generated by plan4learning.com 1 of 45 · 2021. 1. 20. · the ch9 attendance zone expands from...

Crowley Independent School District

Crowley Ninth

2020-2021 Campus Improvement PlanAccountability Rating: Not Rated: Declared State of Disaster

Crowley NinthGenerated by Plan4Learning.com 1 of 45

Campus #220912-009December 11, 2020 2:56 PM

Mission StatementCrowley ISD provides our students with excellence in education so that all students achieve their full potential.

Campus Mission Statement:

The mission of Crowley Ninth Grade Campus is to create an environment that will allow each student to grow, learn, and achieve at their highest level.

VisionCrowley ISD will provide all students with a world-class, high-quality education where students are inspired to succeed in the global

community.

District ValuesWe value high academic achievement.1.

All students can learn through a variety of instructional methods and opportunities that meet their individual needs.

2.

Learning is enhanced through social interaction in a diverse setting.3.We value a safe and secure learning environment.4.

We value a positive work place in which each employee is appreciated and is provided opportunities for professional growth.

5.

We respect and value the opinions of all students, employees and community members.6.We encourage open, effective and timely communication with district stakeholders.7.

We support effective stewardship of public resources.8.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 6School Processes & Programs 8Perceptions 11

Priority Problem Statements 12Comprehensive Needs Assessment Data Documentation 13Goals 14

Goal 1: THRIVING STUDENTS: All CISD students will be equipped to thrive today and in the future. 14Goal 2: ENGAGED COMMUNITY: CISD will partner with families and the community to meet the needs of all students. 21Goal 3: EMPOWERED STAFF: CISD will empower all staff to provide a quality education for all students. 27

State Compensatory 31Budget for Crowley Ninth 31Personnel for Crowley Ninth 32

Title I Schoolwide Elements 33ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 331.1: Comprehensive Needs Assessment 33ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 332.1: Campus Improvement Plan developed with appropriate stakeholders 332.2: Regular monitoring and revision 332.3: Available to parents and community in an understandable format and language 332.4: Opportunities for all children to meet State standards 332.5: Increased learning time and well-rounded education 332.6: Address needs of all students, particularly at-risk 33ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 343.1: Develop and distribute Parent and Family Engagement Policy 343.2: Offer flexible number of parent involvement meetings 34

Title I Personnel 35Addendums 36



Comprehensive Needs AssessmentDemographics

Demographics Summary

1. Crowley Ninth Grade is located in Crowley, TX and has educated youth from Crowley and Fort Worth since 1971. The CH9 attendance zone expands from Crowley to portionsof Southwest Fort Worth with 64% of students being eligible for bus transportation. Crowley 9th Grade is a single grade campus and currently has 594 students enrolled. To assistwith the transition from middle to highshool, Crowley 9th Grade students are placed on teams/houses. Teaming gives students a place to belong and allows teachers theopportunity to do cross curricular studies. Freshman Orientation time is used for intervention and for teaching skills needed for success in high school. To further meet the needsof Crowley 9th Grade students programs such as AVID, Communities in School, and Destination Graduation are part of the supports offered to Crowley 9th Grade students. Thedemographic data for the campus is as follows:

2. Race/Ethnicity

35% Hispanic = 208

17% White = 101

47% Black/African American = 279

2% Asian/Other = 12

.03% Native Hawaiian or other Pacific Islander = 1

3. Student Groups:

74% Economically Disadvantaged = 423 students

16%- English Language Learner = 95

5%- Special Education = 30

47%-At Risk = 279

4. Staff Data:

Total: 49

African American - 30% - 15 staff, Hispanic - 14% - 7 staff members, White - 55% - 27 staff members

Teacher: 34

African American - 26% - 9 teachers, Hispanic - 18% - 6 teachers, White - 55% - 19 teachersCrowley NinthGenerated by Plan4Learning.com 4 of 45


5. Crowley 9th Grade Attendance rate for 2019-2020 was 96.5%. CHS-9 currently has an Attendance Review Committee in place to help track students who are in non-compliance with state attendance laws. Students that have been identified with attendance and behavior issues from the previous year have been assigned to Student SuccessCoaches. Coaches meet with students weekly, build connections with families, and track data for these students.

Demographics Strengths

The following are identified as demographic strengths:

Diverse student groups in terms of racial make-up allows for different perspectives. 1.Deaf-ed, BIC, ESL and other special programs provides students opportunities to interact with others of varying experiences and perspectives.2.Our AVID Elective class prepares our first generation college students for the challenges of post-secondary education.3.Our Destination Diploma success have focused their efforts post-secondary, college access, mentoring, and social empotional supports.4.The implementation of Academic Teaming has added an extra layer of support for students and teachers5.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Although there has been a significant decrease in referrals over the last 3 years, there is still a need for additional training in restorative practices. RootCause: We have approximately 30% new teachers and staff members that have had little to no training in Restorative Practices.



Student Learning

Student Learning Summary

CH9 will provide aligned, relevant, and rigorous curriculum and courses of study in order to prepare students to meet or exceed expected educational standards. We also work tograduate college and workforce ready students who demonstrate technology and 21st century skills necessary for post-secondary success in a global community.

According to TXschools.org:

We grew from a C (73) to a B and received an 81 overall.

-In the student achievement domain, we received an 80.

-In the school progress domain, we received an 82.

-In the closing the gaps domain, we received a 70.

--In addition, we received one distinction--Top 25%: Comparative Academic Growth.

Student Learning Strengths

CH9 students grew in every single tested area (Biology, Algebra, and English 1) and in every single category (approaches, meets, and masters) for the 2017-2018 school year andthe 2018-2019 school year.

The passing rate on report cards was 88.06% for the 2017-2018 school year. It increased to 91.4% overall in the 2018-2019 school year, which suggests students are being moresuccessful academically in class.

Algebra 1 passing rates experienced the following growth from 2017/18 to2018/2019: an increase of 8% in approaches standard, an increase of 12% in meets standard, and anincrease of 12% in masters standard.

Biology and English also had increases in every single category (approaches, meets, and masters) for the second year in a row.

--Biology had 4% increase in approaches, 11% in meets, and 5% in masters

--English had 8% increase in approaches, 8% in meets, and 2% in masters.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Students are performing below comparison group schools in the English 1 STAAR EOC. Root Cause: A lack of viable, comprehensive literacy plan toaddress students who enter significantly below grade level.Crowley NinthGenerated by Plan4Learning.com 6 of 45


Problem Statement 2: Compared to previous years, students are not as engaged (authentically *or* compliantly) during instructional time. Root Cause: COVID-19 safetyprotocols are in conflict with engaging best practices (e.g., discouraging unnecessary physical movement, maintaining social distance, sitting behind protective dividers,delivering instruction to both in-person and virtual learners simultaneously).



School Processes & Programs

School Processes & Programs Summary



Instructional:

(1) Each administrator will conduct coaching walkthroughs of the teachers on his or her appraisal list as well as provide coaching feedback for that group each week,following the Leverage Leadership model. In addition, Instructional Support Specialists support core departments by attending PLCs, helping teachers plan engaginglessons, and participating in coaching walkthroughs as well.

(2) Each week/month, the following meetings are conducted, designed to improve instructional practices: Best Practices, Campus Leadership Team, InstructionalFocus

(3) Internal appraisal system (outside of T-TESS) will be used 3 times in 2019-2020 school year to determine teacher growth.

Curricular:

(1) To promote a healthy school culture, PBIS will be used in conjunction with restorative practices--this program seeks to educate and repair rather than suspendand alienate students.

(2) To support struggling students, Crowley Ninth Grade provides curricular support in Algebra, English, Biology, and World History by using Achieve 3000 twiceper week and ALEKS daily.

(3) To adhere to TEKS scope and sequence suggestions, along with planning the most effective lessons possible, teachers meet in PLCs twice-per-week.

