College Station Independent School District - Annual District Improvement Plan 2018-2019 - College Station ISD
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College Station Independent School District
Annual District Improvement Plan
2018-2019
Board Approval Date: DRAFT
1Mission Statement
Success Each Life, Each Day, Each Hour
Vision
All learners in CSISD will be afforded real world, challenging, authentic experiences that develop their creativity, confidence, and competence
in a safe and healthy learning environment that celebrates diversity through meaningful relationships.
Together, as a community, we will work to prepare our students to meet the needs of their future success each life, each day, each hour.
Board Commitments
CSISD will ...
● Recruit, develop, and retain qualified and dedicated staff.
● Provide a challenging, relevant, engaging and aligned curriculum.
● Provide an array of services, programs and opportunities to meet the needs of each student, and provide the opportunity for each student to reach his or
her full potential.
● Create classroom and campus cultures that involve each family.
● Commit to the responsible use of taxpayer resources.
Goals
1. Recruit, develop, and retain qualified and dedicated teachers and staff.
2. Provide a challenging, relevant, engaging and aligned curriculum to achieve the profile of a learner.
3. Provide an array of services, programs and opportunities to meet the emotional, social, physical, and academic needs of each student, and provide the
opportunity for each student to reach his or her full potential.
4. Create classroom and campus cultures that involve each family.
5. We will fully utilize resources to meet the needs of all students.
2Table of Contents
Executive Comprehensive Needs Assessment Summary …………………………………………………………..……………………………………………………………………….3
Data used for Comprehensive Needs Assessment….………………………………………………………………………………………………………………………………….……...7
Goals……………………………………………………………………………………………………………………………………………………………………………………………….…...8
Goal 1, Objectives and Activity Statements - Recruit, develop, and retain qualified and dedicated teachers and staff……………………………………..………...……….9
Goal 2, Objectives and Activity Statements - Provide a challenging, relevant, engaging and aligned curriculum to achieve the profile of a learner……………………....12
Goal 3, Objectives and Activity Statements - Provide an array of services, programs and opportunities to meet the emotional, social, physical, and academic
needs of each student, and provide the opportunity for each student to reach his or her full potential…………………….…………………………………………....……..…...19
Goal 4, Objectives and Activity Statements - Create classroom and campus cultures that involve each family……………………………………………………..………….......23
Goal 5, Objectives and Activity Statements - We will fully utilize resources to meet the needs of all students………..……………………………………………………….24
District Professional Development Plan………………………………………………………………………………………………………………………………………………………….25
Appendix A: Federal and State Requirements……………………………………………………………………………………………………………………………………………..…...26
Appendix B: District Educational Improvement Council Members 2017-2018……………………………………………………………………………………………………...…….30
District Improvement Plan Acronyms & Definitions Sheet
3Executive Comprehensive Needs Assessment Summary
Areas Examined Summary of Strengths Summary of Needs Priorities
(What Strengths were identified?) (What needs were identified?) (What are the priorities for the
district?)
Demographics The demographics in College Station ISD Additional staff and capacity for students Examine the identification practice and
have remained stable over the last few continues to be a need as our population criteria for the gifted and talented
years. Twelve point four percent of our grows. Our gifted and talented population designation in our district to strengthen
population is identified as gifted and is not reflective of our demographics. Our identification of groups not reflected in our
talented and the College Station student special education population has grown gifted and talented demographics.
body continues to grow by around 13%, by over 25% since snapshot 2016 and Request additional custodial and
which is higher than the state. behavioral disabilities are affecting the maintenance personnel.
learning environment at some campuses.
Student Achievement Students in College Station ISD perform As we look at individual groups of The curriculum team will align designated
at or above the state averages in most students, student groups such as district resources to the curriculum and
areas. Career and Technology Education economically disadvantaged, African provide equitable access to district
(CTE) participation is strong and American, and special education are not resources across all campuses. Campus
certifications are being earned. Our performing as well as the state average RtI processes and district procedures will
students are successful in completing high for their like group. We would like to close be streamlined and the RtI Handbook will
school with a dropout rate of about 1% the achievement gap for student groups be updated. Campuses will receive
and students compete with high levels of indicating an achievement gap of more training on the RtI Handbook and strong
success at the region and state levels in than 5-10%. Relative to our population, Tier I instructional strategies. As a step in
academic and extracurricular areas. Our we would like for students to earn more closing the achievement gap, the district
LEP students are performing above the CTE certifications and for more girls to will offer training on cultural capital and
state average at the Advanced and participate in CTE classes. The Response provide recommended strategies to
Advanced High levels on TELPAS. to Intervention process varies across embed in lessons to address cultural gaps
campuses and students are staffed in the in learning.
