table of contents - weeblycurricularinformationstillman.weebly.com/uploads/9/... · web...

Mission StatementStillman Middle School creates an environment that is conducive to helping students discover and develop attributes to become responsible

citizens and lifetime achievers by providing teachers who challenge and motivate students, administrators who are participants in the learning process, and parents who are actively involved in the life of the school

Vision StatementStillman Middle School will be a school that provides a structured and safe environment that Promotes college readiness and inspires

overall success for every student.

Stillman Middle SchoolBrownsville Independent School District

Campus Improvement Plan

School Year 2011 - 2012

Table of Contents

I. Campus Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

II. State of Texas Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

III. District Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 IV. District Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 V. Brownsville ISD Core Commitments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

VI. Brownsville ISD Strategic Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 VII. Brownsville ISD Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 VIII. Site-Based Decision (SBDM) Committee Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

IX. Planning and Decision-Making Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

X. Campus Needs Assessment Summary: TAKS and other related data . . . . . . . . . . . . . . . . . . . . . . . . . . 17

XI. Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

a. Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

b. Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

c. School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

2

d. Staff Quality, Recruitment and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

e. Curriculum, Instruction and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

f. Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

g. School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

XII. School-Wide Programs Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

XIII. Instructional Improvement Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

a. Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

b. Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

c. Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

d. Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

e. Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

f. Fine Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

g. At-Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

h. Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

i. Discipline Management/Safe and Drug Free Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

3

j. College Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

k. Parents and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

l. Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

m. Migrant Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117

XIV. Appendix

A. AYP Addendum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

XV. Appendix

B. Financial Budget and Personnel Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

XVI. Stillman Middle School Monitoring Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

a. Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139

b. Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

c. Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

d. Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

e. Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

f. Fine Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

4

g. At-Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

h. Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

i. Discipline Management/Safe and Drug Free Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

j. College Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157

k. Parents and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

l. Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

m. Migrant Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Charles Stillman Middle SchoolCampus Narrative

5

Stillman Middle School is located in Brownsville, Texas. Stillman Middle School is one of eleven middle schools in Brownsville ISD. The campus was constructed in 2004 with one portable classroom added in the ensuing years. The main campus was originally comprised of 60 classrooms, a band and choir hall, a cafeteria, library, and a gymnasium that includes a weight room.

The student population at Stillman Middle School is approximately 1,004 and serves students in grades 6 th through 8th. According to the PEIMS Data Review of our campus profile, 97.1 % of the student population is Hispanic and 100 % are identified as Economically Disadvantaged. Many of our students are first generation Mexican immigrants, 11.8% are classified as Limited English Proficient and a majority is English/Spanish bilingual. In addition, several of our students come from homes which participate in state and federal assistance programs such as food stamps, welfare, the Women, Infant, Children (WIC) nutrition program, and subsidized housing and medical assistance.

The students of Stillman Middle School are recipients of a well-balanced curriculum. Courses are offered in every core subject area as well as fine arts, technology and Spanish. The instructional programs include academic core subjects at various levels, such as the Gifted and Talented, Pre-Advanced Placement, and CollegeBoard with the SpringBoard Curriculum Program. All students are required to meet the passing standard of the four assessments which comprise the State of Texas Assessments of Academic Readiness (STAAR).

The current staff at Stillman Middle School is comprised of 64 teachers, 4 campus administrators, 3 counselors, 4 professional support personnel, 8 non-classroom staff, and 9 educational aides. The ethnicity of the Stillman Middle School staff is diverse with 88.7% Hispanic, 10% Caucasian, and 1% other. The teaching staff is also 10% male and 66.3% female.

Stillman Middle School’s most recent campus initiatives include the following: 1. SpringBoard Curriculum2. Core Area Vertical Alignment3. Academic Grade Level Teaming

Stillman Middle School promotes numerous student clubs and organizations. Students are encouraged to participate in extracurricular activities such as 7th and 8th Athletics, FCA, NJHS, UIL, One-Act Play, Cheerleading, Ballroom, band, choir, and chess.

School Namesake: Charles StillmanSchool Colors: Texas Orange and WhiteSchool Mascot: LonghornSchool Song: All Hail the Mighty Fighting LonghornsSchool Motto: If You Believe It, You Can Achieve It!

Annual Campus Goals6

The Stillman Middle School faculty and staff are committed to the following goals: College Readiness Students performing on or above grade level Full inclusion of special populations Constant communication with parents

7

State of Texas Goals and Objectives

Public Education Academic Goals [Texas Education Code, §4.002] To serve as a foundation for a well-balanced and appropriate education:

GOAL 1: The students in the public education system will demonstrate exemplary performance in Reading and Writing of the English language.

GOAL 2: The students in the public education system will demonstrate exemplary performance in the understanding of Mathematics.

GOAL 3: The students in the public education system will demonstrate exemplary performance in the understanding of Science.

GOAL 4: The students in the public education system will demonstrate exemplary performance in the understanding of Social Studies.

Public Education Objectives [Texas Education Code, §4.001(b)] The objectives of public education are:

OBJECTIVE 1: Parents will be full partners with educators in the education of their children.

OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.

OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.

OBJECTIVE 5: Qualitative and highly effective personnel will be recruited, developed, and retained.

OBJECTIVE 6: The state’s students will demonstrate exemplary performance in comparison to national and international standards.

OBJECTIVE 7: School campuses will maintain a safe and disciplined environment conducive to student learning.

OBJECTIVE 8: Educators will keep abreast of the development of creative and innovative techniques in instructional and administration using those techniques as appropriate to improve student learning.

OBJECTIVE 9: Technology will be implemented and used to increase the effectiveness of student learning, instructional

8

District Mission Statement management, staff development, and administration.

Brownsville Independent School District,rich in cultural heritage,

will produce well-educated graduateswho can pursue higher educational opportunities and

who will become responsible citizens in a changing globalsociety by utilizing all resources to provide equitable

opportunities for students.

9

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or provision of services, programs, or activities.

District GoalsCurriculum & Instruction Goal:

Provide a coherent, horizontally and vertically aligned curriculum that enables students to fulfill local, state, national, and federal academic achievement and graduation requirements and pursue a post-secondary education (Pre-K-16).

Personnel Goal:

Recruit and retain highly qualified staff in a timely manner to maximize academic excellence for all students.

Facilities Goal:

Ensure that all district facilities are equitable, well-planned, and maintained so that all students can learn in a safe and healthy environment.

Finance Goal:

Develop, maintain, and evaluate a district budget that ensures equitable distribution of funds that supports district initiatives.

10

Brownsville ISD Core Commitments

1. All children will be taught, will learn, and will perform at or above their academic levels in all core subject areas and the District will provide a high quality curriculum and instructional program to facilitate children reaching their full potential.

2. The District will eliminate student achievement gaps in the areas of: gender, socio-economic levels, ethnicity, and program specific populations (i.e. LEP and Special Education) in all core subject areas.

3. The District will provide a safe, clean, and orderly learning environment for every child and staff member as a means of optimizing the teaching and learning process.

4. The District will recruit, hire, value, and retain highly qualified and experienced personnel who will ensure that all students’ educational needs are met and that all children achieve on grade level.

5. The District will implement parent, business, and community involvement partnerships essential to enhancing the overall quality of our students’ education and fomenting every child’s academic success.

11

Brownsville ISD Strategic Action PlanWe Believe that:

high expectations are essential in fostering higher achievement; academic success nurtures lifelong learning; everyone flourishes in a safe and healthy environment; all persons in our educational community have inherent value, gifts, and strengths; the success of each student, teacher, staff member, administrator and family is essential for the success of the

entire school district community; the community and families share responsibility for the development and mentoring of our students; perseverance and hard work are essential for success; sensitivity is essential to understanding the needs of others; and students are the number one resource for our future.

Strategic Parameters: We will not tolerate educational apathy. We will not compromise the efficient and effective use of any/all resources. Educational and financial decisions will be based upon what is best for the future success of our students. We will foster a positive environment that recognizes and celebrates cultural diversity. We will ensure a safe and healthy learning environment with a commitment to excellence. We will insist that the ECE-16 instructional program is the priority.

Strategic Objectives: All students will meet and/or exceed state, national, and international standards of achievement. All students will graduate. All students will experience ongoing success in their careers. All students will be productive, responsible, and contributing members of society.

12

Brownsville ISD StrategiesWe will:

1. Design and implement an effective ECE-16 model that focuses on creativity, communication and lifelong learning. BISD Board Curriculum and Instruction Goal:

To continue to provide a curriculum that enhances instruction in the classroom. BISD Board Finance Goal:

To continue to evaluate, develop, and maintain a district budget that allows all students the opportunity to receive an excellent education.

2. Ensure a safe, healthy, caring environment for everyone in the district. BISD Board Finance Goal:

To continue to evaluate, develop, and maintain a district budget that allows all students the opportunity to receive an excellent education.

3. Provide for the affective, social, emotional and cognitive development of the learning process. BISD Board Special Services Goal:

To continue to offer special services to all students to enhance their opportunities in our school district.

4. Strengthen partnerships and communication among parents, community, and schools.

5. Provide appropriate facilities to implement and support our current and future instructional programs. BISD Board Facilities Goal:

To ensure that all facilities are well planned and maintained so that students can learn in a safe and clean environment.

6. Recruit, retain, and provide ongoing professional development for all district personnel. BISD Board Personnel Goal:

To ensure that all persons have an opportunity to apply and work for one of the best school districts in the state, the Brownsville Independent School District.

13

Stillman Middle SchoolSite-Based Decision Making (SBDM) Committee Members

The Site-Based Decision Making (SBDM) Committee is dedicated to implementing a well-rounded instructional program that will promote students’ success at Stillman Middle School as well as helping them become productive citizens in a democratic society. The members of the SBDM Committee include elected classroom teachers from each department on campus to comprise two-thirds of the committee, supplemental staff, administration, students, and parents. Each elected representative serves a two year term and election cycles are staggered. All members, especially new, are asked to attend district training. Stillman Middle school new members were trained on September 10th, 2011 with the approval of Professional Development office. Committee member will learn about shared decision making and how it results in a greater commitment to implementing decisions that will enhance the achievement of students. As a member of the SBDM Committee each participant is responsible for sharing and discussing the SBDM Committee agenda and conveying the information to their department. Thus, attendance and participation are vital and if a member cannot fulfill these requirements, then a new member will be elected to better represent the campus entity.

14

Name PositionSandra Lopez Area Asst. SuperintendentMaria Solis Campus PrincipalGracie L. Zarate Dean of InstructionIrene Avila English Chair (2010-2012)Lily Sosa English Rep. (2010-2012)

Teresa Frady Reading Rep. (2010-2012)Ruby Moreno Reading Chair (2011-2013)Leticia Rodriguez Science Rep. (2010-2012)Ismael Olivares Science Chair (2011-2013)Ana Villar Math Chair (2011-2013)Lidia Benavides Math Rep. (2011-2013)

Margot Meave Electives Rep. (2010-2012) Rey Garnett Electives Rep. (2010-2012)

Name PositionAlis Zarate History Chair (2010-2012)Monica Espinosa History Rep. (2010-2012)Martina Rubio Sp. Ed. Rep. (2011-2013)Paula Fuentes Sp. Ed. Rep. (2011-2013)Susan Collentine Counselor (2010-2012)Concepcion Garcia LibrarianOtila Castillo ParentJesus Gomez Parental Involvement(Insert name) Business RepresentativeMarla Zarate StudentLaura Martinez ParentElisa Gonzalez Parent

15

Planning and Decision-Making Procedures

In accordance with the administrative procedures established under Education Code 11.251(b), the Site-Based Decision Making (SBDM) Committee “shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization”. In addition, as per BQB (Legal) each school year, the principal of each campus, with the assistance of the SBDM Committee “shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations with respect to the academic excellence indicators and any other appropriate performance measures for special needs populations”. As a result, Stillman Middle School’s SBDM Committee reviews the campus improvement plan at its meetings throughout the school year to ensure that state and local requirements are met. The members of the SBDM Committee include elected representatives from each department on campus, department chairs, supplemental staff, administration, students, parents, and business representatives. Each SBDM Committee member is responsible for communicating information regarding needed adjustments to the campus improvement plan as well as disseminating information to their department regarding the plan and campus initiatives.

Goal Setting Procedures

The SBDM Committee reviews the comprehensive needs assessment, AEIS report, AYP report and other available data to determine annual goals and objectives. In addition, representatives from each department are responsible for reviewing AEIS and AYP indicators and other available data specific for their subject area and collaboratively recommend goals, objectives, and activities as necessary.

Budget Decision-Making Procedures

Each department reviews their activities in the campus improvement plan and expenditures for their department initiatives. The SBDM Committee is then informed of department expenditures and program regulations to determine the monetary allotments for supplies and materials specific to each strategy. In addition, the SBDM Committee is briefed on needed capital outlay, contracted services, and other campus costs to decide on additional allocations.

Curriculum Decision-Making Procedures

Each SBDM committee member reviews the information and data available with their department and recommends goals, objectivities, and activities as necessary. The SBDM Committee monitors and evaluates the effectiveness of the curriculum in order to ensure campus objectives are met. When appropriate the SBDM Committee jointly identifies new goals based on data and collaboratively designs new activities to be included in the campus improvement plan.

16

Organizational Decision-Making Procedures

The SBDM Committee determines the chairperson of the SBDM Committee through an electoral process. One member from each department is elected for a two year on the SBDM Committee. The committee reviews campus specific information and data and evaluates the campus improvement plan’s activities to make decisions about student success. Community members, business representatives, and parents volunteer for committee participation after solicitation from the principal.

Staffing Decision-Making Procedures

The SBDM Committee reviews information and data presented and recommends activities for continued improvement.

Professional Development Decision-Making Procedures

The SBDM Committee reviews campus information and data to serve in an advisory capacity. In addition, the SBDM Committee evaluates the plan’s activities in order to make recommendations.

Feedback Plan

The SBDM Committee includes one elected staff member from each department. This member is responsible for sharing information and gathering input from the campus staff. The committee also includes a student, parent, community member, and business representative. These members bring input to and from campus stakeholders. Two-thirds of the elected professional staff must be classroom teachers and the remaining one-third must be other campus professionals. The campus improvement plan is presented annually at the beginning of the school year to campus personnel.

17

Campus Needs Assessment Summary

TESTGRADE LEVEL AREA 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 GAIN/LOSS

TAKSGRADE 6

Reading 92% 89% 85%Math 76% 79% 76%

TAKSGRADE 7

Reading 81% 82% 91%Math 82% 85% 92%

Writing 95% 98% 96%

TAKSGRADE 8

Reading 95% 92% 93%Math 90% 90% 93%

Science 72% 88% 85%Social Studies 92% 98% 94%

TAKSGRADES 6-8

Reading 90% 89% 89%Math 84% 86% 85%

Writing 95% 98% 96%Science 72% 88% 85%

Social Studies 92% 98% 94%

TAKSCommendedGRADES 6-8

Reading 36% 29% 31%Math 22% 20% 21%

Writing 36% 35% 33%Science 20% 32% 34%

Social Studies 34% 32% 30%

18

TAKSPARTICIPATION Test Taking Rate 88.1% 89.3%


TAKS-MGRADES 6-8

Reading 89% 92%Math 83% 84%

Writing 89% 81%Science 81% 92%

Social Studies 77% 88%

TAKS-M PARTICIPATION

Test Taking Rate(2%) 4.6% 4.0%

TAKS-ALTGRADES 6-8 All Tests 99% 99% 100%

TAKS-ALT PARTICIPATION

Test Taking Rate(1%) 1.0% 0.7%

TELPAS 6th Grade

Listening/Speaking/Reading/Writing

Composite

Beginning 5% 2%Intermediate 14% 10%Advanced 43% 33%

Advanced High 38% 55%TELPAS 7th Grade


Composite


Advanced High 37% 62%

19


TELPAS 8th Grade


Composite


Advanced High 31% 52%

TELPAS AMAOs 1Progress 3-12 64% 56% 76%

TELPAS AMAOs 2Attainment 3-12 38% 35% 56%

AMAOs 3AYP

Reading 58%

Math

AEIS ELLProgress Indicator

TAKS/TELPAS(6-8) *

Student Data Subgroup 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 GAIN/LOSS

AttendanceRate

All Students 96.7% 96.7%Hispanic 96.7% 96.7%

White 97.4 96.9%Asian 98.8% *LEP 95.5% 96.1%

At-Risk * *Eco. Disadv. 96.6% 96.7%Special Ed. 94.3% 94.5%

20

Migrant 94.9% 96.4%


DropoutRate

All Students

Grades 7-8

0.0%

Grades 7-8 Grades 7-8 Grades 7-8 Grades 7-8 Grades 7-8

Hispanic 0.0%

White 0.0%

Asian *

LEP 0.0%

At-Risk *

Eco. Disadv. 0.0%

Special Ed. 0.0%

Migrant *

Campus Demographics

Disaggregated by Subgroup

(6-8)

EconomicallyDisadvantaged 99.8% 100.0%

Limited English Proficient (LEP) 13.6% 11.8%

At-Risk 46.2% 40.3%

21


Students with Disciplinary Placements

All Students 38

LEP <4

Special Ed. <4

Staff Data Area 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 GAIN/LOSS

Total Staff

Teachers 74.9% 73.7%Professional

Support 11.1% 11.6%

Campus Administration 4.8% 4.6%

Educational Aides 9.2% 10.1%

Teachers by Years of Experience

Beginning Teachers 6.3% 8.8%

1-5 Years Experience 32.3% 36.1%



Over 20 Years Experience 18.9% 17.6%

22

Comprehensive Needs Assessment (CNA)

I. CNA Procedures for Demographics:Administration, counselors, and teachers review all student data from Gradespeed, student PRCs, Eduphoria-AWARE program and Student plus generated reports. Counselors ensure student coding is correct ethnicity, economically disadvantage, CTE, GT, and At-Risk. Special ed department ensures all special ed students are also coded correctly. 504/dyslexia program ensure student data is updated yearly. PEIMS administrator oversees that all departments and special program departments verify and check student demographic data.

II. Data Sources Reviewed: The following sources provided valuable data for Demographics in regards to the identification of needs: Student Plus Demographic Reports Student PRCs TAKS CSRs At-Risk-Cognos Report. LPAC Special Programs Folders Student IEPs Gradespeed Eduphoria-Aware AEIS Report School Report Card PBMAS

III. Findings/Analysis Results: The following strengths/area of improvement were identified after all findings were analyzed by the SBDM Committee.

Demographics Strengths Areas of Improvement Commended rates improved for all students including LEP,

and Special Ed LEP students still have a significant gap from their Reg.

students All subgroups scored above district average LEP students scoring commended rate is low Passing rate for TELPAS increase for LEP students Migrant students not scoring commended At-risk students commended rates are low

23

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following demographics areas of improvement would be addressed:

1. While more LEP students are passing, emphasis on getting LEP students on grade level, they are not scoring commended. (1.2, 1.3, 1.7, 1.9, 1.16, 1.18, 1.39, 2.1, 2.13, 2.18, 2.22, 2.24, 2.3, 3.4, 3.5, 3.10, 3.13, 4.2, 4.8, 4.14)

2. Special education students also need to score commended and pass a STAAR test rather than a STAAR M test which has more . accommodations. (1.4, 1.10, 1.21, 1.26, 1.32, 1.34, 1.37, 2.29, 3.17, 4.3, 4.122.13, 2.18, 2.22, 2.24, 2.3, 2.5, 2.6, 2.8, 2.10,

2.12, 3.4, 3.5, 3.10, 3.13, 4.2, 4.8, 4.14)

3. Migrant students need more intense tutorial and instruction to also reach on grade-level abilities and be prepared for the new STAAR exam (1.37, 2.13, 2.18, 2.22, 2.24, 2.3, 2.6, 2.8, 2.10, 2.12, 3.4, 3.5, 3.10, 3.13, 4.2, 4.8, 4.14, 13.8)

4. At-risk students need to be tracked like LEP, special ed, migrant, 504/Dyslexia and other special population groups in order to produce significant growth in their passing rates and achieving commended performance. These students need to be identified by teachers and enrolled in tutorial or receive additional instructional opportunities. (1.12, 1.14, 1.33, 1.37, 2.5, 2.6, 2.10, 2.12, 2.13, 2.18, 2.20, 2.22, 2.24, 2.3, 3.4, 3.5, 3.10, 3.13, 3.15, 4.2, 4.8, 4.14)

5. G/T and Pre-AP needs to be monitored on meeting commended scores. (1.5, 1.19, 1.27 2.13, 2.14, 2.15, 2.18, 2.22, 2.23, 2.24, 2.3, 3.2, 3.4, 3.5, 3.10, 3.13, 3.16, 4.2, 4.8, 4.14

To best support campus efforts and meet the identified needs at the District and Campus level; activities, resources, and implementation timelines related to Demographics are set forth in all sections of the 2011-2012 Campus Improvement Plan.

I. CNA Procedures for Student Achievement:Administration, counselors and teachers evaluate student achievement history by generating state testing history results in Eduphoria-Aware program. Administration analyzes trends in student achievement by evaluating test history by special population groups. Teachers disaggregate their student data to identify the strengths and weaknesses of their students and also to determine which objectives could have been taught differently or more in-depth to produce better results.

24

II. Data Sources Reviewed: The following sources provided valuable data for Student Achievement in regards to the identification of needs:

AEIS Report AYP Report TAKS Summary Report-Group Performance CSRs TELPAS Summary Reports Eduphoria! Aware Redistep Results for 8th AP Results EOC Alg. Test results Benchmark results by subject, grade level, teacher Teacher-made test Midterm and Final exam test MSTAAR TALA/7th grd/BOY-MOY-EOY Progress reports/Report Cards Class Projects


Student Achievement Strengths Areas of Improvement 96% Writing Scores Low commended rates in 8th math 7th grade students performed the best in district overall EOC-Alg. scores low Overall commended rates improved 6th math scores at 76% Without TPM Stillman students scored similar to previous

year and improved on commended rates Special population group commended rates need to increase

100% of students need to be on grade level. Low rates in AP Spanish Continue to increase commended rates for all subject areas.

