Arp District Improvement Executive Summary
Arp Independent School District (ISD) encompasses three
campuses in two physical locations (Pre-Kindergarten through fifth grade and
sixth through twelfth grade), employs 78 teachers, 6 administrators, and
services approximately 870 students in the rural
The lack of available educational resources, communication technologies, and research facilities has led Arp ISD to begin implementation of a district-wide information network and training agenda in order to revamp the delivery of instruction.
The 2003-04 TARGET grants through SUPERNet & ESC7 will allow teachers to utilize network and online resources to create curriculum materials and a virtual H.S. school for acceleration and non-traditional students.
All classrooms are wired and each campus has full interconnectivity using a fiber backbone. The physical network is completed with proxy, firewall, email, productivity, Web, Library, CD-Rom towers, Business and PEIMS servers. Each classroom has 5 drops with labs & libraries having up to 20 drops. The needs assessment from the technology committee includes updated software selections, a larger Web server and replacement of older equipment.
Teachers have been trained in Differentiated instruction strategies, basic reading and math strategies, GT strategies for the classroom, computer applications, special programs and modifications, telecommunications (browsing, search engines, e-mail), and PowerPoint classroom integration strategies. This training schedule gives teachers valuable tools to communicate their ideas and lessons by integrating powerful tools into instruction for the benefit of all types of learners.
The district needs assessment includes much needed instruction in reading /writing and questioning strategies at all grade levels for all teachers. We are concentrating on the K-2 teachers with the AR funds for the next 3 years with staff development in pre-reading, reading, and writing skills.
GIFTED & TALENTED: The G.T. program for elementary is a pull-out program designed to service students special needs for higher-order thinking and enrichment through project-based curriculum. All GT teachers integrate regular classroom subject matter with enriched project-based curriculum for individualized student portfolios. The Gifted & Talented program on the Junior High campus involves specialized classes in reading, technology, language, and math. Arp Junior High offers G/T students their own classes 6-8th grade in Reading and Interdisciplinary Studies and high school credit for Spanish I, Algebra I, and Business Computer Information Systems I. The G/T Reading class is designed to offer gifted students the opportunity to read extensively while using a project-based curriculum.
The High School G/T program offers students Social Studies
and Interdisciplinary Studies classes for Grades 9th & 10th. Advanced Placement courses are offered in
Math, Science, and Language Arts.
Articulated credit courses (concurrent credit) are also offered in
Business, Technology, and Science, credit by exam, and concurrent courses are
offered through
SPECIAL EDUCATION:
The Special education program at Arp ISD allows students to be serviced in the Least Restrictive Environment (LRE). Students on the elementary campus are serviced through resource rooms, reading, speech, and dyslexia screening pull out classes. The Arp Junior High utilizes inclusion with special services in the resource room. High School also utilizes inclusion with special services in the resource room
TECH PREP & CAREERS:
Arp schools include careers curriculum K-12 with Careers
Investigations beginning in the junior high, coherent sequence of courses in
the junior high and high school for technology, science, language arts, math,
and vocational.
Additional needs are CAD /
DRUG FREE & CHARACTER TRAINING:
Arp Elementary uses “Right Choices” curriculum for discipline management and Character Counts! for character training. Arp Junior High and High Schools use SCANS and Character Counts! curricula for discipline management and character training. All school uses the ESR II and DAVE Curriculum for drug free training.
This year the community implemented the Every 15 Minutes
program incorporating all the
Collaboration and Support Services:
· Teachers serve as managers of instruction and facilitators for skills acquisition. They assisted in maximizing classroom time by automation of grades, accountability data (AEIS), progress reports, attendance, scheduling, parent contact, student data (PEIMS), discipline and TEA information, and current research through technology-based data systems in the district.
· All staff and support personnel have the availability of technical assistance programs to promote efficiencies in non-instructional support services.
· The administration utilizes improved information systems for the efficient and effective communication through technology.
· The administration promotes technical resources and assistance to local personnel by effectively planning for school improvement.
· The administration actively promotes the integration of support services with other community services where appropriate.
· The administration supports and maintains a pool of expertise for supporting the schools, the district, and individual staff in the integration of technology into instructional management, administration, and classroom instruction.
· The administration expands community access to school information through technology.
Student Equitable Access:
· Students acquire technology application skills (TEKS) beginning in Kindergarten and hierarchically advancing in skills and productivity through graduation.
· Students have access to library resources (TLC), electronic multimedia, application software, and Internet connectivity K-12 grades.
· Students are able to acquire dual-credit, advanced-level, concurrent, credit by exam, and college credit through articulations, dual enrollment, and distance learning networks connected to colleges and universities.
· Students gain higher-order thinking skills through utilization of current technologies, hands-on, and real-world applications in problem solving, simulation, and creativity.
· Feedback to students for academic progress will available to students through tutorials, activity periods, and through technology for the purpose of student-centered planning and goal setting.
