Blank District Improvement Plan s1

Hemphill ISD District Improvement Plan 2010-2011

______Date of School Board Approval Legal References

 Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. ( Section 11.251 of the Texas Education Code)

 Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the academic excellence indicators adopted under Section 39.051 and any other appropriate performance measures for special needs populations. (Section 11.253 of the Texas Education Code) Mission Statement

The mission of the Hemphill Independent School District is to equip all students in a safe learning environment with the skills necessary to lead productive and satisfying lives. 1. Student success & objectives (ex. Close gaps by sub-pops) 2. Develop a strong curriculum utilizing technology 3. Provide a safe & positive learning environment 4. Promote partnerships between school, home, & community

2 Planning and Decision Making Committee

Name Position Signature Parent, Business, Community, Teacher, etc Whitney Smith Business Representative

Business Representative Cindy Long Business Representative Chris Oliver Ellen Mills District G/T Coordinator

Elementary Parent Kerri Oliver Susan Smith Elementary Principal

Bobbie Strickland Elementary Teacher

Heidy Griffin Elementary Teacher

Gloria Holmes Elementary Teacher

Christa Gibbs Elementary Teacher

Crystal Walters Middle School Parent

Beth McBride Middle School Principal

Debbie Ener Middle School Teacher

Shelly Fisette Middle School Teacher

3 Lana Procella Middle School Teacher

Margaret Quick Middle School Teacher

Donna Haley Special Education Director

Glen Pearson Superintendent

Stephanie Corley High School Parent

Montez McNaughten High School Teacher

Cindy Ince High School Teacher

Sandra Butler High School Teacher

Nina Farrell High School Teacher

Marc Griffin HS Principal, District SBDM Chair Felix Homes Community Member

Jamie Payne Community Member

Vicky Ostrom Community Member

4 Comprehensive Needs Assessment A Comprehensive Needs Assessment was conducted with the Committee on 7/15/2010.

Committee Members Data Sources Examined Bobbie Strickland – Teacher Heidy Griffin – Teacher 1. AEIS Gloria Holmes – Teacher 2. Federal Accountability Data for AYP Christa Gibbs – Teacher 3. TAKS Data--disaggregated Kerri Oliver – Parent 4. District PEIMS reports Chris Oliver – Business Rep. 5. PBMAS reports 6. Dropout and School Leaver data—disaggregated Vicky Ostrom – Community Rep. 7. District retention data Debbie Ener – Teacher 8. District discipline referral data Shelly Fisette – Teacher 9. Parent, Community, Teacher, and /or Student Lana Procella – Teacher surveys Margaret Quick – Teacher 10.Student attendance data Crystal Walters – Parent 11.Benchmark testing data 12.Referral percentages for students in Special Cindy Long – Business Rep. Education Jamie Payne – Community Rep. 13.TPRI data Montez McNaughten – Teacher 14.Campus parent participation records Cindy Ince – Teacher 15.Campus mentor participation records Sandra Butler – Teacher 16.Community education program records Nina Farrell - Teacher 17.SAT/ACT data Stephanie Corley – Parent 18.Truancy data 19.Homeless population analysis Whitney Smith – Business Rep. 20.Teacher retention data Felix Holmes – Community Rep. 21.Student Grade Report Susan Smith – Elem. Principal 22.Special Program Beth McBride – MS Principal 23.CSCOPE Marc Griffin – HS Principal, District Chairperson 24.Staff Devolvement Sign in logs Glenn Pearson- Superintendent 25. Public Posting/Records

5 Comprehensive Needs Assessment: Summary of Findings

Prioritized Areas of Concern

Areas of Concern Data Source Reading grade 3 & 4 Sub Population African American, At Risk, and State Accountability (AEIS) TAKS Special Education. Math scores grades Pre-K, 1st, 2nd, 3rd, and 4th – Economically State Accountability (AEIS) TAKS Disadvantaged, at Risk, Special Education Sub Populations TPRI – Fluency rate grades 1 & 2 TPRI

