study Island

Teacher tests

The student will make a net (two‐dimensional model) of the surface area of a three‐dimensional figure. (SE from fifth TEK listed above‐7.8B)




The student will use geometric concepts and properties to solve problems in fields such as art and architecture. (SE from fifth TEK listed above‐7.8C)




The student is expected to estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes. (SE from sixth TEK listed above‐7.9A)




The student is expected to connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders. (SE from sixth TEK listed above‐7.9B)




The student is expected to estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders. (SE from sixth TEK listed above‐7.9C)




The student is expected to construct sample spaces for simple or composite experiments. (SE from seventh TEK listed above‐7.10A)




The student is expected to find the probability of independent events. (SE from seventh TEK listed above‐7.10B)




The student will identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines. (SE from eighth TEK listed above‐7.13A)




The student will use a problem‐solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for




40

reasonableness. (SE from eighth TEK listed above‐7.13B) The student will select or develop an appropriate problem‐solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. (SE from eighth TEK listed above‐7.13C)




The student will select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. (SE from eighth TEK listed above‐7.13D)





1, 8. 9

Andrea Hall Angela Alexander John Taylor


41

2010/2011 Campus Improvement Plan Goal #18c: 100% of 8th grade students will be instructed in all TEKS for 8th grade math Objectives: 90% of the students will use graphs, tables, and algebraic representations to make predictions and solve problems. 90% of the students will select and use appropriate operations to solve problems and justify solutions. 90% of the students will identify proportional relationships in problem situations and solve problems. 90% of the students will use transformational geometry to develop spatial sense. 90% of the students will use procedures to determine measures of solids. 90% of the students will use indirect measurement to solve problems. 90% of the students will describe how changes in dimensions affect linear, area, and volume measures. 90% of the students will apply concepts of theoretical and experimental probability to make predictions. 90% of the students will apply Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. 90% of the students will communicate about Grade 8 mathematics through informal and mathematical language, representations, and models. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Math test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations. (SE from first TEK listed above‐8.5A)





The student will find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change). (SE from first TEK listed above‐8.5B)


2010/2011

CSCOPE curriculum, Pearson/Prentice Hall, Study Island


The student will select appropriate operations to solve problems involving rational numbers and justify the selections. (SE from second TEK listed above‐8.2A)


2010/2011

CSCOPE curriculum, Pearson/Prentice Hall, Study Island


The student will use appropriate operations to solve problems involving rational numbers in problem situations (SE from second TEK listed above‐8.2B)




42

The student will evaluate a solution for reasonableness. (SE from second TEK listed above‐8.2C)




The student will use multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems. (SE from second TEK listed above‐8.2D)




The student will compare and contrast proportional and non‐proportional linear relationships. (SE from third TEK listed above‐8.3A)




The student will estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates. (SE from third TEK listed above‐8.3B)




The student will generate similar figures using dilations including enlargements and reductions. (SE from fourth TEK listed above‐8.6A)




The student will graph dilations, reflections, and translations on a coordinate plane. (SE from fourth TEK listed above‐8.6B)




The student will find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets (two‐dimensional models). (SE from fifth TEK listed above‐8.8A)




The student will connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects. (SE from fifth TEK listed above‐8.8B)




The student will estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume. (SE from fifth TEK listed above‐8.8C)




43

The student will use the Pythagorean Theorem to solve real‐life problems. (SE from sixth TEK listed above‐8.9A)




The student will use proportional relationships in similar two‐dimensional figures or similar three‐dimensional figures to find missing measurements. (SE from sixth TEK listed above‐8.9B)




The student will describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally. (SE from seventh TEK listed above‐8.10A)




The student will describe the resulting effect on volume when dimensions of a solid are changed proportionally. (SE from seventh TEK listed above‐8.10B)




The student will find the probabilities of dependent and independent events. (SE from eighth TEK listed above‐8.11A)




The student will find the probabilities and experimental results in make predictions and decisions. (SE from eighth TEK listed above‐8.11B)




The student will select and use different models to simulate an event. (SE from eighth TEK listed above‐8.11C)




The student will identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines. (SE from ninth TEK listed above‐8.14A)




The student will use a problem‐solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. (SE from ninth TEK listed above‐8.14B)




The student will select or develop an appropriate problem‐solving strategy from a variety of different types, including drawing