RtI process for differing units of time. In a
review of TELPAS data, our LEP students
are performing slightly below state
average at the Intermediate level and 11%
below the state average at the Beginning
level.
Curriculum and Instruction Some curriculum documents are well Curriculum documents that would support Complete vertically and horizontally
Documents developed, while others are incomplete. the success of a new teacher are aligned curriculum documents for social
Assessments are available to monitor incomplete in social studies, English studies, English language arts, science,
4student performance in K-6 for ELAR and language arts, math, and science and and math, with assessments to ensure the
K-8 in math and science. assessments to monitor a written, taught, curriculum is being implemented from
and assessed curriculum are not in place. campus to campus in an aligned manner.
Resources are not aligned to learning in Strategies to address cultural capital gaps
all four core areas and resources to will be embedded into the curriculum and
support the curriculum vary significantly training will occur for educators and
across the district from campus to administrators in this area. Form
campus. Social studies and science lack recommended minutes as appropriate to
the time allocations to be taught with ensure labs are being implemented in
fidelity at the elementary level on some elementary science and social studies
campuses. curriculum is being taught to the cognitive
rigor of the TEKS. Due to inconsistency
with teaching writing throughout the
district, we will develop a writing process
with accompanying resources to ensure
alignment from classroom to classroom
and school to school.
Culture and Climate College Station ISD has been deliberately More and more of our students are Development of a Social Emotional
working on Social Emotional Learning for showing issues of concern with mental Learning District Vision and Goals,
over a decade, including training teachers health issues, behavior issues, and social common vocabulary, roles and
in Conscious Discipline, Safe and Civil and emotional needs. responsibilities, and continued training for
Schools, and additional SEL topics such our SEL and campus staff is needed.
as growth mindset, brain research, Additional mental health and behavior
expectations, and self-control. Every training for campus administrative and
campus has an SEL team to help address counseling teams will also be a focus.
Social Emotional Learning at their
campus.
Staff Quality and Retention College Station ISD recruits strong The overall turnover rate for personnel in Improve recruiting materials and explore
teachers who are mostly proficient or College Station ISD is 12.7%, while our stipend amounts of the surrounding
higher on T-TESS evaluations. The turnover rate in our Dual Language districts for bilingual teachers and
district sends one and sometimes two Immersion Program is 14%, which is examine how personnel is being utilized at
campus principals to a year to the TASA slightly higher than the district. The each campus to ensure maximized
leadership training each year, to gain turnover rate at our Title I campuses is opportunity for student success and
insight and new knowledge on the “A New 16%. One to two campus leaders attend minimal probability for employee burnout.
Vision for Public Education in Texas” the TASA leadership training each year, Redesign New Teacher University to
visioning work. this is a low percentage of our overall strengthen alignment with needs at each
administrative staff at campuses. level and continue follow-up with new
5teachers throughout the year. Create and
implement a plan to continue to develop
campus leadership in coaching
knowledge and constructivist practices.
Technology College Station ISD has a strong “bring Access to the network is sometimes slow We will double our bandwidth for the
your own device” program to allow for and inhibits efficiency in teaching and 2018-2019 school year and provide
more students to have access to learning in the classrooms. Devices at training for teachers to use our Learning
technology for their learning throughout individual campuses are primarily Management System in order to
the day. supported through our Parent Teacher strengthen lessons, feedback to students
Organizations creating discrepancies in on assignments, communication with
the availability of technology for teaching parents, and efficiency for students and
and learning. A lack of devices and teachers. In addition, methods to gain
access will limit the use of our Learning greater access to devices will be pursued
Management System and its benefits for by the curriculum team, the technology
students, teachers, and parents. department, and campus administration.
Family/Community Involvement Bond approvals and informal feedback The majority of our parent volunteers tend Utilize the features in Schoology that
indicates that College Station ISD has to come from specific neighborhoods in support parent involvement in classroom
overall strong parental support and the district leaving some schools with a learning. Examine opportunities for
businesses actively seek to partner with strong volunteer workforce and financial volunteering at the Early Head
the district to support a strong education support, while other neighborhoods are Start/PreKindergarten levels and
for students. not as involved. communicate them clearly to parents.
6Data Used for Comprehensive Needs Assessment
• STAAR • ACT • SAT
• AP • District Benchmark Assessments • TELPAS
• PBMAS Report • TAPR • Accountability Report
• Failure Rates • CTE Participation and Certifications Earned • Administrator Input
• Community and Business Partner Input • CSISD Vision • CSISD Learner Profile
• Technology Input from Stakeholders • DEIC Input • Educator Evaluations
• Attendance • PEIMS Discipline • RtI
• Teacher Retention • College View High School Enrollment • Dual Credit
• Technology Help Tickets • Counselor Input on Mental Health • GT Identification
• Special Education • Extra Funding Request • Demographics
• Curriculum Documents • Professional Development • New Teacher Survey
• Early Head Start, Head Start, and PreKindergarten
7Goal: 1 Recruit, develop, and retain qualified and dedicated staff.
