Madisonville Junior High School

Campus Improvement Plan 2015-2016

Madisonville CISD will provide a safe, positive learning environment, so that each student will learn to his or her maximum potential through a strong aligned curriculum. Campus Site-Base Committee 2015-2016

*1&2 year terms as designated

Heath Brown- ex officio

Marcus Railsback- ex officio

Rhonda Morgan- Student Success Coordinator

Logan Mehringer- Teacher (1 yr.)

Gail Necker- Teacher (2 yrs.)

Sarah Oldham- Teacher (1 yr.)

Marci Caperton- Spec. Ed Teacher (2 yrs.)

Teresa Olvera- Parent Rep. (2 yrs.)

Matt Carey- Community Rep. (2 yrs.)

Marvin Stanton- Business Rep. (2 yrs.)

Ann Sandles- Paraprofessional (2 yrs.)

Roxana Barnes- Paraprofessional (1 yr.) Madisonville Junior High School Overview of Strengths and Areas for Improvement 2015-2016

Madisonville Junior High is a diverse 6th, 7th, and 8th grade campus of about 480 students and 45 teachers. We are comprised of students from different cultural backgrounds as well as students who are at different stages in the educational process. These students include subgroups such as African American, Hispanic, White, Economically Disadvantaged, Limited English Proficient, ESL, Special Education, and At-Risk.

An overview of the STAAR scores for the junior high campus by subject area is as follows:

*Reading- 82% *Writing- 67% *Science- 80% *Soc. Studies- 65% *Math- 79% *Algebra I- 100%

The 2015 STAAR Reading score of 82% for all students disaggregaged by subgroups shows 77% for Economically Disadvantaged, 89% for the White subgroup, 66% for the African American subgroup, and 81% for our Hispanic subgroup. Math scores were 79% overall with 71% for our Economically Disadvantaged, 87% for the White subgroup, 61% for the African American subgroup, and 77% for the Hispanic subgroup. Algebra I results for the junior high campus show 100% of the students meeting the required criteria.

7th grade Writing scores were 67% for all students, 63% for our Economically Disadvantaged subgroup, 70% for the White subgroup, 61% for the African American subgroup, and 69% for our Hispanic subgroup.

8th grade Social Studies scores were 65% for all students, 56% for our Economically Disadvantaged subgroup, 72% for the White subgroup, 53% for the African American subgroup, and 60% for our Hispanic subgroup.

8th grade Science scores were 80% in 2015. The Economically Disadvantaged subgroup score was 74%, the White subgroup was 88%, the African American subgroup was 61%, and the Hispanic subgroup was 76%.

The Madisonville Junior High School family continues to create and maintain a safe and effective educational environment. The students and faculty along with our parents and community members will work together to master the ever changing standards set forth by the State of Texas through the STAAR test and other performance measurement systems. These efforts will focus on at-risk students while maintaining high standards for the general student population in Reading, Writing, Mathematics, Science, and Social Studies.

Target areas for increased performance for the 2015-2016 school year include addressing the Writing scores in all subgroups, African American students Reading, Science, and Social Studies scores, Hispanic Social Studies scores, and ELL students Reading progress. The Social Studies scores of our Economically Disadvantaged students will also be targeted along with the performance of our Special Education students across the curriculum. We will also examine the changes that have been made in the Math TEKS at all grade levels so as to more appropriately address student learning.

This data is based on STAAR results from the 2014-2015 school year TEA Campus Report Card. Additionally the Junior High School accountability included a “Met Standard” rating as well as earning 6 out of a possible 7 Distinctions in Reading, Math, Science, Social Studies, top 25% closing performance gaps, and postsecondary readiness with comparable schools. Madisonville Junior High Campus Goals 2015-2016

Goal 1: A safe and positive environment will be a high priority at MJH

Goal 2: Madisonville Junior High will work towards appropriate behaviors by all members

Goal 3: Students will meet or exceed state requirements on standardized tests

Goal 4: The drop-out rate for all students and sub-groups will continue to be zero

Goal 5: Meet or exceed the 2014-2015 attendance rate for MJH

Goal 6: Participate in district plans to continue integration of the technology department

Goal 7: Retaining qualified and effective personnel will be a high priority at Madisonville Junior High

Goal 8: Madisonville Junior High will facilitate and encourage parental involvement

Goal 9: Madisonville Junior High staff members will participate in professional development

Goal 10: Faculty, staff, and student health will be a focal point on the Madisonville Junior High campus Goal 1: A safe and positive environment will be a high priority at MJH

