2016-2017 Campus Improvement Plan Nixon-Smiley Consolidated Independent School District Nixon-Smiley High School
Campus Improvement Committee Approval Date: September 19, 2016 Submitted to the NSCISD Board of Trustees: October 17, 2016 Board Approved: Revision Dates:
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Campus Vision All students of Nixon-Smiley High School will reach their optimum potential as academic, socially competent, motivated, and accountable citizens.
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Nixon-Smiley High School BELIEF STATEMENTS WE BELIEVE THAT WITHIN THE EDUCATIONAL COMMUNITY OF NSCISD: ALL LEARNING SHOULD BE MEANINGFUL, RELEVANT, AND INTEGRATED FOR ALL STUDENTS. ALL INDIVIDUALS HAVE DREAMS AND THE RIGHT, THE OBLIGATION, AND THE CAPACITY TO LEARN. WE MUST FIND A WAY TO MAKE IT HAPPEN FOR ALL STUDENTS. WE MUST MEET STUDENTS WHERE THEY ARE AND TAKE THEM TO WHERE THEY NEED TO BE. ALL FAMILY, SCHOOL, AND COMMUNITY MEMBERS ARE VITAL PARTNERS IN THE DEVELOPMENT OF STUDENTS. ALL PEOPLE HAVE INHERENT WORTH AND SHOULD BE TREATED WITH RESPECT. ALWAYS MAINTAIN A SAFE, CLEAN, DISCIPLINED, AND NURTURING ENVIRONMENT. ALWAYS BUILD ON THE STRENGTHS AND TALENTS OF ALL INDIVIDUALS. ALWAYS IMPLEMENT CLEAR, REALISTIC, AND CHALLENGING EXPECTATIONS. ALL MEMBERS OF THE SCHOOL SHOULD BE LIFELONG LEARNERS. ACCOUNTABILITY IS ESSENTIAL TO ACHIEVING IMPROVEMENT. LEARNING IS NOT LIMITED TO THE FOUR WALLS OF A CLASSROOM. AN EDUCATION SHOULD FOCUS ON A WHOLE STUDENT, NOT JUST A SUBJECT.
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2015-16 Campus Improvement Plan Planning and Decision Making Committee Position Name
Parent, Business, Community, Teacher, etc.
Wendy Fuller, Ph.D. Trey Alexander Jaci Trammell Susan Williams Andrea Waite Debbie Coleman Yvette Fox Sandra Nichols Mark Janicek Kevin Caraway Michelle Mills Linda Parks
Principal Assistant Principal Counselor Classroom Teacher Classroom Teacher Classroom Teacher Community Representative Community Representative Business Representative Business Representative Parent District Representative
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Signature
CAMPUS DATA 2016-2017
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A Needs Assessment was conducted with District Goal Setting Committee on June 30, 2016 and with the NSHS Campus Improvement Committee on September 19, 2016. Data Sources Examined: TAPR data / School Report Cards – Retention and completion rates Campus discipline records Annual Report on Violent and Criminal Acts Texas School of Drug and Alcohol Use survey (TSDAS) Special population test data – TELPAS, STAAR A Special Programs evaluation EOC Chart results Benchmark data Technology inventory Teacher turnover rate Professional development records College readiness data (ACT/SAT) MyCollegeOptions report PBMAS Qualitative data: teacher conferences, observations, and conversations