Grades 5 – 7 Math: At risk students State Accountability (AEIS) TAKS

Grades 6 -8 Math: Special Education State Accountability (AEIS) TAKS

Grade 8 Math: Hispanic State Accountability (AEIS) TAKS

Grade 6 Reading: African American, Special Education, ECD, At State Accountability (AEIS) TAKS Risk

Grade 5 Science: African American, ECD, At Risk State Accountability (AEIS) TAKS

Grade 8 Science: Hispanic, At Risk State Accountability (AEIS) TAKS

6 Grade 10 Science – All Students, African American, Special Ed, State Accountability (AEIS) Economically Disadvantaged, and At Risk

Grade 9 Math – Special Education, At Risk State Accountability (AEIS)

Grade 10Mmath – African American, Soecial Education, At Risk State Accountability (AEIS)

Grade 10 ELA/Reading State Accountability (AEIS)

Special Programs – Dyslexia; ESL Parent, Community, and student surveys, student achievement; participation in special programs.

In this plan, the term “student groups” refers to students who are H, W, AA, ED, Migrant, LEP, G/T, and Special Education (modify as necessary)

7 State Compensatory Education

This District has written policies and procedures to identify the following:  Students who are at risk of dropping out of school under state criteria  Students who are at risk of dropping out of school under local criteria  How students are entered into the SCE program  How students are exited from the SCE program  The cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio

Total SCE funds allotted to this District/Campus - $624,236.00

Total FTEs funded through SCE at this District/Campus – 8.37661 The process we use to identify students who are at risk can be located on page 9. Failed Readiness Test (PK-3), Not Promoted 1+ School Years, Failed TAKS, Pregnant/Parent, LEP, Protective Services, Homeless, Resident Placement, and Other.

The process we use to exit students from the SCE program who no longer qualify can be located on page 9. Improvement of Readiness Skills, closed CPS case and passing the TAKS test.

Optional for Title I Schoolwide schools: At Hemphill ISD State Compensatory Funds are used to support Title I initiatives.

8 State Compensatory Education

State of Texas Student Eligibility Criteria:

A student under 21 years of age and who: 1. Is in pre-kindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year. 2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester. 3. Was not advanced from one grade to the next for one or more school years 4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument 5. Is pregnant or is a parent 6. Has been placed in an AEP during the preceding or current school year 7. Has been expelled during the preceding or current school year 8. Is currently on parole, probation, deferred prosecution, or other conditional release 9. Was previously reported through PEIMS to have dropped out of school 10. Is a student of limited English proficiency 11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 12. Is homeless 13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

9 Federal, State and Local Funding Sources Federal funding sources that will be integrated and coordinated with State and Local funds to meet the needs of all students.

Program/Funding Source Federal Programs Title 1, Part A Title I, Part C (Migrant) Title II, Part A (TPTR) Title II, Part D (Technology) Title IV, Part A (Innovative) ESEA Title VI (Innovative) Carl Perkins Title V, Part A (Innovative) State Programs/Funding Source Accelerated Reading/Math Instruction Funds Career/Technology Education State Compensatory Education Dyslexia Gifted/Talented Special Education Bilingual/ESL Program Local Programs/Funding Source Grants

10 11 12 13 14 15 Goal 1: Student Success Objective 1: Demonstrate Proficiency of the State Assessment Summative Evaluation: 80% of all students pass all portions of the state tests and the Campus/District will meet AYP.