25

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following Student Achievement areas of improvement would be addressed:

1. Algebra classes need to focus on more rigor and cover more content in order for students to be prepared for the EOC-Alg. Exam. (2.15, 2.18, 2.23, 2.24)

2. Regular 8th math students also need to have more rigor and exposed to more content in order to increase commended performance from these students. (2.2, 2.6, 2.10, 2.14, 2.22, 2.28, 2.31)

3. 6th grade math teachers need to assist students into the transition of a 45 minute block system to cover all necessary STAAR objectives. (2.2, 2.6, 2.10, 2.14, 2.22, 2.28, 2.31)

4. Rigor and complexity of depth of College Readiness standards need to be premise of teacher planning in order to increase overall student achievement on grade level and eventually reach STAAR mastery standards.(1.9, 1.18, 1.23, 1.27, 1.30, 1.35, 1.36, 1.40, 1.42, 2.34)

To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation timelines related to Student Achievement are set forth in core-area, At-Risk, and Migrant Education sections of the 2011-2012 Campus Improvement Plan.

I. CNA Procedures for School Culture and Climate:In order to analyze the school culture and climate, the results of the CNA survey were reviewed and considerations made. Teacher feedback was encouraged. Department heads emailed and advise to survey or discuss options related to curriculum or processes and procedures with their departments.

II. Data Sources Reviewed: The following sources provided valuable data for School Culture and Climate in regards to the identification of needs:

CNA Survey Parental Involvement Survey

26

PEIMS discipline reports Teacher Emails Teacher Check out forms Maintenance request forms Team Agendas


School Culture and Climate Strengths Areas of Improvement De-cluttering at the end of every school year Replacing weathered furniture and materials Student spirit rallies Cluttered front office Fundraiser Jean Days Lack of privacy in front office area-administrative offices Open House Spaghetti Dinner Dress code violations Award Ceremonies-school, band, choir, athletics Student Bullying and horse playing Teachers vs. students Basketball game Cross teaming students Meet the teacher night Teachers with multiple preps School uniform More teacher input and recommendations Air Condition Malfunctions throughout year SBDM needs to meet more consistently MiniFest Funding for educational programs (EDU SMART)

And/or technology. School-Wide Fundraiser Replace or update technology Thanksgiving Can Food Drive Teacher/student restrooms not well-kept MDA Penny Drive Stains on Ceiling Tiles St. Jude Children Hospital Cyber-bullying Charity Fundraisers New fresh paint/re-touch at the end of school year End of Year Celebration Library Webbs Air Condition Malfunctioning More Security Guards Monitor the hallways with the help of administrators Tardy round-ups

27

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following School Culture and Climate areas of improvement would be addressed:

1. Decluttering of unused and weathered items on entire campus. (9.10)2. Reorganization of front office to appear more inviting and conducive to a productive working environment. (9.10)3. A divider or door needs to be added to front office to separate main entrance to offices in front area. (9.11)4. All campus personnel needs to be more consistent with consistently reporting students out of dress code. (9.12)5. Campus-wide campaign to refrain from bullying and horse playing needs to be adopted. (9.2, 9.6)6. Campus administration needs to make every effort to reduce the number of teacher preps if possible in order to allow teachers

to maximize their energy into one subject area.(1.1, 1.14, 2.11. 4.1, 4.7)7. Campus administration and counselors need to make every effort to reduce the number of students who end up cross teamed

in order to have students truly tracked by a cadre of teachers that can assist and intervene as needed without having to leave out a teacher. (1.1, 1.14, 2.11. 4.1, 4.7)

8. Campus administration and teachers need to designate meeting dates and times for department heads, team leaders or grade level representatives to listen to feedback, make recommendations to the master schedule, testing schedule, and or school-wide activities to take place. (11.9)

9. SBDM committee needs to meet more consistently and revise and edit the CIP throughout the year. (11.9)

\To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation timelines related to School Culture and Climate are set forth in all sections of the 2011-2012 Campus Improvement Plan.

I. CNA Procedures for Staff Quality, Recruitment and Retention:Campus administration analyzed a variety of reports in order to recognize the strengths and weaknesses of our staff make-up. C. A also consulted with certified personnel specialist. A campus report listing the various trainings teachers had attended was updated and referred to when determining which teachers needed a particular training.

II. Data Sources Reviewed: The following sources provided valuable data for Staff Quality, Recruitment and Retention in regards to the identification of needs:

AEIS Report SBEC Certification Online Search

28

Winocular Campus produced extracurriular duties list Teacher TAKS Profiles Teacher failure rate reports PDAS Walk-throughs Master Schedule


Staff Quality, Recruitment and Retention Strengths Areas of Improvement Low teacher turnover rate Alg. Certified teachers Highly qualified teachers as per NCLB All ELA teachers be ESL certified Collaboration/Team & Department Cross Curricular All content area teachers be SIOP trained Teachers obtaining yearly required training New teachers missing PreAP Institute training Teachers to sponsor extracurricular activities or sports

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following Staff Quality, Recruitment and Retention areas of improvement would be addressed:

1. Enlist any teachers missing SIOP training to attend (1.21, 1.31, 1.32)2. Ensure new teachers attend PreAP institute over the summer and maintain on-going hours. (10.4)

.

To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation timelines related to Staff Quality, Recruitment and Retention are set forth in all sections of the 2011-2012 Campus Improvement Plan.

29

I. CNA Procedures for Curriculum, Instruction and Assessment: Campus Administration and teachers met to discuss various curriculum’s available for use in each subject area-Spring Board, Holt Math text book adoption, Reading text book adoption, CSCOPE, STAAR Blueprints etc. BISD Professional Development Calendar is consistently reviewed by Dean of Instruction for relevant and required staff development. A campus professional development chart is reviewed and updated. Teacher evaluations are reviewed and discussed by campus administration. TAKS scores were obtained and posted on the CIP for review with SBDM members to use in the campus decision-making process for teacher assignments and budget. Teacher maintained Team Agendas and sent them to Dean of Instruction and grade level administrator for review.

New Language Arts adopted English Textbook

II. Data Sources Reviewed: The following sources provided valuable data for Curriculum, Instruction and Assessment in regards to the identification of needs:

Campus Professional Development Chart Teacher Certification Team Planning Agendas Review of Teacher Resources CSCOPE TAKS Results Benchmark scores Principal and Dean Meeting District Meeting Agendas Inclusion Schedules District Professional Development Calendar Department & Chair Meetings Implementation of SB on Math & ELA


Curriculum, Instruction and Assessment Strengths Areas of Improvement Teacher Department Planning twice a week Dean to spend less time organizing testing to assist teachers

30

with curriculum planning Team Planning time three times a week Planning time for teachers to plan and organize the transition

from TAKS to STAAR Specialist for ELA, Science, Math & Social Studies Planning time to develop a scope and sequence using Spring

Board and CSCOPE in Math and ELA CSCOPE Update Meetings Disaggregating data to identify trends in TAKS Objectives not

mastered at a commended rate by all students Eduphoria-Aware Vertical alignment in all core subject areas Educational Impact Dept. Planning Time 3 times a week vs. only 2 times a week Inclusion Resources GT and PreAP Ongoing Compliance 90% by December Region 1 CD finalized in October ‘11

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following Curriculum, Instruction and Assessment areas of improvement would be addressed:

1. Dean will meet weekly with each department in order to review what is being taught in the classrooms, answer curricular questions, advise of professional development, discuss peer observations, make recommendations for curriculum implementation, allot time for planning and facilitate collaboration amongst each grade level in said department. (1.15, 1.16)

2. Find and allocate monies for curriculum mapping of CSCOPE, STAAR, and Spring Board for implementation in the year 2011-2012 school year. (1.1, 1.3, 1.15, 1.43, 2.1, 2.2, 2.11, 2.14, 2.22, 2.35, 3.22, 4.7)

3. Teachers need to spend time planning and organizing curriculum for STAAR Blue Prints implementation. (1.1, 1.3, 1.15, 1.31, 2.1, 2.22, 2.11, 3.22, 4.7)

4. Teachers need STAAR training-Test make-up, blue prints, categories, college readiness standards (1.1, 1.3, 1.15, 1.31, 2.1, 2.22, 2.11, 3.22, 4.7)

5. Teachers need training and time on how to disaggregated student test history and identify common missed objectives or identify questions that are possible STAAR questions. (1.3, 1.15, 2.2, 2.11, 3.22, 4.14)

To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation timelines related to Curriculum, Instruction and Assessment are set forth in all sections of the 2011-2012 Campus Improvement Plan.

31

I. CNA Procedures for Family and Community Involvement: Campus administration and teachers used the results of the district parent survey to determine analyze family and community involvement. Teacher feedback regarding parental involvement was also discussed.

II. Data Sources Reviewed: The following sources provided valuable data for Family and Community Involvement in regards to the identification of needs:

Parental Involvement Survey Documentation form of Parental Involvement Meetings on campus Six Weeks Newsletter Attendance sheets for Open House and Meet the Teacher Night Gradespeed Parental access NJHS Web Page .


Family and Community Involvement Strengths Areas of Improvement Open Door Policy for parents and community members More community donations and participation in activities Team meetings at designated times for parents to attend A larger number of parents as volunteers to assist with

clerical duties, STAAR goody bag preparation, monitors during events or to assist extracurricular sponsors with fundraising

Communication with parents via telephone, email or letters At-risk student parental involvement and accountability Dress Code Letter Parental Involvement meetings in the afternoon School Website updated for parents, students and teachers Technology, Gradespeed and English language trainings Parent Center Office Staff/Contact for student tutorial (Attendance) Communities in Schools liaison Duplicating of copies Newsletter Technology training for parents

32

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following Family and Community areas of improvement would be addressed:

1. Campus needs to identify means to enlist more parental involvement at meetings, school functions and in assisting with extracurricular functions. (11.5, 11.6, 11.8)

2. Hold and ensure significant participation at Parental Involvement meetings held in the afternoon.Insert Family and Community Involvement Need. (11.1, 11.3, 9.6)

3. Offer opportunities for parents to attend trainings on Gradespeed, technology and Spanish classes in the morning and afternoon. (11.10)

To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation timelines related to Family and Community Involvement are set forth in the Parent and Community section of the 2011-2012 Campus Improvement Plan.

I. CNA Procedures for School Context and Organization:Campus Administration met at the end of the year to discuss instructional adjustments, reorganization considerations, general areas of improvement and recommendations for processes and procedures that would improve the school climate and organizational structure. The CNA survey completed by a portion of our teachers and students was also referred to.Insert the process your campus followed to analyze relevant School Context and Organization data and to set annual goals. Goals set through departments’ Campus Improvement Plan.

II. Data Sources Reviewed: The following sources provided valuable data for School Context and Organization in regards to the identification of needs:

Master Schedule Duty Roster Inclusion Schedule. Bell Schedule Dress Code Rules/Needs to be enforced more strictly Stillman Website Custodial and Clerical staff schedules

33

Coaching assignments Academic Teams Chart Custodian for 8th grade hall Too many students crossed teamed

Priority should go to Core classes Breakfast delivery schedule


School Context and Organization Strengths Areas of Improvement Extra Math Teacher Large open campus Content teachers separated by grade level; a hallway

designated for each grade Traffic on main street leading to Stillman

School Personnel Make-up Supervision of open areas Breakfast in a bag Student and teacher safety Electronic Marquee Students have been caught riding elevators (21st Century) Student schedules not ready for the start of school year Students cross teamed Monitoring after school

IV. Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined that through the collaboration of various campus resources and community entities the following School Context and Organization areas of improvement would be addressed:

1. Follow the master schedule timeline in order to ensure 100% of student schedules are ready for the first day of school and that the majority of students are teamed rather than cross-team. (8.4)

2. Encourage students to use bus transportation verses having their parents drop them off or pick-up in am in order to alleviate traffic problems after school. (11.6, 11.8)

3. Students need to be made aware throughout the year through modeling, discussion, presentations of the school’s expected behavior, coping skills and means to reporting incidents in order to ensure a safe environment for students and teachers.(9.5, 9.8, 9.9)

34

To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation timelines related to School Context and Organization are set forth in all sections of the 2011-2012 Campus Improvement Plan.Stillman

Middle School Schoolwide Program Plan

Federal requirements for campus planning mandate that schools develop a schoolwide program plan that includes all of the ten required components. The following ten components of a schoolwide program are embedded within the campus improvement plan and its activities.

Stillman Middle School uses its Title I, State Compensatory and other funds to upgrade the entire instructional program by implementing school-wide programs as authorized under the provisions of Public Law 107-110, Section 1114.

The Site-Based Decision-Making (SBDM) Committee conducted a comprehensive needs assessment (CNA) over a period of one year to determine the strengths and needs of students, staff, parental & community involvement, and facilities before deciding how to use available local, state, and federal budget allocations. Based on the CNA, the committee decided to concentrate on improving the passing rate of all students and student groups including Migrant, Bilingual, At-Risk, Dyslexia, GT, Title I, and Special Education on state assessments. The goal is to have 90 percent of all students and all student groups passing all parts of state mandated assessments for the 2011-201 and to increase the commended performance level in all content areas. In addition, Stillman staff wants to have 100% of its students on grade level in order for students to master the college readiness standards with greater ease. Teachers will prepare all students to be college-bound students by preparing them to master the knowledge and skills in College Readiness on the STAAR. To accomplish these objectives, the staff will use the budgeted funds to implement school-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of academic performance, use effective methods and instructional strategies that are established on scientifically based research that (1) strengthen the core academic program; (2) increase the amount and quality of learning time, including the funding of an after-school tutorial/ summer school/ enrichment program, for students who are At-Risk and in need of continuity in their instructional program to be successful in the succeeding school year; (3) include strategies for meeting the educational needs of historically underserved populations; (4) include strategies to address the needs of all children in school, particularly the needs of low-achieving students, At-Risk, or not meeting the State student academic achievement standards; (5) address how the school will determine if such needs have been met; and (6) are consistent with and are designed to implement the State and local improvements plans.

Highly-qualified teachers will carry out the instructional program. Only teachers who are certified and who have met state testing requirements to teach the subjects/grade levels to which they are assigned will be hired by the school. In emergency situations, the school will consider teachers who have alternative certification. In addition to appropriate certification, teachers will be sought who are experienced

36

and have been successful in previous assignments. Strategies to attract high-quality teachers to high needs schools will include our school’s participation in the District sponsored annual Teacher Fair, selection of teachers from the District’s and Region I’s efforts to recruit teachers from out of valley and state, recruiting teachers from Teach for America Programs, paying stipends for attainment of a Master’s Degree, and paying stipends for math, science and social studies. Teachers will have the opportunity to earn supplemental pay to coach or sponsor certain after school events. Teachers with certain certifications such as ESL or composites in math or science will earn a stipend. Teachers who have students that need additional instruction can provide students with afterschool tutorial and earn a extra-duty pay. Finally, teachers insurance is paid by BISD.

The school will provide access to high-quality ongoing professional development throughout the school year for all staff including teachers, principals, and paraprofessionals. Professional development activities will be geared to individual teachers’ specialties, along with any other identified needs as determined through the staff, student and parent needs assessment surveys, administration classroom observations and evaluations, and/or district identified needs. Professional development will be conducted both at the school and the education service center as well as district conferences and workshops which will be intensive and sustained. Teachers will continue to attend SIOP trainings if they have not done so, GT and PreAP on-going hours trainings, CSCOPE and any other professional development relevant to assisting Stillman students. Campus administration will identify, attend or send a cadre of teachers to STAAR training that will enhance current teaching instructional delivery and content. Teachers that attend staff development may return to campus to present to departments, teams or the entire campus. Finally, campus administration along with teachers will place emphasis on identifying quality professional development that will assist teachers in adding rigor and complexity to their classes, lessons, and content in order to prepare students for the STAAR assessment.

Title I, Part A Funds will be used to partially finance strategies to increase parental involvement at the school including the parent workroom and to purchase special materials used in the parent volunteer program. Parent education will be provided to parents by the campus parent liaison as well as the District’s Parental involvement Center. Parent training on how to help their students be successful at home, learning English, discipline management and parenting skills will be provided to those parents who want to better meet the rigors of parenting. Stillman will also increase communication with parents by publishing an electronic and hard copy newsletter by Six Weeks. The newsletter will be sent via email and provided whenever parents visit the front office. For those who do not have access to email a hard copy will be sent home with their child. Invitations to school functions and a calendar of events will also be maintained on the school website with ample time in order to ensure parents schedule school events.

An orientation for 5th grade students and their parents will be held annually in the Spring to assist with the transition into middle school and for 8th grade students and their parents to assist with the transition into high school. Stillman Middle School will also hold a Meet the Teacher Night for parents to come in an visit the campus, teachers, and receive student schedules prior to the start of the school year. Stillman will also have an open door policy for Veterans Memorial High School Administration, counselors and staff to visit to encourage students to attend and or join extracurricular activities on campus.

37

Teachers will be included in decisions regarding the use and selection of academic assessments to measure student performance. Teachers will use data obtained from state assessments as well as other instruments, including but not limited to the SELP, TELPAS, and benchmark tests, to implement new instructional strategies, modify existing strategies and/or discontinue existing strategies to better address student needs as determined by use of these instruments.

Students experiencing difficulty in mastering the TEKS will be provided effective, timely additional assistance. All teachers will closely monitor all students’ performance based on daily exercises and periodic tests. Students not mastering the objectives will be provided additional assistance in the after school tutorial program and/or enrichment courses based on his/her individual needs. Teachers will track these students and provide Tier I RTI interventions as needed. For students who continue to struggle, teachers will identify and refer to the students academic counselor. Tier II RTI interventions will then be coordinated. Each students academic team will monitor the students academic and emotional needs.

The school will coordinate and integrate federal, state, and local programs and services to maximize the effectiveness of these resources. Several of the strategies being implemented are jointly funded with Special Services and Title I Funds, e.g., after school tutorial programs. Professional Development activities are also paid for from Title I, Parts A and C, and Local Funds. Title I Funds along with (insert specific fund code(s)) funds are used to purchase supplemental instructional materials, media, and library resources used to improve and enhance the overall instructional program. Stillman Middle School will use funds from SpringBoard grant, 21st Century Grant, and GEAR-up grant. The grant funds will be utilized as designated in each grant. Funds will be used for after school programs such as academic and enrichment courses. Teachers will be paid to provide these courses to students and even parents. SpringBoard funds will be used to pay teachers to collaborate and plan instruction vertically and horizontally. SpringBoard funds will also be used to pay for instructional materials.

In addition to those described above, Migrant Funds are used to identify and recruit children of migratory workers for supplemental services designed to reduce the educational disruptions and other problems that result from repeated moves. The migrant clerk identifies, monitors and facilitates interventions and initiatives to assist migrant students be academically successful. Teachers are periodically updated with a list of active migrant students on campus. The migrant counselor advises migrant students’ teachers, grade counselor and administrators of needed instructional services including tutorial. Parents are contacted about services available to them and their child. Stillman staff ensures that migrant students receive accelerated instruction that will prepare them and allow them to complete the school year with all required assignments completed. Bilingual Funds are used to provide supplemental services to help ensure that children who are limited English proficient attain English language proficiency and develop high levels of academic attainment. Bilingual or ESL funds will be used to provide additional instructional time for ESL I-III students and MI, MII students. Teachers will monitor all ELL students through Gradespeed and Aware.

38

Teachers that are not ELL certified and all core content areas will be sent to SIOP trainings. TELPAS results with AMAO will be shared with teachers at the start of the school year in order to identify areas of need for ELL students.

The campus will also continue to provide the state mandated State Compensatory Education Program through campus as well as District funded initiatives. Presently 3 faculty members are paid out of state comp. One of the teachers provides instruction to students during the instructional day that failed TAKS last year. Another staff member provides dyslexia services throughout the school day. Tutorial will be provided afterschool for all students that are in danger of failing their core class, have failed TAKS previously or barely passed the class. The tutorial schedule will be flexible to allow students to attend and participate in extracurricular activities that motivate them to come to school.

Special education funding provides supplemental services to eligible students as per Individuals with Disabilities Education Act (IDEA) identification requirements. In order to ensure a free and appropriate public education (FAPE) in a least restrictive environment (LRE), children who qualify for special education must receive services in accordance with a properly developed Individualized Education Program (IEP) as per federal and state special education guidelines. In addition, all Admission, Review, and Dismissal (ARD) committees will adhere to the policies and procedures outlined by the Texas Education Agency (TEA) in the ARD Committee Decision-Making Process for the Texas Assessment Program Manual and A Guide to the Admission, Review and Dismissal Process. Stillman Middle School will continue to mainstream special education students through inclusion. Students will be enrolled in inclusion classes where a special ed teacher and regular ed content area teacher will team teach. Teachers will work closely together planning and modifying instruction, assignments and assessments for special education students. An inclusion schedule will be developed for each special education teacher based on student need. Administration will team regular ed and special ed teachers together.

39

Language Arts

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in reading and writing the English language.

BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the TAKS Reading, Writing, and Language Arts tests. A minimum of 40% of our BISD students tested will demonstrate Commended Performance on the TAKS Reading, Writing and ELA tests.

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of students passing the STAAR Reading & Writing tests will increase by 2%.