· All students are taught and sign the Acceptable Use Policies for Arp ISD
· Facilities integrate handicap access into all building entrances and exits
Educator Preparation and Development:
· All staff and faculty will be continuously trained in research-based strategies, differentiated instruction, technologies, applications, integration techniques, for effective use in the classroom.
· Identification of priorities for professional development activities will be established by sitebase committees, TSR reports, and the administration.
· All staff and faculty will assist in the planning for and use of improvement techniques in the district.
· Best practices will be modeled for teachers to increase their knowledge and assist in collaboration.
· Professional development will be provided in integration of “best practices”, G/T training, modification techniques, and technology into the classroom.
· The PDAS will provide input for helping the administration to adjust professional development activities to assist in teacher professional growth and accountability.
· The district will provide incentives and support for educators to develop model practices using enrichment and enhancement techniques.
· Opportunities for rural area teachers and community members to become engaged in distance learning through district technologies will be provided for convenience and out of necessity.
·
· Staff development for increasing effectiveness of “SOS” --- Save Our Students -- and STAR - “Students At Risk Policy” will be continuous and updated as necessary to maintain student success and progress in the classroom for all students.
· Evaluation of all district training will be collected for formative evaluation purposes to adjust training and secure the best possible opportunities to advance staff skills.
Teaching, Learning and Classroom Access:
· All classrooms utilize 4 MAT and/or differentiated instruction lesson planning to service all types of learners. This will insure that all types of learners will have the opportunity to be successful, gain enrichments, and be given reteach and re-evaluation opportunities, if necessary.
· The district follows the state mandated initiative to implement a 4 to 1 computer to student ratio on each campus.
· All classrooms will have 5 drops for LAN, WAN, and Internet access to equitably shared resources.
· All classroom curricula integrate real-world applications and technology tools to assist all types of learners toward successful student progress.
· Global Interactive Telecommunications Projects will be planned and implemented in each grade with the assistance of the high school Web masters to service and mentor the projects.
· Teachers meet student’s needs through individualized growth plans, tutorials, modifications, distance learning, Internet collaboration, and fostering the development and integration of rigorous project-based TEKS.
· Student-centered curriculum and objective-based assessments give students clear goals so that they can internally monitor their own success.
· Students are given the opportunity to accelerate using the Virtual High School Curriculum (online H.S. Credits) and through local college agreements.
· Accountability is developed through student-centered, student-directed project-based activities that demonstrate student knowledge and skills acquisition.
· Proficiencies are be monitored through pre and post testing, assessments, and measures as reflected in the analysis of the district’s AEIS and national standards.
· Expectations for technology proficiencies by students in kindergarten through grade 12 include computer-related skills that meet standards for each high school graduate by the year 2001 (TEC 32.001).
· Standardized electronic instructional planning format enables the sharing of instructional approaches efficiently.
· Business partnerships provide instructional products and services to reduce costs for instructional materials.
· Developing and enhancing curriculum materials takes place with teacher and student generated multimedia productions.
· The district identifies, communicates, and rewards best practices of technology integration into teaching and learning.
· The district fosters innovation in using technology to assess, document, and report student progress
· The district provides adult extended learning services through grants and parent-teacher organization.
·
The district collaborates with the
Infrastructure for Technology: The district has
· Implemented an infrastructure that consists of two complementary components: (1) Physical connecting hardware and peripherals (2) Human capabilities and proficiencies to manage and maintain the technical components.
·
Coordinated with state and regional agencies and
SUPERNET (School United to
Provide Enhanced Resources
Network), a collaborative of 15 schools
and the University of Texas Health Science Center in
· Provided training for students and a core technology group in networking administration and maintenance.
· Maintains a current needs assessment for upgrading, migration, repair, and new technologies.
· Allocates funding through Technology Committee for technology systems, professional development, and increasing accessibility.
· Collaborates with other districts to maximize the benefits of E-rate funding.
· Expand the accessibility of the network through remote access and dial-up modem pools for the community and district.
The needs assessment for the new high school is to keep the integrity of the network by maintaining the fiber backbone all the way to the new construction site. Planning and implementation of the new subnetwork for the new facility includes wireless technology throughout and all the way to the home.
Evaluation and Accountability:
· Document and adjust using surveys, student progress, campus site-base input, and technology committee evaluation practices for Plan, DO, Study, Act-cycle of continuous improvement.
· Utilize outside resource (TCET) for documentation of district improvement and successful practices.
Evaluation Plan:
Arp ISD is the recipient of Eisenhower, ESC7 Math, and
TARGET Grants for Whole School/Mathematics Department Professional Development
in Mathematics Teaching (SSI) grants for Mathematics. Dr. Venessa Huse,
Cindy Rivers is our district Reading
Specialist and she will be responsible for conducting pre- and post reading
assessments on every child in the district utilizing a broad set of tests
(elementary: Slosson IQ, Texas Phonics Screening,
Word Recognition, Spelling, & Comprehension Software, Oral Reading and
Language Assessment, and Electronic Math Calculations and Reasoning
Assessment). The district will maintain
data on students from year-to-year and collate data for entire classrooms for
teacher accountability.