Activity *Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Compon ent (#1-10) Use appropriate software 8 Counselor, Weekly Odyssey Improved six weeks 3, 21 programs such as Odyssey Classroom grades and Study Island to Teacher, Study Island address specific academic Technology Reduced failure rate needs of students including Director TAKS objectives. Incorporate the use of calculators. Analyze individual student 8 Classroom Six Study Island Improved six weeks 11 data from classroom Teacher Weeks Reports grades activities to identify strengths and weaknesses Reduced failure rate in preparation for the TAKS test Conduct parent/teacher 1,6 Classroom Semester Classroom Improved grades 14 conferences with the Teacher Teachers Progress at tutorials parent(s) of students who Parents Study Island fail to demonstrate proficiency on the TAKS test The district will conduct an 8 Principal Beginnin Master Improved classroom 4 assessment of each g of each Schedule fro management campus to determine semester Registrar whether or not there are 16 classes that have an excessive number of students Intervention Teams on Principals, Each Region VII Improved six weeks 21 each campus will train Core Teams semester Region V grades personnel in response to Workshops intervention for all core areas Student data will be closely SEMS Student Six Study Island Improved six weeks 3, 12, 21 reviewed to see if students Intervention Weeks Reports grades could be served by another Teams Student existing program, i.e. Report Cards Dyslexia, 504 instead of Teacher/Pare special Education. nt input Eligible Special Education SEMS Principals, 3 times Study Island Improved six weeks 3, 12, 21 students will be included in Counselors, per grades benchmark testing Classroom semester Improved TAKS Teachers scores Maintain the number of Principals, Yearly Administrators Improved student 3, 12, 21 special education students Special Ed performance ages 3-21 who are placed Teachers, in the least restrictive ARD environment. Committee Provide TAKS study guide 1 Counselors Yearly TEA Improved TAKS 3 to students who failed to 2 scores demonstrate proficiency in 9 TAKS Alignment of TEKS with 1 Classroom Six C-SCOPE Improved TAKS 3 TAKS Objectives 2 Teachers/Pri Weeks scores 9 ncipals Vertical Alignment of tested 1 Classroom Yearly C-SCOPE Improved TAKS 3 areas 9 Teachers scores Principals Improved six weeks grades

17 Analysis of Curriculum 4 Classroom August C-SCOPE Improved TAKS 3 8 Teachers State Adopted scores 9 Principals Curriculum, Improved six weeks ESCVII grades Reduce failure rate Increase the percentage of 1 Classroom Daily Classroom Improved TAKS 3 Commended Performance 2 Teachers Teachers scores 3 on TAKS. Close the gap 4 Principals Principals Improved six weeks between district and state 8 grades percentages. Odyssey Program will be 2,9 Principal Semester Teachers Grades and Teacher 21 used for credit recovery for Counselor evaluations students failing

18 Goal 1: Student Success Objective 2: Close the Achievement Gap of Special Populations Summative Evaluation: 80% of all students passed all portions of the state tests and campus/district will meet AYP.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Determine TAKS ARD Yearly Classroom Students testing 3 modifications and Committee Teachers at all levels appropriate assessment for Diagnostician students in Special s ARD Improved TAKS Education. Committee Use pre-referral intervention 2 Classroom Daily Classroom Student 8, 12, 21 strategies to meet students 8 Teachers Teachers Improvement academic and/or behavioral 9 Diagnosticians needs prior to making a ARD referral to Special Committee Education in an effort to determine the least restrictive environment Coordinate with Head Start Elementary Beginning of Head Start Student to ensure a quality Principal school Principal Improvement education for identified children Offer Special Education ARD May Classroom Improved Student 22 students Extended Service Committees, Teachers Performance Programs and/or Optional Principal Extended Year Program if appropriate. Determine instructional Principal, Semester Classroom Improved Student 22 arrangements appropriate ARD Teachers Performance to meet the needs of Committee Diagnosticians severely disabled students ARD Committee

19 Provide Special Education Principal, Semester Region VII, Increased students modifications, ARD Transportation opportunities for transportation, Committee Department students to supplementary aids, and participate in the related services to students least restrictive as determined by ARD environment committees. Each campus will Principals, Daily Intervention Improved TAKS 3 implement strategies to Campus Teachers and scores close the achievement gap Committees CGMS between African Americans Students and Whites Utilize and update software Special Ed. Summer 09 Principals Results from 22 to develop academic Director, Classroom Software proficiency. Technology Teachers Director, Classroom Teacher Examine PBMAS to ensure Principal, Yearly End of Year Increased 5 compliance and Special Ed. percentage of effectiveness of student Director students programs Monitor compliance of the Principal, Daily Principals Having students 21 least restrictive environment Special Ed. Special on grade level ratio. Director Education Director Identify at-risk students 2 Dyslexia Every semester Principals Improved six 21 according to state and local Teacher, Registrar weeks grades criteria so students can Principals receive additional services appropriate for their needs (including but not limited to language Science(dyslexia) classes, ESL classes, tutorials, Dyslexia, etc.)