Personnel:

(1) To support teachers instructionally (in addition to the Leverage Leadership Model), department heads and Instructional Support Specialists conduct bi-weeklywalkthroughs designed to build teachers' capacity.

(2) To support teachers and students' needs, Crowley Ninth Grade is organized into academic teams. This arranges teachers of the same students (school within aschool concept) by proximity and allows them deliberate planning time each week to best improve student performance and environment/culture.

(3) Campus Connections meetings are conducted to support new to CH9 teachers.

Organizational:

(1) The master schedule is designed so that 6 teachers have 1 period to intentionally coach students who may be struggling academically, socially, or emotionally.

(2) Team leaders, department heads, and AP interns have been recruited and employed to help lead teachers, meetings, and think of creative ways to engage studentsand families at Crowley Ninth Grade.

(3) Other groups, such as CPOC and PBIS, are tasked with finding ways to create systems to motivate and incentivize staff and students.

Administrative:

(1) Administrative team members meet every week to determine and create systems and processes that align to our mission and vision (instruction goals andprocesses)

(2) Team leads, AP interns, and Department heads are empowered to participate in decision-making opportunities to facilitate building leadership capacity.



School Processes & Programs Strengths

-Building Leadership Capacity

-Attendance Incentive Program

-Feedback processes for all teachers

-The amount of coaching and support for all teachers, new and veteran

-Variety of curriculum resources to diagnose and respond to performance gaps

-Restorative Practices

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Crowley Ninth Grade will need to continue implement Restorative Practices strategies to continue supports for all students. Root Cause: A three yearreduction of discipline referral trends (down 68% since 2017-2018), show the significance of using RP and SEL strategies with fidelity and while still reinforcing implementation.



Perceptions

Perceptions Summary

Student Attendance--Attendance incentives are used every week (free lunch drawing) and every six weeks (Incentive Day)

Student Behavior--Restorative practices are being interwoven into the fabric of our culture, where we aim to educate, rather than suspend students.

Student Support--Student Success Team is organized to effectively plan and intervene on students' behalf, specifically those tho have historically struggled in the areas ofacademics, behavior, or attendance.

Academic Teams--The school is organized into academic teams with the 4 core teaching areas and 2 elective teachers on each team.

Perceptions Strengths

Parent University--Informing parents of high school requirements, procedures, opportunities, and expectations

Summer Freshman Academy--We had the unique opportunity to connect with students over the summer from 9:00 am-1:00 pm each day in a relaxed, yet productive, setting.

Fish Camp--All students and their families are given the opportunity to pick up schedules, tour the building, meet teachers, and find out about extracurricular activities.

Students of Character Walk--Each six weeks, parents are invited to celebrate students who have demonstrated exceptional character standards. Students are rewarded andrecognized.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Virtual parents feel like their students aren't getting the same attention as the in person students. Root Cause: New system stressors of the implementationprocess.



Priority Problem Statements



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goals

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainFederal Report Card Data

Student Data: Assessments

STAAR End-of-Course current and longitudinal results, including all versionsLocal benchmark or common assessments data

Student Data: Student Groups

Special education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataSTEM/STEAM dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Student surveys and/or other feedbackSchool safety data

Employee Data

Campus leadership dataCampus department and/or faculty meeting discussions and dataEvaluation(s) of professional development implementation and impactT-PESS data



GoalsGoal 1: THRIVING STUDENTS: All CISD students will be equipped to thrive today and in the future.

Performance Objective 1: Ensure a safe, secure and nurturing school environment.

Strategy 1: Crowley 9th Grade will utilize the Pandemic Response Team to develop a Campus COVID19 protocols andmitigation plan.

Strategy's Expected Result/Impact: School wide compliance of CDC recommendations.Staff Responsible for Monitoring: Members of the Pandemic Response Team

ReviewsFormative Summative

Oct Jan Apr July

Strategy 2: Monitor attendance of Face to Face and Virtual students so that both attendance rates are higher than 96%. We will assign attendance mentors for any students who do not meet 90%+ attendance, identified by the ARC.

Strategy's Expected Result/Impact: The overall attendance rate 96% or higher.Staff Responsible for Monitoring: Administrators, Attendance Clerk, Teachers.Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools


Oct Jan Apr July

Strategy 3: Students will be placed on academic teams. Teaming gives students a place to belong and allows teachers theopportunity to do cross curricular studies.

Strategy's Expected Result/Impact: Students and teachers benefit from a team approach to teaching and learning.Teaming fosters purposeful learning and meaningful relationships.Staff Responsible for Monitoring: Administrator, counselors, teachers.TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 2: Effective, Well-SupportedTeachers, Lever 3: Positive School Culture


Oct Jan Apr July

No Progress Accomplished Continue/Modify Discontinue



Goal 1: THRIVING STUDENTS: All CISD students will be equipped to thrive today and in the future.

Performance Objective 2: Provide a variety of learning and real-world experiences that enhance academic achievement.

Strategy 1: Crowley 9th grade students will be enrolled in Freshman Orientation classes where they will be providedsupports in the area of organization, study skills, and college preparation as a part of the course.

Strategy's Expected Result/Impact: Increase the Lexile Levels of targeted students, and college, career, andmilitary readiness through the use and monitoring of Xello, Achieve 3000, AVID college readiness activities, andTeam FO activities.Staff Responsible for Monitoring: Administrator, Instructional CoachesTEA Priorities: Build a foundation of reading and math, Connect high school to career and college - ESF Levers:Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Oct Jan Apr July

Strategy 2: Crowley Ninth Grade Center will utilize the Professional Learning Community twice per week to ensure theimplementation of guaranteed, viable curriculum.

Strategy's Expected Result/Impact: Clear, relevant, well-organized lesson plans that reflect best practice, align withstandards, and are appropriate for diverse learners.Staff Responsible for Monitoring: Administrators, Instructional Coaches, Department Leads.TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improvelow-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Oct Jan Apr July

Strategy 3: Staff will be trained on best practices that address concurrent instruction that will engage both face to face andvirtual learners. AVID WICOR strategies utilized campus wide.

Strategy's Expected Result/Impact: Increased student engagementStudent growthTeacher growthStaff Responsible for Monitoring: Administrators, Instructional Coaches, AVID Site Team


Oct Jan Apr July





Performance Objective 3: Nurture social and emotional development in all students.

Strategy 1: Restorative Practices will be used as the foundation for our discipline management program. This will ensurethe primary and secondary response to (discipline) intervention will include measures aimed at keeping kids in schoolrather than suspending them. Administrators, Counselors, and staff will be trained in Restorative practices. RestorativeCircles will be used a means to transition from CLC, resolve conflicts, and build relationships.

Strategy's Expected Result/Impact: -Decrease in recidivism rate for student referrals.-Increase in attendance and academic performanceStaff Responsible for Monitoring: Administrators, counselors, and staffTitle I Schoolwide Elements: 2.5 - ESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 2: CH9 will incorporate social-emotional learning and character education. SEL will be a focus for both studentsand adults-Character Strong curriculum will be incorporated through Freshman Orientation Classes.-SEL Student Room with resources -SEL Staff Room with resources-Incorporation of Wellness Wednesday and Self-care staff challenges

Strategy's Expected Result/Impact: Improve school safety and cultureStaff Responsible for Monitoring: Administrators, Counselors, StaffESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 3: Student Success Coaches are assigned to students that have had previous challenges in attendance, academics,disciplines. Success Coach will - Document weekly grades, attendance, discipline, meeting times, any parental or team contact. - Make parent contact/team contact at least once per six week- Meet with student at least once per week (goal setting meeting, tutorials, check-in, classroom visits)- Meet with students as a group once a week (circles, success lessons, lunch bunch, tutorials, etc.,)- Meet with Intervention Team once per 6 weeks to plan, to assess student and program progress.