Objective 1 Increase the number of quality bilingual applicants and experience by 10%
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by
Responsible Populations State or Federal
Funds
Oct. Feb. May
Investigate bilingual Director of Special Time Bilingual July- LEP; Dual Notes from
stipends for like Programs; Director Screener Aug. 2018 Language similar districts
of Human
districts Resources Director stipend pay;
for Special Stipend amount
Programs
Adjust bilingual Director of Special Funding for Feb. 2019 LEP; Dual Stipend records
stipends to be Programs; Director adjustment Language
of Human
competitive with Resources Director
surrounding areas for Special
Programs
Attract teachers through Director of Human Printing June 2018 All New Teacher
the use of social media, Resources, - June Survey
Campus Website
updated information at Coordinators, 2019
Career Fairs, as well as Director of
campus and district Instruction and
Leadership
websites Development,
Director of
Communica-
tions
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
8Goal: 1 Recruit, develop, and retain qualified and dedicated staff.
Objective: 2 Embed supports for teachers of culturally and linguistically diverse students in order to
decrease the achievement gap and retain teachers at higher cultural and linguistically
diverse campuses.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State or
Responsible Populations Federal Funds
Oct. Feb. May
Embed culturally Curriculum Training for June All Curriculum
responsive strategies Coordinators curriculum writers 2018- documents
into the curriculum and Director of June 2019
Instruction and
Leadership
Development
Provide training to Director of Time for training; June. Eco Dis Schoology Title II, Title I
address teaching Instruction and CSISD staff 2018 records, Sign in
students from poverty Leadership trainers June. sheets
Development
2019
Provide training on Director of Time for training; Jan. 2019- All Hoonuit records, Title II, Title I
cultural capital to allow Instruction and Hoonuit in June 2019 Sign in sheets,
educators to adjust Leadership Schoology; CSISD campus training
Development staff trainers;
lesson plans and agendas,
and Curriculum campus
instruction in the Coordinator; administration
walkthrough data,
classroom Coordinator for lesson plans
AVID
Provide ELPS training Director of ELPS August ELL Eduphoria Title III
and monitor effective Special materials/framew 2018 students records, sign in
Programs, ESL
use of ELPS in all grade coordinators, ork -Sept sheets,
levels Campus 2018 walkthroughs,
administration, lesson plans
9Curriculum and
Instruction Team
Increase efforts to
recruit professional
diverse staff reflective of
our student population
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
10Goal: 1 Recruit, develop, and retain qualified and dedicated staff.
Objective: 3 Provide professional development that is responsive to individual needs of stakeholders
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State
Responsible Populations or Federal Funds
Oct. Feb. May
Provide all teachers, Coordinator for Hoonuit; July 2018 All Hoonuit licensing
administrators, Digital Learning Schoology; agreement, Hoonuit
paraprofessionals, CTF’s; Tech data reports;
students and parents Dept. communications
with Hoonuit access. documents
Provide new teachers to Director of Schoology; Sept. Title II, Eduphoria records, Title II, Part A
the district with options Instruction and Leveled PD; 2018- Part A Sign in sheets
for continued Leadership Substitute; C & I April 2019
Development
development during Staff
their first year in CSISD.
Develop leadership Director of C & I Staff, Sept. Title II, Eduphoria records, Title II, Part A
through training and Instruction and Substitutes 2018- Part A Sign in sheets, Survey
opportunities for current Leadership April 2019 at end of program,
Development Teacher Leadership
teaching staff.
year 2 sign up sheets
Provide opportunities Director of Conscious Title II, Eduphoria records, Title II, Part A
for professional Instruction and Discipline and Part A Sign in sheets
development regarding Leadership Safe and Civil
Development,
Social Emotional needs Schools
Campus SEL
to all teachers, teams
Trainers;
administrators, and substitutes
staff.
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
11Goal: 2 Provide a challenging, relevant, engaging and aligned curriculum.