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Nixon-Smiley CISD State Assessment Performance Comparison EOC 5-Year Comparison (Level II Satisfactory % / Advanced Performance %) Final Administration
English I Reading
2012 STAAR
State
66% / 5%
68% / 8%
2013 STAAR
State
58% / 3%
65% / 11%
38/66
2/66
2014 STAAR
State
2015 STAAR
State
2016 STAAR
State
64% / 0%
62% / 6%
65% / 9% 53/82 7/82
63% / 8%
71% / 5% 56/79 4/79
63% / 8%
66% / 6%
58% / 0% 43/74 0/74
66% / 5%
67% / 2% 56/83 2/83
66% / 7%
90% / 3% 52/58 2/58 90% / 2% 53/59 1/59 81% / 9% 35/43 4/43
81% / 21%
56/88
English I Writing
45% / 2%
English II Reading
N/A
55% / 3%
45% / 0% 31/69
0/69
72% / 9% 41/57
5/57
48% / 2%
78% / 21%
55% / 2% 36/65
English II Writing
N/A
Algebra I
91% / 5%
83% / 17%
Biology
89% / 5%
87% / 9%
US History
N/A
32% / 0% 18/57
0/57
72% / 0% 31/43
0/43
97% / 2% 57/59
1/59
N/A
0/88
1/65
52% / 3% 78% / 16% 85% / 12%
81% / 3% 55/68
2/68
98% / 14% 41/42
6/42
87% / 8% 46/53
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4/53
81% / 18% 91% / 12% 92% / 16%
92% / 18% 91% / 28%
85% / 7% 51/60 4/60 96% / 1% 73/76 1/76 92% / 12% 61/66 8/66
81% / 25% 91% / 20% 94% / 30%
District College Readiness Data – ACT Year
Total Tested District State
English District State
Math District State
Reading District State
Science District State
Composite District State
2011 2012 2013
23 32 17
101,569 110,180 109,841
13.3 17.2 16.9
19.6 19.6 19.8
17.1 19.0 19.2
21.5 21.4 21.5
16.3 19.0 17.9
20.7 20.8 21.0
16.7 19.9 19.1
20.8 20.8 20.9
16.0 19.1 18.3
20.8 20.8 20.9
2014 2015 2016
14 17 12
116,547 124,764 142,877
18.7 18.7 15.6
19.8 19.8 19.4
21.4 20.8 17.7
21.4 21.1 20.7
20.4 20.3 15.6
21.1 21.1 21.0
19.8 21.1 16.7
21.0 21.0 20.7
20.3 20.2 16.6
20.9 20.9 20.6
Nixon-Smiley High School STAAR Assessment Results by EOC and Subpopulations Percent of Students Meeting Phase II Standard Followed by Percent Reaching Advanced Level EOC Subject Tested
All Students 2015 2016
Male/Female 2015
2016
Econ. ELL Special Ed At-Risk Disad. 2015 2016 2015 2016 2015 2016 2015 2016 2015 2016 2015 2016 Hispanic
White
English 1
65
72
56/74
57/87
63
74
69
56
59
70
22
33
*
-
43
51
English 2
58
68
54/62
56/83
56
63
69
81
54
63
-
25
*
-
28
47
Algebra
90
85
88/92
90/81
92
84
86
85
87
83
60
88
*
83
76
Biology
90
96
85/94 92/100
88
98
94
89
85
95
-
83
*
80
92
US History
81
93
83/80
76
92
100
94
77
90
-
-
*
70
84
91/94
-
Nixon-Smiley High School Needs Assessment Demographics: 72.8% Hispanic; 26.5% White; .4% African American; 8.8% ELL; 55.2% At-Risk; 8.8% Eco. Dis. 11.4% Mobility Rate (Info. from14-15 TAPR Report/2016 Accountability Summary)
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Area Reviewed
Summary of Strengths What 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?