Strategy's Expected Result/Impact: Improved academic success.Improved attendanceDecrease in discipline referralsStaff Responsible for Monitoring: Administrators, Counselors, Student Success Coaches/Targeted TeachersESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July



Strategy 4: Communities in Schools, Destination Diploma, Seasons of Change, and ETS will provide students withresources to address Social Emotional needs, mentoring, and post-secondary guidance. CIS and Destination Diploma willbe a part of the weekly CLT meetings to give feedback on the progress of their program to benefit all students with anemphasis on at-risk, economically disadvantaged, special education and traditionally under served populations.

Strategy's Expected Result/Impact: An increased number of at-risk Students will maintain an average grade of 70%in all classes and will recieve guidance on post-secondary education. (on the CIS & Grad Coach caseload).Staff Responsible for Monitoring: Administrator, Communities in School Representation, Graduation CoachTEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 5: Student of Character Walk: Each Six Weeks, six students will be selected by their teachers for demonstratingcharacter in academics and behaviors. Families are invited to surprise students on the character walk. A small reception forstudents and families follow the Character Walk.

Strategy's Expected Result/Impact: Increase and acknowledge positive behavior. This event provides a positiveinteraction between school, family, and community.Staff Responsible for Monitoring: Administrator, Faculty StaffESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July





Performance Objective 4: Ensure equitable access to district curriculum, aligned instructional processes, resources and experiences for all learners.

Strategy 1: Crowley Ninth Grade Center will utilize the Professional Learning Community twice per week to plan andcollaborate instruction using the four questions for improving student learning. Teachers evaluate student achievement inorder to provide interventions, collect data, and spiral in misconceptions for students

Strategy's Expected Result/Impact: Student growth Teacher growthStaff Responsible for Monitoring: Core Content department heads, teachers, and administratorsTitle I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Improvelow-performing schools


Oct Jan Apr July

Strategy 2: Freshman Orientation group developed specifically to target Males in Pre-AP/AP classes to provide supportsin the area of organization, study skills, and college readiness. The MOC model is used as the foundation for enrichmentdays in this class.

Strategy's Expected Result/Impact: Increase recruitment, support, and retention of African American young men inPre-AP/AP classes.Staff Responsible for Monitoring: Administrator, Counselor, Graduation Coach, Selected TeachersTEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 3: Crowley 9th Grade students that did not meet standard on 8th grade math benchmark or reading, 7th gradeSTAAR, and/or were NOT CONTACTABLE during Spring 2020 was placed in an Algebra I Remediation or Reading Labto address instructional gaps from previous year. -ALEKS, Delta Math, and teacher created RTI lessons will be used in Algebra Lab.-Achieve 3000 and teacher created RTI material will be used in Reading Lab

Strategy's Expected Result/Impact: Students will show progress on unit tests, benchmarks, and ultimately theSTAAR test.Increase in Reading LexileStaff Responsible for Monitoring: Teachers, Instructional Coaches and AdministratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities:Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 4: High-QualityCurriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy


Oct Jan Apr July



Strategy 4: Crowley 9th will offer Eagle Academy Afterschool Virtual tutorials and support. Eagle Academy will beoffered afterschool Monday - Thursday with each session starting with a Super Saturday Kickoff. Eagle Academy isdesigned to offer additional academic support to help student fill learning gaps and recover attendance hours for ARC.Freshman Orientation classes with be multitiered to included intervention and enrichment opportunities.

Strategy's Expected Result/Impact: -Fill academic gaps -Recover grades-Make up attendance hoursStaff Responsible for Monitoring: Administrator, Eagle Academy CoordinatorTEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5:Effective Instruction


Oct Jan Apr July





Performance Objective 5: Cultivate future-ready students.

Strategy 1: Freshman Orientation classes with be multitiered to included intervention and enrichment opportunities.Students who need intervention will be enrolled in advisory classes aimed to provide Tier 2 instruction while otherextension advisories will be created to appeal to students' interests. Those opportunities will include opportunities to read,write, and speak in areas that directly align with students' interests.

To address College and Career Readiness competencies, Crowley Ninth Grade will provide opportunities for students tochoose coursework during Freshman Orientation, mimicking college course picking procedures (ex: architecture,psychology, women/gender studies, diversity in film, debate, job skills)

Strategy's Expected Result/Impact: Students will experience more choice/voice and be exposed to the collegeatmosphere.Staff Responsible for Monitoring: Teachers, department heads, team leaders, counselorsTitle I Schoolwide Elements: 2.5 - TEA Priorities: Connect high school to career and college


Oct Jan Apr July

Strategy 2: Counselors will provide Xello training to students. Counselors will provide guidance at least 4 times a year tohelp students work towards CCMR completion.

Strategy's Expected Result/Impact: Students will understand their future academic and career possibilities. Xello helps students discover relevant college, university, trade, and career options based on their personality, skills,and knowledge.Staff Responsible for Monitoring: Administrator, CounselorsTEA Priorities: Connect high school to career and college


Oct Jan Apr July




Goal 2: ENGAGED COMMUNITY: CISD will partner with families and the community to meet the needs of all students.

Performance Objective 1: Create opportunities for students, families and community members to engage and learn together.

Strategy 1: Crowley 9th Grade will host a minimum of three Parent Universities. Parent University will provide parentswith information on supporting their student during virtual learning, information to support students during the middle tohighschool transition, provide information regarding attendance and credit, opportunities available to students, SEL skillsfor parents and students.

Strategy's Expected Result/Impact: Build positive bridge and relationships between school and home. Provide parents with additional skills and information to support their children in school.Staff Responsible for Monitoring: Administrators, Counselors, Communities in Schools staff, Graduation Coach,Student Success Club Facilitator.ESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 2: Crowley 9th Communities in Schools, Destination Diploma Program, AVID Club, and Student Success Clubwill host Family Events: Holiday Dinner, Grandparent Appreciation Activity, AVID Family Night, etc.

Strategy's Expected Result/Impact: Increase the number of campus/family/community events.Increase number of parents serving on CPOC

Campus Community Events (Holiday Family Event, Grandparents Event, etc)Staff Responsible for Monitoring: Administrators, Communities in School, Student Success Club, DestinationDiplomaTitle I Schoolwide Elements: 3.2 - TEA Priorities: Connect high school to career and college, Improve low-performing schools


Oct Jan Apr July

Strategy 3: Crowley 9th Grade will continue the partnership with Sycamore Pointe Apartments in participating in CampusMeet & Greets and informational sessions at The Pointe Club House.

Strategy's Expected Result/Impact: Build positive relationship between community and homeStaff Responsible for Monitoring: Administrator, Counselor, Communities in School, Graduation CoachESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July





Performance Objective 2: Engage in and sustain meaningful partnerships with community members and organizations to enhance the learner's experience.

Strategy 1: Crowley 9th will continue to build positive relationships with business and community partners to provideculture builders and incentives for teachers and students.Boo Rays - Teacher of Month IncentiveNicky D's - Staff Member of the MonthThe Fountains Church - Student Character WalksCrowley House of Hope, Harbison Fischer, Final Touch Floors - CH9 Family Dinners&Christmas Angels

Strategy's Expected Result/Impact: Positive relationships between school and communityPositive recognition and increased positive morale of families, students, and staff.Staff Responsible for Monitoring: Administrator, Counselors, Student Success Club Coordinator


Oct Jan Apr July





Performance Objective 3: Engage in consistent, current, and interactive communication that meets the needs of our diverse community.

Strategy 1: Utilize Family Eagles Newsletter (smore) to keep families updated CH9 information, celebrations, and news.Utilize Social Media Sites and blackboard to inform and highlight positive CH9 news. Use of Team websites and Remind101 to keep families up to date on important information. Campus Wide CH9 Google page to provide both virtual and face-to-face students updated information.