Objective: 1 Design robust written, taught, and assessed curriculum in core content areas that includes
the components of transfer, year at a glance, scope and sequence, priority standards,
enduring understandings, essential questions, assessments, unit plans, model lessons and
resources.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State
Steps Responsible Populations or Federal Funds
Oct. Feb. May
Vet resources to be Curriculum Rubric for June All Rubric or vetting Instructional
included in curriculum Coordinators, alignment; 2018-Aug. tool in place, Materials
documents and add Director of Learning List 2019 resources added Allotment Funds
Instruction
additional resources to curriculum
and
to address gaps Leadership
documents
Development
Establish a social Director of Substitutes Sept. 2018 All Team in place,
studies leadership Instruction meeting agendas
team K-12 and meet and
Leadership
regularly to continue
Development
curriculum work
Work on CTE Director for K-4 para- Aug. 2018 - CTE Curriculum Title II, Part A
curriculum CTE professionals; June 2019 Students Writing Team in
documents (all Substitutes; place, meeting
stages) Curriculum agendas,
trainer(s) curriculum
documents
Work on LOTE Director for Substitutes; Aug. 2018 LOTE Curriculum Title II, Part A
curriculum Special Curriculum -June 2019 Students Writing Team in
documents (all Programs trainer(s) place, meeting
stages) agendas,
curriculum
12documents
Work on Fine Arts Director of Substitutes; Aug. 2018 Fine Arts Curriculum Title II, Part A
curriculum Student Curriculum -June 2019 Students Writing Team in
documents (all Activities trainer(s) place, meeting
stages) agendas,
curriculum
documents
Develop Stages 2 and Curriculum Learning List; June 2018 All Meeting agendas, Instructional
3 of core area Coordinators, Assessment -June 2019 curriculum Materials
curriculum Director of banks; documents Allotment Funds;
Instruction
documents Training to Title II, Part A;
and
Leadership
write Local Funds
Development assessments;
Substitutes
Explore Curriculum Teachers in June 2018 All Meeting agendas, Local Funds
cross-curricular Coordinators, the content -June 2019 curriculum
connections to Director of areas; TEKS; documents
Instruction
include in the district Curriculum
and
curriculum Leadership
documents
documents. Development
Vertically align Curriculum Teachers in June 2018 All Aligned Local Funds,
academic vocabulary Coordinators, the content -June 2019 vocabulary; Title II, Part A
PreK-12 Director of areas; TEKS; Curriculum
Instruction
Curriculum documents
and
Leadership
documents;
Development Training
around word
study
Establish minutes for Chief Elementary June 2018 All Documents
K-4 for core area Academic principal input; -Aug. 2018 indicate
instruction Officer Master minimum
schedules; minutes for core
Individual instruction K-4
teacher
13schedules Examine, review, and Chief Curriculum July 2018 All Meeting adopt policy to align Academic team; Principal -October agendas; Sign in with a robust written, Officer team 2019 Sheets; Board taught, and assessed minutes; curriculum Updated policy √ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue 14
Goal: 2 Provide a challenging, relevant, engaging and aligned curriculum.
Objective: 2 Use a variety of data to ensure strong Tier I instruction
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Person(s) Resources Timelines Special Populations Evidence of Success Formative Reviews Supported by
Steps Responsible State or Federal
Funds
Oct. Feb. May
Analyze data to make Curriculum Mizuni; June 2018 All District Instructional
curriculum Coordinators, Eduphoria - July curriculum based Materials
Director of
adjustments and Instruction and Aware; Zip 2019 measures; Allotment
training decisions Leadership Grade Comprehensive
Development Needs
Assessment;
Universal
screener data;
Walkthroughs;
T-TESS
evaluations
Train teachers of Math Title 2, Part A; Aug. 2018 All Students K-6 Eduphoria Title II, Part A
mathematics in Coordinator AVMR training -July 2019 Records; Lesson IDEA-B
Add+Vantage Math kits; Substitutes Plans; Student
Recovery © progress
monitoring data
If students are in Tier Math Teachers, Math Sept. At-Risk RtI AVMR
II or III in RtI, they will Coordinator Specialists 2018-April assessment;
have the AVMR 2019 Specialists
assessment lesson plans
completed and
strategies should be
implemented with
those students
15Evaluate instructional ELAR Learning List; Aug. 2018 All Walkthroughs;
writing processes Coordinator Survey of current -June Observations;
throughout the practices; Teacher 2019 Local Writing
data on writing
district. Assessments;
strengths;
Principal input;
Analysis of data
Resources used
currently being
used in
classrooms;
Specialists;
Occupational
Therapists
Expand district Science Printing costs June 2018 All Developed
science assessments Coordinator for 2nd, 3rd, -Aug. Assessments;
to include 2nd grade, Biology 2018 Assessment Data
3rd grade and
Biology.