Specific benchmarks used to measure
effectiveness of this program will be both quantitative and qualitative. Measurable and observable data collection
will take place in areas of attendance, behavior, academic achievement and
pursuance of post-secondary education.
(Arp schools have never exhibited a retention problem, while daily
attendance is a concern.) Data will be collected on a six weeks basis in
conjunction with grade reporting procedures.
Information gathered will include data for ethnicity, gender, grade
level, "at-risk", special education and limited English
proficiency. Formative and summative
quantitative data will be collected and monitored and assessed for:
‡ Student attendance
‡ Grade reports by course
‡ Pre- and Post-grant period testing in
reading and math competencies
‡ AEIS report pre- and post-grant period,
including the state TAAS test data
‡ Iowa Test of Basic Skills (ITBS) will
be administered pre- and post-project to gather summative data as to the
project's impact on student achievement.
‡
Number of student referrals for discipline.
‡
Number of students who seek post secondary education.
Formative and summative qualitative
evaluation tools will be used to monitor achievement in:
‡ Students attitude toward school
subjects
‡ Student's ability to use technology to
enhance self-learning
‡ Parent's perception of school reform
‡ Parent's degrees of technology
competency (Access, Operation, Productivity, Pedagogy, Innovation)
‡ Teacher's degrees of technology
competency (Access, Operation, Productivity, Pedagogy, Innovation)
‡ Teacher's level of competency in
appropriately integrating technology into the instructional process
‡ Teacher's ability to use technology to
enhance professional productivity.
Qualitative comparison evaluation tools
will include student, parent, and teacher surveys, observations by project
team, assessment of student and faculty portfolio exhibits, and will be
reported using narrative. Quantitative
comparison assessments will include standard and norm testing, collection of
data and measurements and will be reported using charts and graphs.
Student expectations in the project are:
‡ Improvement of attendance from 94% to 96% by
2003.
‡ Improvement in TAKS scores by 20% from 2003 to 2003
‡ Improvement of ethnic groups on TAKS by 20% from 2002 to 2003
‡ Improvement of reading competencies at all grade
levels by at least 20% from 2002 to 2003.
‡ Improvement of math competencies at all grade levels by at least 20% from 2002 to 2003
‡ Improvement in student attitudes toward
school as exhibited by reduction of disciplinary referrals to office or more
serious infractions by 25% from 2002 to 2003.
‡ Increase in number of students who pursue
post-secondary education by 30%.
‡ Increased use of technology for productivity by 30% as demonstrated by percent of use from September, 2002 to May, 2003
The use of technology to enhance the
learning environment, improve professional productivity will increase by 50 %
over this cycle. Teacher's degree of
competency will improve with training, nurturing, and accountability. The amount of technology usage for instructional
purposes will be documented through teachers' lesson plans. The Arp District's Acceptable Use Policy
requires teachers to identify specific learning objectives to be accomplished
by use of any media resources and technologies.
In accordance with the district's new Professional Development and
Appraisal System (PDAS) and modification, each teacher will be keep a
professional productivity portfolio containing:
‡ Syllabus for each
course taught (Pre-K through 3rd grades share syllabi for courses) outlining
criteria for competency, integration of technology, multi-modal strategies and
assessments
‡ Certifications
for inservice and training
‡ District
Certifications for Exhibited Mastery of Competencies (rubrics) in Technologies
‡ Students scores
on standardized and norm referenced tests
‡ Teacher Self-report including:
·
Samples
of products and lessons they have developed
·
Samples
of successful student work done in their classroom
· Learner-Centered Activities
These portfolios will be used to develop a report on the successful practices and skills improvement for all faculty. This report will be generated by the project director.
A summative report will be utilized in
the District and Campus Improvement Plans for the year following.
LIBRARY & RESOURCE GOALS:
The Arp schools libraries are fully automated and members of TLI . The Library’s resources are networked into all research areas, classrooms, and labs for access on demand by all students. Upgrading of the reading resources for elementary campus has taken place through the TEA ‘98 Reading Academies Grant. Successive grants from TEA will also be sought by the Junior High and High School campuses.
Circulation, TLI, media, collections, magazines, archives, and research materials are available to all students through the Arp ISD network and circulation database. Continued extension of library hours will be maintained during the period of the TEA ‘98 grant cycle.
EARLY CHILDHOOD:
Arp schools now offers a Head Start program through the elementary campus using Pre-K and Region VII resources. An aide for Pre-K and a bookkeeper will be utilized, and additional resources and materials will be made available to carry out this program.
PARENTAL INVOLVEMENT:
Parents are utilized on each campus’ sitebase improvement committees, as volunteers, and supporters. Arp schools will continue to encourage parental support through our G/T program, PTO, band and athletic supporters, NHS, Website, and through TigerVision community access channel.
ARP ISD
DISTRICT IMPROVEMENT MATRIX
MOTTO:
PHILOSOPHY:
Arp Schools are dedicated to providing all students with a safe, equitable, and
effective educational environment where continuing staff development, character
education, SCANS foundational skills and competencies, the Texas Education
Agency’s Essential Knowledge and Skills, integration of current technologies,
research-based strategies, and authentic assessments are facets of the
curriculum to prepare students for successful futures and high-skilled careers.