Strategy's Expected Result/Impact: Increased and effective communication with parents and community.Staff Responsible for Monitoring: Administrators, Teachers, CounselorsTitle I Schoolwide Elements: 3.2 - TEA Priorities: Connect high school to career and college


Oct Jan Apr July





Performance Objective 4: Ensure a safe, welcoming and engaging environment that fosters a sense of community among our families and staff.

Strategy 1: Front office staff will be trained in "Carrying the Banner" from Jimmy Casa's book Culturize. Front Officestaff development on customer service to better meet the needs of families and visitors.

Strategy's Expected Result/Impact: Ensure that each person that calls or enters our building feels supported.Staff Responsible for Monitoring: PrincipalESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 2: Faculty and staff training on positive communication with parents and Carrying the Banner.Strategy's Expected Result/Impact: All staff members will be provided with the tools needed to effectivelycommunicate with parents.Staff Responsible for Monitoring: PrincipalESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July

Strategy 3: CH9 Card Campaign - CH9 faculty and staff members will send personalized cards each month thecommunity members, students, and families.-Cards sent to students that made Honor Roll-Thank you cards to contributors-Post cards sent to students from their teachers-Student Success Welcome postcards sent from Administrators-Encouragement cards sent to parents from teachers-Families that have experienced hardship will recieve Campus Thinking About You Card

Strategy's Expected Result/Impact: The Card Campaign is intended to make connections with students, families,and community.Staff Responsible for Monitoring: Administrator, Campus Secretary, CounselorsESF Levers: Lever 3: Positive School Culture


Oct Jan Apr July





Performance Objective 5: Identify campus liaisons to create and maintain relationships with families, community members and organizations.

Strategy 1: Campus Administrators, Communities in Schools, Destination Diploma Coach, Student Success Sponsor, andkey faculty members have been identified as campus liaisons for Crowley 9th Grade.

Strategy's Expected Result/Impact: Positive relationships between school and familyStaff Responsible for Monitoring: Principal


Oct Jan Apr July





Performance Objective 6: Ensure financial responsibility and transparency to meet students needs.

Strategy 1: Utilize the Campus Performance Objective Committee to ensure the allocation of funds and human resources -Maintain flexibility in the campus budget to ensure school improvement-Seek input from stakeholders on areas to utilize resources for improvement

Strategy's Expected Result/Impact: -Stakeholders are given an opportunity to give input on areas to utilizeresources for improvement. d -Increased parent satisfaction results on survey to perceived connectedness to school.Staff Responsible for Monitoring: Principal, Principal Secretary and CPOC membersTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Improve low-performing schools


Oct Jan Apr July




Goal 3: EMPOWERED STAFF: CISD will empower all staff to provide a quality education for all students.

Performance Objective 1: Recruit, employ, develop and retain quality teaching, administrative, and support staff to attain excellence in studentperformance.Provide high-quality, job-embedded professional development.

Evaluation Data Sources: 100% of teaching staff meet High Qualified status.Improved employee satisfaction

Strategy 1: Crowley Ninth Grade will provide meaningful professional development using a variety of research-basedtools to build teachers' capacity to impact students.

-We will promote authentic literacy engagement through reading, writing, and speaking strategies using Focus bySchmoker.-We will use Teach Like a Champion strategies to increase number of high-level teaching strategies-We will use research from Mindset to develop a growth mindset across campus so that teachers are encouraged to try newstrategies.-We will use Teach Like a Champion strategies to increase number of high-level teaching strategies-We will implement What Great Teachers do Differently to build teachers' toolbox-We will review strategies from Love and Logic to build teacher's capacity to build relationships with students-We will provide choices for professional development days so that teachers can improve strategies that are pertinent totheir needs-Integrate microteaching strategies into planning and instructional delivery.-Teachers will have access to online trainings through Effective School Projects training in October, November, andFebruary.-Administrators will provide data-driven professional development based on teacher-selected T-TESS goals

Strategy's Expected Result/Impact: Increased student engagement and student performance. STAAR EOC resultswill improve in each tested area for 2020-21 school year.Staff Responsible for Monitoring: Teachers, Administrators, Instructional Supports, and District ProfessionalDevelopment staff.Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build afoundation of reading and math, Improve low-performing schools


Oct Jan Apr July

Strategy 2: Administrative Staff and Instructional Coaches will identify campus staff development needs through learningwalks and teacher feedback.

Strategy's Expected Result/Impact: Staff members will recieve relevant, purposeful staff development.Improved student achievementIncreased teacher capacityStaff Responsible for Monitoring: Campus Administrators, Instructional Coaches, Teacher Leaders


Oct Jan Apr July





Performance Objective 2: Implement a comprehensive, tiered program of learning and opportunities for all staff.

Strategy 1: We will provide each new teacher with a trained mentor and each experienced, yet new to campus teacher withcampus partner.-Ensure that mentors/mentees attend trainings at district level-Ensure that partner teachers meet with partner on monthly bases-First year and new to campus teachers will attend Campus Connections check in meetings with the administrative teamonce per marking period-First year and new to CH9 teachers will attend trainings at Effective School Projects in October, November, and February-Teachers will engage in choice of growth through Professional Development Menus by semester

Strategy's Expected Result/Impact: Improved student outcomeIncrease Teacher CapacityIncreased Teacher RetentionStaff Responsible for Monitoring: Mentors, Teachers, AdministratorsTitle I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals


Oct Jan Apr July

Strategy 2: All teachers will engage in the Better/Faster and/or Leverage Leadership coaching model with the waterfallframework (to include an instructional strategy and classroom management strategy). This will include a coaching meeting,walkthrough, and follow-up feedback cycle.

Strategy's Expected Result/Impact: Improved student outcomeIncrease Teacher CapacityStaff Responsible for Monitoring: Campus Administrator, Instructional CoachesTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improvelow-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Oct Jan Apr July



Strategy 3: Crowley 9th Grade Staff Google Page is an interactive hub for sharing Best Practices. Administrators andInstructional coaches post videos, articles, and videos of High-Yield Instructional Strategies. Teachers also share bestpractices, articles, and classroom videos through this page.

The CH9 Group Me page provides a real time look at best practices going on on our campus. Administrators andInstructional Coaches share spotted best practices around campus. Teachers share pictures or videos of great things goingon in their classroom or share great things that their colleagues are doing.

Faculty Members participate in Individual and Team Best Practice and SEL Bingo. Staff invites an Administrator or Coachto their class to observe a best practice from the bingo board. Teachers can also upload videos completing a strategy orinvite a colleague to their room to observe.

Strategy's Expected Result/Impact: Improved student performanceBuild teacher capacity.Colleagues are able to learn from one another.Staff Responsible for Monitoring: Administrators, Instructional Coaches, Faculty/Staff.TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improvelow-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: EffectiveInstruction


Oct Jan Apr July





Performance Objective 3: Equitably distribute and effectively use resources across the district.

Strategy 1: Use campus budget to provide the needed resources to improve student academic success and social emotionalneeds. To include professional development, tutorials, resources needed to support concurrent teaching, and instructionalresources.