Campus Objectives/Summative Evaluation

Test DataGrade Level

R/WSubgroup

CurrentMastery

2010-2011R/W

Current CommendedMastery

2010-2011R/W

AccountabilityStandard

AYP/State/Commended

Projected Mastery/Commended

2011-2012R/W

Actual Mastery

2011-2012R/W

Actual CommendedMastery

2011-2012R/W

Gain/Loss(% Points)

TAKSGrade 6

All Students 85 30 80/90/25 90/40Hispanic 85 30 80/90/25 90/40

White 86 29 80/90/25 90/40Asian 83 50 80/90/25 90/40LEP 65 8 80/90/25 90/40

At-Risk 67 10 80/90/25 90/40Eco. Disadv. 84 51 80/90/25 90/40Special Ed. 45 9 80/90/25 90/40

GT 100 80 80/90/25 90/40Migrant 60 40 80/90/25 90/40

CTE 80/90/25 90/40Note: Data listed as percentages

40


R/WSubgroup

CurrentMastery

2010-2011R/W


2010-2011R/W


AYP/State/Commended


2011-2012R/W

Actual Mastery

2011-2012R/W


2011-2012R/W

Gain/Loss(% Points)

TAKSGrade 7

All Students 90/97 26/34 80/90/25 90/40Hispanic 90/97 25/32 80/90/25 90/40

White 100/100 57/57 80/90/25 90/40Asian -- -- 80/90/25 90/40LEP 66/86 3/3 80/90/25 90/40

At-Risk 79/73 4/9 80/90/25 90/40Eco. Disadv. 90/100 26/45 80/90/25 90/40Special Ed. 67/70 17/20 80/90/25 90/40

GT 100/100 58/48 80/90/25 90/40Migrant 80/97 0/34 80/90/25 90/40

CTE --- --- 80/90/25 90/40

TAKSGrade 8


White 83 33 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP 56 6 80/90/25 90/40


GT 100 70 80/90/25 90/40Migrant 71 14 80/90/25 90/40

CTE 80/90/25 90/40

TAKS-MGrade 6


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40


Migrant --- --- 80/90/25 90/40CTE --- --- 80/90/25 90/40

Note: Data listed as percentages

41


R/WSubgroup

CurrentMastery

2010-2011R/W


2010-2011R/W


AYP/State/Commended


2011-2012R/W

Actual Mastery

2011-2012R/W


2011-2012R/W

Gain/Loss(% Points)

TAKS-MGrade 7

All Students 100/84 19/11 80/90/25 90/40Hispanic 100/83 20/11 80/90/25 90/40

White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40

At-Risk 100/83 20/11 80/90/25 90/40Eco. Disadv. 100/89 19/11 80/90/25 90/40Special Ed. --- --- 80/90/25 90/40

Migrant --- --- 80/90/25 90/40CTE 100/83 18/17 80/90/25 90/40

TAKS-MGrade 8


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40


Migrant --- --- 80/90/25 90/40CTE 70 30 80/90/25 90/40

TAKS-AltGrade 6


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP 100 0 80/90/25 90/40

At-Risk --- --- 80/90/25 90/40Eco. Disadv. 100 0 80/90/25 90/40Special Ed. 100 0 80/90/25 90/40

Migrant --- --- 80/90/25 90/40CTE --- --- 80/90/25 90/40


42


R/WSubgroup

CurrentMastery

2010-2011R/W


2010-2011R/W


AYP/State/Commended


2011-2012R/W

Actual Mastery

2011-2012R/W


2011-2012R/W

Gain/Loss(% Points)

TAKS-AltGrade 7


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP ---- --- 80/90/25 90/40


Migrant --- --- 80/90/25 90/40CTE --- --- 80/90/25 90/40

TAKS-AltGrade 8


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40


Migrant 100 0 80/90/25 90/40CTE 80/90/25 90/40


43

Action Step Programs/Strategies/Activities Population Resources

Fund/$ AmountPerson(s)

Responsible Timeline Formative Evaluation

1.1 Teachers will plan by departments, grade level, and by teams to maximize instruction in all objectives.

All Teachers None PrincipalDeanDept. ChairsTeachers

Aug.-JuneAt least 4 times per week

2011-2012

WalkthroughsMeeting Notes

Benchmarks Scores

1.2 Integrate graphic organizers such as Thinking Maps,word webs, word maps, word trees and spectrum word roots strategies for analyzing written texts through SpringBoard activities.

All Students Thinking MapsMartha Morales activities/supplies

All Teachers Aug.-MayOn-going

2011-2012

WalkthroughsTeacher ObservationsLesson PlansBenchmark Scores

STAAR Results

1.3 Monitor district benchmark, six weeks tests, and State Released tests with students for re-teaching and analysis of student performance.

All TeachersAll Students

Scantrons PrincipalDeanTeachers

Aug.-MayOn-going

2011-2012

WalkthroughsTeacher ObservationsLesson PlansBenchmark Scores

1.4 Incorporate the Accelerated Reader computer program into the curriculum to apply literacy elements in order to understand an array of written texts in 6th, 7th and Resource classes.


AR Incentives PrincipalDeanTeachersLibrarian

Aug.-MayOn-going

2011-2012

Teacher ObservationsLesson PlansSign-in Logs

STAAR Results

1.5 Include Writing activities in Reading lessons in order to obtain a 96% passing rate on the STAAR Writing test and meet AYP criteria in Reading and Writing.

All Teachers SpringBoardCollege Readiness

DeanDept. ChairsTeachers

Aug.-MayWeekly

2011-2012

Teacher ObservationsLesson Plan

STAAR ResultsAYP Scores

1.6 Include Social Studies topics and literature in Reading lessons to obtain a 92% passing rate on the STAAR Social Studies and meet AYP criteria.

All Teachers Historical Fiction Books

Dept. ChairsPrincipalTeachersLibrarian

Aug.-MayOnce every six weeks

2011-2012

Teacher ObservationsLesson Plans


44




1.7 After school tutorials will be provided in the area of Language Arts to obtain a 95% passing rate on the Language Arts STAAR tests and meet AYP criteria.

All Studentsnot meeting set requirements

State CompensatorySpringBoard$16,000

PrincipalDeanAll Teachers

Oct.-May2 hrs/3 days wk

2011-2012

Attendance SheetsObjectives documentation coveredLesson Plans


1.8 Language Arts Teachers will participate in in-district Professional Development activities that will impact student performance. Teacher participation in SIOP Training and Professional Development will help the teacher have more student participation. Teachers will participate during staff development by attending the Metacognition Inservice with Cardenas-Hagan SpringBoard

All Teachers Substitutes SpecialistPrincipalDeanDept. HeadTeachers

Aug.-JuneAs Needed

2011-2012

Dissemination of materials acquired through training

WalkthroughsPDAS

1.9 Scaffold instruction for reinforcement through newspaper, film and other multimedia Language Arts for enjoying opportunities including the Accelerated Reader. Incorporate the use of newspapers in classrooms in order for students to write about current events and interact with media thus having their work published in the newspaper.

All Students Newspaper SubscriptionBrownsville HeraldE-Edition

PrincipalDeanTeachers

Aug-MayOn-going

2011-2012`

Lesson PlansWalkthroughs

STAAR ResultsAYP criteria

1.10 Various vocabulary building activities will be utilized to develop and increase vocabulary skills.Robert Marzano, 6 Step Strategies, will be implemented.

All students DictionariesThesaurus


Aug-MayOn-going

2011-2012



1.11 Use of Martha Morales activities to improve the quality of reading/writing skills for struggling students.

All students Butcher PaperSentence Strips

DeanTeachers

Aug-MayOn-going


45

2011-2012 STAAR ResultsAYP criteria

1.12 Dyslexia teacher will have Language Arts and Dyslexia lab classes throughout the day to assist those students in the Dyslexia program.

AR studentsDys studentsLEP

$66,254 (SCE)Dyslexia Teacher

PrincipalDeanDyslexia Teacher

Aug-JuneDaily

2011-2012

Lesson PlansIAP Student Forms

Benchmark, STAAR, AYP Results

1.13 Dyslexia teacher will attend all district required trainings, including RTI, Metacognitive and other student identification and implementation of accommodations to meet the needs of all Dyslexia students.

Dyslexia Teacher $66,254 (SCE) Dyslexia Teacher

DeanDyslexia Teacher

Aug-JuneAs required

2011-2012

Lesson PlansERO Transcripts

STAAR ResultsExit of students

1.14 Teachers will meet with Dyslexia teacher every six weeks to monitor student progress in content area classes.

All teachers $66,254 (SCE) Dyslexia Teacher

DeanTeachers

Aug-JuneEvery Six Wks

2011-2012

Meeting NotesSign-In Sheets

Report Cards Grades1.15 Dean of Instruction will provide teachers with on-

going staff development related to instruction, research based strategies, assessment updates and distribute initiatives and directives from Professional Development.

All teachers $58,691 (SCE) DeanTeachers

Aug-JuneOn-going

2011-2012

Training Sign-In SheetsERO transcriptsHandouts/Powerpoint Notes


1.16 Dean of Instruction will monitor tutorial programs in order to ensure students receive additional instruction after school.

All Teachers $58,691 (SCE) DeanTeachers

Oct-May2 hrs/3 days wk

2011-2012

Sign-In SheetsLesson PlansTally of student attendance

STAAR ScoresAYP criteria

1.17 Teachers will continue to selectively use CSCOPE All Teachers None DeanTeachers

Aug-MayOn-going

2011-2012

Lesson PlansTeacher Observations

STAAR scoresAYP criteria

1.18 Language Arts teachers will integrate the use of technology in order to expose students to various deliveries of instruction. Students will also be given the opportunity to present their work using various

All Teachers None DeanTeachers

Aug-MayOn-going

2011-2012

Lesson PlansWalkthroughsStudent Assignments

46

technology such as SmartBoard and Laptops/Computer use.


1.19 Language Arts teachers will collaborate on CSCOPE and SpringBoard lessons.

All Teachers None DeanTeachers

Aug-MayOn-going

2011-2012

Student AssignmentsSix Weeks Report Card


1.20 Teachers will receive update training on the RTI process, requirements and intervention. Teachers will also complete the RTI Behavior Model Modules. Student data will be documented as needed.


None PrincipalDeanCounselorsTeachers

Fall(Refresher)

2011-2012

Sign-In SheetsERO TranscriptsWalkthroughsStudent Discipline Referrals

Report CardsSTAAR Results

1.21 Teachers will attend SIOP, ELPS and TELPAS training in order to assist ELL students to English literacy and continue to help M1s and M2s have academic success.

All Teachers None District TrainingPrincipalDeanTeachers

Aug-MayAs per District Dates

2011-2012

Lesson PlansWalkthroughsSign-in SheetsERO Transcripts

TELPAS/STAAR/LAT ResultsAYP criteria

1.22 Language Arts teachers will revise and proofread/edit essays/writings cooperatively,

All Students ELMOsSupplies

DeanTeachers

Aug-MayOn-going

2011-2012

Lesson PlansWalkthroughsTeacher ObservationsBenchmarks

STAAR Results1.23 Students will complete an English journal which

will include poetry for participation in Poet’s Convention.

All Students None PrincipalDeanTeachers

Aug-MayWeekly

2011-2012

Student JournalsEntry Form

1.24 All teachers will collaborate to provide additional Writing instruction in order to obtain a 96% passing rate on the Writing STAAR and meet AYP criteria.

All Students None DeanTeachers

Aug-MayDaily

2011-2012

WalkthroughsSTAAR ResultsAYP criteria

1.25 All students will participate in the writing project called “Do the WRITE Thing.”


None DeanTeachers

Dec.-Jan. Student Work

47

2011-20121.26 All ESL students will enhance reading and language

skills through an on line program called “ESL ReadingSmart.com”

ESL Students Computers/Internet DeanAll Teachers

Aug-MayWeekly

2011-2012

Student ParticipateSign-In Logs

Program Progress Reports

1.27 Students will participate in Brainsville in order to participate in higher thinking and challenges.

6th & 7th studentsPreAP/GT

None Dean8th grd. Teachers

Once a year

2011-2012

Student Participation

1.28 Teachers will receive TELPAS Writing and On-line Reading training in order to be adequately prepared to assess students in Listening, Writing and Speaking. Teachers will have a better understanding when administering the Reading On-Line Administration Exam.

LPAC TeachersLanguage Arts TeachersTST Teacher

None PrincipalDean

ERO TranscriptsSign-In Logs

2011-2012

TELPAS Results

1.29 ELL students will practice using the on-line Reading TELPAS tutorial in order for students to be knowledgeable using the Reading On-line Administration Exam.

LEP Students None PrincipalDeanTeachers

Jan-Feb.

2011-2012

Students Rosters

TELPAS Results

1.30 Students will be given Writing prompts throughout the school year in all academic subjects in order to educate themselves in writing well thought of, organize and grammatically correct writing standards and be prepared for the writing collections.

All Students None PrincipalDeanAll Teachers

Aug-May

2011-2012

Lesson Plans

TELPAS Results

1.31 Stillman staff will attend Language Arts Professional Development for new and existing Reading, English, ESL, Special Education, and Dyslexia teachers in order to implement a comprehensive ELAR/SLAR instructional program. *CSCOPE Curriculum *ELAR/SLAR (English/Spanish Language Arts & Reading) TEKS *Texas Adolescent Literacy Academies (TALA) *Response to Intervention (RTI) *New State Adopted Textbooks *CCRS (College and Career Readiness Standards) *EOC English I, II, and III *State of Texas Assessment of Academic

All Students Response to Intervention Model(RTI)Texas Reading AcademicsDeveloping MetacognitiveSkillsTexas Adolescent Literacy Academy(TALA) TELPAS Rubric for WritingCSCOPE

All Subject Area TeachersPrincipalsDeanAdministrators forCurriculum & InstructionAssistant SuperintendentRegion I

May – Sept.

2011

Program ReportsWalkthroughsTexas Middle School Fluency Assessment (TMSFA)Reduction of Dyslexia/Sp. Ed. Discipline referrals

TELPASSTAAR

48

Readiness (STAAR)

1.32 Stillman Teachers will attend Language Arts Professional Development for ELA teachers in order to implement a comprehensive instructional program for English Language Learners. *TELPAS *ELPS *CSCOPE Curriculum *Sheltered Instruction *State of Texas Assessments of Academic Readiness (STAAR)

All Students LOCAL/TI Funds All Subject Area TeachersPrincipalDeanLanguage Arts SpecialistsAdministrator for Curriculum & InstructionAssistant Superintendent

Aug. – Oct.

2011

Jan. – Feb.

2012

Classroom ObservationBenchmark Testing

TELPASSTAAR

1.33 Stillman Dyslexia Teacher will attend Professional Development which utilizes intensive, multisensory, phonetic methods, as well as writing and spelling components in order to implement a complete comprehensive Dyslexia Program: *All new Dyslexia teachers will complete a two year training in Basic Language Skills Dyslexia Reading Program. *Provide training for all Dyslexia teachers in Multisensory Reading and Spelling. *Continue training for all Dyslexia teacher in areas that support and expand their current knowledge in Orton-Gillingham approaches and current trends. *Continue to provide professional development for general education campus teachers and dyslexia teachers in areas of Dyslexia characteristics, Dyslexia student identification and implementation of accommodations. *Dyslexia teachers will be committed to achieve the level of expertise in completing the Dyslexia Practitioner Preparation Program *Dyslexia teachers will be committed to revise or Update the newly developed Dyslexia Handbook Uide on a yearly basis.

Dys Students LOCSCTIRegional Education Service CenterNeuhaus Education CenterFoundations for Language Basic Language SkillsMultisensory GrammarDeveloping Metacognitive SkillsScientific SpellingMultisensory Reading and Spelling

SuperintendentAdministrator for Curriculum & Instruction

Section 504 DyslexiaAdministratorDyslexia Lead TeacherPrincipalLiteracy coaches

Aug. – Dec.

2011

Professional Development Evaluations

Teacher Transcripts

Benchmarks

STAAR Results

49

1.34 Teachers will develop oral language skills and

increase listening/speaking and reading/writing proficiency through the use of ELPS and ELAR strategies in the classroom in order for students to systematically transition to English lieteracy.

All Students LOCTITPTR FundsState Adopted ESL PrgTEKSCSCOPEReading Smart

All TeachersSp. Ed. TeachersDyslexia TeachersPrincipalDeanBilingual Education SpecialistESL Reading Smart

Aug – May

2011-2012

Benchmark testingReading FluencyTeacher ObservationsProgress Reports

TELPASRLAT

1.35 Stillman teacher will provide students the opportunity to read for enjoyment in order to gain an appreciation for literature through the use of the following: *Accelerated Reader *Sustained Silent Reading *Open-Ended comprehension question for reading of choice. *Reading Log *Read Aloud *Book Talk *Character Parade *National Book Week *National Literacy Week

All Students TPTR FundsTILOCCampus FundsLibrary facilities. Print, non-print & electronic resources100 Book ChallengeAccelerated Reading SoftwareScholastic SoftwareUnited Streaming Classroom LibrariesCIRCLECSCOPE

All Regular Classroom TeachersSp. Ed. TeachersDys. TeachersContent Area TeachersTechnology Teacher AssistantAsst. SuperintendentAdm. For Curriculum & InstructionSBDM CommitteePrincipalLibrarian

Aug. – May Accelerated Reading Reports

Reading Logs

STAAR

TELPAS

RLAT

Benchmarks

1.36 Stillman teachers will provide opportunities for all students to participate in curricular as well as extracurricular activities in order to develop language usage and improve proficiency. *Announcements *Visual Representation *UIL *Destination Imagination *Publishing *Newspapers, campus newspapers, literary Magazines *Teen Speak

All Students TPTR FundsTILOCCampus FundsELAR/SLARTEKSState Adopted ProgramSchool NewspapersNewspapers in EducationAdvance Placement(AP) Inst.

Regular Classroom Teachers

Sp. Ed. Teachers

Dyslexia Teacher

Content Area Teachers

Principal

Language Arts

Aug. – May

2011-2012

Benchmark testing

Schedules & Results

Number of students receiving High School AP credit for courses taken

STAARTELPAS

50

*Spelling Bee *Book writing/publishing *Advanced Placement

CSCOPECIRCLE

Specialist

Dean

Literacy Coaches Assistants

SuperintendentsAsst. SuperintendentFor Curriculum & Instruction

SELP

1.37 Stillman teachers will implement intervention through the Response to Intervention (RTI) 3 Tier Model in order to support student academic growth and success.

All Students TISCBILCSCOPETALATPTR FundsTI FundsLOC Funds

All TeachersBilingual Ed. Dept.Sp. Ed. Dept.PrincipalDeanCurriculum SpecialistsLiteracy Coaches

Aug. – May

2011-2012

Texas Middle School Fluency Assessment (TMSFA)

Progress Monitoring

Benchmark Results

STAAR

Texas English Language Proficiency AssessmentSystem (TELPAS)

1.38 One 7th grade ELA teacher will attend the Region One STAAR Fall Conference. Participants will be provided with vital information in relation to rigor in the New State of Texas Assessments of Academic Readiness (STARR). Participants will be provided with opportunities to learn how to analyze various levels of rigor and understand the degree of complexity of learning standards and assessment standards in order to prepare for the 1st administration of STAAR.

Dean of Instruction will attend the STAAR Fall Conference. Administrators will be provided to understand how rigor in curriculum, instruction, assessment and monitoring will impact student

One ELA Teacher

Dean of Instruction

Registration Fee:$175 (Loc)

Registration Fee:$175 (Loc)

TeachersDeanAdministration

Sept. 2011 Certificate of AttendanceEROLesson PlansWalk-throughs

51

performance and accountability. Administrator will share with this vital information with others.

1.39 Teachers will utilize Holt on-line in order to expose students to the resources available to them such as Book Trailers, on-line power points, and tutorials which reinforces the skills, TEKS and story elements to be taught.

All Teachers None TeachersDeanAdministration

Aug. – June2011-2012



1.40 Bell ringers such as reinforcing vocabulary, understanding analogies, proofreading, summarization and other will be reinforced at the start of class to get students focused, provide an enrichment opportunity or spiraling.

All Teachers None TeachersDeanAdministration

Aug. – June2011-2012



1.41 The Librarian, teachers and students will participate in revitalizing the library by “weeding” out old and unused books. New books will processed and placed on the library shelves for checkout. School staff has determined that by cleaning and adding new books to the library and advising students of this initiative, students will be more likely to check out books for outside of class reading and actively participate in Accelerated reader. These efforts will then result in an increase in students level of reading comprehension and vocabulary.

All studentsLEP, SPEDMIGAt-risk

504/Dsy

None Media AdminPrincipal

Dean of InstructionLibrarianDept. Heads

Oct. 2011 FormativeSTAAR ResultsAR Reports

SummativeWalk-throughTeacher SurveyStudent Survey

1.42 Teachers will integrate SpringBoard curriculum in order to promote rigor, enhance the scope of content covered, and challenge students to complete higher level critical thinking activities in order to ensure student preparedness for an AP Curriculum.

All StudentsLEP, Sped, Mig, At-risk, 504.Dsy

None PrincipalDean of InstrucionDept. Heads

2011-2012 FormativeSTAAR Results

SummativeWalk-through SB and in houseTeacher Reflection

1.43 Teachers will be given the opportunity and funds to plan collaboratively. Teachers will integrate CSCOPE and SpringBoard by planning horizontally lessons and activities that will also ensure students are prepared for the STAAR assessment.

ELA 7th & 8th Teachers

SpringBoard Money$1,000

PrincipalDean of InstrucionDept. Heads


SummativeSign-in sheets

52

Lesson plans

** Add or delete Action Steps as needed.

53

Key Codes for Special Populations Key Codes for Funding(TI) Economically Disadvantaged (SCE) State Compensatory Education Funding codes must include

actual dollar amounts(MI) Title I-C Migrant (LOC) Local(LEP) Limited English Proficient (TI) Title I Include Professional

Development and or Special Education CAP Strategies in the activities

(SE) Special Education (TIA) Title I: Parents and Community(AR) At-Risk (TIC) Title I-C: Migrant(GT) Gifted and Talented (TII) Title II

(DYS) Dyslexia (TIII) Title III: Federal Bilingual(TIV) Title IV

All Students includes Regular, LEP, Special Ed., At-Risk, etc.

(IEP) Innovative Education(CSR) Class Size Reduction(BIL) State Bilingual(TIX) Title IX(CTE) Career and Technical Education(HOM McKinney Homeless

Education

Mathematics

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate minimum passing standards with 30% of these students obtaining a commended performance level on the STAAR Mathematics Exam.

Campus Performance Objective: By the end oth the 2011-2012 school year, the percentage of students passing the STAAR mathematics test will be increased by 5%..