Student Performance
*Biology (score of 96% passing; +5% above the state average) *Algebra I (score of 85%; + 4% above the state average) *English 1(score of 71%; +8% above the state average) *English II (score of 67%; +1% above the state average) *Graduation rate of 96.8% (+8.5% from the state average); increase in 2-year vocational; dropout percentage (1.6%) lower that state (6.6%); * Due to the efforts of the TLI/WAVE team, the District ranked 1 out of the 30 districts in Year 4 of the TLI grant based on student achievement. *Secondary student class size smaller than state average
*Low writing and English EOC scores: Grade 10 due to student retesting English II *Special education students continue to take an accommodated version of the EOC STAAR with no modifications in tested content *This is the first year STAAR A scores were included in accountability *Despite ELL gains, gaps still exist across grade levels *Campus need for ESL certified teachers
*School improvement efforts remain a constant initiative – meet accountability standards * English and writing scores remain below the state average – continue to implement school wide plan for writing for ELA and non-ELA classrooms *The percentage of students at Level III is below the state average *Continue with a school wide assessment schedule, tutorials and quarterly monitoring *Continue after school extended library hours
Special Programs & Interventions
*A plan has been developed for targeted tutorials based on content objective needs implemented the 3rd week of school. *Campus continues to focus on student quarterly monitoring and implements a tracking system for LEP/ELL students collaboratively developed based on feedback from various stakeholders to encourage better communication and support for students. *21 of the HS ELL students scored Advanced/Advanced High on TELPAS in four areas: listening/speaking/reading/writing. *Campus continues to further enrich the students beyond classroom walls. For example, the Science Olympiad targets academically performing students and GT students, encouraging them to apply, and compete supporting STEM career goals. *Campus continues to implement Response to Intervention (RtI) to assist in identifying interventions for at-risk students. *The high school has a strong, supporting, caring staff devoted to all students. The campus is clean and welcoming. *Administration continues to implement PBIS system and continues to add-in PBIS components (e.g. student/teacher recognition and peer mediation). * Attendance rate increased – 96.2% (state 95.9%); Highest attendance population: ELL @ 97.6% * Token appreciation items given limited to $50 or less *Illicit drug use reports were lower that statewide counterparts
*LEP/ELL and migrant students continue to under-perform on state assessments *25 HS ELL Students participated in TELPAS, with 5 of those students progressing only 1 proficiency level (no ELL students progressed 2 proficiency levels). *The campus must continue to identify and implement researchbased intervention strategies in the Response to Intervention plan (RtI), including software to assist in assessing grade level achievement and practice. *The campus will incorporate teaching standards put forth by the new teacher appraisal system (T-TESS) to develop effective lessons, and instructional planning concentrating on helping ALL students achieve.
*Continue Response to Intervention (RtI), including Speech/ Behavior interventions *Continue tutoring schedule targeting students based on assessments *Continue to offer extended library hours with certified teachers available for instructional assistance *Increase reading and literacy for students with measures built in each evaluating period *Continue quarterly monitoring of students, inclusive of multiple stakeholders (LEP/ELL and Migrant Coordinators, etc.) *Utilize Achieve3000 for differentiation and a student growth measure *Utilize assessment data collected in DMAC (6-week assessments/benchmarks)
* While the campus and state did decrease in most categories from the previous year, we are still above the state average. Based on a random sampling of 9th-12th grade students (TSDAS), 36% report using tobacco over past year, 54% used alcohol, and 26.6% marijuana; 9.7% reported using codeine over the past year and 5% inhalants (revised from annual meeting – not available). *There continues to be a higher than average percentage of pregnant or teen moms at the campus. *Lowest attendance populations: SPED @ 95.1% and White @ 95.8% *NSCISD student report a higher than the state average use for general tobacco usage @ 27% (+ 7% from the state average) *Professional Development: Continued focus should be placed on 9 writing and differentiation – individualized pedagogy, vocabulary, instruction, as well as technology (using as a learning tool, rather
*Provide incentive programs for student participation and achievement * Continue programs and meetings that focus on student health and safety *Focus placed on student perceived drug problem – work with counselor *Offer teen parenting classes for teen moms *Generate and distribute surveys to target all populations, including students, staff and parents.
School Climate and Safety
Staff Quality/ Professional Development
*Professional Development: Due to grants and Title funds, a variety of support systems are available for teachers, including but not limited to coaches, support
*Offer a variety of professional development based on needs * Utilize coaches and data specialist afforded by the
Curriculum, Instructions, Assessment
Parent and Community Involvement
Policy (Discipline, Grading, Etc.)
