MAYPEARL JUNIOR HIGH SCHOOL
CAMPUS IMPROVEMENT PLAN
2015 – 2016
Vision Statement
“A Superior Learning Community”
MISSION STATEMENT
It is the mission of the
Maypearl Independent School District
to educate and equip ALL students to their
unique potential creating productive and successful citizens.
MAYPEARL JUNIOR HIGH
SITE BASED DECISION MAKING
TEAM MEMBERS FOR 2015-2016
School Support Team:
Tracy Sheffer, Brian Bilbrey, Taylor Daugherty, Telina Chavez, Lauri Spradling, Jill Augustyn, Dallas Dees
CHAIR PERSON
Tish Creech
Elected Teachers:
Beth Thomas Dody Wiggins
Robert Merritt Telina Chavez
Tracy Sheffer Dallas Dees
Business/Community Representative
Ben Lazcano
Parent Representative
Christina Gann
Teacher Assistant Representative
Edie Hicks
Student Special Interest Representative
Leah Farda
Administrator
Lesley Austin, Principal
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DISTRICT VALUES
(Beliefs that dictate actions)
We always DO WHAT IS BEST for the child(ren)!!
Everything we do is QUALITY.
HONESTY is the only policy.
Everybody is ACCOUNTABLE for his/her own actions.
Discipline fosters SELF DISCIPLINE.
We lead by EXAMPLE.
TEAMWORK is not optional.
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Title I, Part A
Schoolwide Components:
1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).
2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.
3. Instruction by highly qualified teachers.
4. In accordance with section 1119 and subsection (a)(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’s student academic achievement standards.
5. Strategies to attract high-quality teachers to high-need schools.
6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services.
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 the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
9.2.3.1 State Criteria for Identification of Students at Risk of Dropping Out of School
TEC Section 29.081 defines the State criteria used to identify students at risk of dropping out of school.
For purposes of this section, "student at risk of dropping out of school" includes each student who is under 26 years of age and who:
(1) was not advanced from one grade level to the next for one or more school years; a student is not considered a student at risk of dropping out of school if the student did not advance from prekindergarten or kindergarten to the next grade level only as the result of the request of the student's parent
(2) if the student is in grade 7, 8, 9, 10, 11, or 12, did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
(3) did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently 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;
(4) if the student is in prekindergarten, kindergarten, or grade 1, 2, or 3, did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
(5) is pregnant or is a parent;
(6) has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;
(7) has been expelled in accordance with Section 37.007 during the preceding or current school year;
(8) is currently on parole, probation, deferred prosecution, or other conditional release;
(9) was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;
(10) is a student of limited English proficiency, as defined by Section 29.052;
(11) is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
(12) is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or
(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.
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.
THE STATE OF TEXAS PUBLIC EDUCATION GOALS
GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.
GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.
GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science.
GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.
THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES
Objective #1: Parents will be full partners with educators in the education of their children.
Objective #2: Students will be encouraged and challenged to meet their full educational potential.
Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.
Objective #4: A well-balanced and appropriate curriculum will be provided to all students.
Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.
Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.
Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.
Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.
Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.
Maypearl Junior High 2014-2015 Campus Improvement Plan Executive Summary:
Maypearl Junior High’s (MJH) vision is to be an exemplary campus that motivates and inspires our future leaders, by empowering our students with the skills to become successful and productive citizens.
MJH faculty and staff continues to foster a culture of inspiration, motivation, collaboration, and high expectations for all students. This year we will focus on strengthening curriculum alignment, providing quality instruction for all students, implementing AVID Elective and School Wide, and developing and sustaining parent and community relationships that benefit the academic success of ours students.
Our leadership and design teams at MJH will be using a variety of data, both qualitative and quantitative to develop our Action Plan and Campus Improvement Plan. We will also be using these various data sources to drive our decision making in regards to our student performance. We will continue to strengthen the RtI process with early interventions for our struggling learners, while challenging our students with advanced reasoning to go above and beyond their grade level requirements. Our master schedule has changed this year to include two 55 minute accelerated periods to strategically intervene with our At-Risk population. AVID School Wide in conjunction with implementing the social and emotional learning standards for our students will be implemented during our Social Studies classes through our teachers and counselor’s guidance lessons. We have an AVID design team consisting of teachers, administrator and counselor to assist with the planning of Panther Pride time.
MJH 2015-2016 GOALS:
Goal 1: Increase the Percentage Student Achievement and experiences high levels of student success (114.(b)(1)(B)(i)):
a) Math incoming 7th grade increase raw score average to 30 items
b) At-risk populations will increase in all state tests, and with interim assessments.
c) Level III advance in all STAAR tested areas will increase by 10%
Goal 2: Improve Quality Instruction through Staff Professional Learning and Recruitment (114.(b)(1)(B) (ii)):
a) Monitor, review, and align curricula to meet and exceed state assessment standards during professional learning, and PLCs (vertical and horizontal)
b) Structured and relevant professional learning for and by principal and faculty.
Goal 3: Improve Student/School Culture through best practices to meet student academic and social/emotional needs. (114.(b)(1)(B)(iii)):
a) AVID school wide to improve college and career readiness of all students.
b) Behavioral Management Plan will serve the needs of all students and prepare them to be life-ready.
c) Instructional strategies, such as AVID’s WICOR, Binder, and Cornell Notes will be used so that students are engaged at all levels.
Goal 4: Parents and community members will be actively engaged. (114.(b)(1)(B)(iv)(F)):
a) Parent and volunteer opportunities increased through recruitment plan and track in logs.
b) Parent literacy nights and Parent/Teacher training.