MathSubgroup

CurrentMastery

2010-2011


2010-2011


AYP/State/Commended


2011-2012

Actual Mastery

2011-2012


2011-2012Gain/Loss(% Points)

TAKSGrade 6


White 63 13 75/90/25 90/30Asian 100 60 75/90/25 90/30LEP 53 10 75/90/25 90/30


GT 94 59 75/90/25 90/30Migrant 60 0 75/90/25 90/30

CTE 75/90/25 90/30Note: Data listed as percentages

54


MathSubgroup

CurrentMastery

2010-2011


2010-2011


AYP/State/Commended


2011-2012

Actual Mastery

2011-2012



TAKSGrade 7


White 100 29 75/90/25 90/30Asian --- --- 75/90/25 90/30LEP 88 13 75/90/25 90/30


GT 100 60 75/90/25 90/30Migrant 100 --- 75/90/25 90/30

CTE 93 29 75/90/25 90/30

TAKSGrade 8


White 83 0 75/90/25 90/30Asian --- --- 75/90/25 90/30LEP 76 6 75/90/25 90/30


GT 100 43 75/90/25 90/30Migrant 57 0 75/90/25 90/30

CTE 88 16 75/90/25 90/30TAKS-MGrade 6


White 0 0 75/90/25 90/30Asian 0 0 75/90/25 90/30LEP 0 0 75/90/25 90/30

At-Risk 71 12 75/90/25 90/30Eco. Disadv. --- --- 75/90/25 90/30

55

Special Ed. 76 10 75/90/25 90/30Migrant --- --- 75/90/25 90/30

CTE --- --- 75/90/25 90/30Note: Data listed as percentages

56


57


MathSubgroup

CurrentMastery

2010-2011


2010-2011


AYP/State/Commended


2011-2012

Actual Mastery

2011-2012



TAKS-MGrade 7


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40


Migrant --- --- 80/90/25 90/40CTE 92 25 80/90/25 90/40

TAKS-MGrade 8


White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40


Migrant --- --- 80/90/25 90/40CTE --- --- 80/90/25 90/40

TAKS-AltGrade 6

All Students 100 10 80/90/25 90/40Hispanic --- --- 80/90/25 90/40

White --- --- 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40

At-Risk --- --- 80/90/25 90/40Eco. Disadv. --- --- 80/90/25 90/40Special Ed. 100 0 80/90/25 90/40

Migrant --- --- 80/90/25 90/40CTE --- --- 80/90/25 90/40


Action Programs/Strategies/Activities Population Resources Person(s) Timeline Formative Evaluation

58


MathSubgroup

CurrentMastery

2010-2011


2010-2011


AYP/State/Commended


2011-2012

Actual Mastery

2011-2012



TAKS-AltGrade 7


White --- --- 80/90/25 90/40Asian 0 0 80/90/25 90/40LEP 0 0 80/90/25 90/40


Migrant 0 0 80/90/25 90/40CTE 0 0 80/90/25 90/40

TAKS-AltGrade 8


White 0 0 80/90/25 90/40Asian --- --- 80/90/25 90/40LEP --- --- 80/90/25 90/40


Migrant --- --- 80/90/25 90/40CTE --- --- 80/90/25 90/40

Step Fund/$ Amount Responsible2.1 Campus staff Development for on-going trainings,

CSCOPE and Springboard. Vertical alignment in order to develop collaborative lesson planning for classroom instruction, tutorial and enrichment that is focused on student weaknesses.

All Math Teachers None Department HeadSpecialistDeanPrincipal

One time per semester

2011-2012

Mentor sign-in sheets and participationLesson plans will indicate teachers used information to make needed curriculum adjustments

STAAR ResultsBenchmark ScoresReport Cards

2.2 Monitor benchmark, six weeks tests, and released TAKS Modified for STAAR with students for re-teaching and analysis.

All Students None PrincipalDeanTeachers

On-goingAug-May

2011-2012

Teacher observation Lesson plansStudent work progress


2.3 Integrate graphic organizers, charts and other supplemental aids that will assist students in solving problems.

All Math Teachers Thinking Maps(Previously Purchased)

All Math Teachers On-goingAug-MayDistrictMid-Term

2011-2012

WalkthroughsTeacher ObservationsLesson PlansBenchmarks

STAAR Results2.4 Teachers will use technology in the classroom in

order to vary the delivery of instruction and demonstrate problem-solving through the use ofSmartBoards and/or ELMO.

All Math TeachersAll Students

Elmos, Scanners, Laptops, Computers, Printers(Previously Purchased)

All Math TeachersPrincipalDeanLibrarianTechnology Teachers

On-goingAug-May

2011-2012

Lesson PlansWalkthroughsStudent assignments

STAAR resultsAYP criteriaBenchmark Scores

2.5 Students who did not meet 2010-2011 TAKS standards in Math will be enrolled in an enrichment course that will take the place of an elective in order to obtain an 80% passing rate on the Math STAAR and meet AYP criteria for 2012.

7th grade students who did not meet TAKS standards in Math in 2011AR Students

State Compensatory Funds

$60,000

1FTE

PrincipalDeanCounselorsTeachers

Aug-JuneDaily

2011-2012

Student SchedulesLesson PlansWalkthroughs

STAAR resultsAYP criteriaBenchmark Scores

59




2.6 All Stillman Middle School teachers will collaborate as academic teams to provide additional mathematics instruction in order to obtain an 80% passing rate on the Math STAAR and meet AYP criteria. Academic teams will integrate math in all content areas through warm-ups and other classroom activities.

All Students None PrincipalDeanAll TeachersAcademic Teams

Aug.-JuneWeekly

2011-2012

Walkthoughs

STAAR resultsAYP criteria

2.7 Integrate oriented computer software such as TMSDS Holt in order to Expose students to mathematics through technology. This provides students an opportunity to use computer software that offers immediate feedback.

Region 1 Item Bank

All Students No costTMSDS Holt on-line

DeanTSTTeachers

Aug-June

During Enrichment & Tutorials

2011-2012

Lesson PlansWalkthroughsComputer lab use Log-in Sheets


2.8 Provide after-school and Saturday tutorials with identified low performance students in order to assist students in their mastery and understanding of STAAR/College Readiness objectives. Provide transportation for students.

AR StudentsLEP StudentsSE Students

State Compensatory Funds

$16,000


Oct.-May2 hrs/3 daysSaturdays(As Needed)

2011-2012

Student AttendanceSign-In Sheets


2.9 Provide professional development training on STAAR strategies to support all math objectives and provide learned instructional strategies and techniques to be applied in the classroom setting.

*RGVCTM Conference*NCTM Membership

Math Teachers None DeanDept. ChairTeachers

Once per semester

2011-2012

WalkthroughsLesson Plans

STAAR ResultsBenchmark ScoresAYP criteria

2.10 Incorporate the use of manipulatives in classroom to promote student learning and participation.

All Students None All Teachers Aug.-MayDaily

2011-2012


STAAR ResultsBenchmark Scores

2.11 Teachers throughout the week will meet as departments, teams and grade levels to discuss instructional strategies and lessons to address identified objectives.

Math grade level teachersTeam Teachers

None PrincipalDeanDept. ChairsTeachers

Aug.-MayWeekly

2011-2012

WalkthroughsMeeting NotesBenchmarks


60

2.12 Intervention plans and continued communication with parents will be established for each child that is not academically successful (NCLB)

All Students None PrincipalDeanCounselorMath Teaches

Aug.-MayDaily

2011-2012

Lesson PlansStudent & Contact LogProgress Reports

STAAR ResultsBenchmark Results

2.13 Each student will be assigned a workbook designated by the appropriate grade level Math teacher for students to complete and use to demonstrate instructional growth and mastery of STAAR objectives.

All Students Resource Practice Workbooks

$100 per teacher$1,100 TOTAL

DeanDept. ChairTeachers

Aug.-MayDaily

2011-2012

Student SchedulesLesson PlansWalkthroughs


2.14 Implement an integrated challenging, standard-based, inquiry-centered math curriculum as demonstrated through: *SpringBoard *CSCOPE *Technology teaching *Pre-AP/APin order for students to meet STAAR passing standards and attain on grade-level passing standards.

All Students TEKSFrameworksManipulatives Instructional MaterialsOn-line ResourcesEnglish Language Proficiency Standards(ELPS)

Asst. SuperintendentsAsst. Superintendents & Administration forCurriculum and InstructionPrincipal/Asst. Principals/Dean/CounselorsMath Specialists and Teachers, Inclusion Teachers

Aug-June

2011-2012

Analysis of Student work5 “E” modelAssessment

Classroom Observations


2.15 Maintain student enrollment and successful completion rates of high school mathematics courses by continuing to offer Algebra I at the middle school by selecting students using specific criteria based on the course listing guide.

8th grade Students Campus Enrollment DataStudent completion levelsPre-AP ContractCourse Listing Guide

Same as AbovePrincipalDeanCounselorsTeachers

Aug.-May

2011-2012

Course enrollment DataSuccessful completion data at Middle School

EOC Test ResultsSTAAR Results

2.16 Develop and implement a district plan for training each campus principal, assistant principal, counselor and dean/instructional facilitator on standards-based math curriculum and instruction: *Calculator integration for math (all levels) *Technology integration *CSCOPE *Assessment and monitoring of teacher effectiveness and student work

All Campus Administrators

None Math SpecialistsProfessional DevelopmentAdministrator

Aug.-April

2011-2012

Professional Development Evaluations

Campus Improvement Plan

ERO Transcripts

STAAR Results

61

2.17 Create and implement a structured systematic assessment and intervention plan reflecting: *STAAR Results *Classroom formative assessments *District Benchmarksin order to assist students that have not passed their State Assessment Test.

6th-8th grade Teachers

Diagnostic testsClassroom AssessmentsCurriculum CollaborativeComputerMath Software

Administrator for Elementary & SecondaryCurriculum and InstructionMath SpecialistPrincipalDeanTeachers

Aug-May

2011-2012

Teacher Lesson PlansVerification by SpecialistTutorial Objectives SummarySTAAR Results

2.18 Maintain a list of mathematics vocabulary per grade level to instruct and familiarize students with academic language


TEKS Math Specialists6th-8th grade Teachers

Aug.-June

2011-2012

Lesson Plans

2.19 Teachers will participate in training on MOBI, SmartBoard, and Office Software in order to implement hands on technology in the classroom and expose students to mathematics with the use of technology.


TEKS Dean Aug-June

2011-2012

Sign-in SheetsERO Transcripts

STAAR ResultsBenchmark ScoresReport Cards

2.20 A teacher successful with at-risk students will be designated to continue working with these students and prepare them for the college readiness standards that will be tested on the STAAR.

8th grade ARSELEP

$ 43,360(SCE)

PrincipalDean

Aug.-June

2011-2012

Lesson PlansSSI Accelerated Plans

STAAR Results

2.21 Teachers will receive training on RTI process, requirements and interventions. Teachers will also complete the RTI Behavior Model Modules. Student data will be documented as needed.


None PrincipalDeanTST TeacherDistrict Personnel

FallRefreshers as needed2011-2012

Sign-in SheetsERO TranscriptsWalkthroughsStudent Discipline Referrals

STARR ResultsReport Cards

2.22 Stillman teachers will implement an integrated challenging, standard-based, inquiry-centered math curriculum as demonstrated through SpringBoard and CSCOPE so that students will increase their conceptual knowledge at their appropriate grade level.

All Students Suppllies

Stipends

AdministrationDeanCounselorsTeachersMath SpecialistsSp. Ed. Teachers

1st – 6th Six Weeks

Student AssessmentsClassroom ObservationsWalkthroughsLesson Plans

2.23 Stillman teachers will support enrollment and successful completion rates of Algebra 1 in order to increase the number of students taking higher level mathematics courses at the high school level.

All Students Enrollment DataStudent Completion LevelsPre AP Contract

PrincipalAsst. PrincipalsDeanMath Specialist

Once Every Six Weeks

Enrollment Numbers

62

Course Listing Guide Math Teachers2.24 Administer the MSTAR Universal Screener to

8th grade students in order to monitor the students’ algebraic readiness.

All 8th Grade Students

Enrollment DataStudent Completion Levels

PrincipalAsst. PrincipalsDeanMath SpecialistMath Teachers

Fall/Winter Spring Administrations

Enrollment Numbers

2.25 Stillman teachers will attend professional development that support CSCOPE so that teachers will have all updates of the CSCOPE curriculum as requested

All Teachers Teachers Math Specialist Deans (CSCOPE Leadership Team) Principal Bilingual /ESL Administrator

Professional Development

July 2011

1st – 6th

Six Weeks

Classroom ObservationsProfessional Dev. evaluationsVertical & horizontalmeetingsSign-in sheets

2.26 Stillman teachers will attend professional development that increases the content and pedagogical level of teachers in order to support the CSCOPE curriculum.

All Teachers MSTAR Academies PrincipalAsst. PrincipalsDeanMath SpecialistMath TeachersSp. Ed. Teachers

1st – 6th

Six WeeksStudent assessmentsClassroom ObservationsWalkthroughsLesson Plans

2.27 Stillman teachers will attend professional development in questioning strategies to enhance students’ reflective reasoning and conceptual understanding.

All Teachers PrincipalAsst. PrincipalsDeanMath SpecialistMath TeachersSp. Ed. Teachers

1st – 6th


2.28 Provide professional development on the specifications, format, item analysis and categories of the STAAR so that teachers can provide focused instruction to improve students’ performance on STAAR.

All Teachers Stipends PrincipalAsst. PrincipalsDeanMath SpecialistMath TeachersSp. Ed. Teachers

1st – 6th


2.29 Stillman teachers will attend training to teachers to build teacher understanding of second language learning acquisition so that students are successful in the mathematics classroom.

All Teachers Stipends PrincipalAsst. PrincipalsDeanMath SpecialistMath TeachersSp. Ed. Teachers

1st – 6th


63

Counselors

2.30 Stillman teachers will support research-based response to intervention strategies, including tutorials and remediation for students diagnosed as performing below campus established proficiency levels so that struggling students gain a year or more in math progress.

All Teachers Adm. for Sp. ProgramsAdm. for State Com.Adm. for Federal Prog.Adm. for Curriulum & InstructionPrincipalAssistant PrincipalDeansCounselorsMath TeachersMath SpecialistsBilingual Dept.

2nd – 5th

Six WeeksTutorial rosters Diagnostic test results from previous years Failure lists Texas Mathematic Diagnostic System Additional diagnostic tests

2.31 Stillman students will attend a Math Meet in order for student achievement to be increased.

All Math Students Math TeachersMath SpecialistsPrincipalDeanCounselors

May

2012

Qualifying Tests

2.32 Dean of Instruction will provide teachers with on-going staff development related to instruction, research based strategies, assessment updates and state testing accommodations.


Aug-JuneOn-going

2011-2012






2011-2012



2.34 Teachers will integrate SpringBoard curriculum in All Students None Principal 2011-2012 Formative

64

order to promote rigor, enhance the scope of content covered, and challenge students to complete higher level critical thinking activities in order to ensure student preparedness for an AP Curriculum.

LEP, Sped, Mig, At-risk, 504.Dsy

Dean of InstrucionDept. Heads

STAAR Results

SummativeWalk-through SB and in houseTeacher Reflection

2.35 Teachers will be given the opportunity and funds to plan collaboratively. Teachers will integrate CSCOPE and SpringBoard by planning horizontally lessons and activities that will also ensure students are prepared for the STAAR assessment.

7th & 8th Math Teachers

SpringBoard Money$1,000

PrincipalDean of InstrucionDept. Heads


SummativeSign-in sheetsLesson plans


65







(IEP) Innovative Education(CSR) Class Size Reduction(BIL) State Bilingual(TIX) Title IX(CTE) Career and Technical Education(HOM McKinney Homeless Education

Science

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in the understanding of science.

BISD Annual Performance Objective: A minimum of 90% of students taking the TAKS science exam will demonstratemastery. A minimum of 25% of students taking the TAKS science exam will achieve commended performance.

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of students passing the STAAR Science test will increase by 5%.



ScienceSubgroup

CurrentMastery

2010-2011


2010-2011


State


2011-2012

Actual Mastery

2011-2012



TAKSGrade 8

All Students 85 33 90 90/25Hispanic 85 32 90 90/25

White 100 40 90 90/25Asian --- --- 90 90/25LEP 57 0 90 90/25

66

At-Risk 69 9 90 90/25Eco. Disadv. 85 33 90 90/25Special Ed. 90 10 90 90/25

GT 100 70 90 90/25Migrant 67 0 90 90/25

CTE 85 37 90 90/25Note: Data listed as percentages


ScienceSubgroup

CurrentMastery

2010-2011


2010-2011


State


2011-2012

Actual Mastery

2011-2012



TAKS-MGrade 8


White --- --- 90 90/25Asian --- --- 90 90/25LEP --- --- 90 90/25


Migrant --- --- 90 90/25CTE --- --- 90 90/25

TAKS-AltGrade 8


White --- --- 90 90/25Asian --- --- 90 90/25LEP --- --- 90 90/25


Migrant --- --- 90 90/25

67

CTE --- --- 90 90/25Note: Data listed as percentages




3.1 Technology: Develop strategies using Math skills in conjunction with Math teachers for the use of data collection and analysis in an integrated approach and develop a level of comfort in the use of graphic calculators in order to obtain a 90% passing rate on the STAAR and meet AYP criteria. Also, the use of classrooms will be expanded.

6th-8th GT/Pre-APLEPMISEStudents

None PrincipalDeanTSTScience Teachers

Aug. – May

2011-2012

Program decision through cumulative report

Teacher made pre-tests using calculators & probes

STAAR ResultsAYP criteriaEOC scores

3.2 Students will work to develop Science Fair Projects and participate in the Charles Stillman Middle School and Brownsville I.S.D. Science Fairs. Students will know how to develop a research project using specific criteria.

6th-7th

GT/Pre-APLEPMISEStudents

Photo paperColor paperInkCartridges

$1000

PrincipalDeanSpecialistAll Teachers

1st & 2nd

SemestersParticipation in Science Fairs

Science Fair Projects will be used to evaluate mastery of Scientific method

3.3 Integrate graphic organizers, like Thinking MapsWord webs, word maps, word trees and spectrum word roots, providing strategies for analyzing

6th-8th

GT/Pre-APLEP

Thinking Maps PrincipalDeanAll Teachers

Aug.-May

2011-2012


68

written texts. Integrate Scientific strategies such as STAAR facts cards, vocabulary bingo, spiral notebooks, educational poster, etc., in order to provide students with a variety of technique for organizing TEKS objectives and content material.

MISEStudents

STAAR ResultsBenchmark Mid-Term scores

3.4 Lab activities from CSCOPE and other supplemental resources (40% requirement from TEKS) will be provided as learning experiences for multiple learning styles. Students will learn STAAR objectives through differentiated instruction.

6th-8th

GT/Pre-APLEPMISEStudents

Consumables$1,900

Replacements$1,600

PrincipalDeanSpecialistScience Teachers

Aug.-MayEach six weeks

2011-2012


8th grade STAAR Results6th-7th Benchmark Scores

3.5 Students will develop Science STAAR strategies through the use of STAAR based materials. STAAR readiness activities will be implemented on Saturdays after school tutorials in order for students to pass benchmark exams and the STAAR exam.

8th grade Science STAAR ResourcesBrain PopCowUSB

Science Teachers Aug.-MayEvery six weeks

2011-2012

Lesson PlansPeriodic Benchmark Testing

STAAR Science Results




3.6 Teachers will integrate the use of technology in order to expose students to various deliveries of instruction. Students will also be given the opportunity to present their work using various technologies. Students will be exposed to this delivery of instruction in order to master objectives taught by having them presented differently.

All Students ElmosMobi’sSmartBoardsSRS Class Set(Previously purchased)

PrincipalDeanTeachersTechnology

Aug.-May

Daily As Scheduled

2011-2012

WalkthroughsMeeting AgendaSign-In SheetsLesson Plans

Comparison of individual teacher’s benchmark and STAAR Results

3.7 Teachers will utilize school laptops and LCD projector for instructional needs (powerpoint video streaming, on-line research) for the duration of the school year as part of the CSCOPE curriculum. TMSDS will be used in order to obtain content material from on-line resources.

Science Teachers Technology TST(Technology Contact)

Aug.-JuneEach six weeks

2011-2012

Lesson PlansStudent Presentations

Benchmark,EOC,STAARResults

3.8 Teachers will work to prepare students for the upcoming 8th Science STAAR exam. Science Teachers will use the TEKS from previous grade

6th – 8th LEPAR

None PrincipalDeanScience Teachers

Aug.-June

2011-2012


69

levels to ensure the mastery of the STAAR exam. SEStudents


3.9 Teachers will receive training on the RTI process, requirements and interventions. Teachers will also complete the RTI Behavior Model Modules. Student data will be documented as needed.

All Students None PrincipalDeanDistrict PersonnelTST Teacher

Fall(Refresher As Needed)2011-2012



3.10 Stillman students will conduct field and laboratory investigations the state required 40% of their instructional time to ensure ample opportunity for descriptive, comparative, and experimental

investigations outlined in the new TEKS.

All StudentsAll Science Teachers

Local Funds, Federal Funds, State Comp. Funds; TEKS, CSCOPE Curriculum

PrincipalAsst. PrincipalsDeanScience TeachersScience Specialists

Aug. – July

2011-2012

WalkthroughsCampus VisitsLesson PlansDaily Schedules

3.11 Stillman teachers will attend professional development in:

*CSCOPE K-12 review new units and lessons*In depth study of science TEKS*Response to Intervention*Maintenance Training for classroom teachers*New Teacher In-Service Training to teachers new to the district or new to the grade level / course*Technology integration, Journaling, Word Walls, Vocabulary Development, Graphic Organizers*Assessments including TMSDS and AWARE*Star Lab*Questioning techniques*Exit Level review strategies*SIOP*HESTEC*Brainsville Coaching

All Science Teachers

Campus Needs Assessment Survey;

Materials and Supplies (TMSDS, AWARE, desktop computer, printer, scanner, digital cameras, Elmos, projectors and a poster maker) for Science Institutes, Maintenance Trainings, District Waiver days; Super Science Saturdays, and New Teacher In-service Trainings

Local Funds, Federal Funds, State Comp. Funds, TPTR funds

Adm. for Professional DevelopmentScience SpecialistsScience TeachersPrincipalsDeanPoints of ContactDept. Chairs

Aug. – July

2011-2012

Session EvaluationsSpecialist Feedback

Percent of Teachers trainedSurvey resultsProgram EvaluationsSurveysSTAAR Scores

70

*Living w/Science*Sally Ride

to improve the delivery of science instruction and increase student achievement.

3.12 Stillman teacher utilize AWARE data from district Benchmarks and state assessments to target instruction for subgroups and individual students K-12 and to plan future professional development at the campus and district level to improve the delivery of science instruction and increase student achievement.

All StudentsAll Teachers

AWARE Science Specialists PrincipalAssistant PrincipalsDeanScience Teachers

Dept. of Assessment /Research/Evaluation

Aug. – July

2011-2012

Lesson PlansBenchmarks

STAAR Scores

3.13 Stillman will develop, support and implement a strong Science Enrichment Program through Science Competitions, Science Fairs, Regional, State & International Science & Engineering fairs, TexPREP to increase the number of participants and the quality of products in these programs and

events.