Technology
personnel, contracted service providers. * 100% of teachers are highly qualified. * Use previous applications introduced by Eric Jensen *John Fesseden provided accountability training to Index Component teachers/staff, addressing the four indicators used to measure student achievement and impact school ratings *Teacher professional development opportunities is tailored to meet teacher individual needs and support instructional norms presented in W.A.V.E. (Writing/Assessment/Vocabulary/Engagement) * Low teacher turnover rate *Grant monies continue to assist the campus with identified needs: vocabulary, writing, research and reading. Total grant monies received total more than $400,000 for the District/Schools *Due to grants and school improvement plan, multiple resource personnel in place for teachers and administration, as well as for parents and community. *Continue to use ACHIEVE 3000 as reading intervention preparing students for college and career readiness * Continue to use DMAC for student data segregation across content areas and assessment. Use DMAC reports to determine areas of growth and areas of need. *Parent involvement representatives from the high school are attending parent involvement committee meetings and making meaningful contributions. *More parents on GradeBook. *After school computer lab is open to students with a certified teacher available for tutorials and academic support. *Due to grants and SI plan, multiple resource personnel in place for teachers and administration, as well as for parents and community. * 58.9% of our students are first generation collegebound, according to the myCollegeOptions Report. *Class size averages are consistently below the state average for all grades. *Increased completion rates for 2014 for All Students to 98.4%. Dropout rates remain well below the state average (2.2% for the state compared 0.4% for the campus). *There is a small student to technology ratio. Some teachers are receptive to and actively integrating technology into their classrooms. *New integration of Google Classroom to provide student instructional/content access at all times.
than just a tool for engagement and for “just in time” support). *Average year experience of teachers for the campus (14.1) is higher than the state (11) and district average (11.4)
grant *Continue the focus on student engagement – use in walkthrough tool, as well as make a part of local professional development Page Numbers/Strategy *Implement new teacher evaluation system- TTESS *Distribute a professional development survey for teachers providing feedback on various forms of professional development they feel are most need, the medium they prefer for delivery and time.
*There is a lack of number of students scoring at the highest standard, showing a lack of rigor in curriculum in all content areas (Level III) *There is a need to implement a campus wide system for benchmarking, including the purchasing of a test bank of EOC related questions by TEKS for content area test creation – 2 per year. * Collaborative teacher planning time *Modify instruction based on student data
* Continue to implement WAVE strategies and support * Assessment support for benchmarking *Implement school wide assessment calendar with benchmarks and exams, all including writing, including a 6-weeks exam across all content areas. *Strategic lesson planning where teachers use lesson plans as a tool.
*According to the parent survey, parents want more advanced notice of events at school. *Increased parent-school communication conducted in a timely manner
*Provide classes for parents based on identified needs (GED, teen moms, and ELL parents and community members) *Communication: focus on ways to address parent needs *Continue open labs – support for parents *Big focus placed on Open House and other activities designed to get more parents involved
*There is a continued focus on decreasing disciplinary incidents and finding ways to deal with truancy. *Attendance rate for the campus is (94.9%) below the state 95.9 %and district average at 96.2%.
* Continue discussions on grading, rigor and assessments * Implement a consistent campus student assessment checklist for all grades and content areas * Implement afterschool tutorials * Focus on initiatives set up in PBIS for improved attendance and behavior
*Need additional laptops/iPads to continue technology implementation at the high school. *Replacing overhead projectors with digital media centers, as well as out of date equipment *Connectivity
*Technology initiative to continue student to technology ratio: laptops, iPads, digital media centers, etc. * Continued focus on professional development on technology integration and Google Classroom
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NixonHigh I School
Number
I.
CIP
A. Demographics B. Student Achievement I. STAAR (EOC) a. reading b. math c. writing d. science e. social studies f. composite g. subroups II. ELL Program Evaluation III. Other Assessment: Benchmarking, ACT IV. Attendance V. Discipline C. School culture and climate D. Staff quality, recruitment, and retention E. Curriculum, instruction, and assessment F. Family and Community Involvement G. School context and organization H. Technology
Index –
II. III. IV. V.
VI.