Goal #1 Parents
will be full partners with the district in the education of their children.
|
OBJECTIVES |
PERSON(S) RESPONSIBLE |
RESOURCES ALLOCATIONS |
TIMELINE |
EVALUATION FORMATIVE/ SUMMATIVE |
|
1. The Parent/Teacher Organization (PTO) will support and adopt strategies for promoting campus & district improvement stratgies including extended learning through evening training of adults via distance learning. 2. Remote Access given to district and community for distance learning 3. TigerVision (community access channel broadcasting from high school studio) will support community distance learning through student-produced video broadcasts. 4. Student ShowCase OpenHouse will allow students to show parents and community their work, electronic portfolios, multimedia projects, videos, Websites, talents and skills. 5. Parent Information nights will be scheduled for 8th grade enrollment and to explain acceleration programs, Recommended High School Program, Dual Credit, CATE, and Articulation Courses. |
Principal, PTO, Technology Committee PTO & Technology Committee Principals, Teachers, Counselor, Principal, Curriculum Director |
ESC7 Grant TEA Grants & ERATE District Funds - $1500 KIDS Grant -$40,000
District Funds |
Begin in August 2002 continuous continuous Bi-annually Annually |
Involvement Evaluations Faculty and parental surveys Program reviews & community involvement Attendance & participation Technology committee evaluation Participant Evaluations Successful enrollment of students into Recommended High School Programs |
Goal 2: Parents
and other community members will be partners in the improvement of the school.
By May
2003, 50% of parents will be partners in the improvement of schools.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Increase communication between teachers and parents
regarding the academic performance and development of students through the
use of the PTO newsletter, School Report Card, AEIS report, G/T parent meetings,
Title I parent meetings, monthly Head-Start parent meetings, School-parent
compact, teacher notes, progress reports, marquee, signs, Campus Site-Based
Committee meetings, Early Years Publication, TAKS results, parent and student
surveys, PTO carnival, Open House, Meet the Teacher/Supply Night, newspaper
articles, school website, class websites, class syllabi, Student Handbook,
and school Website. |
Principal Superintendent PTO Teachers Parents Aides Counselor Curr. Dir. |
$1000 local funds Head-Start funds Title I funds $3500 |
Aug-May |
Parents will be aware of student academic progress and
programs. Positive communication
between teacher, staff, administration, and parents. |
|
2. Develop mutually beneficial partnerships between schools
and community entities. |
Parents Teachers Administrators Students Curriculum Dir. Counselor Businesses PTO |
PTO Arp State Bank Leo’s Burger Barn Terry’s Brookshires Various available sources |
Aug-May |
Positive communication and relationships between the
school and community. |
|
3. Provide human relations activities that will enable
students to deal positively and effectively with people of diverse
backgrounds, such as Veteran’s Day Celebration, Black History Month,
Self-Esteem Program, Every 15 Minutes, Community Access TV Programming,
Website News Highlights, and Counselor |
Teachers Principal Librarian Counselor Curr. Dir. Administration Local |
Region VII Drug Education Funds Local funds |
Aug-May |
Students will have increased appreciation of diverse
cultures. |
|
4. Have an athletic field day at the high school track. |
Staff Parents Students Teachers Principal |
High School Track Facilities $300 local funds P.E. Equipment |
May |
Each child will have the opportunity to be successful in
fitness activities. |
|
5. Students will perform at PTO meetings. |
PTO Teachers Students Principal |
None |
Sept-May |
More parent involvement in student activities and in the
music program. |
|
6. Provide information to parents concerning the SSI, S.O.S and
504 programs through handouts, parent
conferences, Band BBQ Dinner for Community, Student Handbook, and school
Website. |
Administrators Teachers Counselor Curr. Dir. |
$900 local funds & community donations |
Aug-May |
More parent involvement and knowledge of school programs,
curriculum, and student achievement. |
|
7. Due to the success of the Free Computer
Camp this summer, resume each summer for parents and students. |
Technology Coordinators |
$300 Technology Funds |
May – July |
Better relations with parents and students. Better knowledge of school technology
services. |
|
8. All teachers will receive laptops and
students with special needs and research projects will be allowed to check a
laptop out from the Tech Dept. |
Technology Director |
TEA Grants |
September – August |
Number of Laptops checked out |
GOAL 3: All faculty and staff will be trained and certified
in the 8th grade computer literacy competencies. * All staff will move from
Level I to Level III Engaged-learner Competencies for transparent technology
integration.