All Students LOC/FED/SCFunds

Assistant SuperintendentsAdministrators for Curriculum & InstructionScience SpecialistsPrincipalAssistant PrincipalsDeanScience Teachers

Aug. – July

2011-2012

Student participationdataSchool/District events

Regional/State participation and awards

3.14 Stillman principal, assistant principals, counselors, deans, and teachers will receive information on standards-based science curriculum, instruction, and assessment including:

*Science TEKS *STAAR – Awareness of STAAR as a Multi-Grade Assessment

* Middle School 6-8 grade*End of Course Exams *Technology integration (all levels)*Hand-held Technology

*CSCOPE*Texas Math & Science Diagnostic System /

*AWARE

to improve communication between campus

All Campus Administration

LOC/FED/SCFunds

Adm. for Curriculum & InstructionPrincipalAssistant PrincipalsDeanCounselorsTeachersScience Specialists

September

2011

Program Evaluation Surveys

STAAR Results

71

administration and teachers regarding science curriculum and instruction.

3.15 Stillman will support systems for students to excel and improve achievement in science courses through:

*Tutoring*After school programs*Science Labs*Living with Science*Tech Labs*Saturday Academies *21st Century

to improve student achievement.

All Students LOC/FED/SCFunds

Adm. for Curriculum & InstructionPrincipalAssistant PrincipalsDeanCounselorsTeachersScience Specialists

Aug. – July

2011-2012

Grades

STAAR Results

3.16 Stillman will support and participate with Advanced Academic Services Department in Dual Enrollment , GT, AP and Pre-AP science courses:

*Support teachers in GT, AP and Pre-AP classes to improve the rigor and differentiation of instruction*Support programs for students, such as Brainsville and Destination Imagination*Align science curricula

to improve differentiation and rigor of science programs for these students.

All StudentsAll Science TeachersAdministration

LOC/FED/SCFunds

Science SpecialistsPrincipalAssistant PrincipalsDeanAdm. for Advanced AcademicsScience Teachers

Aug. – July

2011-2012

Professional DevelopmentSurveys

STAAR ResultsStudent Achievement &GT/Pre-AP/AP Science courses enrollment

3.17 Stillman teachers will support ESL strategies for Science instruction.

ELPSTALA- 6th grade and 7th gradeSheltered InstructionSLATTELPAS

6th-8th Grade LEP/ESL Students

BIL/LOC/FED/SCFunds

PrincipalAssistant PrincipalDeanTeachersScience Specialists

Aug. – July

2011-2012

Session EvaluationsSpecialist Feedback

Percent of teachers trainedSurvey ResultsProgram Evaluation SurveysData from PBMAS &

72

to improve student achievement for these students. ELPS3.18 At least one Stillman science teacher will attend

a state or national science and educational conference to remain current in science and educational issues and pedagogies. Training and information will be shared with all teachers through department chair and point of contact meetings; professional development opportunities; and district waiver days.

One Science Teacher

LOC/FED/SC/TPTRFunds

Assistant SuperintendentsAdm. For Curriculum & InstructionScience SpecialistsPrincipalAssistant PrincipalsScience Teachers

Aug. – July

2011-2012

Session evaluations; specialist feedback; number of teachers trained

Benchmark Results,EOC scores, TAKS, and STAAR Results

3.19 Stillman science teachers will receive laboratory safety training and complete science laboratory surveys to increase safety awareness for teachers and students.

All Science Teachers

None PrincipalAssistant PrincipalsDeanScience TeachersScience SpecialistSafety Administrator

Aug. – July

2011-2012

Sign-in SheetsNumber of teacher trained

Benchmark ResultsEOC ScoresSTAAR Results



Aug-JuneOn-going

2011-2012






2011-2012



3.22 One 8th grade Science teacher will attend the Region One STAAR Fall Conference. Participants will be provided with vital information in relation to rigor in the New State of Texas Assessments of Academic Readiness (STARR). Participants will be provided with opportunities to learn how to analyze various levels of rigor and understand the degree of complexity of learning standards and assessment

8th Grade Science Teacher

Registration Fee:$175

TeachersDeanAdministration

Sept. 2011 Certificate of Attendance

ERO

Lesson Plans

Walk-throughs

73

standards in order to prepare for the 1st administration of STAAR.

Dean of Instruction will attend the STAAR Fall Conference. Administrators will be provided to understand how rigor in curriculum, instruction, assessment and monitoring will impact student performance and accountability. Administrator will share with this vital information with others.

Dean of Instruction

Registration Fee:$175

3.23 7th grade students will participate in Star Lab Activities. This hands-on activity will emphasize STAAR TEK standards to be assessed on the 8th grade STAAR test. Participation in this activity will also motivate students to enjoy science from a different perspective.

All studentsLEP, SPEDMIGRANTAt-risk

504/Dsy

STAAR LAB from District office

PrincipalDean

Science SpecialistDept. Head

7th Science Teachers

January February

Formative Test Results

Student Participation


74








Social Studies

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in the area of social studies.

BISD Annual Performance Objective: A minimum of 90% of BISD students tested will demonstrate minimum passingStandards with 45% of the students tested will obtain Commended Performance on the Social Studies TAKS Assessment.

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of students passing the STAAR Social Studies test will increase by 5%.


75


Social StudiesSubgroup

CurrentMastery

2010-2011


2010-2011


State


2011-2012

Actual Mastery

2011-2012



TAKSGrade 8


White --- --- 90 90/45Asian --- --- 90 90/45LEP 79 0 90 90/45


GT 100 63 90 90/45Migrant 83 0 90 90/45

CTE 92 31 90 90/45Note: Data listed as percentages


Social StudiesSubgroup

CurrentMastery

2010-2011


2010-2011


State


2011-2012

Actual Mastery

2011-2012



TAKS-MGrade 8


White --- --- 90 90/45Asian --- --- 90 90/45LEP --- --- 90 90/45


Migrant --- --- 90 90/45CTE --- --- 90 90/45

TAKS-AltGrade 8


76

White --- --- 90 90/45Asian --- --- 90 90/45LEP --- --- 90 90/45

At-Risk --- --- 90 90/45Eco. Disadv. 100 40 90 90/45Special Ed. --- --- 90 90/45

Migrant --- --- 90 90/45CTE --- --- 90 90/45





4.1 Teachers will plan by departments, grade levels, and by teams to collaborate instruction in all objectives in order to maximize their expertise to produce higher level education that will result in higher student performance.

All Teachers None PrincipalDeanDept. ChairsTeachers

Twice a week as a dept.

WalkthroughsMeeting NotesBenchmarks

STAAR Scores

4.2 Social Studies (History) teachers will participate in Professional Development trainings and other STAAR based training that will positively impact student performance on School Tests Assessments.

All Students NoneDistrict Training

PrincipalDeanSoc. Stu. SpecialistTeachers

Aug.-MayAs required/needed2011-2012

Sign-in SheetsDissemination of information acquire through trainings

Lesson PlansWalkthroughsPDASSTAAR

77

AYPResults

4.3 Provide professional development training on ESL and LEP instructional strategies in order to assist LEP students transition to English and be successful on all Social Studies objectives.

All Teachers NoneDistrict Training

PrincipalDeanSoc. Stu. SpecialistCurriculum and Instruction/Bilingual Depts.Teachers

Aug.-May

2011-2012

Lesson Plans

LEP student Test Results

4.4 All Social Studies teachers will integrate technology in their lessons and instruction to further enhance student learning through the use of technology, powerpoint, ELMOs, united Streaming, and SmartBoards.

All Students ProjectorsScannerComputersPrinters

PrincipalDeanTeachersTST Teacher

Aug.-May

2011-2012

Lesson PlansWalkthroughsStudent Work

PDAS




4.5 Integrate graphic organizers, like Thinking Maps,word webs, word maps, word trees, spectrum word roots, and providing strategies for analyzing written texts in order to provide content material and objectives in a different model other than lecture. Students will learn to organize History material. Students will use publisher workbooks for tutorial enrichment.

All Students Thinking Maps(Previously Purchased)

STAAR Instructional Materials

All Teachers Aug.-May

As Needed

2011-2012

Lesson Plans

Student activities

Student Projects

4.6 Students will participate in History Fair preparation. Transportation will be provided.

All 7th Grade Students6th & 8th gradeGT/Pre-APStudents

None PrincipalsDeanTeachersStudents

1 Project per Semester

2011-2012

Program Decision based on Cumulative Reports


4.7 Teachers will meet as departments, teams and grade level to discuss instructional strategies and lessons


None PrincipalDean

Aug.-MayOn-going

WalkthroughsMeeting Agendas

78

that will assist in teaching students the STAAR objectives as identified in the Scope and Sequence. This will assist students in mastery of History STAAR exam and other History materials.

Teachers2011-2012

Sign-in SheetsLesson PlansStudent Grades

4.8 Students will participate in History Fair. Students will continue to participate in the process of the Regional and State National History Day Competition if they qualify. Students will learn how to research, create, interpret and develop a historical presentation.

6th GT/Pre-AP7th All Students8th GT/Pre-AP

State CompensatoryTransportation/Fees

PrincipalDeanCurriculum & InstructionTeachersStudents

As stipulated on State & Local Calendars dates

2011-2012

Grade recorded as per individual teacher

Campus/District/RegionalState Competition Results

4.9 Teachers will attend C-SCOPE Social Studies Professional Development STARR considerations in order to receive and then teach students content and activities as per C-SCOPE units and timeline.

All Teachers None District Level Administration/DeptsPrincipalDeanTeachers

Aug.-JuneAs per dates set by District Depts.

2011-2012

Teacher made testsBenchmark tests,WalkthroughsClassroom ObservationsLesson Plans

STAAR Results4.10 Teachers will receive training on the RTI process,

requirements and interventions. Teachers will also complete the RTI Behavior Model Modules. Student data will be documented as needed.

All Teachers None PrincipalDeanDistrict PersonnelTST TeacherTeachers

FallRefresher As Needed

2011-2012



4.11 Stillman teachers will provide and support Professional Development in the implementation and revision of CSCOPE and 6th – 8th Grade Social Studies Curriculum to ensure that students develop a strong, conceptual foundation in order to perform well on STAAR (EOC) assessments.

All Students CSCOPE DocumentsTEKS / STAAR ResourcesTEA updates

BISD Curriculum FrameworksSocial StudiesResources

Assistant SuperintendentsAssistant Superintendent for Curriculum & InstructionAdministrators for Curriculum & Instruction

Once a Six Weeks

Aug. – May

2011-2012

Teacher made Tests, Benchmark Tests, PortfoliosClassroom ObservationLesson PlansTextbook TextsSix Weeks GradesSemester Average

79

TPTR FundsFED/LOC/SCFunds

Curriculum & Instruction SpecialistsBilingual Department Campus Administrators Dean

Teachers

Final Exams TELPAS STAAR (A, M, Alt) Results

4.12 Stillman teachers will provide support for the Sheltered Instruction Observation Protocol (SIOP) / ELPS professional development for all Social Studies content areas to ensure that students develop a strong conceptual foundation and mastery of SS TEKS and perform well on STAAR (EOC) assessments.

All Students Sheltered InstructionTraining FundingLOC/FED/SC/ADV

Specialists forCurriculum & InstructionBilingual Dept.PrincipalAssistant PrincipalsDeanTeachers

Aug. – May

2011-2012

Teacher made Tests, Benchmark Tests, PortfoliosClassroom ObservationLesson PlansTextbook TextsSix Weeks GradesSemester Average


4.13 Stillman teachers will attend and support staff development in order to align curriculum, instruction and assessment to meet student needs and expectations to ensure students meet grade level status in the state assessments.

All Students TEKS/TAKSBased ResourcesCurriculum GuidesKids VotingCurriculum

FED/LOC/SC

Social Studies SpecialistPrincipalAssistant PrincipalsDeanTeachers

Aug. – May

2011-2012

Teacher made Tests, Benchmark Tests, PortfoliosClassroom ObservationLesson PlansSurvey of Curriculum& InstructionData AnalysisTextbook Texts


4.14 Stillman teachers will administerdistrict-wide benchmarks for Social Studies

All Students TEKS/TAKSBased Resources

Assistant Superintendents

One per semester Teacher made Tests, Benchmark Tests,

80

STAAR Assessed Grade levels in with the district’s assessment resources to identify students with low performance scores and implement research based strategies to ensure their success in the state assessments.

Curriculum GuidesTest Banks

LOC/FED/SC Funds

Adm. For Curriculum & InstructionSocial Studies SpecialistPrincipalAssistant PrincipalDeanTeachers

Aug. – Jan.

Feb. – May

2011-2012

PortfoliosClassroom ObservationLesson PlansTextbook Texts


4.15 Stillman teachers, as needed, will attend and support staff development in the National History Day rules and guidelines in order to increase student participation in the BISD, Regional and State History Day Events. Students will be able to develop research skills andincrease their awareness about history and its various concepts.

All StudentsAll Teachers

TEKSNational History DayResources

FED/LOC/SC/TPTRFunds

Assistant SuperintendentsAdm. For Curriculum & InstructionSocial Studies SpecialistPrincipalAssistant PrincipalsDeanTeachers

1st – 3rd District/RegionalState EventDates

Project EvaluationsCampus History Day Evaluations

STAAR ResultsDistrict/RegionalState Results



Aug-JuneOn-going

2011-2012






2011-2012




81

Health and Physical Education

State/BISD Goal: The students in the public education system will be provided with educational opportunities that address safety, health, nutrition, substance abuse, and violence prevention.

BISD Annual Performance Objective: Improve in the overall wellness of the students, staff as well as community members by promoting awareness of healthy lifestyles.

Campus Performance Objective: 100% of Stillman students will participate in the Fitness Gram Test.



Responsible Timeline Evaluation

5.1 Assess student fitness annually in grade 6th-8th to improve the health and well-being of all students and be in compliance with requirements of Senate Bill 530 effective 09/01/2007.

All Students (LOC)Local Funding for supplies needed subject to funding

Area SuperintendentAssessment Research & Evaluation AdministratorCurriculum & Instruction AdministratorsHealth Services Administrators

Aug.-June

2011-2012

Formative:Updated District PolicyClassroom Observations

Summative:TEA required report for Fitness AssessmentResults & Student Follow-Up

82








Physical Ed. SpecialistCampus AdministrationPhysical Ed. TeachersSchool NurseCATCH Team MembersARD & 504 Teachers

5.2 Update campus improvement plan to include necessary improvements indicated by the School Health Index Assessment Tool in order to comply with legislative updates as they pertain to health and physical education and Senate Bill 892 effective 09/01/2009.

All Physical Ed. TeachersCATCH Teams

School Health Index Dean CATCH Team Members

Aug-June

2011-2012

Formative:Campus Improvement Plan Review

Summative:School Health Index DocumentationCampus Improvement Plan

5.3 Monitor and emphasize the integrated math, reading, and writing academic concepts inherent in the Health and Physical Education curriculum programs in order to enhance students’ skills and prepare them for testing.

All Students TAHPERD ActivityResource GuidesTAKS ObjectivesTEKS ObjectivesContent area CSCOPE$6,000(Subject to Funding)

Physical Ed. SpecialistHealth Ed. Lead TeacherCurriculum WritersHealth Ed. TeachersPhysical Ed. TeachersMath, Reading & Writing Dept. ChairsStaff Development(district and campus personnel)

Aug.-June

2011-2012

Formative:Curriculum FrameworksStaff Development AgendasLesson Plans

Summative:Monthly Campus Visitation Documentation

5.4 Maintain and improve Coordinated Approach to Child Health (CATCH) Teams that implement the Coordinated School Health Program 6th-8th by developing goals and objectives based on fitness assessment data, academic performance, attendance rates, academic disadvantages and the use of success of any method in order to ensure students are reaching required moderate to vigorous physical activity (MVPA), and any other indicator recommended by School Health Advisory Council (SHAC) in order to comply with Senate Bill 19 and Senate Bill 892 effective 09/01/2009.

Safety CoordinatorHealth EducationTeachersPE TeachersSchool NurseCounselorsFood ServiceManagerParent LiaisonWellnessCoordinatorCATCH

CATCH ChampionMaterials(LOC) CostConsultant Fees$5,000 per training(Subject to Funding)(LOC) Stipends orCPE hrs.$50 per CATCH Champion Stipend(Subject to Funding)

SHACDistrict CATCH TeamCATCH ChampionsCATCH Member Teams

Aug.- June

2011-2012

Formative:Implementation DocumentationLesson PlansFitness Assessment ObservationStudent GradesAttendance Rates

Summative:HAC RecommendationsCATCH Activities

83

Champions CATCH Visitation ReportsSchool Health IndexImprovement PlanStandardized Tests Results

5.5 Evaluate and recommend necessary upgrades for instructional facilities and equipment to ensure an appropriate instructional environment and student safety.

CATCH Staff Administration

As neededEquipmentMaterialsTestsFacility Upgrades(LOC) Local(Subject to Funding)

PrincipalsSafety CoordinatorsDistrict CATCH TeamCampus CATCH TeamMaintenance Personnel

Aug-June

2011-2012

Formative:Safety EvaluationCampus VisitationDocumentationProper Maintenance Documentation

Summative:SHAC Recommendations




5.6 Meet at the District level with Coordinated Approach to Child Health (CATCH) Champions and Physical Education Department Chairs to provide updated information and training strategies.

CATCH ChampionsHealth Ed. ChairsPhysical Ed. Chairs

Information UpdatesCurriculumLegislativeLEA/TEA

Curriculum & Instruction AdministratorsPhysical Ed. SpecialistHealth Ed. Lead Teacher

Sept. – June

2011-2012

Formative:Sign-In SheetsAgendasEvaluations

Summative:

5.7 Implement a Parenting and Paternity Awareness (PAPA) program to provide knowledge and awareness of the legal aspects of parenting in compliance with House Bill 3076 effective 09/01/2009.

All Students PAPA Curriculum Curriculum AdministratorsHealth Ed. Lead TeacherCampus AdministrationHealth Ed. Teachers

Aug.-June

2011-2012

Formative:Lesson PlansClassroom ObservationDocumentation

Summative:PAPA Curriculum Assessments

5.8 Adopt and educate students and parents on the District Dating Violence Policy that provides content specificity in order to promote awareness and intervention strategies and comply with House Bill 121 effective 05/18/2007.

All StudentsTeachersCounselorsParents

Health Education BooksHealthy Teen Dating Curriculum(LOC) $1,500

Curriculum AdministratorsGuidance & Counseling Administrator

Aug.-June

2011-2012

Formative:Curriculum FrameworksLesson PlansUpdated District PolicyUpdated Code of Conduct

84

(Subject to Funding) Health Ed. Lead TeacherCampus AdministrationCounselorsHealth TeachersTeachers

Updated District/CampusSafety PlanClassroom Observation DocumentationSummative:

5.9 Provide information on the Wellness/Nutrition Policy & Guidelines to parents, teachers, and students through parent meetings, teacher staff developments, CATCH Teams, and classroom instruction to ensure compliance with respective policies and guidelines and comply with the Texas Public School Nutrition Policy effective 08/01/2007.

All StudentsTeachersParentsAdministrationCounselors

Wellness Policy Reference ManualSquare Meals.org(TX Dept. of Agriculture)Food & Nutrition Services Personnel

Food & Nutrition Services AdministratorCurriculum AdministratorArea SuperintendentDistrict CATCH Team

Aug.-June

2011-2012

Formative:Campus Visitation ObservationUpdated District Policy

Summative:

5.10 All schools must identify the manner in which the safety of students in physical education classes is maintained by developing a safety plan of action when the teacher-student ratio is greater than 45-1 in compliance with Senate Bill 891 effective 09/01/2009.

All Students None PE TeachersDistrict/Campus Safety CoordinatorDistrict Emergency Operations CoordinatorPE SpecialistHealth Lead TeacherCampus Administration

Aug.-June

2011-2012

Formative:

Summative:Review of Campus Safety Action Plan and Emergency Operating Procedures (EOP)

5.11 Educate students and parents on the district’s sexual abuse of children policies/guidelines through awareness and information, including but not limited to, knowledge of likely warning sign indicating that a child may be a victim of sexual abuse, using resources developed by the Texas Education Code (TEC) under Section 38.004, to conduct classroom presentations and distribute information, via the BISD Parent/Student Handbook in order to comply with House Bill 1041 (Jenna’s Law effective 09/01/2009.

All StudentsTeachersCounselorsCampus AdministrationParentsDistrict/CampusStaff

Distribution of the BISD Parent/Student Handbook(LOC) Cost$1,500For large scale necessary information/pamphletsPrinting from Media Center

Counseling Dept. & AdministrationCampus CounselorsSAFE CounselorsAt-risk Administrator/Supervisor/CounselorsParental InvolvementCampus PersonnelCampus AdministrationHealth Science Technical TeachersCampus Health Teachers

Aug.-June

2011-2012

Formative:Counselor ClassroomPresentationsClassroomPresentation AgendasClassroom Presentation Sign-In SheetsVerification of Information Distribution via signed BISD Parent/Student Handbook receipt form

85

Area Asst. SuperintendentsChild Protective Services

5.12 Implement informational sessions to faculty, staff and parents on specific guidelines on reporting child abuse as well as informing all students through counselor classroom presentations, informational documents, and KBSD on actions they should take to obtain assistance and intervention, if they have been sexually abused in order to comply with House Bill 1041 (Jenna’s Law) effective 09/01/2009.

All StudentsParentsTeachersCounselorsCampus AdministrationDistrict/Campus Staff

Policy: Exhibit (FFG)(LOC) costConsultants’ Fees$2,500 per training(Subject to Funding)

Counseling Dept. &AdministratorsCounselorsAt-risk AdministratorCoordinatorParental InvolvementCampus PersonnelCampus AdministrationHealth Science TechnicalHealth TeachersArea Asst. Superintendents

Aug.-June

2011-2012

Formative:Counselor ClassroomPresentationClassroom Presentation AgendasClassroom Presentation Sign-In SheetsParental InvolvementAgendas and Sign-In Sheets

5.13 The District will provide available counseling options for students affected by sexual abuse in order to comply with House Bill 1041 (Jenna’s Law) effective 09/01/2009.

All StudentsParents

Parental CentersCampus CounselorsDistrict’s Family CentersParent Seminars/BilingualKBSD Highlights/Infomercials

Counseling Dept. & AdministrationCampus CounselorsSAFE CounselorsParental InvolvementCampus PersonnelHealth Science Technical TeachersHealth TeachersCampus AdministrationArea Asst. Superintendents

Aug.-June

2011-2012

Formative:Counselor/Teacher verification of classPresentation(s)AgendasSign-In SheetsPresentation & StudentDocumentation

Summative:Student CounselingDocumentationFollow-Up on child’s progress in school during and after counseling sessions


86

Fine Arts

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in instrumental music, choral music, visual arts, theatre arts, and dance.

