IMPROVEMENT PLAN 2018-2019 - BRENHAM MIDDLE SCHOOL - Brenham ISD

 
BRENHAM MIDDLE SCHOOL
                                             IMPROVEMENT PLAN 2018-2019

BRENHAM ISD DOES NOT DISCRIMINATE ON THE BASIS OF RACE, RELIGION, COLOR, NATIONAL ORIGIN, SEX, AGE, OR DISABILITY IN PROVIDING EDUCATION SERVICES, ACTIVITIES,
AND PROGRAMS, INCLUDING VOCATIONAL PROGRAMS, IN ACCORDANCE WITH TITLE VI OF THE CIVIL RIGHTS ACT OF 1964, AS AMENDED; TITLE IX OF THE EDUCATIONAL
AMENDMENTS OF 1972; AND SECTION 504 OF THE REHABILITATION ACT OF 1973, AS AMENDED.

1
Legal References
    ● Each school d​ istrict​ 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)

2
Planning and Decision Making Committee
                   Name                                         Position
                                                 Parent, Business, Community, Teacher, etc
Peggy Still                          Principal

Lori Prewitt                         Teacher

Kurt Koronka                         Teacher

Katie Moehlmann                      Teacher

Jamie O’Brien                        Teacher

Angela Powell                        Teacher

Kristie Smith                        Teacher

Tiffany Ward                         Teacher

Janae Wittner                        Teacher

Shannon Zwahr                        Teacher

Natalie Lange                        Community

Kim Strauss                          Central Office

Missy Robinson                       Parent/Community

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Comprehensive Needs Assessment
A Comprehensive Needs Assessment was conducted with the Committee on September 25,
2018.
                  Participants in Attendance                        Data Sources Examined
Peggy Still                                      Examining STAAR data from Spring of 2018, the committee
                                                 determined the following areas of concern
Julie Haferkamp                                     ● Overall passing rate in Reading for both 5th and 6th
                                                       grade declined from previous years, specifically a low
Larry Hughes                                           percentage passing in 6th grade.
                                                    ● Significantly large number of students in all tested
Mary Gold                                              areas with limited growth. 35% in 5th grade Math, 58%
                                                       in 6th grade Math, 43% in 5th grade Reading and 64%
Susan Acker                                            in 6th grade Reading.
                                                    ● Student groups needing additional support for Domain
April Allen                                            III: 2 or more races and Special Ed.
                                                    ● Only 15% of our students taking TELPAS increased
Shannon Zwahr                                          their proficiency by one level.

Larissa Olson                                    PIEMS data indicate the number of referrals for the 17-18
                                                 school year to be consistent with previous years. Committee
Allyson Skuza                                    determined that BMS should continue to address behavior
                                                 concerns as to not show an increase in that number in the
                                                 18-19 school year.

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Comprehensive Needs Assessment: Accumulated data

                                    Student Enrollment
                        2013-2014        2014-2015     2015-2016     2016-2017 2017 - 2018   2018-2019

         Total            666              668             718           692           740      750
      Enrollment
           White          41%              40%             40%           38%        35%         37%

          Hispanic        32%              37%             36%           36%        36%         36%
    African American      24%              19%             21%           23%        23%         24%

           Other            3%              4%             3%            3%            6%       3%
    Eco Disadvantaged     61%              54%             58%           55%        59%         58%

                                    Special Program Data
    # students in program    2014-2015           2015-2016       2016-2017     2017-2018     2018-1019
    ESL                          114                 111           132           122            79
    GT                              53               50             46            37            55
    504                             59               60             55            62            54
    Spec Ed                                                                                    109

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Student Achievement:
                                                     ​ ​ grade Reading
                                       STAAR data: 5​th​

                      2012        2013            2014         2015        2016        2017       2018
                     st​         nd​             nd​          nd​         nd​         nd​
                    1​ round    2​ round        2​ round     2​ round    2​ round    2​ round     2nd
                                                                                                 round
All students - %           76          81              85           80          77          78    73
approaches

Hispanic                   70          77              80           78          72          77    66

African American           55          64              77           59          66          61    56

White                      90          93              92           91          88          89    89

Economically               69          74              78           76          64          71    61
Disadvantaged

LEP                        67          67              75           78          66          60    62

Special Education          26          24              53           41          23          20    23

6
​ ​ grade Math
                                 STAAR data: 5​th​

                       2012        2013        2014        2015        2016        2107        2018
                      st​         nd​         nd​         st​         nd​         nd​
                     1​ round    2​ round    2​ round    1​ round    2​ round    2​ round    2nd round
                        only

All students –              81          83          88          82          87          91      88
Percent approaches
Hispanic                    75          77          81          86          90          89      86