VII. VIII. IX. X.
Appendix
Campus Summary Needs Assessment
Reform Strategies Highly Qualified Staff A. Teacher/Paraprofessional Qualifications Professional Development Strategies to Attract and Maintain Quality Teachers A. Teacher Retention Parental Involvement A. Parental Involvement Policy B. Parent/School Compact C. Parental Involvement Program Evaluation School Transition Program Teacher Decision Making Additional Support Coordination and Integration of Funds
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7,8,9,10 7,8,9,10 7,8,9,10 7,8,9,10 7,8,9,10 7,8,9,10 8,9,10 8,9,10 8 10 10 9 10 9,10 10 9,10 10 I-1,I-2,I-3,I-4,I-5,I-7,I-8,I-9,I-10, I-12,I-13,I-15,I-16,I-17 II-2,II-3,II-15 I-1,6,13,16,20,II-1,2,16,III-3,IV-4,8
I-13,II-2,II-3,II-15 III-3,III-16 III-3,III-16 III-9 I-3,I-5,I-29 I-1,I-13,III-8,III-9 I-7,8,9,11,14,15,17,18,19,21 I-2,5,8,9,13,17,III-15,IV-4,8
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Smiley CISD School – Title Wide Component 2016-2017
State Compensatory Education The State Compensatory Education program at this campus will target at-risk students in need of additional academic support. The following indicators (must meet one or more) are used to identify high school students “at-risk” of not graduating. Depending on which criterion is met, services are provided accordingly. For example, if a student is identified as limited English proficiency, ESL services and monitoring is provided. The counselor reviews the entire population in October of each year, as well as during Quarterly Monitoring by all teachers and staff associated with each student. New enrollments are reviewed when new records are received. Students are added or removed based on the following: A student under 21 years of age and who: 1. Is in pre-kindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year. 2. Is in grades 4-12 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 12
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.
State Compensatory Funding and Employees Total SCE funds allotted to this Campus: $425,513 Total FTEs (full time employees) funded through SCE at this Campus: approx. 3.2 Karen Brumley, Rosendo Flores, Maria Jimenez, and Tasha Janicek Title I - Funding and Employees Total FTEs (full time employees) funded through Title I at this Campus: 1 Velma Aguirre Total Title I funds allotted to this Campus: $ 37,947 Title I , Part C - Funding and Employees Total FTEs (full time employees) funded through Title I at this Campus: .5 Mayra Monteil Total Title I, Part C funds allotted to this Campus: $5,687 Title III, Part A Total FTEs (full time employees) funded through Title III, Part A at this Campus: approx. 1/6 Chris Tassos Total Title I funds allotted to this Campus: $ 10,167 SPED 13
Campus Targets –
Needs Addressed – 1. Increased academic achievement, specific focus on, increasing rigor, vocabulary, math, ELA, and writing; District Goal I: Increase academic rigor and 2. Increased teaching strategies and achievement for all students effectiveness; 3. Identifying and implementing RTI interventions and processes; In order to ensure growth district-wide on standardized 4. ESL/LEP/Migrant student achievement; testing, student test scores will improve over the next and three years from the baseline established on the 20125. Continue to increase TSI/ACT/SAT 2013 scores. scores to surpass state averages – college readiness. ACTION STRATEGY FORMATIVE ASSESSMENT RESPONSIBLE COST/ MEASURE TIMELINE PERSON(S) RESOURCES
1. Grade levels in all content areas move toward defined accountability goals, implementing a School Initiative (SI) Plan 2. Increase writing scores by implementing writing across all content areas and vocabulary strategies 3. Increase rigor of curriculum in effort to increase EOC scores. 4. Improve intervention identification/support processes to reach all at-risk students (Response to Intervention Plan)
TARGET AREA
NIXON-SMILEY CONSOLIDATED DISTRICT NIXON-SMILEY HIGH SCHOOL 2016-2017
Total FTEs (full time employees) funded through SPED (224) at this Campus: 1.3 Susan Williams, Lisa Nixon (1/3) I-1
School improvement
Work with District administration, teachers and outside consultants to implement school initiatives for increased teacher pedagogy and student achievement based on needs identified in plan and utilizes different funding sources.
School Initiatives Action Plan
November
I-2
School improvementdecreased gaps in all content areas and special pops: GT, at-risk, LEP, SPED, 504, eco disadvantaged
Discuss assessment data with teachers and specifically identify and monitor special populations of students, including by not limited to Economically Disadvantaged, LEP/ESL, Migrant, SPED, GT, at-risk and 504 students as part of school improvement initiatives – DMAC as data disaggregation tool.
Lead4ward Resources Growth in benchmark data
October, January, April
I-3
School improvementdecreased gaps in all content areas and special pops: GT, at-risk, LEP, SPED, 504, eco disadvantaged
Monitor below level students through regularly scheduled quarterly monitoring meetings using a student tracking form, ensuring all students who did not pass a state assessment have been identified and are being followed. Teachers and administration will collaboratively discuss each student, reviewing discipline records, attendance records, benchmark and standardized test scores, data from Lead4ward resources (Fesseden), etc.