Create K-1 district Math Input from July All Developed
math assessments Coordinator teachers and 2018-June Assessments;
specialists; TEA 2019 Assessment Data
Rapid
Assessments
Create district social Director of Assessment July All Assessment/que
studies assessments Instruction banks; Input from 2018-July stion banks
and Social Studies 2019 purchased or
educators
Leadership created;
Development Assessments
Developed
Train teachers on Coordinator Digital resource July 2018; All Secondary Eduphoria
AVID strategies in all of AVID book; Paper October Students Records; Lesson
content areas copies of 2018; Plans; T-TESS;
documents used
February - Walkthroughs
in the training;
substitutes
April 2019
16Explore assessment ELAR Assessment July 2018- All Assessment/que
options in ELAR to Coordinator banks October stion banks
provide students with 2018 purchased or
progress data created;
throughout the year Assessments
Developed
Analyze data to All Assessment June Hispanic; Data reports by
address gaps in Curriculum banks; Printing 2018-June African American; student
performance of and 2019 Eco Dis.; ELLs; population from
Instruction Sp. Ed.; Two or
underperforming PBMAS, TELPAS,
Staff, More Races
populations Campus
STAAR; Analysis
Administra- of data
tors
Develop benchmarks Director of Specialists, June Dual Language Benchmark
for K-6 students Special teachers and 2018- students Levels Developed
learning Spanish as a Programs administrator August
second language. input 2018
Identify academic Math, ELAR, Specialists Sept. All Identified
vocabulary for core Science 2018-Oct. vocabulary; Unit
content areas across Coordina- 2018 plans as they are
grade levels and tors, written
embed in the Director of
curriculum Instruction
and
Leadership
Develop-
ment
Monitor students’ Director of ESL Specialists; Sept. LEP Documents
progress to meet LEP Special ESL Content 2018 - showing
exit criteria Programs Teachers; LPT; May 2019 monitoring in
State Exit Criteria; LPAC; State exit
ARD committee data; PBMAS,
TELPAS
17√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue 18
Goal: 2 Provide a challenging, relevant, engaging and aligned curriculum.
Objective: 3 Integrate a variety of technology in the curriculum to enhance instruction and to increase
educator and student proficiency and learner voice and choice.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by
Action Steps Responsible Populations State or Federal
Funds
Oct. Feb. May
Set up Director for Schoology March 2018- All Schoology reports on
Schoology for Technology; August 2018 use
use throughout Coordinator of
the district Technology
Train Coordinator for CTF’s; Assigned April 2018 - All Eduphoria records,
administrators Digital campus trainers; June 2019 sign in sheets,
and educators on Learning Hoonuit Schoology reports on
the use of
use
Schoology and
technology
applications
Include Coordinator for Schoology; June 2018 All Curriculum
technology tools, Digital Learning, Assessment banks, -June 2019 documents;
apps, and other Curriculum
Coordinators, Instructional Frequency of usage
resources in all
Director of Resources; Input reports;
three stages of Instruction and
the curriculum
from CSISD Walkthroughs;
Leadership
educators T-TESS evidence
Development
Integrate Coordinator for TEKS; CTF’s; June 2018 All Curriculum Instructional
technology Digital Learning, Curriculum writing -June 2019 documents Materials
Curriculum
TEKS into the Coordinators, team; Digital Allotment
curriculum Director of supplemental Funds
Instruction and resources
Leadership
Development
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
19Goal: 3 Provide an array of services, programs and opportunities to meet the needs of each student,
and provide the opportunity for each student to reach his or her full potential.
Objective: 1 Expand learning options within the district.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State
Responsible Populations or Federal Funds
Oct. Feb. May
Train teachers in On Chief Teacher Spring/ High School Master Schedule
Ramps curriculum for Academic training; MOU Summer
dual credit Officer with UT 2019
Increase certification Director Subscriptions Aug. 2018- CTE Students Certifications IMA Funds; Local
and workforce ready for CTE to MOS, May 2019 earned; Funds; Region 6
options for students NCCER, Expansion will pay for
according to industry Quickbooks options NCCER
needs
Implement and provide Science Discovery May 2018 All MS Master Schedule; Instructional
support for a new STEM Coordina- Education; -May 2019 evidence of Materials
course at the middle tor Startup teacher training; Allotment Funds
schools materials and materials
equipment available for
student use
Provide expansion of Curriculum Coding June 2018- All Elementary Curriculum Instructional
learning opportunities Depart- materials Nov. 2018 and documents Materials
for elementary and ment, Intermediate Allotment Funds
Campus
intermediate with for materials
Administra-
strategies that include tors
needed to teach
things such as coding the curriculum
and makerspaces, etc.
20√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
Goal 3: Provide an array of services, programs and opportunities to meet the needs of each
student, and provide the opportunity for each student to reach his or her full potential.