BISD Annual Performance Objective: A minimum of 90% of our fine arts students will meet performance standards in all fine arts areas with 92% meeting commended performance.

Campus Performance Objective: A minimum of 90% of Stillman students will excel in all fine arts area.




6.1 Stillman bands will perform in the Brownsville Christmas Parade

All Band Students TransportationLocal Funds

Band DirectorPrincipal

December

2011

Formative:Lesson Plans

Summative:Audience/Student reaction

6.2 Stillman school students will compete in TMEA All-Region Band competition

All Band Students Meals/Entry Fees Band DirectorPrincipal

January Formative:Lesson Plans

87








2012Summative:Performance Ratings

6.3

Stillman school students will participate in the All-City Band Clinic & Concert

Band Top Students

Clinicians Fine Arts Dept. Administration

February

2012



6.4 Stillman students will participate in the Charro Day Parade activities.

All Band Students Transportation Cost Band DirectorPrincipal

February

2012



6.5 Stillman students will perform in various pre/post UIL concert/contests.

All Band Students Transportation CostsMeals/Entry Fees


March – May

2012


Summative:Performance Ratings




6.6 Stillman students will compete in UIL Concert and Sight Reading Competition.

All Band Students Meals/Entry FeesTransportation Costs


April

2012



6.7 Stillman students will compete in Solo and Ensemble Band Competition.

All Band Students Award Costs Fine Arts Dept.Band DirectorsPrincipal

April – May

2012



6.8 Stillman students will compete in TMEA Honor Band Competition

All Band Students Transportation CostsMeals/Entry Fees

Band DirectorsPrincipal

May – July

2012


Summative:

88

Performance Ratings

6.9 Stillman students in compete in Choir Solo and Ensemble Competition.

All Choir Students Transportation CostsMeals/Entry Fees

Choir DirectorPrincipal

October

2011



6.10 Stillman students in compete in the Choir evaluation.

All eligible & Ineligible Choir Students

None Fine Arts DeptPrincipal

Feb. – Mar.

2012



6.11 Stillman students will compete in UIL Choir Concert and Sight Reading Competition.

All Choir Students Meals/Entry FeesTransportation Costs


March

2012



6.12 Stillman students will participate in the All-city Choir Clinic & Concert.

Top Choir Students Clinicians Cost Fine Arts Dept. April

2012



6.13 Stillman students will compete in TMEA Region Choir Competition.

All Choir Students Transportation CostsMeals/Entry Fees


April – May

2012



6.14 Stillman students will attend summer choir camp. All Choir Students None Fine Arts Dept.Choir Director

June/Aug.

2011



6.15 Stillman visual art students will compete in All Art Students None Fine Arts Dept. Sept. – May Formative:

89

community and/or valley art competition. Art TeachersPrincipal 2011-2012

Lesson Plans


6.16 Stillman students will compete in the Student International Art Show.

All Art Students Transportation CostsMeals/Entry Fees

Fine Arts Dept.Art Teachers

December

2011



6.17 Stillman visual art students will compete in the region VASE and Jr. VASE Visual Arts Scholastic Event.

All Art Students Transportation CostsMeals/Entry Fees

Fine Arts Dept.All Art Teachers

Feb/May

2012



6.18 Stillman students will participate in YAM YOUTH ART MONTH activities.

All Art Students None Fine Arts Dept.All Art Teachers

March

2012



6.19 Stillman visual arts students will participate in BISD district art competition/exhibitions.

All Art Students Supplies/LOCAL Funds

Fine Arts Dept.All Art Teachers

April – May

2012



6.20 Stillman students will participate in the One Act Play (OAP) middle school clinic.

All Theatre ArtsStudents

Transportation Costs Fine Arts Dept.One Act Play Sponsors/Teachers

October

2011



6.21 Stillman students will participate in the One Act Play competition.

All Theatre ArtsStudents

Transportation Costs Fine Arts Dept.One Act PlaySponsors/Teachers

November

2011


Summative:

90

Performance Ratings

6.22 Stillman students will participate in the Red Hot Ballroom dance program.

All DanceStudents

None Fine Arts Dept.Ballroom Instructors

October – May

2011-2012



6.23 Stillman students in Band/Choir/Theatre Arts and Dance will participate and perform in “Santa and Friends.”

All Band/Choir/Theatre Arts and Dance Students

SuppliesMeal Cost

Fine Arts Dept.Fine Arts TeachersPrincipal

December

2011




91








At-Risk

State/BISD Goal: Through enhanced dropout efforts, all students will remain in school until they obtain a high school diploma and/or pursue a post-secondary education.

BISD Annual Performance Objective: All campuses will develop prevention and intervention strategies that will support reducing the dropout rate to less than 1% in Middle School, increase the High School Completion Rate to 95%, and increase the Graduation Rate to 75%.

Campus Performance Objective: Stillman will develop a prevention and intervention strategy that will reduce the dropout rate to less than 1%.


92

Note: Data listed as

percentages




7.1 As per BISD policy, campuses will implement tutorials and remediation strategies in core-area subjects for low-performing students by the 7th week of school in order to decrease the retention rate and improve student achievement.

AR Students Federal/State/Local$

(Subject to Funding)

PrincipalsDeanArea Asst. SuperintendentSpecial ProgramsAdministration

Oct. – May

2011-2012

Tutorial ScheduleTutorial TeachersAttendance ReportLesson PlansStudent Sign-In SheetsTeacher ObservationBenchmark ScoresStudent Progress Reports

7.2 Classify At-Risk students by criteria in order to provide appropriate intervention strategies.

AR Students SCE FundingRoster by Campus cluster & Grade level

Computer Services Aug. – Oct.

2011-2012

Student PLUS At-Risk Listing Report &Cognos Report

7.3 Teachers will attend district-wide high quality All Teachers Local Funding Professional Fall ERO Session Evaluation

93

Test DataGrade Level Subject Area Subgroup

CurrentMastery

2010-2011


AYP/State/Commended

Actual Mastery


TAKS Grade 6

Reading All Students/At-Risk 67% 80/90/25Math All Students/At-Risk 56% 75/90/25

TAKS Grade 7


Writing All Students/At-Risk 93% 80/90/25

TAKS Grade 8


Science All Students/At-Risk 73% 90Social Studies All Students/At-Risk 94% 90

Attendance Rate 6-8 Grades All Students 95.0At-Risk

Dropout Rate 7-8 Grades All Students 1.6At-Risk

professional development that targets At-Risk students. Staff Development activities will target the identification of students who are at-risk of dropping out. Teachers will acquire effective intervention and prevention instructional strategies.

(Subject to Funding)DevelopmentPrincipalsDeans

2011Reports

7.4 The Homeless Department will ensure support services for students identified as homeless when Stillman staff advises a student is in need of such services.

HomelessStudents

Federal Funds Homeless LiaisonCounselorsPrincipalsDeanNurseTeachers

Aug.-June

2011-2012

Monthly Student PLUS At-Risk reports will be generated and the Homeless Dept. will work with the At-Risk Campus Contact to ensure support services are provided to students classified as homeless.

7.5 Campus instructional aides will assist At-Risk students with core academic activities in order to improve student performance.

AR Students SCE Funding State CompensatoryEducation DepartmentPrincipalDean

Aug.-JuneDaily

2011-2012

Benchmark ScoresStudent Progress ReportsClassroom Observations




7.6 Training on Sheltered Instruction StrategiesCampus cohort groups for training: *ESL teachers *Reading teachers *Science teachers *Social Studies teachers *CATE teachers *Migrant teachersTraining will enhance the ability to understand and use curricula, assessment and effective instructional strategies for LEP students. Planning and delivering lessons that incorporate strategies consistently that will maximize the use

LEP/AR Students Bilingual Asst. SuperintendentDirector of ProgramsAdministratorsPrincipalAsst. PrincipalDeanCounselorsTeachers

District ApprovedStaff DevelopmentDates

ERO Session Evaluation Reports

94

of effective teaching strategies to provide support for Limited English Proficient (LEP) students in improving English Proficiency. They will annually demonstrate and obtain measurable progress on oral, reading, and written English proficiency measures and thereby meets adequate yearly progress (AYP) for LEP students.

7.7 Assist students with issues interfering with learning, such as but not limited to emotional distress, family problems, or alcohol problems. Intervention strategies will be created for At-Risk students who meet state criteria which are addressed in the Personal Graduation Plans at the secondary level.

AR StudentsAll Struggling Students

SurveyBESTRTI

PrincipalDeanCounselorsNursesTeachersSCE AdministratorDyslexia Administrator

Aug.-JuneWeekly

2011-2012

Student Progress ReportsCounselor LogsStudent Sign-In Sheets

7.8 Increase coordination between the campus ESL clerk, migrant clerk, special education clerk and home visitors to determine the whereabouts of non-returning students and to ensure appropriate documentation is in place to recover and document non-returning students.

AR Students Local, Federal, State, Bilingual Funding

District Monitoring Form

AdministrationFaculty & StaffRecords Clerk

Aug.- Sept.

2011

Student PLUS generated student roster with ESL, ELL and Migrant indicators

7.9 Align At-Risk student interest and achievement results with academic career planning and industry needs.

AR Students None PrincipalDeanCounselors

Fall

2011

Choice Slips and Completed Student Schedules

7.10 Stillman Middle School together with personnel from Communities in School (CIS) will unite in bringing resources and services to students and their parents.

AR Students None PrincipalDeanCounselorCIS Personnel AssignedTeachers

Aug-JuneWeekly

2011-2012

CIS Weekly LogWeekly Dropout Monitor LogStudent Progress Reports

7.11 Campuses will conduct home visits and monitor withdrawal leaver codes to recover non-returning students.

All Students Local/Federal/StateBilingual

Area SuperintendentsAdministrationHome VisitorAttendance Office

Aug.-JuneWeekly

2011-2012

Student PLUS RostersHome Visit LogsWeekly Dropout Monitor Logs

7.12 A support plan for secondary teachers of LEP students will be implemented and followed:

LEP StudentsRecent Immigrant

List of StudentsRegion IV Materials

Curriculum & Instruction Specialists

Fall InterventionTutorial Student Class

95

*LEP students will be identified by campus/teacher indicating students by category. Number of years in the program, repeaters, TELPAS and TAKS results will also be provided. *Target students who are categorized as Beginners with two (2) years in the program for tutorials. *Intervention/Tutorial Guidelines to facilitate program implementation will be provided.

Students Vocabulary & GlossaryMLAT/RLAT/SLATLists of StudentsTAKS Released tests

ESL CounselorBilingual Department

2011 Rosters reflecting 90% attendanceExpenditure ReportsLEP Reports

7.13 Stillman Middle School will promote awareness to students and parents of pregnancy related services available within BISD in order to keep students in school and meet graduation requirements.

All StudentsParentsTeachersCommunity

AdministrationTeachersNurseCounselorsSocial Worker

Aug.-June

2011-2012

Student Progress ReportsAttendance ReportsNumber of students receiving services

7.14 Stillman Nurse will provide prenatal screening and medical support to pregnant students in order to encourage students to stay in school and meet graduation requirements.

All PregnantStudents

State Compensatory Funding

PrincipalAsst. PrincipalsDeanCounselorsTeachersNurse

Aug.-June

2011-2012

Pregnant Related Services Contact LogNurse’s Log

7.15 Stillman administration will ensure that Compensatory Education Home Instruction(CEHI) academic services are provided to students at home or in the hospital when pregnancy prevents the student from attending school during the prenatal or postpartum period in order to keep students in school and meet graduation requirements.

All Pregnant Students

State Compensatory Funding

CEHI TeacherPrincipalAsst. PrincipalsDeanNurseTeachersCounselorsPEIMS Administrator

Aug.-June

2011-2012

(Schedule/hrs. Varied)

CEHI Contact Logs including date and time CEHI Attendance LogsMedical Expenses

7.16 Stillman administration will ensure that Special Education students and parents are served collaboratively by Special Education Homebound and CEHI in order to keep students in school and meet graduation requirements.

All SPED Pregnant Students

State Compensatory/Special EducationFunding

Homebound/CEHI TeachersPrincipalDeanAsst. PrincipalNurseCounselorsARD Committee

Aug.-June

2011-2012

(Schedule will Vary)

Homebound/CEHI Contact Logs including date and timeHomebound/CEHI Attendance Logs

7.17 Stillman staff will monitor the number of students who are classified as dropouts on a systemic cycle

AR Students State Compensatory Funding

State Compensatory Education Department

Aug. – May Monthly Data Provided

96

throughout the school year. This cycle will provide information needed to recover students.

PrincipalAsst. PrincipalDeanCounselorsDropout Prevention Specialists

(Specific Dates As specified by District Admin)

2011-2012


97

Attendance

State/BISD Goal: The students will be encouraged and challenged to meet their full educational potential.

BISD Annual Performance Objective: Increase the student attendance rates for all district schools 98.5% for elementary schools, 96% for middle schools, and 95% for high schools.

Campus Performance Objective: Increase and maintain a 96% or higher attendance rate for Stillman Middle School.


98

Key Codes for Special Populations Key Codes for Funding(SCE) State Compensatory Education Funding codes must include



(TIA) Title I: Parents and Community(AR) At-Risk (TIC) Title I-C: Migrant

(TII) Title II(DYS) Dyslexia (TIII) Title III: Federal Bilingual

(TIV) Title IV(IEP) Innovative Education

(CSR) Class Size Reduction(BIL) State Bilingual(TIX) Title IX(CTE) Career and Technical Education(HOM McKinney Homeless Education

Student Data Subgroup 2009-2010Accountability

StandardState

Projected Mastery 2010-2011 Gain/Loss(% Points)

AttendanceRate

All Students 96.4 97.0 96.0Hispanic 96.4 97.0 96.0

White 95.7 97.0 96.0Asian 98.0 97.0 96.0LEP 95.2 97.0 96.0

At-Risk 95.5 97.0 96.0Eco. Disadv. 96.5 97.0 96.0Special Ed. 94.7 97.0 96.0

Migrant 96.2 97.0 96.0CTE 96.6 97.0 96.0





8.1 Implement campus attendance goals that address procedures, roles, responsibilities and a formal written plan for Monitoring/management Included in Campus Improvement Plan. *Ensure that campus student attendance meets District and State rates so that students meet their full educational potential.

Attendance Personnel

Attendance Management System developed by Attendance Office

PrincipalAsst. PrincipalsPEIMS SupervisorAttendance ClerksAttendance LiaisonsAttendance OfficeData Entry Clerk

Fall Semester

2011

Weekly review of campus attendance ratesMonitor campus Attendance Management plans as needed by campus visitations by attendance office

8.2 Reduce by 5% yearly the out-of-school suspensions on every campus by researching and evaluating 2011-2012 number of days students were absent due to OSS. *To increase campus student attendance rates and improve student instructional levels.

Administration ISS ProgramPEIMS ActionReason ReportOSS Report

PrincipalPEIMS SupervisorAttendance ClerkDiscipline ClerkComputer Services

09/30/201111/11/201101/13/201203/02/201204/20/201205/31/2012

Principal will analyze OSS report at end of each 6 wks to determine increase or decrease in OSS

8.3 Recognize and award incentives to students with perfect attendance every six weeks and at the end of the year. *Campus recognition of students for Perfect Attendance Achievement that increase learning performance.

All Students Computer ServicesPrincipalAdopt a School Partners PTA/PTO

PrincipalPEIMS SupervisorData Entry ClerkStudent Accounting

09/30/201111/11/201101/13/201203/02/201204/20/201205/31/2012

Campus documentation

8.4 Administration will follow the Master Schedule All Students Principal, PEIMS PEIMS Supervisor Every Six Master Schedule

99

timeline in order to ensure that at the beginning of the next school year 100% of the students are scheduled accordingly and teamed. This will ensure accountability for all students active in PEIMS and will permit administration to track any missing students. Finally, students will be ready to learn on day one.

administrator,Dept Heads,PEIMS clerk,Records clerk,Attendance clerk

Principal, PEIMS administrator,Dept Heads,PEIMS clerk,Records clerk,Attendance clerk

Weeks Choice SlipsStudent Report Cards


100








DisciplineManagement/Safe and Drug Free Schools

State/BISD Goal: School campuses will maintain a safe and disciplined environment conducive to student learning.

BISD Annual Performance Objective: Discipline referrals (office referrals, removals and expulsions, to Brownsville Academic Center TAP/PTP and JJAEP) will decrease by 5%.

Campus Performance Objective: By the end of the 2011-2012 school year, Stillman will have produced a safe and disciplined atmosphere conducive to high standard student learning.


101


102

Student DataGrade Level Subgroup 2009-2010 Projected Mastery 2010-2011 Gain/Loss

(% Points)


Grade 6ISS

All StudentsHispanic

WhiteAsianLEP

At-RiskEco. Disadv.Special Ed.

MigrantCTE


(% Points)


Grade 7ISS


WhiteAsianLEP


MigrantCTE


Grade 8ISS


WhiteAsianLEP


MigrantCTE


Grade 6OSS


WhiteAsianLEP


MigrantCTE


103


(% Points)


Grade 7OSS


WhiteAsianLEP


MigrantCTE


Grade 8OSS


WhiteAsianLEP


MigrantCTE


Grade 6DAEP/JJAEP


WhiteAsianLEP


MigrantCTE


104


(% Points)


Grade 7DAEP/JJAEP


WhiteAsianLEP


MigrantCTE


Grade 8DAEP/JJAEP


WhiteAsianLEP


MigrantCTE





9.1 Provide training for administrators and new teachers: *to effectively handle classroom discipline so that out of school suspensions and discretionary removals are used as a last resort; *assure students’ rights and due process are afforded in order to have a safe and disciplined environment conducive to student learning.

AdministratorsNew Teachers Review 360

Webinar

AdministrationCounselorsProfessional Development

Aug.-June

2011-2012

Agenda

Sign-In Sheets

105

9.2 Provide professional development based on level of expertise and need in the following areas: *Bullying Prevention *Violence/conflict resolution *Recent drug use trends *Resiliency/Developmental Assets *Dating Violence *Signs of Child Abuse *Response to Intervention RTI Model for behavior research based interventions to allow staff to recognize and address the issue, as a preventive measure.

AdministratorsCampus Staff/Faculty

Region I Texas School Safety CenterProfessional DevelopmentGuidance & CounselingCommunity Professionals

AdministratorsPrincipalsAsst. PrincipalsCounselorsProfessional DevelopmentBehavioral SpecialistRTI Specialist

Aug.-June

2011-2012

Attendance RosterProfessional Development EvaluationPEIMS Discipline Reports

9.3 Campuses will develop and maintain an Emergency Operations Plan.

*Plan must be multi-hazard in nature*Must be reviewed and updated annually by the campus safety and security committee.*The following drills must be practiced accordingly: Lockdown drills (3 times per year), Shelter-in-place, Reverse evacuation, Drop & Cover, Evacuation.

In order to prevent, protect against, respond to, recover from, and mitigate the effects of incidents, regardless of cause, size, location, or complexity, in order to reduce the loss of life and property and harm to the environment.

AdministratorsCampus Staff/FacultyGuidance & CounselingAdministrationStudentsParents

PrincipalsAsst. PrincipalsFaculty & StaffCounselorsSafety & BISD Police

AdministratorsPrincipalAsst. PrincipalsFaculty & StaffAdministrationBISD Police & Security

Aug.-June

2011-2012

After Action ReviewsSign-In SheetsEvaluation Audits

9.4 Campuses must have an Identification security system.

*All faculty must obtain and display an Identification Card while on school grounds*All students must obtain and display an Identification Card while on school grounds*Visitors must present an identification at Sign- In and

*Escorted at all times.

AdministratorsCampus Staff &FacultyStudentsAll BISD PersonnelVisitorsAdministration

PrincipalsLocal Funds

AdministratorsPrincipalAsst. PrincipalsFaculty & StaffAdministrationBISD PoliceSecurity

Aug.-June

2011-2012

AuditEvaluation Sheets

106




9.5 Campus based Law Enforcement:Security Officer(s) will be placed and assigned

Secy throughout the year at middle school. CampusCam Officers when possible will address current trends

with Students, Parents, Campus Faculty and Staff*Gang Awareness*Bullying*Dating Violence*Internet Safety *Drug, Alcohol and Tobacco Awareness*Gun Safety*Teen Community Emergency Response Team (CERT)*Truancy*Emergency Operations Plan (EOP) Safety Procedures

As a As a proactive approach to diminish the number of criminal offenses on school grounds and to prevent victimization of students and staff.

AdministratorsCampus Staff & FacultyGuidance & CounselingAdministrationStudentsParents

AdministratorsPrincipalsAsst. PrincipalsBISD PoliceSecurity Services

AdministratorsPrincipalsAsst. PrincipalsCounselorsParental InvolvementBISD PoliceSecurity Services

Aug.-June

2011-2012

EvaluationsSign-In SheetsPEIMSDiscipline Reports

9.6 Parent Presentations will be made periodically at campuses:

*Gang Awareness*Bullying*Dating Violence*Internet Safety *Drug, Alcohol and Tobacco Awareness*Gun Safety*Teen CERT*Truancy*EOP-Safety Procedures

StudentsParents

AdministratorsPrincipalsAsst. PrincipalsBISD PoliceSecurity ServicesSafety

AdministratorsPrincipalsAsst. PrincipalsCounselorsParental InvolvementBISD PoliceSecurity Services

Aug.-June

2011-2012

EvaluationsSign-In Sheets

107

To to educate parents to be able to recognize the signsand and symptoms related to certain offenses.

9.7 Dating Violence Policy *Maintain a written safety plan developed by the campus safety committee *Meet annually with parents for awareness education *Provide training for administrators, counselors, and teachers *Provide counseling for students involved in offenses *Implement enforcement of protective orders and school based alternatives to protective ordersDesigned to empower victims of dating violence to report dating violence.

AdministratorsCampus Staff & FacultyGuidance & CounselingAdministrationStudentsParents

Region ITexas School Safety CenterProfessional DevelopmentGuidance & CounselingCommunity ProfessionalsCourt Reports/Orders

AdministratorsPrincipalsAsst. PrincipalsCounselorsProfessional DevelopmentParental InvolvementBISD PoliceSecurity Services

Aug.-June

2011-2012

EvaluationsAuditsSign-In SheetsPEIMS Discipline Reports

9.8 Principals will ensure that campus counselors provide individual and group counseling sessions on a weekly basis in order to ensure that students’ needs are addressed.