44

a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. (SE from ninth TEK listed above‐8.14C) The student will select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. (SE from ninth TEK listed above‐8.14D)




The student will communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. (SE from tenth TEK listed above‐8.15A)




The student will evaluate the effectiveness of different representations to communicate ideas. (SE from tenth TEK listed above‐8.15B)





1, 8. 9 Andrea Hall Angela Alexander John Taylor


45

2010/2011 Campus Improvement Plan Goal #19a: 100% of Junior High special education students will be instructed in all TEKS for Math. Objectives: The student will represent and use numbers in a variety of forms. The student will use measurement and indirect measurement to solve problems. The student will use graphs and tables to interpret data. The student will use mathematics to solve everyday problems. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Social Studies test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will find the sums and differences of addition and subtraction problems

9 Suzi Joachim 2010/2011 News‐2‐You BrainPop Teacher Made Materials Manipulatives

Assessment Teacher Observation Benchmarks

The student will demonstrate the ability to work with measurement



The student will be able to state the value of coins and bills and give its value.


Assessment Visual Evaluation Benchmarks

The student will be able to solve the problem when given two‐step word problems involving a combination of different types of numbers.



The student will understand the concept of numbers and or quantities



46

2010/2011 Campus Improvement Plan Goal #19b: 100% of Junior High special education students will be instructed in all TEKS for English Language Arts. Objectives: The student will write for a variety of audiences and purposes The student will use writing processes to revise the organization of text. The student will communicate clearly and effectively in writing The student will apply conventions of capitalization, punctuation, and spelling to writing. The student will expand vocabulary. The student will use strategies to comprehend texts for basic understanding. The student will understand literary elements of text. The student will use strategies to comprehend texts by organizing information. The student will use text evidence to support responses. Summary Evaluation: Did these students master these objectives on the 2011 TAKS Social Studies test? Or Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The students will identify a stated main idea.



The student will identify important details



The student will identify a state of sequence of events


Assessment Visual Evaluation Benchmarks

The student will improve written language skills



The student will be able to identify the Days, Weeks, and Months of a year

9 Suzi Joachim 2010/2011 Teacher Made Materials Manipulatives


47

2010/2011 Campus Improvement Plan Goal #20: 100% of junior high students will be instructed in all TEKS for Technology Applications. Objectives: Technology will be used to increase the effectiveness of student learning, instructional management, and staff development. Summary Evaluation: Were these students able to show mastery of these objectives?




Timeline Start/End

Human Resources



The student will demonstrate knowledge and appropriate use of hardware components, software programs, and their connections.

9 Adelita Elam

2010/2011

Prentice Hall Technology Applications; Real Journeys in Technology Curriculum

Finished product and assessments

The student will comply with laws and examine issues regarding use of technology in society.

9 Adelita Elam

2010/2011

Prentice Hall Technology Applications; Web Wise Kids Air Dogs Game


The student will acquire electronic information in variety of formats, with appropriate supervision.

9 Adelita Elam

2010/2011

MacBook Finished product and assessments

The student will evaluate acquired electronic information.

9 Adelita Elam

2010/2011


The student will use appropriate computer‐based productivity tools to create and modify solutions to problems.

9 Adelita Elam

2010/2011

Prentice Hall Technology Applications; Real Journeys in Technology Curriculum


The student will use research skills and electronic communication, with appropriate supervision, to create new knowledge.

9 Adelita Elam

2010/2011


The student will format digital information for appropriate and effective communication.

9 Adelita Elam

2010/2011


The student will deliver the product electronically in a variety of media, with appropriate supervision.

9 Adelita Elam

2010/2011


67

2010/2011 Clarendon Junior High Campus Improvement Committee Committee Members Signature, approving Campus Improvement Plan Date John Taylor, Principal ________________________________________________________ __________________

Linde Shadle, Special Programs ________________________________________________________ __________________

Darla Franks, Parent ________________________________________________________ __________________

Renee Betts, Business ________________________________________________________ __________________

Fran Stidham, Community ________________________________________________________ __________________

Kamy Whatley, Teacher ________________________________________________________ __________________

Adelita Elam, Teacher ________________________________________________________ __________________

Andrea Hall, Teacher ________________________________________________________ __________________

Angela Alexander, Teacher ________________________________________________________ __________________

campus improvement plan 2010/2011 - clarendon isd

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