Objective: 2 Develop a system of supports for students’ social-emotional needs.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by
Responsible Populations State or Federal
Funds
Oct. Feb. May
Provide SEL training for Director of SEL teams, August All Meeting
campus staff to address Instruction and Hoonuit, TBSI 2018-May agendas, sign in
Leadership Dev.,
Tier 1 supports. Principals, SEL 2019 sheets
teams
Provide additional Director of Training modules, Aug. 2018 All Meeting
mental health training Student Counselors, - Oct. 2018 agendas, Sign in
for campus leadership Services LSSP input sheets;
teams. Certificates
earned
Tier 2 and 3 behavior Executive CPI, TBSI, July 2018 RtI RtI records;
training for teachers Director of FBA/BIP - June Behavior, Eduphoria
and administrators Special Services development 2019 Special records, Sign in
working with students and training, Education sheets, SIT
who demonstrate Accountability; Additional meeting minutes
challenging behaviors. Campus consultants
21Administration
Communicate SEL district Director of SEL teams, August All Meeting
goals within context of Instruction and Documents with 2018- agendas, sign in
district vision, staff Leadership Dev.,
Principals, SEL goals, vision, etc. October sheets,
expectations for SEL,
teams 2018 documents on
common language for
SEL, and district SEL
CSISD website
standards to all campus
staff
Provide core training to Director of SEL teams, July All Meeting Title II, Part A
all campus SEL team Instruction and Conscious 2018 agendas, sign in Funds
Leadership Dev.
members Discipline trainer, sheets
Safe and Civil
Schools trainer,
Substitutes
Implement disciplinary Campus PBIS training Aug. 2018 All Discipline
practices which focus Administration; -June reports
Director of Student
on positive approaches Services 2019
to student behavior and
reduce exclusionary
discipline
Develop a plan to Executive Director Discipline Aug. 2018- Special Ed Plan in place,
monitor and provide for Special Services records June 2019 AA students data reports
and Account-
feedback to campuses ability
regarding disciplinary
placement rates at
specific intervals
throughout the year.
Create guidelines and Coordinator of Planning time; Aug. 2018- All K-12 Guidelines,
lessons for K-12 digital Digital Learning; Online resources Dec. 2018 Lessons
Teachers; Campus
citizenship Technology
Facilitators
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
22Goal 3: Provide an array of services, programs and opportunities to meet the needs of each
student, and provide the opportunity for each student to reach his or her full
potential.
Objective: 3 Improve outcomes for students receiving special education services.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Responsible Resources Timelines Special Evidence of Formative Reviews Supported by
Populations Success State or Federal
Funds
Oct. Feb. May
Continue committee Executive Director for IEP’s, FIE’s, June 2018- Special Review
review of performance Special Services and PLAAFP, Progress July 2019 Education committee
and needs of individual Accountability; data documenta-
Assistant Directors for
students prior to tion
Special Services, Exit
recommending review committee
dismissal from Special
Education
Provide training for all Executive Director for Training module; July-Aug Special Eduphoria
staff (including regular Special Services and Trainers 2018 Education records; sign
classroom teachers Accountability; in sheets
Assistant Directors for
and paraprofessionals)
Special Services,
who support students Instructional
in inclusive settings. Coordinators
Provide training for all Executive Director for Training materials, August Special Eduphoria
responsible special Special Services and eSped, 2018- Education records; sign
education staff Accountability; Instructional May 2019 in sheets
Assistant Directors for
regarding PLAAFP/IEP coordinators for
Special Services,
development and ARD Instructional
Special Education;
Committee Coordinators Guidance from
decision-making TEA and Regional
process. Service Centers
23Monitor students’ Executive Director for Transition August Special Transition
4-year plans and Special Services and coordinator; 2018-May Education Plans;
Accountability;
provide targeted Assistant Directors for Campus 2019 Graduation
drop-out prevention Special Services administration, Rates
efforts if students are Transition Plans
not making progress
Provide annual Section Executive Director for Training module, August Special Training
504 and Special Special Services and Campus 2018- Education materials and
Accountability;
Education training for Assistant Directors for administration & December Section 504 sign-in sheets
all instructional and Special Services, staff 2018
administrative staff to Special Services
Leadership
support students with
disabilities and
dyslexia to meet
requirements of state
and federal law.
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
Goal 4 Create classroom and campus cultures that involve each family.
Objective 1 Increase family involvement in district and campus activities and opportunities.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Formative Reviews Supported by
Responsible Populations Success State or Federal
Funds
Oct. Feb. May
Explore district-level Curriculum and Hoonuit; Online Aug. 2018 - All Plans for
parent training options Instruction Team, resources May 2019 sessions, list
in areas such as SEL, Director for of contacts in
Student Services community to
growth and
help lead
development, sessions
24academics, bullying,
digital citizenship; etc.
Parent training options Director of Early Family Services April 2018 PK; Head Sign In Family
offered in onboarding to Education Facilitators; -Sept. 2018 Start, 4th, Sheets; Engagement
the school environment Services Home Visitors 6th, 8th Completed Head Start
for Head Start and PK kindergarten Federal Funds
and transition grades registration
(4th-5th; 6th-7th; 8th-9th)
Offer more services for Director of Early Family Services Aug. PK List of Family
PK families Education Facilitators, 2018-May additional Engagement
Services Partnerships 2019 services Head Start
Federal Funds
Develop materials and Director of Input from Aug. 2018 - All Website data
options (including digital Communications; stake- June 2019
and online) for sharing Campus and holders; Social
District Admin.