|
OBJECTIVES |
PERSON(S) RESPONSIBLE |
RESOURCES ALLOCATIONS |
TIMELINE |
EVALUATIONS |
|
1. Identify levels of competencies for all faculty and staff 2. All teachers will utilize district digital resources to record grades, attendance, student progress, assessments, and student works 3. A Laptop will be given to each teacher for classroom use who completes INTEL© or comperable training. 4. Train and mentor all teachers in 8th grade computer competencies and integration techniques using 3 Tiers of accountability. 5. Train and monitor all teachers in eclectic strategies for differentiated lesson design to the benefit of all learners. 6. Allot multiple computers to classroom with trained teachers and highlight best practices in district. 7. Certify classroom teachers as Master Trainers to assist integration of technology into curriculum. |
Campus Technology Coordinators Principal and Technology Committee Campus Technology Coordinators Principals & Curriculum Director Principals, Technology Trainers, Curriculum Director |
District Level
Technology Funds Printers from Instructional Funds District Funds -$24000 District Funds for Inserve
INTEL, TARGET, & TIF Grant Technology Funds Eisenhower Grants, District Funds, and |
Continuous Continuous Continuous
Continuous perpetual perpetual |
Rubrics and # Web based Training Modules completed by teachers # of Laptops to teachers # of Teachers on Level Three Technology Integration Tier # of lesson plans which are submitted with appropriate design # of highlighted classrooms with best practice examples # of Teachers who reach Level Three of Technology Integration Tiers |
*GT Teachers
maintain their certification by acruing credit hours
in extended training. All faculty gains inservice in GT, discipline management, modification and
improvement strategies, and technology.
Goal 4: Provide instructional resources, adequate reading material, staff development, and technology for each teacher, multiple student-computers in each classroom for student use, and connectivity established utilizing E-rate funding ($24,000).
|
OBJECTIVES |
PERSON(S) RESPONSIBLE |
RESOURCES ALLOCATIONS |
TIMELINE |
EVALUATIONS |
|
1. Provide a network compatable gradebook & attendance program for all classroom teachers 2. Lower student to computer ratio from 5 to 1 to 3 to 1. 3. Certify all teacher in use of application software at the 8th grade computer literacy level. 5. Eliminate handwritten lesson plans with electronically produced lesson plans – implement virtual school 6. Establish interactive video network for dual credit courses with colleges and/or universities.
7. Write grant
for additional library books and reading materials at all grade levels
8 . Implement effective & efficient resource sharing through library media center, distance learning facilities with college programs, and Internet direct connectivity. 9. Implement
handheld technologies in the core curriculum classrooms for student research
and data manipulation. |
Campus Technology Coordinators Campus Technology Coordinators and student A+ Technicians Campus Technology Coordinators & INTEL Master Trainers Principals & Trainers School Board, Superintendent, and Technology Committee
Curriculum Director & Committees
Curriculum Director
Department Chairs & Tech Director |
Software available in the district District Funds Available in district District Funds District Funds & TARGET Grant E-rate, Channel 1 TARGET Grant Technology Allotment District Funds, Title Funds
N/A
Department
of Education Grant
Local
Funds |
Since February, 2001 By
continuous September, 2002 By
By January, 2003
continuous
By October, 2003 |
Sitebase evaluation of product Ratio reduction INTEL post evaluation Number of Teacher Certifications Number of lesson plans digitized Number of students & community members served Reading Improvement via STAR test Lesson Plans with handheld technologies integrated |
Goal 5: Quality Instruction to promote individual
student success will result from a well-balanced and appropriately scoped and
sequenced curriculum for all students.
A well-balanced curriculum will be
taught so that all students may realize their learning potential and prepare
for productive lives. By May 2003, a TEKS-based curriculum
will be implemented within each grade level so that 95% of students master
grade level TEKS.
|
OBJECTIVES |
PERSON(S) RESPONSIBLE |
RESOURCES ALLOCATION |
TIMELINE |
EVALUATION |
|
1. Implement Department Chairs to assist in the Scope & Sequence of TEKS K-12, enrichment, modifications, and integration techniques. 2 Provide each student with a syllabus for each class for each six weeks. 3 Provide tutorials and small classes for students who are at risk (STAR) of not passing the state mandated tests to promote the SSI and NCLB Initiatives in district. 4. Provide students with accelerated curriculum,
articulated, dual, and concurrent courses, and distance learning
opportunities to graduate early (
4.
Provide all
students with the Least Restrictive Environment for education according to
the CAP Plan 5.
Implement DECA to
assist in the reduction of dropouts due to economic factors. |
Curriculum Director & Principals Classroom Teachers, Principals Classroom Teachers & Principals Curriculum Director & Principals Principals & Teachers DECA Director |
Vertical & Horizontal Teaming Techniques Web site publication Activity Periods N/A Title 1, $3000 SCE FTE 3% Carl Perkins Funds |
continuous perpetually perpetually August, 2003 Perpetually perpetual |
Formative, Six Weeks evaluations, and semester evaluations Student & parent surveys Students passing state tests improving by 20% for each group # of early graduates # of students in mainstream # of dropout reduced |
5-b: By
May 2003, a TEKS-based curriculum will be implemented within each grade level
so that 96% of students master grade level TEKS.