Strategy's Expected Result/Impact: Improved student outcomes, strengthened teacher capacity, and alignedfinancial practices based on campus targets.Staff Responsible for Monitoring: Campus Administrators, Instructional Coaches, Department Heads, CampusSecretaryTitle I Schoolwide Elements: 2.4, 2.5, 2.6, 3.2


Oct Jan Apr July




State CompensatoryBudget for Crowley Ninth

Account Code Account Title Budget

6100 Payroll Costs

199.XX.6112.00.009.0.XX 6112 Salaries or Wages for Substitute Teachers or Other Professionals $620.00

199.XX.6116.00.009.0.XX 6116 Extra Duty Stipend - Locally Defined $5,452.00

199.XX.6118.00.009.0.XX 6118 Extra Duty Stipend - Locally Defined $21,000.00

199.XX.6119.00.009.0.XX 6119 Salaries or Wages - Teachers and Other Professional Personnel $51,007.00

199.XX.6141.00.009.0.XX 6141 Social Security/Medicare $1,026.00

199.XX.6142.00.009.0.XX 6142 Group Health and Life Insurance $2,430.00

199.XX.6143.00.009.0.XX 6143 Workers' Compensation $336.00

199.XX.6144.00.009.0.XX 6144 Teacher Retirement/TRS Care - On Behalf Payment $4,743.00

199.XX.6146.00.009.0.XX 6146 Teacher Retirement/TRS Care $2,039.00

6100 Subtotal: $88,653.00

6400 Other Operating Costs

199.XX.6411.00.009.0.XX 6411 Employee Travel $2,000.00

199.XX.6494.00.009.0.XX 6494 Reclassified Transportation Expenses $2,000.00

199.XX.6499.00.009.0.XX 6499 Miscellaneous Operating Costs $300.00

6400 Subtotal: $4,300.00



Personnel for Crowley Ninth

Name Position Program FTE

Professional Staff Teacher Content Mastery 0.9



Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

We examined survey responses, attendance data, performance data, and other sources to develop our CNA.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

The campus improvement plan involved feedback from CPOC members, teachers, assistant principals, instructional support specialists. Each member brought ideas andsubmitted them online before discussing them at the collective meeting.

2.2: Regular monitoring and revision

We engage in monitoring the Campus Improvement Plan monthly in administrative meetings. Informally, we collect evidence from parents and teachers to determine to whatextent we have progressed at the various checkpoints.

2.3: Available to parents and community in an understandable format and language

Parents and community members have access to this document on our webpage. We will also make copies available for any members who request them.

2.4: Opportunities for all children to meet State standards

Students have several opportunities to learn standards in relevant and engaging ways--technology, reading, writing, groupwork, discussion, labs, and many other learningmodalities. In addition, students are given opportunities to take practice assessments and become accustomed to the language and rigor of state standards through CFAs,benchmarks, and other common assessments.

2.5: Increased learning time and well-rounded education

Master schedule was created with maximizing learning time (i.e. reducing passing period times) as well as give students choice and voice in their academic planning. To that end,students typically get 3 elective choices. Additionally, we have designed a course--Freshman Orientation--to provide a comprehensive and well-rounded curriculum for students. This curriculum includes literacy instruction, nutrition, financial literacy, social/emotional concepts, and many other relevant instructional materials.

2.6: Address needs of all students, particularly at-risk



Crowley Ninth Grade faculty members have designed curriculum to address social and emotional needs. Specifically, restorative practices are used to establish a culture builtupon understanding, respect, empathy. Various levels of academic support--algebra lab, reading lab, and RtI--have also been established to fill in gaps for students who are at-risk, who have been unsuccessful, etc.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

We emailed out the Engagement Policy via Blackboard to all parents as well as printed them out for all students to take home. Finally, we provided copies at our initial Title 1meeting.

3.2: Offer flexible number of parent involvement meetings

We hosted a Virtual Fish Camp & Parent Information Night, September 3rd. Students and parents had the opportunities to be oriented to the building, our procedures, teachers,9th grade teaming, and other important parts of culture as well as the protocol for Virtual Learning. Later, we conducted a Parent Night for parents of Face To Face Learners togo over the Back to School Protocol. We are planning a Parent University for November 18th to give information about graduation requirements, graduation plans, ways to getinvolved, and helping students through virtual and F2F learning. We will continue conducting parent meetings at various times throughout the year.



Title I PersonnelName Position Program FTE

Rachel Allen Instructional Support Specialist Instruction 1



Addendums



CAMPUS COMPLIANCE ADDENDUM

STATE MANDATES IMPLEMENTATION REFERENCE

Texas law and Board Policies mandate the following be addressed with strategies for improving student performance. To increase the campus/district’s ability to focus on a

limited number of targeted initiatives in this improvement plan, the campus/district will plan, implement, monitor and evaluate the following mandates through other

procedures and practices. When requested, the Person Responsible will report progress to the campus/district site- based committee.

MANDATE REFERENCES PERSON

RESPONSIBLE

LOCATION OF IMPLEMENTATION and

EVALUATION DOCUMENTATION

1. Instructional methods for all student groups not achieving their full potential

TEC 11.252(a)(3)(A) Executive Director of Curriculum & Instruction

District Improvement Plan Strategies

CISD Responsive Intervention Webpage

2. Violence Prevention and Intervention

TEC 11.253(d)(8) Board Policy FFI(Local) Board Policy FFH(Local)

Chief of Student Services CISD Bullying Prevention Webpage FFI (Local) FFH (Local)

3. Accelerated Education TEC 11.252(3)(H) Director of Gifted & Talented, AVID, and

Advanced Academics

Gifted & Talented Education Webpage EHBB (Local)

4. Dropout Prevention

TEC 11.252

Director of Counseling

Principal, Crowley Learning Center

CISD Response Intervention Webpage BQA (Legal) and BQB (Legal) Dropout Process Information

https://www.crowleyisdtx.org/Domain/886https://www.crowleyisdtx.org/Domain/489https://pol.tasb.org/Policy/Code/1107?filter=FFIhttps://pol.tasb.org/Policy/Code/1107?filter=FFHhttps://www.crowleyisdtx.org/Page/3787https://pol.tasb.org/Policy/Code/1107?filter=EHBBhttps://www.crowleyisdtx.org/Domain/886https://pol.tasb.org/Policy/Search/1107?filter=Dropout


RESPONSIBLE



5. Recruiting Certified Teachers and Highly-Qualified

Paraprofessionals

● Assisting teachers and paraprofessionals to meet

certification requirements and/or highly qualified

requirements

● Strategies and activities to ensuring the campus and

district is making progress toward having all classes

taught by state certified, highly effective teachers

● Ensuring that teachers are receiving high-quality

professional development

● Attracting and retaining certified, highly effective teachers

ESSA Chief of Staff and Governance


6. Staff development for professional staff TEC 11.252(3)(F) Executive Director of Professional Development and Social Emotional Learning

CISD Professional Learning Department Webpage

7. Attendance

Crowley ISD has implemented School Innovations & Achievement’s (SA&I) Attention2Attendance program, which is an award-winning early warning and attendance intervention system designed to increase learning time for all students and improve site and parent relationships. It helps remove administrative burden from staff and enhance school culture and climate.

TEC 11.253(d)(10)(c)

Chief of Student Services

Attention2Attendance Program Information

8. Parental Involvement

All school activities will give proper consideration to the involvement of families. Each school has a Campus Performance Objectives Committee (CPOC) consisting of parents, teachers, administrators, community members and other school staff. The committee will meet regularly and annually update the Campus Parent and Family Engagement Plan. The goal is to have parents play a vital role in decision making regarding the Title I program.

TEC 11.253(d)(9) Coordinator of Stakeholder Involvement

CISD Parent & Family Engagement Plan

https://www.crowleyisdtx.org/Domain/879https://www.crowleyisdtx.org/Domain/879https://www.sia-us.com/attention2attendancehttps://www.sia-us.com/attention2attendance


RESPONSIBLE



9. Coordinated Health Program

● Student fitness assessment data

● Student academic performance data

● Student attendance rates

● Percentage of students who are Economically

Disadvantaged

● Use and success of methods of physical activity

● Other indicators

TEC 11.253(d)

Board Policy FFA(Local)

Executive Director of Operations Chief of Student Services Coordinator of Health Services SHAC Committee

CISD Health Webpage Coordinated School Health Info

10. Student Welfare: Crisis Intervention Programs & Training

● District Program(s) selected from a list provided by TDSHS

in coordination with TEA and the ESCs on these topics:

o Mental health promotion and positive youth

development

o Early mental health intervention

o Substance abuse prevention o Suicide prevention and suicide prevention including

parent/guardian notification procedures o Conflict resolution programs o Violence prevention and intervention programs o Unwanted physical or verbal aggression o Sexual harassment o Harassment and dating violence

● Training for teachers, school counselors, principals and

all other appropriate personnel.