20 Screen Grade 1-2 students 2 Diagnostician Each Semester Diagnosticians Improvement of 22 for dyslexia tendencies 9 TPRI results Offer Dyslexia Classes to 2 Special Ed. Each 6 Weeks ARI/AMI Grant Improvement of 22 students in need of 9 Teachers, TAKS & TPRI additional remediation in Computer Lab scores reading. Teachers

Identify 504 Students in 504 Every 6 weeks Paperwork Improved six 22 need of additional Committee provided by weeks grades assistance as determined Region VII by the 504 Committee Offer ESL classes to ESL Each semester District Improved Student 22 identify students (in an Coordinator Curriculum Performance effort to provide assistance Documents for students who are identified as at-risk as a result of limited English Proficiency). Provide instruction to Classroom Each semester District Improved Student 22 identified Gifted and Teachers/ GT Curriculum Performance Talented Students in Teachers Documents addition to extending the TEKS based instruction in an effort to challenge identified GT Students Identify homeless students 2 Principal, Aug 08 Identifying all 19 by surveying all incoming Office Staff Jan 09 homeless students as required by the students McKinney-Vento Act Provide appropriate 2 Principals Daily Free/Reduced Improved student 19 services to students lunch Program success identified as At-Risk as a tutorials result of being identified as homeless

21 Review Study Island data Principal, Every six weeks Study Island Improved Student 22 (monthly) as well as Spring Counselor, Program Performance 09 State Assessment ARD (yearly) results to determine Committees intervention needs. Assess the Study Island Teachers Every six weeks Study Island Improved student 22 program to determine its Program performance effectiveness Lower overall identification Classroom Every six weeks PBMAS Student success 12 of Special Education Teachers, and achievement students through early Principals, intervention. Special Ed. Teachers Assist preschool children in 7 Elementary Aug 08 DETCOG Improved the transition from early Principal First Baptist classroom childhood programs to local Church instruction elementary school Head start programs Pre K: K Grant

22 Goal : 1: Student Success Objective: 3 Focus on Student Improvement Summative Evaluation: 80% of all students pass all portions at the state tests and the campus will meet AYP.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Attend workshops or visit Principals, Monthly/Semester Region VII Improved 22 high performing schools Teachers student outside the district that performance present information relating to teaching strategies and student achievement, which include specific methods for assisting the AT-Risk, socio- economically disadvantaged, minority students. Employ appropriate outside Principals, Grade Yearly Region VII or Improved 22 professionals for staff Level/Department outside student development to present Chairpersons agencies performance teaching strategies and factors which influence student achievement within the classroom. Include specific methods for assisting the AT-Risk, socio-economically disadvantaged, special education, & African American populations.

23 Placement decisions will be ARD Committee Daily ARD Improved 22 data-driven. Initial or re- Committee student evaluation assessments; performance benchmark test data, TPRI data, and past state assessment data will be reviewed by ARD committee prior to placing a student in resource classes.