African American            68          73          85          56          70          86      76

White                       91          93          92          89          93          96      97

Economically                76          77          82          78          79          87      84
Disadvantaged

LEP                         72          76          85          84          59          74      80

Special Education           46          40          63          33          45          77      49

7
​ ​ grade Reading
                            STAAR data: 6​th​

                     2012    2013      2014      2015         2016   2017   2018

All students –        69      70        67        74          65      67    54
Percent approaches
Hispanic              63      61        64        60          62      56    55

African American      44      44        48        64          34      57    28

White                 83      89        85        89          82      86    72

Economically          57      57        59        62          54      52    43
Disadvantaged

LEP                   31      53        39        46          47      38    24

Special Education     27      21        19        25          24      12     7

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​ ​ grade Math
                            STAAR data: 6​th​

                     2012    2013     2014     2015        2016   2017   2018

All students –       75       72       69       77         70      79    77
Percent approaches
Hispanic             66       66       59       69         67      77    79

African American     49       44       58       62         53      69    61

White                82       92       84       91         80      90    86

Economically         60       60       65       69         65      70    72
Disadvantaged

LEP                  64       71       45       67         65      77    61

Special Education    19       25       21       29         15      15    29

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​ ​ grade Science
                                STAAR data: 5​th​

                         2012      2013     2014       2015       2016   2017   2018

All students – Percent   79         69       80         70         75     78    74
approaches
Hispanic                 75         63       70         70         71     79    71

African American         51         45       64         42         58     62    59

White                    93         86       94         83         87     89    87

Economically             65         59       68         65         64     69    63
Disadvantaged

LEP                      67         58       72         68         73     59    71

Special Education        55         30       37         21         20     43    32

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Campus STAAR Data

                  %                               % Limited   % Expected   % Accelerated
              Approaches   % Meets    % Masters    Growth       Growth        Growth
 5th Math        82          49          23          35           48            17
 6th Math        77          39          15          58           36            6
5th Reading      69          41          16          43           39            18
6th Reading      54          29          15          64           27            8
5th Science      74          39          18

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Prioritized Areas of Concern

                        Areas of Concern                                                       Data Source
Increase overall percentage of students passing the Reading assessment   State Accountability (STAAR - Overall % meeting approaches,
                                                                         meets & masters)
Increase percentage of students who receive Expected or Accelerated      State Accountability (STAAR Growth measure)
growth

Increase number of students gaining a level of proficiency rating on     State Accountability (TELPAS - Composite Rating)
TELPAS
Maintain current level of yearly office referrals                        PIEMS report

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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 campus is $354,473

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State Compensatory Education

State of Texas Student Eligibility Criteria​​:

A student under 21 years of age and who:
1. Is in prekindergarten – 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.

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Goal 1:​​ ​BMS will provide a coordinated curriculum that is implemented through effective instructional
practices.

Objective 1:​​ By May 2019, 80% of students will pass the state assessment, specifically Reading in 5th and 6th grade,
and 75% of students will gain expected or accelerated growth.

Summative Evaluation​​:​ 80% of all students pass all portions of the state test, and meet accountability in all
Domains.

     Data         All Students      H                W             AA            LEP          Spec. Ed.        Eco Dis
Reading 17-18
% Approaches         73%           66%               89%          56%            62%             21%               61%
5th grade
% Approaches         54%           53%               65%          41%            24%             7%                43%
6th grade

     Data         All Students      H                W             AA            LEP          Spec. Ed.        Eco Dis
  Math 17-18
% Approaches         88%           86%               97%          76%            80%             49%               84%
5th grade
% Approaches         77%           79%               86%          61%            61%             29%               72%
6th grade

    Data          All Students      H                W             AA            LEP          Spec. Ed.        Eco Dis
Science 17-18
% Approaches         74%           71%               87%          59%            71%             32%               63%

                % Limited Growth         % Expected Growth      % Accelerated Growth
  5th Math                 35                   48                       17
  6th Math                 58                   36                        6
5th Reading                43                   39                       18
6th Reading                64                   27                        8

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STRATEGY                    RESOURCE            PERSON              TIMELINE          EVALUATION
                                                    RESPONSIBLE
Incorporate forty-five         Local and State   Campus Administration,   Each six      Failure rates, STAAR
minute Enrichment period       Compensatory      teachers and Counselor   weeks         data, lesson plans, data
time for small group                                                                    meetings, department
instruction and additional
                                                                                        meetings,MAP scores,
instructional time in tested
areas.                                                                                  CBA and benchmark
                                                                                        data.Campus Schedule

Adjust master schedule to      Local             Campus Administration    Each six      Failure rates, STAAR
include a cohesive ELAR                          and Counselor            weeks         data, lesson plans, data
period. Students will have                                                              meetings, department
one teacher for Reading
                                                                                        meetings, MAP scores,
and Language Arts in both
5th and 6th grade.                                                                      CBA and benchmark
                                                                                        data.Campus Schedule

Provide MRS instruction to     Local and State   Reading Specialist,      Each six      Student record of
identified Dyslexia            Compensatory      Counselor                weeks         progress
students

Meet as Enrichment             Local             Campus Administration,   Twice a six   Student data,
groups to Identify students                      Classroom teachers       weeks
who need specific leveled
instruction and group
accordingly for
Enrichment/Intervention.