Health and Safety Code, Ch.

161, Subchapter O-1, Sec.

161.325(f)(2)

TEC 11.252(3)(B)(i)

TEC 11.252(a)(3)(E)

TEC 11.252(3)(B)

TEC 11.253(d)(8)

TEC 37.001

Family Code 71.0021 TEC 37.0831

Board Policy FFB(Legal)

Board Policy FFH(Legal)

Board Policy DMA(Legal)

Executive Director of Professional Development and Social Emotional Learning Director of Counseling Chief of Student Services

CISD Guidance & Counseling Webpage Suicide Awareness & Prevention

CISD Professional Learning Department Webpage FFI (Local) FFH (Local)

https://www.crowleyisdtx.org/Page/2594https://www.crowleyisdtx.org/Domain/647https://www.crowleyisdtx.org/Domain/879https://www.crowleyisdtx.org/Domain/879https://pol.tasb.org/Policy/Code/1107?filter=FFIhttps://pol.tasb.org/Policy/Code/1107?filter=FFH


RESPONSIBLE



11. District/Campus Decision-Making and Planning Policies

● Evaluation – at least every two years TEC 11.252(d)

Board Policy BQA(Local)

Board Policy BQB(Local)

Superintendent

Deputy Superintendent

District-wide Educational

Improvement Council (DWEIC)

Campus

Performance Objectives Committee

(CPOC)

Strategic Plan

District Improvement Plan

Campus Improvement Plans

Targeted Improvement Plans

Addendum to the 2019-20 District/Campus Improvement Plans

COORDINATED SCHOOL HEALTH

Annual fitness assessment

Health and wellness education for students

Nutritional monthly emphasis on fruits and vegetables

Healthy for Life quarterly newsletter for students, staff and community

American Heart Association wellness program for staff Subject: DROPOUT

PROCESS

1. Students who withdraw from a campus must complete a Withdrawal Form which indicates the date of withdrawal, the reason for withdrawal, destination, and is signed by the parent or guardian.

2. Identification lists of potential dropouts will be sent by the PEIMS Department to the campuses near the beginning of each school year.

3. Each student on the list will be located and documentation will be verified by campus officials.

4. Students in danger of not graduating and those who have completed required coursework but not the required state assessments will receive appropriate Dropout Prevention counseling and develop a personal graduation plan which may include interventions, accelerated instruction, or Bridges Academy.

EMERGENCY PREPAREDNESS DRILLS

Ensure all campuses are in 100% compliance as measured by the emergency preparedness drill documentation form.

1. Each campus schedules drills with the Coordinator for Safety & Security and documents the following drills:

a. Building Evacuation (Fire Drill) – at least one per month for each month school is in session 10 or more days, including one obstructed drill

b. Lock Down – at least two per year

c. Severe Weather – at least two per year

d. Shelter in Place – at least two per year

e. Reverse Evacuation – at least two per year

f. Other - includes Bus Evacuation Drill

2. Fire Exit Drills are recorded and submitted annually to the State Fire Marshal Subject: McKinney-

VENTO HOMELESS ASSISTANCE

The Residency Questionnaire form within the registration will be completed by the parent/guardian and submitted to the campus who will submit to the District Homeless Liaison for verification.

Crowley ISD guarantees that a family/student can enroll in school if residing:

a. In a shelter (family shelter, domestic violence shelter, youth shelter, or transitional living program b. In a hotel/motel, or weekly-rate housing

c. In a house or apartment with more than one family because of economic hardship or loss d. In an abandoned building or a car, at a campground, or on the street,

e. In a temporary foster care

f. In a substandard housing (no electricity, no water, and/no heat)

g. With friends or family because the student is a runaway or unaccompanied youth

The District Homeless Liaison provides the Director of Nutrition & Food Services with the names of the students in the district that have been identified as homeless in order to provide Free & Reduced Lunch.

The following services are made available for students identified under the McKinney Vento Act:

a. Qualify automatically for Child Nutrition Programs (Free and Reduced-Priced Lunch and other district food programs)

b. John Peter Smith (JPS) Hospital School-based Clinic located on Crowley ISD Clinic

c. Campus Counselor and designated campus Community In Schools Social Worker assist with obtaining services from community and government agencies and organizations

d. Continue to attend the school in which the student was last enrolled, even if the student has moved from that school’s attendance zone or district

e. Transportation provided from student’s current residence back to the student’s school of origin

f. The availability to contact the District Homeless Liaison to resolve any disputes that may occur during the enrollment process

Subject: PREGNANCY RELATED SERVICES (PRS) PROGRAM

1. Identification and verification documents will be completed by campus officials.

2. The following services will be made available to each student eligible for PRS:

a. Compensatory Education Home Instruction (CEHI) for the regular education student provided by a certified teacher and for the special education homebound student additional PRS contact hours will be provided by a certified teacher, counselor, nurse or social worker.

b. Counseling services including the initial session when the student discloses the pregnancy. c. John Peter Smith (JPS) Hospital School-Based Health Clinic located on a Crowley ISD campus. d. Health services, including services from the school nurse and certified athletic trainer.

e. Schedule modification for instruction (inside or outside the classroom) related to parenting knowledge and skills, including child development, home and family living, and appropriate job readiness training.

f. Assistance obtaining services from government agencies and community service organizations. 3. Documentation, as defined by the PRS procedures, of each student’s participation in the PRS program will be maintained

on the campus. Subject: TEXAS BEHAVIOR SUPPORT INITIATIVE (TBSI)

1. Any campus personnel likely to use restraint or likely to use time-out as part of a student’s Individualized Education Program and/or Behavior Intervention Plan must receive training in the Texas Behavior Support Initiative (TBSI).

2. The school staff member will complete the first six modules online prior to taking module seven, Physical Restraint. The District adopted restraint training program is Nonviolent Crisis Intervention through the Crisis Prevention Institute (CPI).

3. Before being allowed to register for CPI, the school staff member must provide evidence to the CISD Professional Development Department that they have gone through the first six modules of TBSI.

4. Campus personnel are only required to participate in the online module training one time. The physical restraint training program requires annual training.

5. Personnel called upon to use restraint and who have not received prior training must receive training in the six modules of TBSI and CPI within 30 school days following the use of restraint.

6. Each campus in the District is required to maintain a core team of an administrator, general education teacher and a special education teacher trained in TBSI and CPI.

Suicide Awareness & Prevention

In Crowley ISD steps are taken to empower students at every grade level with protective influences that decrease the likelihood

of suicide. These steps are provided in a variety of methods and with age- related considerations.

The elementary and intermediate campuses utilize classroom lessons on the topics of kindness, self- confidence,

communication, and perseverance. Each of these traits contribute to a healthy self and supportive relationships. Throughout

the school year speakers and programs are presented to the students and staff that promote protective qualities which

reduce the risk for suicide.

At the middle School and high School campuses the attributes of kindness, self-confidence, communication, perseverance, and

leadership are also imparted in a variety of means. In September, each campus utilizes a Suicide Prevention Week. During this

week announcements are shared giving suicide awareness and prevention tools. Students are equipped with information to

report concerns regarding peers, family, and themselves. Throughout the school year speakers and programs are presented to

the students and staff that promote protective qualities which reduce the risk for suicide.

Additionally, staff on all Crowley ISD campuses are provided training on suicide awareness. Staff are provided basic information for

offering support to a student in crisis and ensuring student safety. All Crowley ISD campuses have a procedure to follow when an

out-cry or self-harm concern is presented. A student at risk of suicide or self -harm is screened for risk level, a parent or guardian is

provided an Emergency Notification that includes external referral sources, and follow up with the student is carried out to ensure

support and a healthy welfare of the student.