*1.1 Strategy: Safety drills, fire, severe weather, drug dog visits Contact: Principals Resource: Operating budget Time: Ongoing Expectations: increased attendance, drug-free campus, emergency preparedness Eval. Criteria: Successful drills, written reports and campus discipline data

*1.2 Strategy: Maintain supervision of students in specified areas before, during, and after school Contact: Assistant Principal Resource: Operating budget Time: Ongoing Expectations: Decrease in inappropriate behaviors such as harassment, fighting, bullying, and horseplay Eval. Criteria: PEIMS reports

*1.3 Strategy: Review discipline policies and procedures with students and staff Contact: Principals Resource: Faculty meetings, student handbook and code of conduct Time: Ongoing Expectations: Consistent discipline, fewer discipline referrals, increased learning, increase in parental contact Eval. Criteria: PEIMS reports, parental surveys

*1.4 Strategy: Complete restraint training for professional staff Contact: Asst. Principal Resource: Qualified district personnel Time: Ongoing Expectations: No student/staff injuries due to confrontations Eval. Criteria: PEIMS reports

*1.5 Strategy: Faculty and staff will maintain a high level of visibility throughout the campus and at school functions Contact: Principals, staff Resource: Operating budget Time: Ongoing Expectations: Decrease in office referrals, safer campus Eval. Criteria: PEIMS reports

*1.6 Strategy: Improve and maintain JH athletic/activity field Contact: Principal, district staff Resource: MCISD funds Time: Ongoing Expectations: Improved field, fewer injuries Eval. Criteria: Observation, trainer/nurse reports

*1.7 Strategy: Bullying and harassment training for staff and students Contact: Counselor/District personnel Resource: Operating budget Time: Ongoing Expectations: Reduce incidents of bullying and harassment Eval. Criteria: PEIMS reports

Goal 2: Madisonville Junior High will work toward appropriate behaviors by all members

*2.1 Strategy: Use of quote of the day related to “character” Contact: Student Council Sponsor Resource: Character 1st Curriculum; public resources Time: Ongoing Expectations: Increase in appropriate behaviors Eval. Criteria: PEIMS reports, visual observations

*2.2 Strategy: Personnel will emphasize high standards and expectations for themselves Contact: Principals Resource: Time Time: Ongoing Expectations: Improved morale Eval. Criteria: Employee Handbook receipts, survey

*2.3 Strategy: Incorporate higher standards for NJHS at Junior High Contact: Sponsor, Principal Resource: NJHS policy Time: Ongoing Expectations: Improved student behavior, increased participation in public works Eval. Criteria: Acceptance in NJHS, student log/activity book

Goal 3: Students will meet or exceed state requirements on standardized tests

3.1 Strategy: Reduce teacher/student class ratios Contact: Principal, counselor Resource: Operational budget, Federal funds Time: Fall 2015 Expectations: Improved student performance Eval. Criteria: STARR & AEIS results

3.2 Strategy: ESL teachers will examine and align instruction models to implement an effective research based program for English Language acquisition Contact: Dir/Special Programs Resource: Title III funds Time: Ongoing Expectations: Increase in language and academic achievement of ELL’s Eval. Criteria: STARR & AEIS results, LPAC committee

3.3 Strategy: Incorporate use of an inclusion aid in the classroom to assist ESL teacher Contact: Principal Resource: Operating budget, Federal funds Time: Ongoing Expectations: Increase in language and academic achievement of ELL’s Eval. Criteria: STARR & AEIS results, LPAC committee

3.4 Strategy: After school learning lab tutorials Contact: Principal, teachers Resource: Title I Time: Ongoing Expectations: Increase in overall academic achievement Eval. Criteria: STAAR & AEIS results

3.5 Strategy: Continued implementation of benchmark testing Contact: Principal, Curriculum director, teachers Resource: Operational budget Time: Ongoing Expectations: Increase in overall academic achievement Eval. Criteria: STARR & AEIS results

3.6 Strategy: Periodic testing to diagnose problem areas/objectives Contact: Principal, teachers, curriculum director Resource: teacher generated tests Time: Ongoing Expectations: Increase in overall academic achievement Eval. Criteria: STARR & AEIS results

3.7 Strategy: Parent meetings for LEP/Bilingual/Migrant parents on a monthly basis Contact: Director of Special Programs, Principal Resource: Title III funds Time: Ongoing Expectations: Increase in language and academic achievement of ELL’s Eval. Criteria: STARR & AEIS results, LPAC committee