AR Students Federal/State/LocalFunding

PrincipalCounselors

Aug.-June

2011-2012

Student Sign-In SheetsCounselor Logs

9.9 Assist students with Issues interfering with learning, such as but not limited to emotional distress, family problems, or alcohol problems. Intervention strategies will be created for students who meet State criteria which are addressed in the PGPs (Personal Graduation Plans) at the secondary level to increase students’ graduation rate.

AR Students Survey Responses toRTI (RTI) Intervention

PrincipalsCounselorsTeachersNursesGuidance & Counseling AdministrationDyslexia AdministrationAt-Risk CounselorsSAFE Counselors

Aug.-June

2011-2012

Counselor Logs 10% decrease in dropout rate

9.10 All faculty and staff will participate on a school-wide decluttering and reorganization of offices, classrooms, hallways, and workrooms, in order to maximize the use of space for student learning. Students will have easier access to teacher resources, be able to review visual aids, and

TeachersStaffClerical

None PrincipalDean of InstructionAssistant Principals

August 18th, 2011June 1st, 2012

Classroom checklist formFixed assets form

108

participate in group and hands-on activities with greater mobility in the classroom.

9.11 In order to maintain safety, protect school records and provide an organized process for parents and students to speak to administration, counselors or teachers a door will be placed in the front office to present individuals not cleared from entering.

TeachersStudentsParents

None PrincipalAssistant principal in charge of maintenance

August 2011 Sign-in log in front office of visitors to campus


109








College Preparation

State/BISD Goal: Students will be encouraged and challenged to meet their full educational potential.BISD Annual Performance Objective: The percent of students taking the SAT/ACT will increase by 10% and the percent of

students at or above the criterion will increase by 10%.Campus Performance Objective: The percent of Stillman students taking the SAT/ACT will increase by 10% and the

percent of students at or above the criterion will increase by 10%.




10.1PSAT Stillman prep courses will be offered throughout the school year to prepare students for PSAT/SAT/THEA tests as early as the 7th grade (i.e. Duke Program)

7th/8th Students Prep MaterialsTutorials

Advanced AcademicsAdministrationPrincipalDeanCounselorsTeachers

Aug. – July

2011-2012

Formative:Class RostersMaster Schedule

Summative:Student Scores

10.2 Stillman will participate in the state program which funds all 8th graders to take the Readistep test.

8th Grade Students

Pending State Funding Advanced AcademicsAdministrationPrincipal

Fall

2011

Formative:Testing Rosters

110

DeanCounselorsTeachers

Summative:Student Scores

10.3 Implement the Stillman Pre-AP/AP Plan. Plan includes selection of campus Pre-AP/AP coordinator, development of campus vertical teams per subject area, etc.

All Students GT/Pre-AP/AP Funds Advanced Academics AdministrationPrincipalDeanTeachers

June – May

2011-2012

Formative:Plan’s check off list

Summative:Students’ AP Scores

10.4All Pre- AP/AP secondary teachers will receive Pre-AP/AP Institute training and will maintain on-going training in GT, Pre-AP, AP to enhance teaching skills and better prepare students to pass AP exams.

All Teachers GT FundsAP/IB State FundsPre-AP/AP FundsFederal/Local Funds

Asst. Superintendent Administrator for Curriculum & Inst.Administrator & Specialist forAdvanced AcademicsPrincipalDeanTeachers

June – May

2011-2012

Formative:Registration Forms for training

Summative:Students AP Scores

10.5 All Stillman AP teachers will have their courses approved by the College Board via the College Board Audit process to be in compliance with College Board Audit requirements.

All Teachers Teachers TeachersPrincipalDeanAdvanced AcademicsAdministrator & Specialist

Aug - Mar.

2011-2012

Formative:AP Central website where approved syllabi are posted





10.6 All Stillman school teachers must teach a Pre-AP/AP curriculum if the class is labeled as such to create true vertical teams and improve students’ passing rates on AP exams.

All Teachers Pre-AP/AP TeachersPre-AP/AP CurriculumPre-AP/AP Funds

Advanced AcademicsAdministratorPre-AP TeachersPrincipalDean

Aug. – June

2011-2012

Formative:Class RostersLesson Plans


10.7 All required paperwork for Stillman students to be All Pre-AP/AP Pre-AP/AP Teachers Principal Aug. – June Formative:

111

enrolled in a Pre-AP/AP course must be in place for the student to remain in the course, so teachers can teach the aligned curriculum and student passing rates will increase on AP exams.

Students Pre-AP/AP CurriculumPre-AP/AP Funds

DeanPre-AP/AP TeachersAdvanced AcademicsAdministrator & Specialist

2011-2012Copies of required paperwork


10.8 Stillman Dean of Instruction will oversee the campus Pre-AP/AP program.

All Pre-AP/AP Student & Teachers

Advanced Academics Administrator & SpecialistPrincipalDeanTeachers

Aug. – June

2011-2012

Formative:List of Pre-AP/AP students

Summative:Students AP scores

10.9 Campus administrators will monitor all Pre-AP and AP courses for rigor.

All AP students PrincipalDeanAP TeachersAdvanced Academics Administrator & Specialist

Aug. – May

2011-2012

Formative:Walk-through forms


10.10 All Stillman Pre-AP and AP teachers will become members of the AP Central web site, so they can keep up to date on the latest information from the College Board regarding their field.

All Pre-AP/AP Students

None Advanced Academics Administrator & SpecialistPrincipalDeanTeachers

Fall

2011

Formative:List of Teachers log-ins


10.11 Stillman Spanish teacher will be allowed 18 hours of additional tutorial time to work with their AP students outside of the regular classroom setting.

Pre-AP Students Pre-AP/AP Funds PrincipalDeanAP Spanish Teacher

April2012

Formative:Teacher tutorial sign-in sheets

Summative:Student AP Scores

10.12 Stillman will increase the number of studentsachieving passing scores on the Spanish AP exams.

All Students Teacher training materialsAP materialsPre-AP/AP Curriculum

Administrator for Advanced AcademicsAsst. SuperintendentPrincipalDean

June – May

2011-2012

Formative:District/Campus Pre-AP/AP plan

Summative:

112

AP Teachers Students AP Scores

10.13 Share college readiness best practices to insure that students are college ready

All Students College Readiness Administrator for Advanced AcademicsAsst. SuperintendentPrincipalDeanAP Teachers

June – May

2011-2012

Formative:List of college readiness best practices

Summative:AEIS report

10.14 Stillman Counselors will provide information and support for students who qualify for “The Duke Talent Search,” to increase the number of student participants

All 7th grade Students

None CounselorsPrincipalDeanAdministrator forGuidance & Counseling

Spring

2012

Formative:Sign-in SheetsAgendas

Summative:Student participation

10.15 Stillman will participate in the “College T-Shirt” day will be sponsored by the Department of Guidance and Counseling at all grade levels where teachers will be encouraged to wear a t-shirt from the college they attended and students will wear a t-shirt from a college they are interested in attending.

All Students None CounselorsPrincipalGuidance & Counseling Dept.

Formative:Advertisement for eventPictures from event

Summative:Increased student participation

10.16 Students will participate in DestinationImagination. Students will develop higher level thinking preparing them for college through creativity, critical thinking, research and impromptu speaking.

All Students Supplies$200.00

AdministratorsCoach

Aug-June2011-2012

Student participation

Event Results


113








Parents and Community

State/BISD Goal: The Board of Trustees, in collaboration with District Staff, Administration, Parents, and Community will provide required support and resources for the attainment of educational excellence and equity. Parents will be full partners with educators in the education of their children.

BISD Annual Performance Objective: There will be a 10% increase of parents involved in campus/district parental involvement activities during each school year.

Campus Performance Objective: By the endof the 2011-2012 school year, Stillman parental involvement will be increase by 10%.




114

11.1 Complete and disseminate a Parental Involvement Policy so as to delineate how parents will be actively involved at the district/campus level with the intention to increase participation.

ParentsSchools

Title I, Part A funds$3,000.00

PrincipalsParent Liaisons

Sept.- Dec.

2011

Formative:District and Campus Parental Involvement Policy

Summative:Composite of End of Year survey

11.2 Disseminate School-Parent-Student Compacts indicating each group’s responsibilities to ensure student achievement.

Parents StudentsSchools

Title I, Part A funds$2,000.00

Federal Programs AdministratorParental Involvement Coordinator/ StaffPrincipalsParent Liaisons

Sept. – Dec.

2011

Formative:School-Parent- Student Compacts


11.3 Conduct an Annual Title I Meeting to inform parents of services provided through Title I funds.

Parents StudentsSchools

Title I, Part A funds$2000.00

Federal Programs AdministratorParental Involvement Coordinator /StaffPrincipalsParent Liaisons

Sept. – Feb.

2011-2012

Formative:AgendasSign-in sheetsMinutes


11.4 Conduct an annual Campus Title I Parent Survey to evaluate the effectiveness of District and/or Campus Parental Involvement efforts.

Parents Title I, Part A funds Survey, andScantrons

$5,000.00

ARE (Assessment, Research and Evaluation)PrincipalsParent Liaisons

March 1 thruApril 30

2012

Formative:Survey Results

Summative:Composite of survey results

115

11.5 Ensure representation of community and

parent involvement in the decision-making process. Parents will participate in the review and/or revision of the following to ensure program requirements are met:

Parental Involvement Policy School-Parent-Student Compact Campus Improvement Plan

Parents Title I – IV funds Handouts, Brochures, Fliers

Federal Programs AdministratorParental Involvement Coordinator /StaffPrincipalsParent Liaisons

Aug. – May

2011-2012

Formative:CalendarAgendasSign-in SheetsMinutesFliersPI PolicyCompactParent Representative List

Summative:Composite of meeting minutes




11.6 Host a “Parent Orientation” Day to inform parents and community members of daily standard operation procedures and District Policy. Student Code of Conduct Student-Parent-School Compact Parental Involvement Policy Emergency Operation Procedures Volunteer Guidelines and Opportunities Meet the Teacher Night


Title I, Part A fundsConference BookletHandoutsBooksBrochuresPamphlets

$6,000.00

Federal Programs AdministratorParental Involvement Coordinator/ StaffAttendance and Admissions AdministratorsCampus Administrators

Aug. – May

2011-2012

Formative:AgendasSign-in sheetsFliersBrochuresHandoutsSession Evaluations

Summative:Discipline Referrals

116

Parent Liaisons11.7 Capitalize on District community resources by

creating partnership agreements with agencies and organizations. Invite community agencies/organizations to

participate and disseminate information about the public services that their agencies offer in order to continue building strong community partnerships.


Title I – IV funds Lapel PinsPlaquesCertificates

$5,000.00

Federal Programs AdministratorParental Involvement Coordinator and StaffHuman ResourcesAdministrator for Classified Personnel

Principals Parent Liaisons

Public InformationOfficer

April – May

2012

Formative:Agendas Sign-in SheetsMOUs

Summative:Increased partnerships

11.8 Educate campus administrators and teachers during faculty and grade level meetings as to the academic and non-academic benefits of a strong parent-school partnership.

Parents Title I, Part Afunds$1,000.00

Federal Programs AdministratorParental Involvement Coordinator and StaffPrincipalsParent Liaisons

Aug. – May

2011-2012

Formative:AgendasSign-in SheetsSession Evaluations

Summative:Increased parent participation

11.9 Stilman Middle School will schedule it’s SBDM meetings, which include discussions about budget, master schedule, student programs and initiatives, in August in order to ensure all stakeholders participate actively in the decision-making process. The process will ensure that student needs are represented and considered when determining the allocation of resources

SBDM None PrincipalDean of InstructionSBDM Committee Members

Aug.-May2011-2112

Formative:Agenda with Action ItemsSign-in sheets

Summativ:Increased teacher and community involvement

11.10 Stillman faculty and staff will make every effort to increase parental involvement by but not limited to the following activities:

PrincipalDean of InstrucAsst. Principals

None PrincipalDean of InstrucAsst. Principals

Aug.-May2011-2112

Formative:Sign-in sheetsAgenda or presentation

117

Electronic parent newsletter Electronic announcements to parent

emails Dean Presentation 21st Century Parental Programs Stillman Website announcements and

invitations Team invitation to parents of upcoming

parent meetingsStillman faculty and staff recognizes the importance of parents in their children’s education in order to increase student preparedness, motivation and cooperation with the school on a daily basis.

Parent LiasonTeachersStudentsParents

Parent LiasonParental Involvement Coor.

notes

Summativ:Increased teacher and community involvement

**Add or delete Action Steps as needed.

118








Technology

State/BISD Goal: Our vision for technology is to have all district stakeholders involved in the teaching and learning process seamlessly integrate technology to make informed decisions and advance student achievement and technology literacy to encourage and support creative, innovative, lifelong learning.

BISD Annual Performance Objective: All schools will be at Advanced Tech level in all four key areas of the Star Chart.Campus Performance Objective: All Stillman teachers will be Advanced Tech level in all four key areas of the STAAR

chart.




12.1 Students will be taught technology TEKS in order to All Students Library Services Principals Aug.-June Formative:

119

complete classroom assignments and promote critical thinking skills, and develop projects that foster creativity, innovation, communication, collaboration, information fluency and digital citizenship in all content areas.

On-Line ResourcesState AdoptionsPearson On-Line

TeachersTSTLibrarian

2011-2012Student gradesRubrics and portfolios

Summative:Student gradesRubrics and portfoliosPresentations Lesson PlansDocumentations showing TA/TEKS

12.2 In order to promote technology integration a technology share fair will be conducted at each campus annually.

TeachersLibrarianTST

On-L:ine Access TST Oct.- Dec.

2011-2012

Formative:Texas STAR ChartOn-line Administrative Tool

Summatiave:Texas STAR ChartOn-line Administrative Tool

12.3 Stillman teachers will be required to document classroom technology integration in their lesson plans using the technology TEKS to ensure that technology is integrated throughout the curriculum areas.

Teachers District/Campus TechnologyIn-services

Curriuclum & InstructionPrincipalTeachers

Aug. – June

2011-2012

Formative:STAR Chart

Summative:Teacher Lesson Plans will be reviewed by Deans for technology content with correlation to TEKS and PDAS.

12.4 Stillman TST teacher will offer training and support for professional staff, administrators, teachers and paraprofessionals on computer applications and integration of into all the subject areas.

TeachersPara-ProfessionalsAdministratorsProfessional Staff

Technology Labs for training

TSTAdministrationTeachers

Aug. – June

2011-2012

Formative:Attendance & EvaluationsNeeds Assessment Instrument

Summative:

120

Technology and Readiness (STAR) Chart

12.5 Stillman will maintain a campus-based Technology Support Teachers (TST) that will be given adequate time weekly to support their campus in the area of instructional technology and provide 3-6 hours of professional development annually in order to improve the integration of technology

TeachersPara-ProfessionalsAdministratorsProfessional Staff

District/CampusTechnology Funds

TSTAdministrationTeachersAdministrators forTechnology/Sp. Prog.

Aug. – June

2011-2012

Formative:STAR Chart

Summative:STAR Chart




12.6 Formative:

Summative:


121








Migrant Education

State/BISD Goal: Migrant students will be challenged and encouraged to meet state content standards and assessments that are necessary to graduate on time and enroll in post secondary education while receiving additional supplemental support in order to overcome the obstacles encountered due to their migrant lifestyle.

BISD Annual Performance Objective: 90% of BISD migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of migrant students passing the STAAR will be increased by 2%.


122





13.1 Migrant staff will attend the annual Identificationand Recruitment (ID &R) training in order to secure the most current information needed to appropriately assist with the campus identification and recruitment initiative.

Migrant Clerk Region One ESCMigrant StaffState Trained ID & R Specialist

Migrant ServiceCoordinator

August 2011 Formative:ID & R Training

Summative:Texas Education Agency (TEA) ID & R Certificates

13.2 The Migrant campus clerk will attend the required NEW Generation System (NGS) state required

Migrant Clerk Region One ESC NGS State Trainer

Migrant ClerkMSC

September 2011 Formative:NGS Annual Training

123

Test DataGrade Level Subject Area Subgroup

CurrentMastery

2010-2011


AYP/State/Commended

Actual Mastery


TAKS Grade 6

Reading All Students/Migrant 80/90/25Math All Students/Migrant 75/90/25

TAKS Grade 7


Writing All Students/Migrant 80/90/25

TAKS Grade 8


Science All Students/Migrant 90Social Studies All Students/Migrant 90

Attendance Rate 6-8 Grades All Students 95.0Migrant

Dropout Rate 7-8 Grades All Students 1.6Migrant

training in order to secure the need skills to accurately and appropriately in put the data for migrant students into the migrant state data base.

Summative:NGS Certificates

13.3 The migrant clerk will assist with the annual ID &R Residency Verification initiative in order to ensure that all migrant students at our campus are picked up in a timely manner.

Migrant Clerk NGS Currently Enrolled Report

Migrant Clerk September 1-November 1

2011-2012

Formative:NGSResidency VerificationReportsNGS Mass Enrollment ReportsStudent Plus Report

Summative:Parent Signature on current COE

13.4 Migrant Clerk will distribute migrant informationand currently enrolled listing to all teachers and administrators in order to facilitate pertinent information in a timely manner throughoutthe year.

AdministrationTeachers

NGS Currently Enrolled Report

Migrant Clerk Sept-May

2011-2012

Formative:NGS Reports

Summative:Monitoring ToolMigrant Clerk Evaluation

13.5 The migrant campus clerk will adhere to the NGS timeline to ensure that migrant student data is enteredin a timely and accurate manner into the NGS data-base.

Migrant Clerk NGS Data BaseDesktop ComputerPrinter

Migrant Clerk Aug-May

2011-2012

Formative:NGSStudent Plus Reports

Summative:PBMASICR Reports




13.6 PFS migrant students will receive supplemental support services before other migrant students to ensure that the requirements delineated by NCLB Section 1304(d) are addressed.

PFS MI Students NGS PFS ReportTIC-$

AdministrationMigrant Clerk

Aug-May

2011-2012

Formative:NGS Campus Reports

Summative:Completed PFS

124

Monitoring Tool

13.7 All migrant students will receive grade appropriate school supplies and clothing on an as needed basis in order to provide them with the necessary tools to complete their assignments and to comply with school dress code guideline; thus facilitating them the same opportunity to meeting the academic challenges of all students. PFS students will receive supplemental support services before other migrant students. All Migrant students in 6th-8th grade will be eligible.

PFS and MI Students

NGS Currently Enrolled ReportTIC - 1150


Aug-July

2011-2012


Summative:Completed Request for Supplemental Support Form w/student’s NGSNumber and Parents’Students’ Signature

13.8 Migrant students 6th – 8th TAKS results will bereviewed to secure accurate placement into thecurrent State Assessment remediation opportunities during regular school year and summer school.

6th-8th grd Students TAKS ResultsEduphoria Reports NGS Student Transfer DocumentNGS State AssessmentsReport

AdministrationCounselorsTeachers

Oct. – May

2011-2012

Formative:TAKS RemediationEnrollment Lists NGS TAKS ReportBenchmark Results

Summative:Current State Assessment Test Results

13.9 Communities in School (CIS) Case Managers contracted by the Migrant Program will provide supplemental support services to PFS and non-PFS Middle School migrant students so that the MEP state needs for middle school students will be addressed.

PFS and Non-PFS MI Students

CIS AdministrationMEP AdministrationLaptopsDigital CamerasTIC $11,000

Federal Programs AdministrationCIS Case ManagersMSC

Aug-July

2011-2012

Formative:CIS Mid-Year JobPerformance ReviewsSummative:CIS End of Year JobPerformance Review andCIS End of Year Checklist

13.10 In order to experience leadership opportunities, develop good study skills, and practice positive social engagement within the school community the middle school migrant students will participate in a Migrant Club, Lunch Bunch Program or Homework Help.

PFS and Non-PFS MI Students

CIS PersonnelLaptopsDigital Camera

Federal Programs Administrator Campus Principal Migrant TeacherCampu Migrant Campus

ClerksCIS Case Managers

Sept-May

2011-2012

Formative: Meeting Agenda and Sign-In Sheets

Summative: Participants SurveyCIS Student Survey

125

DMC MSC

13.11The PFS students and their parents will attend the PFS Middle School Leadership Conference in order to expand their leadership skills.

Middle School PFS MI Students and Parents

NGS PFS ReportsCIS Lists CIS Case Managers

Campus Migrant Clerk

February 2012

Formative: Sign-In SheetsAgenda and Participants Survey

Summative: Conference Evaluations

13.12 Each middle school migrant clerk in collaboration with the CIS case manager will conduct migrant parent meetings throughout the school year in order to provide current information regardingthe academic progress of their children.

MI Students andMI Parents

Migrant GuidelinesMEP Plans of ActionDistrict Programs:

Migrant Campus ClerksCIS Case Managers

Fall/Spring 2011-2012

Formative: Sign-In Sheetsand Agendas

Summative: Meeting EvaluationsIncreased attendance

13.13 Middle school migrant students will have opportunity to attend the school district’s summer school programs to ensure promotion if needed or to participate in the enrichment migrant summer program.

MI Students NGS Reports of Currently Enrolled Migrant StudentsM.A.S.T.E.R.S. Program

Migrant Campus ClerksCIS Case Managers

June-July 2012

Formative: Eligibility FormsAttendance SheetsWeekly AssessmentsParticipants SurveySummative:

Completion ReportsEnd of Program Assessment Results

13.14 The campus migrant clerks will provide supplemental support to the PFS and migrant students in order to enhance the advocacy, encouragement, and support to the special needs of migrant students as delineate by NCLB Act of 2001 (Public Law 107-110) Section 1301-1309.

MI Students NCLB Sec. 1301-1309TIC GuidelinesID&R ManualNGS Manual Campus TIC Funds

Campus PrincipalsMigrant Campus ClerksMigrant Teachers

Aug.-June

2011-2012

Formative: Job DescriptionPosition Control Forms

Summative: Completed Personnel Assurance

13.15 In order to secure academic information from the MI Students and NGS Data Base DMC June –Aug. Formative:

126

NGS data base migrant students, parents and school districts (nationwide) will have access to an NGS district contact person throughout summer to ensureaccurate enrollment into educational programs.