SCE Funds: $10,000 Title 1 Funds: $3000
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Review and revise the local curriculum to meet TEKS and
TAKS objectives using additional waiver days from the state for staff development
in areas of need. |
Principal Teachers Curriculum Specialist |
District Waiver Days |
By May 2005 |
Increased student achievement. |
|
2. Continue Right Choice/Character Counts programs |
Principal Curriculum Sp. Teachers Staff Parents Students |
Right Choice Program Character Counts Materials |
Aug-May daily |
Increased student self-esteem, respect for others, and
responsible behaviors that result in less discipline referrals. |
|
3. Strengthen curriculum with the following strategies:
AR, incorporate math strategies into
K-5 lessons, use manipulatives, TAKS booklets,
Mountain Math and Language, Computer Lab, journal writing, and incorporating
writing TEKS into the writing process. |
Principal Teachers Students Parents |
$5,000 Compensatory Funds |
Aug-May |
Increased student achievement in all curriculum areas |
|
4. Use Accelerated
Reading, STAR and TPRI along with New District Assessment &
Accountability Policy to track student progress in the District Initiatives
of Reading, Writing, Questioning, & Researching. |
Principal Curriculum Dir. TPRI Reading Specialist Title I teacher |
Local Funds |
Every Six Weeks |
Identify beginning academic position and observe
improvement. |
|
5. School personnel trained by
Scottish Rite Program will continue screening and teaching of dyslexic
population. |
Superintendent Principal Reading Specialist |
None |
Aug-May ongoing |
Meet the needs of our special populations |
|
6. Incorporate more technology into the classroom using
handhelds, SCANTRON, TAGS, and District Digital Resources |
Principal Teachers Cur. Dir. |
Technology District & State Funds |
Aug-May |
Increased student achievement, familiarity of equipment,
preparation for future work force |
|
7. The teachers will continue to be trained in
multi-sensory programs to assist special needs and students in at-risk situations. |
Principal Teachers Cur. Dir. |
District Funds |
Aug-May |
Be familiar with and competent with curriculum programs |
|
8. The teachers and
aides will continue to be trained in modifications and differentiated instructional program. |
Principal Teachers Cur. Dir. Aides |
Local District Funds |
Aug-May |
Teachers/Aides
will have an excellent knowledge of how to assist special needs students. |
|
9. All teachers, staff, and parents will have an
opportunity to become familiar with the
School Wide Title Program. |
Principal Teachers Staff Community |
ESC |
Aug-May |
Development of a good working relationship with Principal,
parents, teachers, aides, and students school-wide. |
|
10. An outlet will be provided for staff and community to
give input concerning the programs implemented through the Parent-School
Compact, Coffee Klatches, PTO meetings, annual Title I and G/T parent
meetings, parent and student surveys, campus site-based committee. |
Principal PTO Teachers Parents Students Curr. Dir. Superintendent Community |
Local funds (@ $100) |
Aug-May |
Evaluate feedback from
community and staff to continually monitor and improve programs |
|
11. Teachers will document
enrichment and remedial activities, and
TEKS for each lesson in their digital lesson plans. |
Principal Teachers |
None |
Aug-May weekly |
Provide students with enrichment and remedial activities
to increase student achievement and to ensure that all TEKS are covered
instructionally. |
|
12. Supplementary materials and electronic resources will be purchased in
the areas of |
Principal, Title I Coordinator Curriculum Dir |
$5,000 Compensatory Funds Title I funds ($3,000) |
continuous |
Provide all students with activities to increase student
achievement and to ensure that all TEKS are covered |
Goal 6: All students with scores less than 90% will
demonstrate 20% improvement on state and national tests over last year’s scores
(See Appendix).
|
OBJECTIVES |
PERSON(S) RESPONSIBLE |
RESOURCES ALLOCATION |
TIMELINE |
EVALUATION |
|
|
1. By May 2003, 96% of students tested will meet minimum requirements of the objectives in the writing, reading, and mathematics sections of the state test. 2.
Activity
Period dedicated to assisting those at risk of not reaching district and
personal goals 3. Implement accountability in each classroom for pre testing and servicing students on mastery of TEKS (6-Weeks Accountability Testing on Curriculum Calendars) and Electroinic Portfolios. 4. Scope & Sequence curriculum for maximum effectiveness and filling in the “gaps”. 5.
Implement
“SOS” for modifying and tutoring students in need according to the CAP 6. Alternative Point System to the Accelerated Reading Program to encourage all types of communication & learning styles 7.
Extend
Dyslexia-multi sensory strategies to the Junior High Campus |
Students Principal Teachers Parents Principals Teachers Principals & Teachers Department Chairs, Curriculum Director, Principals Principals & Sitebase committees
Teachers SOS Coordinators |
$1000 Local Funds SCE – 5% FTEs Local Funds Local Funds N/A Local Funds Local Funds |
Aug – May Daily Aug – May Daily August / September Every Six Weeks Aug – May Monthly meetings Aug – July Every 3 Weeks Daily perpetual |
Increase in the TEKS for each student as demonstrated in the TLI Increasing rise in ability to demonstrate mastery of state test objectives Benchmark children for accountability gains each 6 weeks. Coherent Sequence of course objectives k-12 Evaluation of each six weeks report card for effectiveness of strategies Increase in the number of books read by students in district Increase success of special needs students |
|
Goal 7: By
Spring 2003, the student annual attendance rate will be at least 96%;
thereafter it will be maintained or improve annually.