3.8 Strategy: Continue the use of student daily planner Contact: Principal, Student Services Coordinator Resource: Drug Free Money Time: Ongoing Expectations: Increase in overall academic achievement Eval. Criteria: STARR & AEIS results

3.9 Strategy: Students will be provided time to read and opportunities to increase reading “endurance”, enabling them to read for longer periods of time Contact: Principal, staff Resource: Operating budget, Accelerated Reader Time: 2015-2016 school year Expectations: Increase in student reading, increase in STAAR scores Eval. Criteria: STAAR & AEIS results, instructor lesson plans

3.10 Strategy: Mandatory in-school enrichment classes will be held for those students who failed or barely passed minimum expectations on STAAR objectives Contact: Principal, staff Resource: Operating budget Time: 2015-2016 school year Expectations: Increase in STAAR scores Eval. Criteria: STARR & AEIS results, benchmark tests

3.11 Strategy: Utilize curriculum assessment tools to assist student achievement Contact: Curriculum Director, principal, staff Resource: Operating budget Time: 2015-2016 school year Expectations: Increase in STAAR scores Eval. Criteria: STARR & AEIS results

3.12 Strategy: MJHS will continue a traditional bell schedule Contact: Principal Resource: Budget Time: 2015-2016 school year Expectations: Increase in STAAR scores Eval. Criteria: STAAR & AEIS results

3.13 Strategy: Incentives/awards for Accelerated Reader point totals Contact: Principal, staff Resource: Activity funds Time: 2015-2016 school year Expectations: Increase STAAR scores Eval. Criteria: STARR & AEIS results

3.14 Strategy: Targeted instruction in Social Studies that will include the identification of specific objectives and TEKS to be addressed as well as focus on curriculum alignment across grades 6-8 Contact: Principal, staff Resource: Operating Budget Time: 2015-2016 school year Expectations: Increase in Social Studies scores Eval. Criteria: STAAR & Benchmark scores

3.15 Strategy: Targeted instruction for African American and Economically Disadvantaged Students in Social Studies that will included identifying specific objectives and TEKS to be addressed. Contact: Principal, Staff Resource: Operating Budget Time: 2015-2016 school year Expectations: Increase in Social Studies scores Evaluation Criteria: STAAR & Benchmark scores

3.16 Strategy: Targeted inclusion instruction for our ELL students in reading across all grade levels. This will be addressed with our LEP teacher Contact: Principal, ESL teacher Resource: Operating budget Time: 2015-2016 school year Expectations: Increased reading scores for ELL students Eval. Criteria: STAAR & benchmark

3.17 Strategy: Targeted instruction in Writing across all grade levels that will include the identification of specific objectives and TEKS to be addressed Contact: Principal, staff Resource: Operating budget Time: 2015-2016 school year Expectations: Increase in Writing scores Eval. Criteria: STAAR & AEIS results

3.18 Strategy: Professional development opportunities for ELA staff addressing Writing Contact: Principal Resource: Operating budget Time: 2015-2016 school year Expectations: Increase in Writing scores Eval. Criteria: STAAR & AEIS results Goal 4: The drop-out rate for all students and sub-groups will continue to be zero

Campus Objective: Maintain a zero drop-out rate for all student populations

4.1 Strategy: Increase the number of students involved in extra-curricular activities Contact: Principal, staff Resource: Sponsors and coaches operating budget Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: Peims data

4.2 Strategy: Identification and intervention with underachieving students Contact: Principals, staff Resource: Operating budget Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: Peims data

4.3 Strategy: Introduction of an Exploring Careers class that will promote interest in post-secondary educational opportunities, increase attendance, and decrease drop-out rate. Contact: Principals, Student Success Coordinator Resource: Navigate by Federal Reserve Bank of Dallas/Operating Budget Time: 2015-2016 school year Expectations: Decreased drop-out rate Eval. Criteria: PEIMS data

4.4 Strategy: Pregnancy related services as needed Contact: Principal, counselor, nurse Resource: SCE funds Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: Counseling records, district data

4.5 Strategy: Principals/Student Success Coordinator will counsel with any student who fails a core subject area class during each grading period Contact: Principals, faculty Resource: Operating budget Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: PEIMS data

4.6 Strategy: Reporting of truancy issues to district truancy officer/development of truancy prevention program for students who have excessive absences Contact: Principals, PEIMS clerk Resource: Operating budget Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: PEIMS data

4.7 Strategy: Monitor attendance Contact: Principals, PEIMS clerk Resource: Operating budget Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: PEIMS data