24 Goal 2: Develop a Strong Curriculum Utilizing Technology Objective 1: Provide a Data-driven Core Curriculum Summative Evaluation: Increased accountability for mastery of state objective and organize curriculum through horizontal teaming.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Assure all tested TEKS are Principal/Teachers Daily/Weekly C-SCOPE Documentation 11 taught prior to assessment District Benchmark Curriculum documents

Provide students access to Teachers Daily Study Island Study Island 22 study island. Program Reports/documents

Provide all teachers access Principals Daily/Weekly AEIS Documentation 3 to the TAKS item analysis to Reports Region VIII DMAC determine deficient tested TAKS objectives. Reports

25 Goal 2: Develop a Strong Curriculum Utilizing Technology Objective 2: Utilize Technology Summative Evaluation: Increase utilization of technology by students and teachers.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Technology will be used to Technology Each Semester District Improved 23 improve the curriculum. Director, Software Curriculum Classroom Appropriate net workable Committee Documents instruction software programs will be evaluated and purchased to address specific academic need of all students, including general education and special education groups. Utilize the Accelerated Classroom Daily/Weekly Accelerated Improved Test 22 Reader program to enrich Teachers Reading/Math Scores and reading skills and the Program grades Accelerated Math program to enrich skills. Integrate technology into Classroom Daily Curriculum Improved 23 the classroom as Teachers, Documents Classroom appropriate according to Computer Lab instruction the TEKS Paraprofessionals Utilize available software in Classroom Daily TAKS Improved 3, 23 preparation for the TAKS Teachers, Benchmarks, Classroom Test and to reinforce Computer Lab, TAKS released Instruction essential knowledge and Paraprofessionals Test, Computer academic skills. Programs

26 Use e-mail as a means of Classroom Daily District Web Improved communication between Teachers Site communication the faculty and staff. Website: Provide parent- Technology Daily/Weekly District Web Student 16 students pertinent Director Site success and information on the school achievement website. Maintain web-based lesson Teachers Every week CSCOPE Improved 23 plans instruction

CSCOPE will be utilized as Teachers Daily CSCOPE Improved 27 the district curriculum instruction

27 Goal 2: Develop a Strong Curriculum Utilizing Technology Objective 3: Provide Timely, Useful Staff Development Summative Evaluation: Increase useful staff development opportunities to address academic needs.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Attend various staff 1, 4 Faculty and Daily/Weekly Region VII Enhanced 24 development workshops and Staff curriculum conferences offered though Region VII and other institutions but not limited to sessions available to Hemphill ISD as a result of being part of a shared services arrangement with Region VII utilizing Title V, Part A funds and Title II, Part D funds. The technology committee Technology Each semester Input from Improved 24 will meet quarterly to Director faculty/staff & technology determine the needs of community teachers and staff Campus District SBDM Principals, Semester Needs Improved 24 committees will conduct an Technology Assessment Student assessment to determine, in Director Performance association with school staff, staff development needs. (NCLB) The District will continue in Superintendent, Yearly TAKS Data Improved 22, 24 DMAC through Region VII Principals, Curriculum student ESC and teachers will Technology success participate in local/regional Director staff development for technology. (NCLB) 28 Goal 2: Develop a Strong Curriculum Utilizing Technology Objective 4: Align the Curriculum Horizontally and Vertically Summative Evaluation: Increase horizontal & vertical alignment to address academic needs.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Componen t (#1-10) Hold special program Principals, Semester Special Evaluation of 22 meetings to review and Program Program Programs evaluate the special programs Directors, Director offered by the District. Classroom Teachers Plan and organize curriculum 1, 8 Principal, Daily/Weekly C-SCOPE Aligned 23 through vertical teaming Teachers Curriculum Curriculum Meeting Classroom Teachers Region VII evaluation of Principals & Semester Region VII Evaluation of 22 successful practices with Region VII Programs recommendations for each Personnel campus (NCLB).