By May
2003, the student annual attendance rate will be at least 97% for
|
ACTIVITY/STATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. A Student
Handbook, which outlines school policy on attendance, will be provided to
every student. |
Principal Office Staff Teachers Students |
$800 local funds |
By the end of the first week of school |
All students and parents will be aware of the attendance
policy when contact is made by school personnel regarding absences. |
|
2. Each student’s
permanent folder will contain a School-Parent Compact signed by the student’s
parents or guardians and the student. |
Office Staff Parents Students. |
None |
By the end of the first six weeks of school |
Parents and students will be aware of and will acknowledge
compliance with policies of the district. |
|
3. Incentives for attendance will be provided at the campus
level. |
Principal Teachers Aides |
Student Activity Fund |
End of each 6 weeks period |
Student attendance will be 97% or higher in most classes. |
|
4. Each faculty member will contact parents of students who
are absent 5 or more days per semester to check on student and give homework
assignments. |
Teachers Principal |
None |
Continual monitoring on a weekly basis from Aug-May |
Student would complete and turn in missed assignments, and
students will be encouraged to attend school. |
|
5.
Attendance Incentive
Programs on each campus |
Principal |
None |
End of each six weeks period |
Increased student attendance. |
Goal 8: Within
5 years of enrollment on this campus, each Limited English Proficient (LEP)
student will pass an English proficiency test.
By May
2003, all LEP students who entered by September 1999 will demonstrate basic
communication skills in English; at least 80% will command at least a 1000 word
English reading vocabulary.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Each academic department will develop class
environments, materials, and instructional methods to assist
LEP students in
rapidly learning oral English. |
Principal Teachers |
ESL funds |
Aug-May ongoing |
All staff will incorporate basic ESL modifications during
instruction of classes with LEP students. |
|
2. An annual meeting will be held to explain the ESL
program to parents. |
ESL teacher Parents |
None |
Annually |
To inform parents concerning the ESL program |
|
3.
The ESL teacher will be
trained in LPAC/QLPT. |
Principal ESL teacher Region VII |
$350 ESL funds |
By the end of January |
More qualified staff |
|
4.
Enable Limited English
Proficient students to become competent in the comprehension,
speaking, reading, and composition of the English language through
development of literacy and academic skills in the primary language and
English. |
Principal ESL teacher Teachers Curr. Director |
ESL funds |
Aug-May |
Enable LEP students to participate equitably in school and
be prepared for the future work force. |
|
5. Provide opportunities
for growth in cultural awareness, stressing the similarities among peoples
while appreciating the differences. |
ESL personnel Principal Faculty |
ESL Funds |
Aug-May |
Students are prepared to become contributing members of |
|
6. Administer LAS, RPTE. ITBS and disaggregate results. |
ESL personnel Principal Faculty |
Cost of tests |
Test Dates |
Measurements of English proficiency will allow tracking of
progress and needs of LEP students and school programs. |
|
7. LPAC committee meets, monitors ESL program, address
issues of LEP students and make decisions. |
ESL personnel Principal |
|
Fall, Spring, and called as needed |
LEP students and families benefit from monitoring of
advocacy committee. |
Goal 9: Student
and teacher use of technology will increase.
By May
2003, all students and teachers will have a working knowledge of available
technology at Arp Schools.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Students and teachers will possess a basic
understanding of technological systems and their societal impact through use
of technology in the classrooms. |
Curr. Dir. Principal Teachers Students |
Reading Grant Materials Technology Funds |
Ongoing |
The students will be more prepared for and successful in
the future work force. |
|
2. The students and teachers will be enabled to acquire
information from a variety of sources. |
Principal Teachers Staff Students Curr. Dir. |
Computers, Internet, TENET, Intranet, Computer Lab time |
Aug-May |
Students and teachers will use a variety of strategies to
acquire information from electronic resources. |
|
3 . Students K-12 will maintain network Electronic Portfolio
to create, publish, and display work that is evident of competency with
technology. |
Teachers Students Principal Curr. Director |
Computers, Hardware, Software already on hand |
Aug-May |
The student will use the computer as a tool to solve and display
works. |
|
4. The student develop research skills, data &
information literacy skills, and communication and problem solving skills
through the use of technology tools. |
Students Teachers Curr. Director Librarian |
Materials already on hand |
Aug-May |
The students will feel comfortable and successful when
doing research through electronic sources. |
Goal 10-1: Identify and serve students with exceptional
ability in order
to stimulate, nurture, and strengthen them intellectually, socially,
emotionally, and creatively so that they can reach their maximum potential for
the good of self and society.