4.8 Strategy: Regular contact with parents concerning attendance issues Contact: Principals, teachers, office staff Resource: Operating budget Time: Ongoing Expectations: Decreased drop-out rate Eval. Criteria: PEIMS data

4.9 Strategy: Pregnancy services and CEHI will be provided to students who are pregnant (this includes nurse consultations, counseling, and homebound instruction) Contact: School nurse, counselor Resource: Operating budget Time: Ongoing Expectations: FAPE for homebound students, decreased drop-out rate Eval. Criteria: PEIMS data Goal 5: Meet or exceed the 2014-2015 attendance rate for MJH

Campus Objective: To attain a 97% attendance rate

5.1 Strategy: Emphasize importance of attendance to parents of absentees Contact: Principals, attendance clerk, faculty Resource: Operating budget Time: Daily Expectations: Improved attendance rate Eval. Criteria: Daily phone contact with absentees

5.2 Strategy: Reduce excessive absenteeism Contact: Principals, truancy officer Resource: Operating budget Time: Ongoing Expectations: Improved attendance rate Eval. Criteria: PEIMS data

5.3 Strategy: Attendance honor rolls to be posted in prominent places Contact: Principal, staff Resource: Newspaper Time: Ongoing Expectations: Improved attendance rate Eval. Criteria: PEIMS data

5.4 Strategy: Drawings for prizes at each grade level to reward perfect attendance Contact: Principal, staff Resource: Activity funds Time: Ongoing Expectations: Improved attendance rate Eval. Criteria: PEIMS data

5.5 Strategy: Ice Cream socials for 9-week perfect attendance Contact: Principals, staff Resource: Activity funds Time: 9-week Expectations: Improved attendance rate Eval. Criteria: PEIMS data

5.6 Strategy: Use of a behavior improvement plan to reduce excessive absenteeism Contact: Asst. Principal Resource: Operating Budget Time: 2015-2016 School Year Expectations: Improved attendance rate Eval. Criteria: PEIMS data

Goal 6: Participate in district plans to continue integration of the technology department

Campus Objective: To create a totally integrated technology environment

6.1 Strategy: Support student performance Contact: Principal, technology dept. Resource: Operating budget Time: Ongoing Expectations: Improved student achievement Eval. Criteria: STARR data

6.2 Strategy: Improve the capacity of all teachers to integrate technology effectively into curriculum and instruction through training Contact: Principal, tech dept. Resource: Operating budget Time: Ongoing Expectations: Improved achievement Eval. Criteria: STAAR data

6.3 Strategy: Make more mobile technology devices available to teachers for use in the classroom Contact: Principals, tech dept. Resource: Operating budget Time: 2015-2016 school year Expectations: Improved achievement Eval. Criteria: STAAR data

6.4 Strategy: Improve student technology literacy Contact: Principals, staff, tech dept. Resource: Operating budget Time: Ongoing Expectations: Improved achievement Eval. Criteria: STAAR data

6.5 Strategy: Integrate technology into curriculum and instruction Contact: Principal, staff, tech dept. Resource: Operating budget Time: Ongoing Expectations: Improved achievement Eval. Criteria: STARR data

6.6 Strategy: Integrate emerging technologies into instruction Contact: Principal, staff, tech dept. Resource: Operating budget Time: Ongoing Expectations: Improved achievement Eval. Criteria: STAAR data

6.7 Strategy: Continue to integrate “Bring Your Own Device” into the classroom Contact: Principal, tech dept. Resource: Operating budget Time: Ongoing Expectations: Improved achievement Eval. Criteria: STAAR data Goal 7: Retaining qualified and effective personnel will be a high priority at Madisonville Junior High

Campus Objective: MJH will maintain a highly qualified staff… to fulfill the school’s mission….in our community

7.1 Strategy: Will recruit qualified teachers Contact: Principals Resource: Job Fairs Time: Ongoing Expectations: Increase number of qualified teachers Eval. Criteria: Applications/Applicants

7.2 Strategy: Students will be encouraged to return to Madisonville to teach Contact: Principals, teachers Resource: Career awareness Time: Ongoing Expectations: Qualified graduates will be interviewed Eval. Criteria: MCISD graduate applications

7.3 Strategy: Retain highly qualified staff members Contact: Principal Resource: Operating budget Time: Ongoing Expectations: Low staff turnover; high percentage highly qualified teachers Eval. Criteria: Turnover %