29 Goal 2: Develop a Strong Curriculum Utilizing Technology Objective 5: Provide Instruction by Highly Qualified Personnel Summative Evaluation: Ensure that all personal hired are highly qualified in order to provide the highest level of education for our students.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Ensure that all teachers Principals August Superintendent Teacher 4 are highly qualified in the Teachers Principals records core subject areas in Transcripts which they are assigned to teach or ensure that any teacher who is currently teaching the core academic subject Complete PDAS Principals Weekly Principals Appraisals observations, and hold Teachers summative conferences with each classroom teacher using the PDAS Appraisal System Review weekly lesson Principals Daily/Weekly Principals Lesson Plan plans in part to assist in Review the frequent PDAS walk Walk through through observations forms Provide On-Campus Principals Daily/Weekly Teachers District/Campus 24 training for staff to learn Principals Plans how to use available programs Recruit highly qualified 5 Administrators Semester College/University Recruitment of 24 teachers at college fairs Region VII H/Q teachers

30 Goal 3: Provide a Safe, Positive Learning Environment Objective 1: Build Student Self-Esteem Summative Evaluation: Increase student self esteem by providing programs and opportunities to participate in school extra-curricular programs.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Address self-esteem and Counselors Weekly DETCOG # of students 22 suicide prevention issues DETCOG being served. through DETCOG on an individual basis Participate in a variety of Principals Weekly Region VII Participation 22 activities such as Red Counselors Guest speakers of red ribbon Ribbon Week, DARE, and week welcome opportunities for guest speakers to visit and speak to the various classrooms on campus Participate in UIL contests Principals Semester UIL Coaches UIL 22 at all campuses UIL Participation Coordinators Provide mentors for At-Risk Counselors Weekly Community Participation 22 Students GEAR-UP Resources of Program Publish Honor Roll, Perfect Principals, Each six weeks Honor Roll Recognition 25 Attendance, and Special Classroom Perfect of honor roll Recognitions in local Teachers Attendance and newspapers attendance Core Teams are trained on Region VII Yearly Teachers Increased 24 each campus in Texas ESC Principals training Behavior Support Initiative (TBSI)

31 Goal 3: Provide a Safe, Positive Learning Environment Objective 2: Teach Conflict Resolution Summative Evaluation: Increase student safety by providing opportunity practice problems solving skills.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Deep East Texas Council of Counselors Monthly DETCOG Number of 22 Government (DETCOG) Teachers Referrals provides individual guidance Principals on conflict resolution, student guidance, self esteem, bullying, and harassment Address violence prevention; 10 Counselors As Needed DETCOG Success of 22 such as conflict resolution, Teachers Teachers Programs decision-making, and refusal Principals Principals skills through counselor classroom visits

32 Goal 3: Provide a Safe, Positive Learning Environment Objective 3: Teach Drug and Alcohol Refusal Skills Summative Evaluation: Increase student awareness of drug and alcohol prevention.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Educate students in the Principals, Monthly DARE Documentation 22 areas of drug and alcohol Counselors Community Sign in prevention and refusal skills Outside Agencies The District has adopted Principals, Monthly Drug Testing Documentation 22 Drug Testing policy for Athletic Companies Test results students participating in Coordinators, extracurricular activities and and students who drive to school Extracurricular Program Sponsors DARE Program is utilized Principals, Monthly Local Sheriff Participation of 22 Classroom Dept Programs Teachers

33 Goal 3: Provide a Safe, Positive Learning Environment Objective 4: Ensure Staff and Student Safety Summative Evaluation: Increase student awareness of safe practices.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Enforce the District Code of 10 Principals, Every six weeks SCE Funds All rules will 8 Conduct and Campus Faculty and enforce to Handbooks to ensure a safe Staff ensure safety learning environment Update the crisis 4 Principals Every six weeks SCE Funds Ensure safety management plan to Counselors Call Plus of students address various emergency situations including fire, tornado/bad weather, serious injury, and other crisis situations(if necessary). Conduct emergency drills 4 Principals, Every six weeks SCE Funds Student will including fire, tornado/bad Faculty and be prepared weather, and crisis situation Staff for all drills emergencies Train appropriate staff 4 Principals, Annually SCE Funds Staff will be 24 members in Crisis Special Ed. prepared to Prevention Institute (CPI) Director ensure safety restraint techniques of students Attend Safe and Drug Free 4 Principals Every six weeks SCE Funds, Staff will be 24 Schools and Communities Counselors Title IV, Part A trained to staff development. funds ensure a safe and drug free school