Identify and reevaluate all students nominated for the G/T program.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Assess students identified for the
G/T program using the
SOI test. |
G/T teacher Counselor |
G/T funds |
Nov.-March 1 |
Identify areas of giftedness in students to better serve
the needs of all students. |
|
2. Assess students using local achievement test as per Arp
ISD Assessment & Accountability Policy |
Classroom teacher Counselor |
Counselor funds budgeted |
Nov.-March |
Identify students’ percentile scores. |
|
3. Assess writing product of students referred for the G/T program. |
Teachers trained in holistic scoring |
None |
Nov.-March |
Identify students’ writing creativity |
|
4. Assess students referred for G/T with teacher checklist |
Classroom teacher |
None |
Nov.-March |
Identify students’ classroom abilities |
|
5. Asses students referred for G/T with a behavioral
checklist |
Parent |
None |
Nov-March |
Identify students’ life skills and adaptability |
Goal 10-2: Provide staff development in the education of gifted
learners for professional personnel teaching these students.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Attain 30 hours of G/T training in core areas |
G/T teacher |
G/T funds |
As necessary |
Enhanced G/T strategies will be used in the G/T classroom. |
|
2. Attain 6 hours of G/T training yearly. |
G/T teacher |
G/T funds |
Annually |
Enhanced G/T strategies will be used in the G/T classroom. |
|
3. At least 2 regular classroom teachers will attain 6hrs.
of G/T training yearly. |
Principal Teachers Curr. Director |
G/T funds |
Annually |
Enhanced enrichment activities provided for all students
in the regular classroom. |
Goal 10-3: Promote
total community interactive support for gifted learners.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Conduct orientation meetings for parents/community that
feature presentations on G/T programs. |
G/T Coordinator Region VII Principal Parents |
None |
Twice a semester |
Community support and understanding of the G/T program and
G/T students. |
|
2. Make available publications providing information on
assessment and programs available for gifted learners. |
G/T Coordinator |
G/T funds |
Annually |
The community will be informed about the assessment
process and programs available. |
|
3. Organize and maintain G/T support and volunteer program |
G/T Coordinator Parents Students |
None |
Annually ongoing |
Parent support and attendance of G/T activities, such as
field trips, the Imagination Fair, etc. |
|
4. Mail to parents notification of nomination for entrance
into the G/T program. |
G/T Coordinator |
$100 G/T funds |
Nov. and March |
Assurance of adequate communication with parents |
Goal 11: By
May 2003, increased awareness of placement for students needing modified
curriculum and/ or instructions will be provided.
By May
2003, special educational referrals will be reduced by 25%.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Train staff in S.O.S., STAR and 504 pre-referral procedures. |
Curr. Director Special. Ed Dir. Principal Teachers Counselor |
$500 local funds |
By Oct. 1 |
Reduced unnecessary special ed. Referrals and increased
student achievement. |
|
2. Implement the CAP Matrix |
Teachers Principal SOS Coordinator Counselor |
local funds |
Aug. |
Same as above |
|
3. S.O.S. committee meetings will be held bi-monthly to discuss
student progress/educational needs. |
S.O.S. Coordinator Teachers Principal Counselor |
None |
Aug- May |
Increased modifications for students to ensure student
success in the regular classroom. |
Goal 12: To provide a drug-free, safe environment
for learning.
By May 2003, all students will be provided the opportunity to be
instructed on the benefits of a drug-free and safe society.
|
ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE ALLOCATION |
TIMELINE |
EXPECTED OUTCOMES OF EVALUATION |
|
1. Celebrate Red Ribbon week & Every 15 Minutes
Program (bi-annually) |
Counselor Teachers Students Region VII |
Drug-free funds |
October |
Increased awareness of the consequences of illegal drug
use. |
|
2. Provide motivational film that promotes and encourages
a drug-free environment and self-esteem. |
Region VII Principal Counselor |
$450 Region VII funds |
Annually |
Increased awareness of the consequences of illegal drug use
and increased student self-esteem. |
|
3. Celebrate Great American Smoke-Out |
Teachers Principal Counselor Students Parents |
American Heart Asso. Materials |
Annually |
Provide a smoke-free environment and make students aware of
consequences of smoking. |
|
4. Provide Campfire Peer Pressure Program for 5th
graders |
Counselor 5th grade Teachers Campfire Volunteers |
None |
Annually |
Improved peer mediation and positive use of peer pressure. |
|
5. Motivational Speakers for the secondary campuses |
Speakers |
Drug-free funds |
Annually |
Improved awareness of the consequences of illegal drug
activity. |
|
6. Character Counts
Curriculum |
Principals Teachers Curriculum Director |
Drug-free funds |
Year-round |
Promotes good character, self-esteem and citizenship |
|
7. Leadership
Training Opportunities |
John Ben Sheppard Leadership Institute Region VII |
Drug-free funds |
Annually |
Promotes leadership and increased self-esteem of students |
|
8. |
Principals, Teachers, Public Policy, Research Institute at
|
Grant Region VII |
Annually |
Increased awareness of the use and availability of drugs
to students on campus and in the community |