7.4 Strategy: Maintain high campus morale Contact: Principals/Staff Resource: Operating budget Time: Ongoing Expectations: Low staff turnover, increased learning Eval. Criteria: Turnover % Goal 8: Madisonville Junior High will facilitate and encourage parental involvement

8.1 Strategy: Use of MJH website will inform parents of school activities both academic and extra-curricular Contact: Principal, webmaster Resource: Operating Budget Time: Ongoing Expectations: Increased parental involvement Evaluations: Technology staff website stats

8.2 Strategy: Parent Nights Contact: Principal Resource: Operating Budget Time: Ongoing Expectations: Increased parental involvement Evaluations: Sign-in sheet

8.3 Strategy: Holiday concerts Contact: Principal, Fine Arts directors Resource: Operating Budget Time: December Expectations: Increased parental involvement Evaluations: Observation

8.4 Strategy: Theatre Arts Play Contact: Theatre Arts teacher Resource: Operating Budget Time: 2015-2016 school year Expectations: Increased parental involvement Evaluations: Observation

8.5 Strategy: Choir concert Contact: Principal, choir director Resource: Operating Budget Time: December Expectations: Increased parental involvement Evaluations: Observation

8.6 Strategy: Phone calls/e-mails Contact: Principal, staff Resource: Operating budget Time: Ongoing Expectations: Increased parental involvement Evaluations: PEIMS data, logs 8.7 Strategy: Parent Portal Contact: Principal, tech. staff Resource: Operating Budget Time: Ongoing Expectations: Increased parental involvement Evaluations: Tech. staff, web stats

Goal 9: Madisonville Junior High staff members will participate in professional development

Campus Objective: MJH staff members will participate in professional development in order to strengthen performance

9.1 Strategy: Training will be directed toward increasing student achievement Contact: Principals, staff Resource: Operating budget Time: Ongoing Expectations: Increase in student performance Evaluations: STARR data

9.2 Strategy: Teaching staff will receive technology training related to classroom instruction Contact: Principal Resource: Operating budget Time: Fall 2015 Expectations: Increase in student performance Evaluations: STAAR data

9.3 Strategy: Teaching staff will receive training related to disaggregation of student data Contact: Principal Resource: Operating budget Time: Fall 2015 Expectations: Increase in student performance Evaluations: STAAR data

9.4 Strategy: Teaching staff will receive training related to incorporating writing across the curriculum Contact: Principal Resource: Operating Budget Time: 2015-2016 school year Expectations: Increase in student performance Evaluation: STAAR data Goal 10: Faculty, staff, and student health will be a focal point on the Madisonville Junior High campus

10.1 Strategy: Continue Spark curriculum Contact: Physical Education teachers Resource: Operating budget Time: 2015-2016 Expectations: Healthy lifestyle Evaluations: Fitness testing, Observation

10.2 Strategy: Continue Fitnessgram initiative into adopted P.E. curriculum Contact: Physical Education and Health teachers Resource: Operating budget Time: 2015-2016 Expectations: Improved Health curriculum, improved student grades, healthier lifestyles Evaluations: Observations, fitness testing

10.3 Strategy: Offer physical fitness opportunities to staff Contact: District staff Resource: Volunteer Instructors Time: 2015-2016 Expectations: Improved physical fitness and overall health, decreased sick days Evaluations: District data, school health documentation

10.4 Strategy: Promote healthy student diets and eating habits Contact: Principal, Health teacher Resource: Operating budget Time: 2015-2016 Expectations: Improved student health, increased number students eating breakfast, improved grades, decreased referrals Evaluations: District data, PEIMS data

10.5 Strategy: Promote student mental and emotional health Contact: Principals, Counselors, Health teacher Resource: Operating budget Time: 2015-2016 Expectations: Improved student health, improved grades Evaluations: School data, referrals, student grades Ten Components of Title I Schoolwide Programs