CSISD’s culture and media outlets;
success stories Communica-
tion Specialist
Continue providing Executive Transition Aug. 2018 - Special Sign-in
training options for Director for coordinator, June 2019 Education, sheets,
parents which focus on Special Services Transition Dyslexia Agendas
and
the unique needs of website,
Accountability
students with disabilities coordination
with community
agencies,
Dyslexia
Teachers
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
Goal 5: Commit to the responsible use of taxpayer resources.
25Objective 1 Utilize district resources to meet instructional needs.
Summative Evaluation (to be filled in June 2018 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Formative Reviews Supported by State
Responsible Populations Success or Federal Funds
Oct. Feb. May
Provide equitable access Curriculum and Teacher input June 2018 All Curriculum Instructional
to resources referenced Instruction Team -June 2019 documents Materials
in district curriculum Allotment Funds;
documents (to include Bond Funds
science materials, online
resources, textbooks,
needed technology)
Continue to develop and Director of Mizuni June 2018 All Mizuni
use Mizuni Software to Technology, consulting; -June 2019 reports
Coordinator for
assist with data reports Technology; Administrator
Curriculum input
Coordinators
Replace aging CTE Director of CTE Director of July 2018 All CTE Purchase Perkins Grant
equipments to bring Technology; -March orders; Funds
them up to industry Campus 2019 Grant
standards Technology records
Facilitator
Increase bandwidth Director of Feedback from June 2018- All Expanded
district-wide to better Technology stakeholders; Aug. 2018 bandwidth;
support instructional Help Desk Help Desk
needs. tickets ticket
records
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
26CSISD Professional Development Plan 2018-2019
Professional development to address individual needs:
● Hoonuit
● NTU Follow Up Options
● You Matter
● Coaching
● Success Team/SALI/Administrator Development
● Teacher Leadership
Add+Vantage Math Recovery for K-6 math teachers
Assessment for Learning
Cultural Capital
ELPs
Schoology and other tech resources/apps
STEM teacher PD
SEL Training (Tier 1) for all campus staff
Mental Health training for campus leadership teams
SEL core training (Conscious Discipline and Safe and Civil Schools) for SEL team members
In-Class Support and Co-Teach training
PLAAFP/IEP development and ARD decision making process training
Mandated Trainings
27APPENDIX A: STATE AND FEDERAL REQUIREMENTS Community Based Accountability System Strategies Resources Staff Responsible Evaluation College Station ISD will continue to Local Funds Executive Director for Special Services CBAS document and evaluation tools develop and refine a meaningful and Accountability complete and communicated to public. accountability system that measures what our community believes is important through the Community Based Accountability System. Revise the CSISD Community-Based TPAC Support; Local Data Sources Executive Director for Special Services CBAS document and evaluation tools Accountability System to align with data and Accountability complete and communicated to public. and community feedback Bullying Prevention Strategies Resources Staff Responsible Evaluation Develop and/or implement positive Campus Budgets Director for Student Services, School Discipline Referrals, Anecdotal Campus proactive intervention strategies that counselors Reports address offenses such as bullying (and support student organizations and efforts to address this), harassment, and violence (dating and/or sexual abuse) Revise the bullying training module for District Budget Director for Student Services, School Revised Modules, Sign-in Sheets from teachers and students counselors trainings Child Abuse and Sexual Abuse Prevention Strategies Resources Staff Responsible Evaluation All district staff members will be trained in Online training through Hoonuit Campus Administrators, Director of Training records in Hoonuit 28
Recognizing and Reporting Child Abuse Human Resources at the beginning of the year. All CSISD staff will follow child abuse N/A All staff Counselor documentation reporting requirements. Coordinated Health- SHAC Council Strategies Resources Staff Responsible Evaluation The SHAC Council will meet a minimum Student Activities Budget Director of Student Activities; SHAC Sign in Sheets, Minutes, Agendas of 4 times per year. Chairperson The council will provide the CISD Board N/A Director of Student Activities; SHAC Board Agenda with Presentation an annual report of their activities for the Chairperson year The majority of the council membership N/A Director of Student Activities; SHAC Membership List will be parents and the co-chair will be a Chairperson parent. Dating Violence Awareness Strategies Resources Staff Responsible Evaluation Develop and/or implement positive Campus Budgets Director for Student Services, School Discipline Referrals, Anecdotal Campus proactive intervention strategies that counselors, Campus Administrators Reports address offenses such as bullying, harassment, and violence (dating and/or sexual abuse) Provide secondary teachers with staff Counselors, Campus administrators, Director for Student Services, School Discipline Referrals, Anecdotal Campus training on relationship abuse awareness, Hoonuit, Campus Budget counselors, Campus Administrators Reports detection and prevention. Suicide Prevention 29