MI ParentsSchool Districts Nationwide

MSCSS NGS Clerk 2011-2012

Student Information

Summative: Completed NGS Student Transfer Document

13.16 MEP staff, parents and students will have access to Texas Migrant Interstate Program (TMIP) to ensure that interstate coordination is available for migrant students as they migrate throughout the nation.

MI Students andMI ParentsMEP Staff

TMIP StaffInternetDesktop ComputerPhone

DMCMSCNGS Clerks

Aug-July

2011-2012

Formative: Parental, Student andDistrict Requests

Summative: DMC and MSC Documentation

13.17 Campus Migrant Clerk will conduct a meetings once each semester to foster parental involvement and provide Migrant parents with important information on campus migrantprogram opportunities and how to better supporttheir children academically

MI Parents NGS Currently Enrolled Report

Migrant Clerk Oct.-Feb.

2011-2012

Formative: FliersParent Phone CallsSign-in sheets,Agendas and MeetingMinutes

Summative: ParentRecommendationsMeeting Evaluations

13.18 PFS migrant students will receive Polo T-Shirts and regular migrant students will receive Polo T-Shirts on an as needed basis to assist in their coming prepared to school and meet school dress code guidelines. All Migrant students in grades 6th-8th will be eligible.

PFS & Migrant Students

NGS Currently Enrolled Report

TIC - $ 336


Aug – July

2011-2012


Summative:Completed Request for Supplemental Support Form w/student’s NGS Number and Parents’ Students’ Signature


127

128








Appendix A: AYP AddendumCommittee Members

Maria T. Zavala, ParentMaria I. Villarreal, BLACindy Ortiz, Faulk MS

Josie C. Villarreal, Putegnat ElementaryDane Babcock, Rivera HS

Elizabeth C. Rojas, Paredes, ElementaryDenise Hinojosa, Porter HSRosie S. Gorena, Lopez HS

FacilitatorsRaul Vasquez, Administrator for Assessment, Research and Evaluation

Ben Estrada, AYP Compliance Coordinator

Meeting DateNovember 3, 2009

(Proposed and Approved November 16, 2009)

Revision and Inclusion Activities

Special Services Department

(Proposed and Approved September 20, 2010)

129

Basic Skills Area: Language Arts

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in Reading and Writing the English Language.

BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the TAKS Reading, Writing, and Language Arts tests.

ActionSteps

Activity Population Resources/Source

Person(s)Responsible

Timeline Evaluation

Activity 1

All Special Education students in BISD will increase oral language skills to develop listening/speaking, reading/writing proficiency Presentations Retelling Personal oral

discussion Speaking

opportunities to use new vocabulary in context

PK-12 Special EducationStudents

SIOP TEKS Reading First Modified

Reading materials

Modified Writing materials

Accelerated Reader

Study Island TAKS released

tests State adopted

textbook resources

Eduphoria Martha

Morales Reading Program

Administrator for Curriculum & Instruction

C& I Reading Specialists

Librarians Special Services

Department Principals Facilitators/Deans Special Education

Teachers PK-12 teachers

August 1, 2010 -

May 31, 2011

Benchmark testing

Reading Fluency

Monitoring Teacher

observations Progress

grades Accelerated

Reader tests

*AYP Stage 1 Requirement

130

Basic Skills Area: Language Arts

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in Reading and Writing the English Language.

BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the TAKS Reading, Writing, and Language Arts tests.

ActionSteps



Timeline Evaluation

Activity 2

Special Education students in BISD will participate in TEKS- appropriate modified/accommodated tutorials to improve overall Reading and Writing skills.


SIOP TEKS Reading First TEKS-

appropriate modified/accommodated Reading materials

TEKS- appropriate modified/accommodated Writing materials

Accelerated Reader

Martha Morales Reading Program


C & I Reading Specialists

Reading First Coaches


Principals Facilitators/Deans Special Education

Teachers PK-12 teachers Librarian

August 1, 2010 -

May 31, 2011

Benchmark testing

Reading Fluency

Monitoring Teacher

observations Progress

grades Accelerated

Reader tests


131

Basic Skills Area: Math


BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the TAKS mathematics exam.

ActionSteps

Activities Population Resources/

Source


Timeline Evaluation

Activity 3

Implement an integrated challenging, standards-based, inquiry-centered math curriculum with necessary TEKS- appropriate modified / accommodated for Special Education students as demonstrated through: CSCOPE (K-12) Unique Learning

Systems (Life Skills)


Categorical funds TEKS Framework TEKS-

appropriate modified / accommodated materials

State adopted textbook resources

Graphing calculators

AEIS-IT Manipulatives and

Instructional Materials


C & I Math Specialists




August 1, 2010 -

May 31, 2011

Benchmark testing

Teacher observations

Progress grades

Analysis of student work

5 “E” model Assessment


132

Basic Skills Area: Math


BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the TAKS mathematics exam.

ActionSteps



Timeline Evaluation

Activity 4

Special Education students in BISD will participate in TEKS- appropriate modified / accommodated tutorials to improve overall mathematics skills.


Categorical funds TEKS Frameworks TEKS-

appropriate modified / accommodated materials


Graphing calculators

Eduphoria Manipulatives and Instructional Materials


C & I Math Specialists




August 1, 2010 -

May 31, 2011

Benchmark testing

Teacher observations

Progress grades Analysis of

student work 5 “E” model

Assessment


133

Basic Skills Areas: Language Arts and Math

State/BISD Goal: The students in Special Education will be assessed by the appropriate state assessment using the policies and procedures outlined by TEA.

BISD Annual Performance Objective: 100% of BISD students in Special Education will be assessed by the appropriate state assessment using the policies and procedures outlined by TEA in the ARDC Decision-Making Process for the Texas Assessment Program Manual.

ActionSteps



Timeline Evaluation

Activity 5

BISD Personnel (Principals, ARD Chairperson, Diagnosticians, Supervisors, Assessment Dept.) will participate in staff development that focuses on dissecting Assessment data to determine the percentage of students tested on TAKS, TAKS-A, TAKS-M, and TAKS-ALT.

Principals, ARD Chairpersons, Diagnosticians, Supervisors, Assessment Dept.

District TAKS data

State TAKS data

AYP data AEIS-IT

Assessment Department


Principals ARD Chairpersons

August 1, 2010 -

May 31, 2011

Analysis of Student Data

134




ActionSteps



Timeline Evaluation

Activity 6

BISD Personnel (Principals, ARD Chairperson, Diagnosticians, Supervisors, Assessment Dept.) will participate in the workshop entitled “ARD Decision-Making Process Including Accommodations and Grade Placement to Support Students” provided by Region One via TETN at CAB.

Principals, ARD Chairpersons, Diagnosticians, Supervisors, Assessment Dept.

Region One ARD Committee

Decision-Making Process for the Texas Assessment Program Manual



Principals ARD Chairpersons Region One

October 5, 2010

And

October 13, 2010

100% of campuses in attendance monitored by sign in sheets

135




ActionSteps



Timeline Evaluation

Activity 7

BISD Personnel (Assessment Department in conjunction with Special Services) will monitor the percentage of students that are projected to take TAKS, TAKS-A, TAKS-M, and TAKS-Alt per campus.

Assessment and Special Education departments.

Reports from IEPplus

ARD documentation

ARDC Decision-Making Manual



August 23, 2010 –

June 02, 2011

Reports

136




ActionSteps



Timeline Evaluation

Activity 8

BISD Personnel (Assessment Department in conjunction with Special Services) will meet with campus personnel with disproportionate percentage of students that are projected to take TAKS, TAKS-A, TAKS-M, and TAKS-Alt.

Assessment and Special Education departments, Principals, ARD Chairpersons, Diagnosticians, Supervisors

Reports from IEPplus

ARD documentation

ARDC Decision-Making Manual



Campus Principal ARD Chairperson

August 23, 2010 –

June 02, 2011

Reports

137




ActionSteps



Timeline Evaluation

Activity 9

Special Education Supervisor, ARD Chair, and Special Education Teacher, Facilitator/Dean of Instruction will review and analyze student specific data to analyze TAKS objectives and expectations to optimize instructional planning.

Special Education Supervisor, Special Education Teacher, and Facilitator/Dean

Confidential Student Reports

Eduphoria

Special Education Supervisors

Special Education Teachers

Facilitators/Dean

August 23, 2010 –

June 02, 2011

Campus Special Education Department meetings sign in sheets

138




ActionSteps



Timeline Evaluation

Activity 10

Special Education Supervisors in conjunction with Curriculum Specialists will maximize contact with Special Education teachers to support the implementation of research-based teaching strategies.

Special Education Supervisors and Curriculum Specialists

CSCOPE TEKS Frameworks TEKS-

appropriate Modified/ accommodated materials


Eduphoria Manipulatives

and Instructional Materials



Campus Principal ARD Chairperson

August 23, 2010 –

June 02, 2011

Reports

139




ActionSteps



Timeline Evaluation

Activity 11

Special Education Supervisor, Curriculum Specialists, Facilitator/Dean of Instruction will provide professional development and support in the following areas: CSCOPE English Language

Arts and Reading Standards (ELARS)

Mathematics Standards

District Writing Plan Technology

Resources


Confidential Student Reports

Eduphoria Professional

Development Dept.

Region One ESC TEKS

Special Education Supervisors

Curriculum Specialists


Facilitators/Dean

August 23, 2010 –

June 02, 2011

Campus Special Education Department meetings sign in sheets

Evidence of Implementation of CSCOPE

140

Appendix B: Financial Budget and Personnel Worksheets

Fund Function 11Instruction

Function 12Library

Function 13Prof Dev

Function 23Admin

Function 31Guidance

Function33

Health

Function 36Co-Curr

Function 51Maintenance

Function 61Parental Inv Total

199 Local

162 State Comp 225,409

163 State Bil 7350

164 State Voc

165 Athletics

166 State Sp Ed 4028

211 ESEA Title I 35173 6500 1500 5000 486

212 ESEA Title I

Part C1150

224 Idea B

244 Voc Ed Basic

141

Appendix B: Financial Budget and Personnel Worksheets

Fund Function 11 Instruction

Function 12 Library

Function 13 Staff Dev

Function 23 Admin

Function 31 Guidance

Function 33 Health

Function 36 Co-Curr

Function 51 Maintenance

Function 61 Parental Inv Total

255 TPTR 14045.99

262 EETT

263 ESEA Title

III

409SSI Grant

411 Tech

428 HS Allot

Totals

% of Total Budget

Total Capital Outlay

Total Cert. FTE’s

Total Class. FTE’s

142

2011-2012 Special Programs Personnel for Stillman Middle School

Position Program FTEReading Teacher 6th ESEA Title I 1.000Reading Teacher 8th ESEA Title I 1.000

Teacher Aide ESEA Title I .400ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000ESEA Title I 1.000

Migrant Clerk ESEA Title I, Part C 1.000CIS Case Manager ESEA Title I, Part C .500Dean of Instruction State Compensatory 1.000

English Teacher State Compensatory 1.000Math Teacher State Compensatory 1.000

Dyslexia Teacher State Compensatory 1.000State Compensatory 1.000State Compensatory 1.000

Stillman Middle School Monitoring Instrument

As part of the school improvement process, instruction is modified as needed to address the targeted objectives of each subject area. Campus administration encourages all teachers to develop their lesson plans to reflect the posted daily objectives and to follow a

143

systematic schedule developed by teacher teams and the district adopted CSCOPE curriculum. District and campus benchmarks, state mandated assessment scores, TELPAS scores and other data is disaggregated to ensure that instruction is tailored to meet student strengths and weaknesses. Re-teaching is approached by presenting the content using alternative instructional methods and strategies. In addition, all teachers are expected to incorporate the 5 E Model and Sheltered Instructional strategies in their daily lessons in order to emphasize language and content objectives. Furthermore, an educational intervention program for newly arrived immigrants provides language development and support activities prior to entering traditional courses. Instructional timelines that demonstrate expected mastery pace have been established, and the campus plan activities are periodically reviewed and updated by department members, using the attached form. Planning and training activities are continuously monitored by the Principal, Dean of Instruction, and Primary Appraisers to ensure teacher collaboration and implementation of campus initiatives. A classroom observation (Walk Through) schedule has been developed to monitor instruction and ensure implementation of curriculum requirements and effectiveness.

Language Arts

State/BISD Goal: The students in the public education system will demonstrate exemplary performance in reading and writing the English language.

144

BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the TAKS Reading, Writing, and Language Arts tests. A minimum of 40% of our BISD students tested will demonstrate Commended Performance on the TAKS Reading, Writing and ELA tests.

Campus Performance Objective: By the end of 2011-2012 school year, the percentage of students passing The STAAR reading test will increase by 2%.

ActivityAction Step

Action Step

ImplementationFormative Progress Evaluation Measure Fall 2011 Formative Progress Evaluation Measure Spring 2012

1.12nd: 4th:

1.22nd: 4th:

1.32nd: 4th:

1.42nd: 4th:

1.52nd: 4th:

Identify Action Step Implementation: Pending (P); In Progress (IP); Completed (C)Note: In April 2012, indicate the anticipated date of completion for the action step by inserting completion date.

Formative Progress Evaluation Measure: Met or Did Not MeetActivityAction Step

Action Step


145

1.62nd: 4th:

1.72nd: 4th:

1.82nd: 4th:

1.92nd: 4th:

1.102nd: 4th:


Formative Progress Evaluation Measure: Met or Did Not Meet

Mathematics

State/BISD Goal: The students in the public education system will demonstrate exemplary performance

146

in the understanding of mathematics.BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate minimum passing

standards with 30% of these students obtaining a commended performance level on the TAKS Mathematics Exam.

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of students passing the STAAR Math test will be increased by 5%.

ActivityAction Step

Action Step


2.12nd: 4th:

2.22nd: 4th:

2.32nd: 4th:

2.42nd: 4th:

2.52nd: 4th:



ActivityAction Step

Action Step


147

2.62nd: 4th:

2.72nd: 4th:

2.82nd: 4th:

2.92nd: 4th:

2.102nd: 4th:



Science


148

in the understanding of science.BISD Annual Performance Objective: A minimum of 90% of students taking the TAKS science exam will demonstrate

mastery. A minimum of 25% of students taking the TAKS science exam will achieve commended performance.

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of students passing the STAAR Science test will be increased by 5%.

ActivityAction Step

Action Step


3.12nd: 4th:

3.22nd: 4th:

3.32nd: 4th:

3.42nd: 4th:

3.52nd: 4th:



ActivityAction

Action Step

Formative Progress Evaluation Measure Fall 2011 Formative Progress Evaluation Measure Spring 2012

149

Step Implementation

3.62nd: 4th:

3.72nd: 4th:

3.82nd: 4th:

3.92nd: 4th:

3.102nd: 4th:



Social Studies


150

in the area of social studies.BISD Annual Performance Objective: A minimum of 90% of BISD students tested will demonstrate minimum passing

Standards with 45% of the students tested will obtain Commended Performance on the Social Studies TAKS Assessment.

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of students passing the STAAR Social Studies test will be increased by 5%.

ActivityAction Step

Action Step


4.12nd: 4th:

4.22nd: 4th:

4.32nd: 4th:

4.42nd: 4th:

4.52nd: 4th:



ActivityAction Step

Action Step


151

4.62nd: 4th:

4.72nd: 4th:

4.82nd: 4th:

4.92nd: 4th:

4.102nd: 4th:



Health and Physical Education

State/BISD Goal: The students in the public education system will be provided with educational

152

opportunities that address safety, health, nutrition, substance abuse, and violence prevention.

BISD Annual Performance Objective: Improve in the overall wellness of the students, staff as well as community members by promoting awareness of healthy lifestyles.

Campus Performance Objective: 100% of Stillman students will participate in the Fitness Grant Test.

ActivityAction Step

Action Step


5.12nd: 4th:

5.22nd: 4th:

5.32nd: 4th:

5.42nd: 4th:

5.52nd: 4th:



ActivityAction Step

Action Step


153

5.62nd: 4th:

5.72nd: 4th:

5.82nd: 4th:

5.92nd: 4th:

5.102nd: 4th:



Fine Arts


154

in instrumental music, choral music, visual arts, theatre arts, and dance.BISD Annual Performance Objective: A minimum of 90% of our fine arts students will meet performance standards in all

fine arts areas with 92% meeting commended performance.Campus Performance Objective: A minimum of 90% of Stillman students will excel in all fine arts areas.

ActivityAction Step

Action Step


6.12nd: 4th:

6.22nd: 4th:

6.32nd: 4th:

6.42nd: 4th:

6.52nd: 4th:



ActivityAction Step

Action Step


155

6.62nd: 4th:

6.72nd: 4th:

6.82nd: 4th:

6.92nd: 4th:

6.102nd: 4th:



At-Risk

State/BISD Goal: Through enhanced dropout efforts, all students will remain in school until they obtain a

156

high school diploma and/or pursue a post-secondary education.BISD Annual Performance Objective: All campuses will develop prevention and intervention strategies that will support

reducing the dropout rate to less than 1% in Middle School, increase the High School Completion Rate to 95%, and increase the Graduation Rate to 75%.

Campus Performance Objective: Stillman will develop a prevention and intervention strategy to reduce the dropout rate to less than 1%.

ActivityAction Step

Action Step


7.12nd: 4th:

7.22nd: 4th:

7.32nd: 4th:

7.42nd: 4th:

7.52nd: 4th:



ActivityAction Step

Action Step


157

7.62nd: 4th:

7.72nd: 4th:

7.82nd: 4th:

7.92nd: 4th:

7.102nd: 4th:



Attendance

State/BISD Goal: The students will be encouraged and challenged to meet their full educational

158

potential.BISD Annual Performance Objective: Increase the student attendance rates for all district schools 98.5% for elementary

schools, 96% for middle schools, and 95% for high schools.Campus Performance Objective: Increase and maintain a 96% or higher attendance rate for Stillman Middle School.

ActivityAction Step

Action Step


8.12nd: 4th:

8.22nd: 4th:

8.32nd: 4th:

8.42nd: 4th:

8.52nd: 4th:



ActivityAction Step

Action Step


159

8.62nd: 4th:

8.72nd: 4th:

8.82nd: 4th:

8.92nd: 4th:

8.102nd: 4th:



Discipline Management/Safe and Drug Free Schools

State/BISD Goal: School campuses will maintain a safe and disciplined environment conducive to

160

student learning.BISD Annual Performance Objective: Discipline referrals (office referrals, removals and expulsions, to Brownsville

Academic Center TAP/PTP and JJAEP) will decrease by 5%. Campus Performance Objective: By the end of the 2011-2012 school year, Stillman will have produced a safe and

disciplined atmosphere conducive to high standard student learning.

ActivityAction Step

Action Step


9.12nd: 4th:

9.22nd: 4th:

9.32nd: 4th:

9.42nd: 4th:

9.52nd: 4th:



ActivityAction Step

Action Step


161

9.62nd: 4th:

9.72nd: 4th:

9.82nd: 4th:

9.92nd: 4th:

9.102nd: 4th:



College Preparation

State/BISD Goal: Students will be encouraged and challenged to meet their full educational potential.

162

BISD Annual Performance Objective: The percent of students taking the SAT/ACT will increase by 10% and the percent of students at or above the criterion will increase by 10%.

Campus Performance Objective: The percent of students taking the SAT/ACT will increase by 5% and the percent of students at or above the criterion will increase by 5%.

ActivityAction Step

Action Step


10.12nd: 4th:

10.22nd: 4th:

10.32nd: 4th:

10.42nd: 4th:

10.52nd: 4th:



ActivityAction Step

Action Step


163

10.62nd: 4th:

10.72nd: 4th:

10.82nd: 4th:

10.92nd: 4th:

10.102nd: 4th:




State/BISD Goal: The Board of Trustees, in collaboration with District Staff, Administration, Parents,

164

and Community will provide required support and resources for the attainment of educational excellence and equity. Parents will be full partners with educators in the education of their children.

BISD Annual Performance Objective: There will be a 10% increase of parents involved in campus/district parental involvement activities during each school year.

Campus Performance Objective: By the end of the 2011-2012 school year, Stillman parental involvement will be increase by 10%.

ActivityAction Step

Action Step


11.12nd: 4th:

11.22nd: 4th:

11.32nd: 4th:

11.42nd: 4th:

11.52nd: 4th:



Action Step


165

11.62nd: 4th:

11.72nd: 4th:

11.82nd: 4th:

11.92nd: 4th:

11.102nd: 4th:



Technology

State/BISD Goal: Our vision for technology is to have all district stakeholders involved in the teaching

166

and learning process seamlessly integrate technology to make informed decisions and advance student achievement and technology literacy to encourage and support creative, innovative, lifelong learning.

BISD Annual Performance Objective: All schools will be at Advanced Tech level in all four key areas of the Star Chart.Campus Performance Objective: All Stillman teachers will be at Advanced Tech level in all four key areas of the

STAAR chart.

ActivityAction Step

Action Step


12.12nd: 4th:

12.22nd: 4th:

12.32nd: 4th:

12.42nd: 4th:

12.52nd: 4th:



ActivityAction Step

Action Step


167

12.62nd: 4th:

12.72nd: 4th:

12.82nd: 4th:

12.92nd: 4th:

12.102nd: 4th:



Migrant Education

State/BISD Goal: Migrant students will be challenged and encouraged to meet state content standards

168

and assessments that are necessary to graduate on time and enroll in post secondary education while receiving additional supplemental support in order to overcome the obstacles encountered due to their migrant lifestyle.

BISD Annual Performance Objective: 90% of BISD migrant students will participate in the supplemental instructional activities and support services as required by the Title I, Part C Migrant Education Program (MEP).

Campus Performance Objective: By the end of the 2011-2012 school year, the percentage of migrant students passing the STAAR tests will be increased by 2%.

ActivityAction Step

Action Step

ImplementationFormative Progress Evaluation Measure Fall 2011 Formative and Summative Progress

Evaluation Measure Spring 2012

13.12nd: 4th:

13.22nd: 4th:

13.32nd: 4th:

13.42nd: 4th:

13.52nd: 4th:



Action Step

ImplementationFormative Progress Evaluation Measure Fall 2011 Formative and Summative Progress

Evaluation Measure Spring 2012

169

13.62nd: 4th:

13.72nd: 4th:

13.82nd: 4th:

13.92nd: 4th:

13.102nd: 4th:



170