MAYPEARL JUNIOR HIGH 2015-2016 7th – 8th GRADE
COMPREHENSIVE NEEDS ASSESSMENT
Area Reviewed / Data Sources Reviewed / Summary of StrengthsWhat were the identified strengths? / Summary of Needs
What were the identified needs? / Priorities
What are the priorities for the campus, including
how federal and state program funds will be used?
Demographics / *TAPR
*HQ Survey
Report
*%F/R Lunch
*TXEIS PEIMS
Data / *Highly qualified 98%
*Student teacher ratio
1/13.9
*Free and Reduced 38% to 40% range / *Support % of alternative certification teachers with additional training.
*Promote free and reduced lunch signup
*Ell instructors to meet the needs of growing population / 1. ELL Instructors to meet the needs of growing ESL
Population
2. Promote the Free and Reduced Lunch Sing-up during School registration
Student Achievement / *STAAR Results
*TELPAS Results
*System Safeguards
*Eduphoria Aware – Common Assessment
*IStation/Think Thru Math
*Renaissance Learning
*Study Island
*Promotion/Retention Rate / *STAAR Reading 92.5
*STAAR Science 91%
*8th grade Algebra 100% and 83% Level III advanced / *8th Social Studies – 78%
*Incoming 7th grade – Math (low item raw score average and 78:92 item score decrease)
*At-risk subgroup, especially 8th Social Studies 52%, 7th Writing 55%, 7th Reading 63% / 1. At-risk sub groups, especially 8th grade Social Studies at 52%, 7th writing at 55%, and 7th reading at 63%.
2. Incoming 7th grade Math – low performance on STAAR 2015 Math Assessment
School Culture and Climate / *District Parent Survey – Spring
*Staff Survey – Fall and Spring
*Student Survey – Fall and Spring
*Culture Walk-throughs
*Parent – PGP Meetings and Conferences
*Parent Nights – agendas and log-ins / *Goals and Priorities align through survey and qualitative data
*Leadership support staff and student in achieving learning goals.
*Student felt that activities and lesson help learn and expectations are high.
*Principal and staff are visible and available. / *Consistent and Fair Discipline Plan
*More engaging activities/assemblies that correlates to student interests, needs and academic goals. / 1. Consistent and Fair Discipline Plan
2. More engaging activities/assemblies that correlates to student interests, needs, and academic goals.
Staff Quality/ Professional Development / *Recruitment/Retention
*Professional Development Calendar
*Staff Certification
*HQ Survey Report
*TAPR / *86% Retention Rate
*98% Highly Qualified
*77.5 of teachers on staff at MJH have 6-20 yrs. Experience.
*Gender proportionality better on campus level compared to district.
* Professional development consistent and relevant to campus needs. / *14% turnover
*Student population to mirror staff demographic representation
*ESL certification all staff
*Staff recruitment for underrepresented populations. / 1. Student population to mirror staff representation
2. ESL Certification for ALL staff
3. Staff recruitment of underrepresented populations
Curriculum, Instruction, Assessment / *Campus Curriculum Documents:
YAG, Scope & Sequence, Semester Maps, Instructional Calendars, Lesson Plans, Interim Assessments
*TEKS Resources System
*Eduphoria – Forethought, AWARE
*PLCs
*Instructional Rounds / *Campus curriculum documents uniform and aligned.
*Consistent interim assessments of all core content areas
*Walk through observations target high yield practices.
*New AVID program implementation / *TEKS resource system curriculum training
*Vertical alignment – nonexistent in the district.
*Structured PLC time for teachers not provided regularly
*Data driven decision making performed by principal and limited staff members. / 1. TEKS resource system curriculum training
2. More structured PLC time for teachers
3. More data-driven decision making with interim
assessment data, instructional technology data, and
STAAR data.
Family and Community Involvement / *Parent Surveys
*Volunteer Log
*Parent/Community Nights Logs & Agendas / *Parent Teacher Organization – strong and great presence in the junior high.
*Parent nights – literacy and awareness / *System for recruiting and tracking volunteer – parent and community is nonexistent.
*New year to implement AVID parent-community involvement – need training and plan
*Communication – teachers need to post major projects/tests on teacher pages / 1. Implement AVID parent-community training and involvement plan.
2. Communication via syllabus on teacher webpage
3. Better system for recruiting and tracking volunteers: Parent and Community
School Context and Organization / *Master schedule
*Peer to Peer Logs & Observations
*Mentor Program – policy and procedures
*School Map and Procedures
*School Counseling – Calendar and Lessons / *Master schedule strategically planned to assist struggling and advanced students alike.
*AVID elective to address the needs of the academic middle.
*ELAR class for AVID schoolwide binder checks, Project Wisdom during social studies time, and structure RtI/accelerated period for 7th and 8th.
*Peer to Peer open and honest collegiality. / *Implementation of new mentor program. / 1. Implementation of new teacher mentor program.
Technology / *STar Data
*Teacher Technology Survey
*Professional Technology Learning Agendas
Duty Rosters
Extracurricular Activities / *Strong instructional technology programs. *Good technology access for all students – COWS, Ipads, computer labs
*Classroom computers in every class. / *Professional Development on Instruction Technology strategies and equipment integration.
*Bandwith/IP addresses for larger volume of simultaneous logins.
*Communication via technology for parents / 1. Professional development on instructional
2. Technology strategies and classroom equipment integration.
3. Communication via technology for parents
4. Bandwith/IP addresses for larger volume simultaneous logins.
Maypearl Junior High Campus Improvement Plan