1) A comprehensive needs assessment of the entire school (including the needs of migrant children as defined in Section 1306) with information about the academic achievement of children in relation to the state academic content standards as described in Section 1111(b)(1). (Cover page and Campus Goals) 2) Schoolwide reform strategies that: a) Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D) b) Use effective methods and instructional strategies based on scientific research that: b.i) Strengthen the core academic program in the school b.ii)Increase the amount and quality of learning time, by providing an extended school year, before-and- after school and summer programs and opportunities, and an enriched and accelerated curriculum b.iii) Include strategies for meeting the educational needs of historically underserved populations. c) Address the needs of all children in the school, especially those of low achieving children and those at risk of not meeting the state academic content standards who are members of a population targeted by the schoolwide program. The services of such a program include: c.i) Counseling, pupil services, and mentoring services c.ii) College and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies. c.iii) The integration of vocational and technical education programs. d) Address how the school will determine if such needs have been met. e) Are consistent with the state plan and any local improvement plans 3) Instruction by highly qualified teachers. 4) High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state academic content standards in accord with Section 1119 and subsection 1114 (a)(4). 5) Strategies to attract highly qualified teachers to high-need schools. 6) Strategies to increase parental involvement through means such as family literacy services in accord with Section 1118.3. 7) Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First , or a state-run preschool program, to local elementary school programs. 8) Measures to include teachers in decisions regarding the use of academic assessments (described in Section 1111(b)(3) to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9) Effective, timely assistance for students who experience difficulty in attaining the proficient or advanced level of the academic content standards as required by Section 1111(b)(1). Student’s difficulties must be identified in a timely way and in such as way as to provide information on which to base effective assistance. 10) Coordination and integration of federal, state, and local services and programs, including programs supported under the NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Migrant Student Services

Performance Objective Timeline Person Responsible a. ID&R: Identify and recruit migrant children and July 1- June 30 Migrant Services Clerk youth, including conducting annual residency verification and other Identification and Recruitment (ID&R) activities according to specific timelines, as Outlined in the Texas Manual for the Identification and recruitment of Migrant Children. b. ID&R: Conduct ID&R activities as outlined in July 1- June 30 Migrant Services Clerk the ID&R plan in the Texas Manual for the Identification and Recruitment of Migrant Children c. NGS: Encode all required data into the New July 1- June 30 Migrant Services Clerk Generation System (NGS) and conduct all required Activities, as outlined in the Manual for New Generation System (NGS) Data Management Requirements d. Migrant Services Coordination: Within the first By October 21 Migrant Services Clerk grading period of the school year that the child who is eligible for migrant services is in the district, (1) determine individual needs for instructional and support services, (2) identify available resources and make referrals to address said needs, such as tutoring, WIC, HEP, dropout prevention program, (3) coordinate with entities to ensure that the child Has access to the appropriate services, and (4) follow up to monitor and document progress. e. Migrant Services Coordination: Coordinate with July 1- June 30 Migrant Services Clerk school staff and the Texas Migrant Inerstate Program (TMIP) to ensure that migrant students who Have failed Texas Assessment of Knowledge and Skills (TAKS) in any content area are accessing local, Intrastate, and interstate opportunities available for summer STAAR remediation. f. Early Childhood/School Readiness: Within the July 1- June 30 Migrant Services Clerk first 60 days of the school year that eligible preschool migratory children, ages 3-5, are in the school district determine individual educational needs, and to the extent possible, coordinate with or provide services to meet the identified needs. (For example, Head Start, Even Start, Texas Migrant Council, or other early childhood programs.)

Migrant Student Services Cont.

Performance Objective Timeline Person Responsible g. District Procedures: Develop and implement a July 1- June 30 Migrant Services Clerk, Counselors, set of procedures that outline (1) a variety of strategies Classroom Teachers for partial and full credit accrual for migrant students with late entry and /or early withdrawal, and (2) saved course slots in elective and core subject areas, based on the district’s history of student migration. h. Interstate Coordination: Coordinate with the July 1- June 30 Migrant Services Clerk Texas Migrant Interstate Program (TMIP) during the summer months in order to serve students from Texas who may attend out-of-state summer migrant programs. i. Intrastate and Interstate Coordination: Designate Spring 2014 Migrant Services Clerk, Counselors and enter into NGS a district summer contact person who will be available throughout the summer months and will have access to migrant student records, such as course grades and immunizations j. Migrant Parent Advisory Council: Establish a 2015-2016 School Year Migrant Services Clerk district-wide Migrant Parent Advisory Council (PAC), composed of a majority of migrant parents, which provides meaningful consultation in the planning, implementation, and evaluation of local MEP activities and services. The members should follow PAC by-laws established by the district. (A region-wide Migrant PAC may be established where districts are members of a shared services arrangement (SSA) for the MEP.) k. Program Evaluation: By June 30, conduct an 2015-2016 School Year Migrant Services Clerk evaluation of your Migrant Education Program. l. PEIMS Migrant Indicator Code: The Title I 2015-2016 School Year Migrant Services Clerk Migrant Coordinator will provide a list of migrant students or copies of Certificates of Eligibility (COE’s) to be encoded into PEIMS with the Migrant Indicator Code.