Parent and Family Engagement Plan

Crowley ISD agrees to implement the following statutory requirements:

Crowley ISD will put into operation programs, activities and procedures for the engagement of parents

and families in all schools with Title I, Part A Programs, consistent with the Elementary and Secondary

Education Act (ESEA). Those programs, activities and procedures will be planned and operated with

meaningful consultation with parents.

Crowley ISD will work with schools to ensure that the required school-level Parent and Family

Engagement plans meet the requirements of the ESEA.

Crowley ISD will incorporate this plan into its District Improvement Plan.

In carrying out Title I, Part A parent and family engagement requirements Crowley ISD and its schools

will provide full opportunities for the participation of parents and families with limited English

proficiency, parents with disabilities and parents of migratory children. Crowley ISD will provide

information and required school reports in an understandable and uniform format in a language parents

understand.

Crowley ISD will involve the families of children served in Title I, Part A schools in decisions about

how the 1 percent of Title I, Part A funds reserved for parent and family engagement are spent.

Crowley ISD will provide the following necessary coordination, technical assistance and other support

to Title I, Part A schools in planning and implementing effective parental involvement activities to

improve student academic achievement and school performance (A) Support from Title I Specialists;

(B) Professional development provided to Title I Intervention Teachers by Reading and Math

Intervention Specialists; (C) Title I Collaborative Meetings.

In Crowley ISD, parent and family engagement means regular, two-way and meaningful communication

involving student academic learning and other school activities, ensuring that (A) families play an

integral role in their child’s learning; (B) families are encouraged to be actively involved in their child’s

education at school; (C) families are full partners in their child’s education and are included, as

appropriate, in decision-making and on advisory committees to assist in the education of their child; (D)

the carrying out of other activities.

Federal Program Expenditures

All district and campus expenditures related to the following Federal Grants will be utilized for

the purposes and intended audiences stated below:

Grant Purpose and Intended Beneficiaries

Title I, Part A The purpose of the grant is to help all students meet the state student

performance standards by providing supplemental resources to the LEA. The

intended beneficiaries are students who experience difficulties mastering the

state academic achievement standards.

Title II, Part A The two purposes of the grant are 1) to increase student academic achievement

through improving teacher and principal quality and increasing the number of

highly qualified teachers in the classroom as well as highly qualified principals

and assistant principals; and 2) to hold LEAs and schools accountable for

improving student academic achievement. The intended beneficiaries are

teachers and principals, including assistant principals, and as appropriate,

administrators, pupil services personnel, and paraprofessionals.

Title III, Part A The purpose of the grant is to provide supplemental resources to help ensure

that children who are limited English proficient attain English proficiency at

high levels in core academic subjects and can meet state mandated achievement

performance standards. The intended beneficiaries are LEP students, including

immigrant children and youth.

Title IV, Part A The purpose of the grant is to provide: 1) all students with access to a well-

rounded education, 2) improve school conditions for student learning, and 3)

improve the use of technology in order to enhance academic outcomes and

digital literacy of students.

Perkins Grant The purpose of the grant is to develop more fully the academic and technical

skills of secondary students who elect to enroll in career and technical education

programs.

Title IV, Part B The purpose of the grant is to provide academic enrichment opportunities

21st Century Grant during non-school hours for children, particularly student who attend high-

poverty and low-performing schools.

CAMPUS COMPLIANCE ADDENDUM

STATE MANDATES IMPLEMENTATION REFERENCE

Texas law and Board Policies mandate the following be addressed with strategies for improving student performance. To increase the campus/district’s ability to focus on a

limited number of targeted initiatives in this improvement plan, the campus/district will plan, implement, monitor and evaluate the following mandates through other

procedures and practices. When requested, the Person Responsible will report progress to the campus/district site- based committee.


RESPONSIBLE



1. Instructional methods for all student groups not achieving their full potential

TEC 11.252(a)(3)(A) Executive Director of Curriculum & Instruction


CISD Responsive Intervention Webpage

2. Violence Prevention and Intervention

TEC 11.253(d)(8) Board Policy FFI(Local) Board Policy FFH(Local)

Chief of Student Services CISD Bullying Prevention Webpage FFI (Local) FFH (Local)

3. Accelerated Education TEC 11.252(3)(H) Director of Gifted & Talented, AVID, and

Advanced Academics

Gifted & Talented Education Webpage EHBB (Local)

4. Dropout Prevention

TEC 11.252

Director of Counseling

Principal, Crowley Learning Center

CISD Response Intervention Webpage BQA (Legal) and BQB (Legal) Dropout Process Information

https://www.crowleyisdtx.org/Domain/886https://www.crowleyisdtx.org/Domain/489https://pol.tasb.org/Policy/Code/1107?filter=FFIhttps://pol.tasb.org/Policy/Code/1107?filter=FFHhttps://www.crowleyisdtx.org/Page/3787https://pol.tasb.org/Policy/Code/1107?filter=EHBBhttps://www.crowleyisdtx.org/Domain/886https://pol.tasb.org/Policy/Search/1107?filter=Dropout


RESPONSIBLE



5. Recruiting Certified Teachers and Highly-Qualified

Paraprofessionals

● Assisting teachers and paraprofessionals to meet

certification requirements and/or highly qualified

requirements

● Strategies and activities to ensuring the campus and

district is making progress toward having all classes

taught by state certified, highly effective teachers

● Ensuring that teachers are receiving high-quality

professional development

● Attracting and retaining certified, highly effective teachers

ESSA Chief of Staff and Governance


6. Staff development for professional staff TEC 11.252(3)(F) Executive Director of Professional Development and Social Emotional Learning

CISD Professional Learning Department Webpage

7. Attendance

Crowley ISD has implemented School Innovations & Achievement’s (SA&I) Attention2Attendance program, which is an award-winning early warning and attendance intervention system designed to increase learning time for all students and improve site and parent relationships. It helps remove administrative burden from staff and enhance school culture and climate.

TEC 11.253(d)(10)(c)

Chief of Student Services

Attention2Attendance Program Information

8. Parental Involvement

All school activities will give proper consideration to the involvement of families. Each school has a Campus Performance Objectives Committee (CPOC) consisting of parents, teachers, administrators, community members and other school staff. The committee will meet regularly and annually update the Campus Parent and Family Engagement Plan. The goal is to have parents play a vital role in decision making regarding the Title I program.

TEC 11.253(d)(9) Coordinator of Stakeholder Involvement

CISD Parent & Family Engagement Plan

https://www.crowleyisdtx.org/Domain/879https://www.crowleyisdtx.org/Domain/879https://www.sia-us.com/attention2attendancehttps://www.sia-us.com/attention2attendance


RESPONSIBLE



9. Coordinated Health Program

● Student fitness assessment data

● Student academic performance data

● Student attendance rates

● Percentage of students who are Economically

Disadvantaged

● Use and success of methods of physical activity

● Other indicators

TEC 11.253(d)

Board Policy FFA(Local)

Executive Director of Operations Chief of Student Services Coordinator of Health Services SHAC Committee

CISD Health Webpage Coordinated School Health Info

10. Student Welfare: Crisis Intervention Programs & Training

● District Program(s) selected from a list provided by TDSHS

in coordination with TEA and the ESCs on these topics:

o Mental health promotion and positive youth

development

o Early mental health intervention

o Substance abuse prevention o Suicide prevention and suicide prevention including

parent/guardian notification procedures o Conflict resolution programs o Violence prevention and intervention programs o Unwanted physical or verbal aggression o Sexual harassment o Harassment and dating violence

● Training for teachers, school counselors, principals and

all other appropriate personnel.