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Provide accelerated            Local and State        Campus Administration,   Each six   Student Report cards,
instruction for sixth grade    Compensatory           counselor and            weeks      lesson plans and STAAR
students who did not meet      See appendix           Interventionist                     data
state requirements for
promotion

Incorporate Accelerated        Instructional Materials Librarian, Reading      Each six   Student progress on AR
Reader into Reading            Allotment               Teachers and Campus     weeks      MAP data
instruction to help increase                           Administration
reading fluency and
comprehension

Provide a Learning Lab for     Special Ed and State   Campus Administration    Each six   Learning Lab sign in
small group assistance for     Compensatory           and Special Education    weeks      sheets and Student
all students                   See Appendix           Department chair                    progress on STAAR

Schedule weekly half day       Local                  CSI instructors,         Each six   Student survey, CSI
pull out program for all                              Administration           weeks      lesson plans
identified Gifted &
Talented students.

Provide self contained         Local                  Special Programs         Each six   Lesson plans, student
Gateway program for                                   Director, Gateway        weeks      progress on STAAR and
identified 5th grade Gifted                           teachers, and                       universal screener
& Talented students.
                                                      administration

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Provide professional        Title II           Campus Administration    Each six   Teacher Survey,
support through PD and      Rural Low Income   and Assistant            weeks      Eduphoria
walkthroughs organized      Grant              Superintendent of
by Instructional Specialist                    Curriculum and
and Instructional                              Instruction
Technologist

Provide weekly                 Local           Campus Administration    Weekly     Teacher Survey and
newsletter to all staff that                                                       Friday Focus
includes upcoming                                                                  Documentation
events, best practices
and campus information

Provide instructional    Local                 Campus Administration    Each six   Individual Student
technology programs to                                                  weeks      progress on Reading Plus
increase student                                                                   and DreamBox
performance. Programs
include Reading Plus and
DreamBox

Conduct meetings each          Local           Campus Administration,   Each six   Six week grades, parent
six weeks to discuss                           teacher                  weeks      contact log, and meeting
each student who has                                                               notes
failed one or more
subjects.

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Incorporate Reading      State Comp (level   Campus Administration,      Weekly       Lesson plans, student
workshop in all ELAR 5th reader books and    Instructional Specialist                 growth on MAP, CBA’s
and 6th grade            resources)          and Content Specialist                   and STAAR
classrooms which include
Level Readers

Weekly PLC/planning         Local            Teachers,                   Weekly       Lesson plans
time for teachers to                         Administration, Content                  PLC Agendas
evaluation TEKS/discuss                      and Instructional
good teaching strategies                     specialist
and create engaging
lesson plans

Conduct an Universal        State Comp         Assistant Principals      Sept. Jan. & NWEA Map data
Screener in the Fall,                                                       May
Winter and Spring to
evaluate student
progress

Meet with each individual   Local            Instructional specialist,   Early Fall   MAP and STAAR data
students to discuss MAP,                     counselor and               and Spring   including Map goal setting
STAAR, and progress to                       administration              semester     data.
set goals

Conduct meetings to         Local            Campus Administration,      Twice each   Intervention Data, MAP
discuss previous STAAR                       teachers, content           semester     scores, STAAR and
scores, student growth                       specialist                               benchmark data,
and analyze benchmark
scores and develop plan
to address campus and
teacher concerns. Use

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data boards to display
individual student growth

Evaluate professional       Local   Campus Administration   On-going   T-Tess Appraisal
staff using the T-Tess                                                 documentation
instrument.

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Goal 1:​​ ​BMS will provide a coordinated curriculum that is implemented through effective instructional
practices.

Objective 1.2:​​ ​ ​Increase number of students receiving an increase on TELPAS Composite Rating.

Summative Evaluation​​: Increase number of students gaining at least one proficiency rating on TELPAS by at 10%.