34 Goal 3: Provide a Safe, Positive Learning Environment Objective 5: Maintain Aesthetics of the Campus Summative Evaluation: Increase overall well being of faculty and students.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Maintain the campus 10 Maintenance Every six weeks SCE Funds Provide an facilities and ensure the Director & attractive cleanliness and Custodial facility for the attractiveness of the entire Teams community district at all times

35 Goal 4: Promote Partnerships between the School, Home & Community Objective 1: Promote a Good Communications Summative Evaluation: Increase communication between teachers, parents, and community.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Student Handbooks will Principals, Annually Principals Increased 4, 10, 18 contain the district attendance Teachers, and Teachers student policy. The relationship Attendance Attendance attendance between student attendance Committee Committee and student achievement will be stressed at parent meetings and memos will be sent to parents throughout the year Parents of excessively absent Principals, As needed Principals Increased 18 students will be notified in Office Staff, Office Staff student accordance with district policy and Registrar Registrar attendance Call Plus At the beginning of the school Principals Annually Student Increased 10 year parents will be notified Handbook Call student about the importance of Plus attendance regular attendance for their child and for the school Print school information at the Principals, Every three Principals Shared 21 bottom of report cards in an Registrar weeks Registrar information effort to inform parents of upcoming events

36 Send progress reports 1, 6 Classroom Every three Teachers Parent 21 concerning academics and Teachers weeks Office Staff Notification conduct home following the first three weeks of each six weeks period Send weekly calendars via Principals Weekly Technology Parent 25 District e-mail & District Web Master Director Notification website that denote upcoming Principals school events School staff will conduct Principals On going Principals Parent 25 Parent Meetings to improve Notification parental involvement Utilize School Tools to Classroom Annually School Tools Number of 25 provide classroom supplies Teachers Students that and positive communications benefit

Continue Backpack program Testing Weekly East Texas Number of 25 to feed economically Coordinator Food Bank Students disadvantaged students served

37 Goal 4: Promote Partnership between the School & Home Objective 2: Opportunities for Parental Involvement Summative Evaluation: Increase opportunity for parents and community involvements.

Activity/Strategy Title 1 Person(s) Timeline Resources Formative Data School wide Responsible Evaluation Sources Component (#1-10) Hold an Annual Title I Parent 1, 6 Principals, Annually Title I Increased 14 Meeting to inform parents of Title I Program parental the following: Title I Program Coordinator Requirements involvement requirements and their right to be involved (in an organized, ongoing, timely way in the planning, review, and improvements of the Title I, Part A program including the development of the parent involvement policy and the school wide plan); timely information about the Title I, Part A program, a description and explanation of the curriculum, forms of academic assessment used to measure student progress, and proficiency levels students are expected to meet; sharing information about professional qualification of their child’s

38 teacher(s); funding, etc. Offer volunteering 1, 6 Principals Daily/Weekly Principals Increased 14 opportunities for parents and Counselors Counselors Parental community members to Teachers Involvement become involved in the educational process Plan, organize, and host PE Teachers Annually Parents Participation 14 Field Days Teachers Hold Book Fairs Librarian Bi-annually Librarian Participation 14 Teachers Parents Involve parents through the Committee Monthly Teachers Participation 14 District and Campus Site- Chairpersons Community Based Decision Making Members Committees Principals Notify parents through the Principals Annually Counselors Participation 14, 25 student handbook of their Counselors right under the Family Educational Rights and Privacy Act (FERPA) and of their rights to consent and opt-out Post information regarding Counselors Semester Office Staff Participation 19 the McKinney-Vento Counselors Homeless Education Assistance Act in the office area and survey all new, incoming students to HISD in an effort to determine the services required to meet their needs ` Provide full and equal 2, 10 Principals On going Parents Participation 19 opportunity to identified Counselors Students homeless students through

39 the district homeless liaison Offer neighborhood Principals Monthly Principal’s Participation 9 involvement activities in funds which children are welcome to attend with parents