Health and Safety Code, Ch.

161, Subchapter O-1, Sec.

161.325(f)(2)

TEC 11.252(3)(B)(i)

TEC 11.252(a)(3)(E)

TEC 11.252(3)(B)

TEC 11.253(d)(8)

TEC 37.001

Family Code 71.0021 TEC 37.0831

Board Policy FFB(Legal)

Board Policy FFH(Legal)

Board Policy DMA(Legal)

Executive Director of Professional Development and Social Emotional Learning Director of Counseling Chief of Student Services

CISD Guidance & Counseling Webpage Suicide Awareness & Prevention

CISD Professional Learning Department Webpage FFI (Local) FFH (Local)

https://www.crowleyisdtx.org/Page/2594https://www.crowleyisdtx.org/Domain/647https://www.crowleyisdtx.org/Domain/879https://www.crowleyisdtx.org/Domain/879https://pol.tasb.org/Policy/Code/1107?filter=FFIhttps://pol.tasb.org/Policy/Code/1107?filter=FFH


RESPONSIBLE



11. District/Campus Decision-Making and Planning Policies

● Evaluation – at least every two years TEC 11.252(d)

Board Policy BQA(Local)

Board Policy BQB(Local)

Superintendent

Deputy Superintendent

District-wide Educational

Improvement Council (DWEIC)

Campus

Performance Objectives Committee

(CPOC)

Strategic Plan

District Improvement Plan

Campus Improvement Plans

Targeted Improvement Plans

Addendum to the 2019-20 District/Campus Improvement Plans

COORDINATED SCHOOL HEALTH

Annual fitness assessment

Health and wellness education for students

Nutritional monthly emphasis on fruits and vegetables

Healthy for Life quarterly newsletter for students, staff and community

American Heart Association wellness program for staff Subject: DROPOUT

PROCESS

1. Students who withdraw from a campus must complete a Withdrawal Form which indicates the date of withdrawal, the reason for withdrawal, destination, and is signed by the parent or guardian.

2. Identification lists of potential dropouts will be sent by the PEIMS Department to the campuses near the beginning of each school year.

3. Each student on the list will be located and documentation will be verified by campus officials.

4. Students in danger of not graduating and those who have completed required coursework but not the required state assessments will receive appropriate Dropout Prevention counseling and develop a personal graduation plan which may include interventions, accelerated instruction, or Bridges Academy.

EMERGENCY PREPAREDNESS DRILLS

Ensure all campuses are in 100% compliance as measured by the emergency preparedness drill documentation form.

1. Each campus schedules drills with the Coordinator for Safety & Security and documents the following drills:

a. Building Evacuation (Fire Drill) – at least one per month for each month school is in session 10 or more days, including one obstructed drill

b. Lock Down – at least two per year

c. Severe Weather – at least two per year

d. Shelter in Place – at least two per year

e. Reverse Evacuation – at least two per year

f. Other - includes Bus Evacuation Drill

2. Fire Exit Drills are recorded and submitted annually to the State Fire Marshal Subject: McKinney-

VENTO HOMELESS ASSISTANCE

The Residency Questionnaire form within the registration will be completed by the parent/guardian and submitted to the campus who will submit to the District Homeless Liaison for verification.

Crowley ISD guarantees that a family/student can enroll in school if residing:

a. In a shelter (family shelter, domestic violence shelter, youth shelter, or transitional living program b. In a hotel/motel, or weekly-rate housing

c. In a house or apartment with more than one family because of economic hardship or loss d. In an abandoned building or a car, at a campground, or on the street,

e. In a temporary foster care

f. In a substandard housing (no electricity, no water, and/no heat)

g. With friends or family because the student is a runaway or unaccompanied youth

The District Homeless Liaison provides the Director of Nutrition & Food Services with the names of the students in the district that have been identified as homeless in order to provide Free & Reduced Lunch.

The following services are made available for students identified under the McKinney Vento Act:

a. Qualify automatically for Child Nutrition Programs (Free and Reduced-Priced Lunch and other district food programs)

b. John Peter Smith (JPS) Hospital School-based Clinic located on Crowley ISD Clinic

c. Campus Counselor and designated campus Community In Schools Social Worker assist with obtaining services from community and government agencies and organizations

d. Continue to attend the school in which the student was last enrolled, even if the student has moved from that school’s attendance zone or district

e. Transportation provided from student’s current residence back to the student’s school of origin

f. The availability to contact the District Homeless Liaison to resolve any disputes that may occur during the enrollment process

Subject: PREGNANCY RELATED SERVICES (PRS) PROGRAM

1. Identification and verification documents will be completed by campus officials.

2. The following services will be made available to each student eligible for PRS:

a. Compensatory Education Home Instruction (CEHI) for the regular education student provided by a certified teacher and for the special education homebound student additional PRS contact hours will be provided by a certified teacher, counselor, nurse or social worker.

b. Counseling services including the initial session when the student discloses the pregnancy. c. John Peter Smith (JPS) Hospital School-Based Health Clinic located on a Crowley ISD campus. d. Health services, including services from the school nurse and certified athletic trainer.

e. Schedule modification for instruction (inside or outside the classroom) related to parenting knowledge and skills, including child development, home and family living, and appropriate job readiness training.

f. Assistance obtaining services from government agencies and community service organizations. 3. Documentation, as defined by the PRS procedures, of each student’s participation in the PRS program will be maintained

on the campus. Subject: TEXAS BEHAVIOR SUPPORT INITIATIVE (TBSI)

1. Any campus personnel likely to use restraint or likely to use time-out as part of a student’s Individualized Education Program and/or Behavior Intervention Plan must receive training in the Texas Behavior Support Initiative (TBSI).

2. The school staff member will complete the first six modules online prior to taking module seven, Physical Restraint. The District adopted restraint training program is Nonviolent Crisis Intervention through the Crisis Prevention Institute (CPI).

3. Before being allowed to register for CPI, the school staff member must provide evidence to the CISD Professional Development Department that they have gone through the first six modules of TBSI.

4. Campus personnel are only required to participate in the online module training one time. The physical restraint training program requires annual training.

5. Personnel called upon to use restraint and who have not received prior training must receive training in the six modules of TBSI and CPI within 30 school days following the use of restraint.

6. Each campus in the District is required to maintain a core team of an administrator, general education teacher and a special education teacher trained in TBSI and CPI.

Suicide Awareness & Prevention

In Crowley ISD steps are taken to empower students at every grade level with protective influences that decrease the likelihood

of suicide. These steps are provided in a variety of methods and with age- related considerations.

The elementary and intermediate campuses utilize classroom lessons on the topics of kindness, self- confidence,

communication, and perseverance. Each of these traits contribute to a healthy self and supportive relationships. Throughout

the school year speakers and programs are presented to the students and staff that promote protective qualities which

reduce the risk for suicide.

At the middle School and high School campuses the attributes of kindness, self-confidence, communication, perseverance, and

leadership are also imparted in a variety of means. In September, each campus utilizes a Suicide Prevention Week. During this

week announcements are shared giving suicide awareness and prevention tools. Students are equipped with information to

report concerns regarding peers, family, and themselves. Throughout the school year speakers and programs are presented to

the students and staff that promote protective qualities which reduce the risk for suicide.

Additionally, staff on all Crowley ISD campuses are provided training on suicide awareness. Staff are provided basic information for

offering support to a student in crisis and ensuring student safety. All Crowley ISD campuses have a procedure to follow when an

out-cry or self-harm concern is presented. A student at risk of suicide or self -harm is screened for risk level, a parent or guardian is

provided an Emergency Notification that includes external referral sources, and follow up with the student is carried out to ensure

support and a healthy welfare of the student.

Parent and Family Engagement Plan

Crowley ISD agrees to implement the following statutory requirements:

Crowley ISD will put into operation programs, activities and procedur

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