Grade Level                                                             5th grade                   6th grade

Number of students who increased a proficiency rating           14 out of 53               14 out of 40

Number of students who decreased a proficiency rating           10 out of 53               4 out of 40

Provide instructional technology      Local     Campus Administration with     Each six    STAAR, TELPAS, and
programs to increase TELPAS                     Reading/Math Teachers          weeks       Program progress report
scores using English in a Flash,
Reading Plus, and Imagine
Language & Learning

Provide PLC trainings on effective    Local     Campus Administration and      End of the STAAR, TELPAS, lesson
teaching strategies for our English             District ELL director          school     plans, Report card grades
Language Learners.                                                             year

Conduct LPAC Meetings to address Local          Counselor                      Ongoing     STAAR, TELPAS, Report
needs of all ELL students                                                                  Card grades
                                                                                           Notes from Meeting

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Goal 2:​​ ​BMS will attract and retain quality staff.

Objective 2:​​ 100% of all teachers and paraprofessionals will be highly effective.

Summative Evaluation​​: ​ ​100% of teachers and 100% of paraprofessionals with instructional duties will receive high
quality professional development

                                 % Classes taught by          % highly trained Teachers          % highly trained
     Data 2017 -2018            highly trained Teachers                                         Paraprofessionals
                                         100 %                         100%                           100%

             Strategy                   Resource          Person Responsible               Timeline            Evaluation

 Employ Highly Effective faculty        Local             Campus Principal and            Beginning of    SBEC record of
                                                          Human Resource                  School year     certification

 Employ properly Certified Staff        Local             Campus Principal and            Beginning of    SBEC record of
                                                          Human Resource                  School year     certification

 Provide opportunities for              Local             Instructional and Content       On-going        Training sign-in sheets
 professional staff and support                           Specialist and Campus                           and teacher
 staff to attend professional                             Administration.                                 participation survey
 development as needed.

 Conduct walkthroughs and               Local             Campus Administration           Each six        Walkthrough reports
 provide feedback to teachers                                                             weeks

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Goal 3:​​ ​BMS will develop responsible, respectful and collaborative citizens.

Objective 1​​ ​By May 2019, at least 85% of all students’ parents and/or family member will participate in at least one
school sponsored activity.

Summative Evaluation​​:​ ​School records indicate that at least 85% of students’ parents/family members participated
in partnership in education opportunities.

          STRATEGY                   RESOURCE             PERSON                    TIMELINE               EVALUATION
                                                        RESPONSIBLE

 Provide opportunity for students   Local              Campus                August 2018                 Parent sign-in
 and parents to meet teachers                          Administration
 and tour the building.

 Provide opportunities for          Local              Campus                September 2018              Parent sign-in
 parents to learn about BMS and                        Administration
 how to better help their student
 through Dance into Learning

 Conduct annual ARD Meetings        Local              ARD Facilitator       Each six weeks              ARD minutes

 Conduct annual LPAC Meetings Local                    LPAC Coordinator      September, February         LPAC minutes
                                                                             and May

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Provide opportunities for         Local   Campus             On-going   Parent sign-in
parents to be involved in                 Administration                Parent feedback
instructional activities before
and after school that include:
Fall into Learning, Innovation
Day, JABiz Town, Film Festival,
Incentive Days.

Provide parent communication      Local   Campus             On-going   Documentation of
through a variety of media                Administration                news reports
sources: Remind 101,
Newsletters, School
Messenger, Twitter, etc.

Conduct district wide parent      Local   FAME coordinator   On-going   Sign-in sheets
informational meetings                                                  Agendas

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Goal 4:​​ ​BMS will provide a safe and secure environment at all facilities.

Objective 1:​​ Maintain an overall referral count of 350 or less.

Summative Evaluation​​: ​PIEMS data demonstrates a total number of office referrals being below 350.

 Year                   # of referrals

 2017-2018              267

 Include a behavior requirement for          Local      Campus                 Each six weeks   Discipline Report
 Incentive Day                                          Administration

 Conduct RTI meetings in which behavior      Local      Campus                 Each six weeks   Discipline reports
 interventions are discussed and plan of                Administration                          RTI documentation
 implementation is created

 A weekly Folder is sent to parents to       Local      Campus                 Each six weeks   Friday folder
 communicate behavior concerns.                         Administration                          signature pages

 Safety Drills are conducted throughout      Local      Campus                 On-going         Log and calendar,
 the year                                               Administration                          police walk-through

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Guidance Lessons and activities are      Local   Counselor and        Each Six weeks   Discipline reports
conducted each six weeks                         Campus
                                                 Administration

Medal of Honor lessons will be           Local   Classroom teachers   Each six weeks   Medal of Honor
conducted to discuss core values                 and Campus                            lesson plans
                                                 Administration

Conduct PD to give teachers specific     Local   Classroom teachers   October 2018     Classroom
ideas for balancing positive classroom           and Campus                            walkthroughs, and
incentives and punitive steps for                Administration                        discipline reports
classroom disruptions.

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