Strategies Resources Staff Responsible Evaluation All staff members will be trained in Suicide District Budgets, Hoonuit Director for Human Resources Training sign in sheets, Training Agendas Prevention Training Drug Prevention Strategies Resources Staff Responsible Evaluation College Station ISD will teach drug TEKS, Curriculum resources Director of Student Services, Counselors, Lesson Plans, Discipline Records awareness and prevention Educators Implement a drug testing program in the Funds for drug testing Director of Student Services, Campus Results of testing, Discipline Records district to be approved by the Board of Administrators, Chief Administrative Trustees Officer Federal Programs Compliance Strategies Resources Staff Responsible Evaluation The district will evaluate student Mizuni Software and Eduphoria Aware Curriculum and Instruction Staff, Campus Data reports; Comprehensive Needs achievement in the following programs: Administration, School Counselors Assessment Title I, Bilingual/ESL, LEP, Gifted and Talented, Special Education, Career and Technology Education and students in at risk situations. Title I, Part A campuses will implement Title I Director of Special Programs Budget reports, Annual federal the supplemental funds to maximize compliance report student learning and achievement. All programs which receive federal Title I, Title II, Title III, Early Head Director of Purchasing, Director of Budget reports, Annual federal funding will maintain compliance with Start/Head Start Business Services, Directors over federal compliance report Education Department General funds Administrative Regulations (EDGAR) . 30
Student Achievement Strategies Resources Staff Responsible Evaluation All students will have a graduation Campus counselors, printing, substitutes Director of Student Services, Campus Plans in place for 8th graders, meetings pathway plan developed in 8th grade, and for counselors counselors, Campus administration scheduled an annual review with parent notification will occur to ensure that students are progressing towards graduation with their cohort as expected. Services will be provided for at-risk State Comp Ed Funds Chief Academic Officer, Director for State Comp Ed Reports, Annual district students to increase academic Special Programs, Campus report to school board, School board achievement and reduce the dropout rate Administration, Campus Counselors, agenda for these students Campus Testing Coordinators 31
APPENDIX B: DISTRICT EDUCATIONAL IMPROVEMENT COUNCIL MEMBERS 2017-2018
Grades Pre-K – Grade 4 Secondary Administrator
Elaine Everett CHE Julia Mishler WMS
Sandra Hay PC
Beverly Shimek RP Non-Teaching District Level Professional -Parent/Community/District-level Professional
Catherine Eckhardt SK Representatives
Rebecca Griffey SWV Catherine Anderson Parent, Grades Pre-K – 4 (GP) Head Start
Stephanie Weaver FR
Darin Paine Parent, Grades Pre-K – 4 (GP)
D’Ann Johnson CV
Charla Anderson GP Candida Sanders (Candy) Parent, Grades Pre-K – 4 (GP) Head Start
Venette Bradham SC Kim Rutledge Parent, Grades 5-8 (CSMS/CG)
Shawn Henderson Parent, Grades 5-8 (AMCMS/OW)
Grades 5-6 Stephanie Gray Parent, Grades 9-12 (AMCHS)
Lauren Guest OW John Crockett or Ashok Naidu Parent, Grades 9-12 (CSHS)
Mandy Schwanke CG Miranda Walichowski Parent-At-Large
Abbie Walsh Parent-At-Large
Grades 7-8 Cheletia Johnson Community Member
Wendy Miles AMCMS Debi Stoll Community Member
Danny Morchat AMCMS Chair Andy Wilson Business Member
Claire Hall CSMS Jason Ortgies Business Member
Carol Barrett Trustee
Grades 9-12 Michael Wesson Trustee
Jackie Shoemake AMCHS Co-Chair Clark Ealy Superintendent
Sheridan Clinkscales CSHS Secretary Penny Tramel Chief Academic Officer
Molley Perry Executive Director for Special Services and Accountability
Alternative Programs Chuck Glenewinkel Director for Communications
Darren Wright CVHS Chrissy Hester Director for Student Services
Kelly Kovacs Director for Instruction and Leadership Development
Elementary-At-Large Karen Ferguson Director for Career Technology
Josh Bowling LEAP Chad Gardner Director of of Community Education
Marla Ramirez Director for Special Programs
Secondary-At-Large
Tami Dudo Coordinator for AVID
Amiee Parsons AMCHS
Aaron Hogan Coordinator for English/Language Arts & Social Studies
Amanda Gibson Coordinator for Science
Elementary Administrator
Jennifer Smith Coordinator for Math
Jennifer Skrivanek CHE
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