Lead4ward Resources Growth in benchmark data Classroom performance Quarterly meeting notes Updated student tracking form
October, January, April
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District Administration Campus Administration Teachers Campus Facilitators Administration Teachers Data Specialist
Counselor Administration Interventionists Teachers
Title I - $9,500 SCE – $6,000
TLI Grant $40,000 - Data SPED - $56,365 SCE: staff $153,612, software - $950 Title 1, Part C $5,687 Title III, A – $10,067 TLI contracted services
I-4
I-5
I-6
I-7
I-8
I-9
I-10
School improvementIntervention identification, Improved scores in all content areas and special pops: GT, at-risk, LEP, migrant, SPED, 504, eco disadvantaged; Intervention identification School improvementImproved scores in all content areas and special pops: GT at-risk, LEP, SPED, 504, eco disadvantaged; intervention identification School improvementImproved scores in all content areas
The campus will revise and implement the RtI action plan. Additionally, the campus will continue utilizing the Behavior /Speech RtI plans.
RtI plans
Ongoing throughout the school year
Administration Teachers
No additional funds
Utilize Lead4ward resources and testing/classroom benchmarking data to provide research-based interventions for below level students through differentiation in the classroom and various other methods, including but not limited to, small groups, targeted tutoring, after school library hours, remediation software, special education, volunteers, and mentors as part of the developed initiatives.
Lead4ward resources Benchmark data Report card grades Software data Intervention teacher schedules Tutoring schedules After school/weekend sign-in sheets Walkthrough observations Programs for students
October – May
Teachers Sped Teacher, Intervention Teachers, Administration After school/weekend tutors
TLI - $11,000 for after school and weekend tutorials; SCE $1,200 supplies, tutoring $1,500, Title I, Part C – Migrant Coor $5,687; Title III, Part A – ESL Coor - $10,067
October – ongoing
Administration Teachers
Local funds GT
The campus will work with consultant(s) & TLI/WAVE staff to focus on pedagogy, using peer mentors and instructional strategies to most impact learning based on observation feedback and student data/products.
Walkthrough observations
Throughout the school year
Administration
Title I - $9,500 TLI Grant Coach and Mentor $65,000
School improvementIncreased rigor, access and transfer, Intervention, identification, and decreased gaps ELL in all content areas
Purchase research-based teaching resources and materials to help implement TEKS, as well as Tier II and Tier III RtI Intervention techniques: IXL Math, Achieve3000, Study Island as EOC US History/ACT resource, APEX (resource for Anatomy and Physiology classes).
Purchasing receipts STAAR information Benchmarking/data results and needs
Throughout the school year
Administration Instructional Facilitator
State Comp – $22,100 Title I - $1,000 Tech Allotment
Monitor and provide necessary support to ELL and Migrant students through LPAC meetings, social club to students and families, and Quarterly Monitoring meetings to ensure progress; continue ELL student tracking system to encourage better communication between staff and better support for students; provide teacher training for ELL students (ELPS and Sheltered Instruction).
ESPED (LPAC Resource) LPAC notes Classroom observations, Classroom Performance Rating forms Training sign-in
October, January, May
LPAC Coordinator Teachers
Title III - $10,067 Title 1, Part C $5,687, $600 training Title I consultant $9,500 RISE - $91,048
Use the TEKS Resource System curriculum framework, as well as the College Career Readiness Standards, supplemental/online textbooks and materials, library and
TEKS Resource System framework STAAR materials
All studentsIncrease rigor
Provide differentiated instructional practices for all students, including GT students, as part of Tier I services to students. Offer advanced opportunities for college bound and gifted students (including travel and PD for teachers), including but not limited to special extracurricular clubs (Science Olympiad).
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Throughout the school year
Administration Teachers
with SCE, Title 1 and local Local Technology allotment
I-11
All studentsACT/SAT scores
I-12
All studentsDifferentiated instruction
I-13
All studentsProfessional development of highly qualified teachers
I-14
At risk
I-15
At-risk
I-16
All teachers
I-17
I-18
All teachers All students, specifically those at-risk Intervention services Migrant students
I-19
At-risk
media resources, the TEKS, and STAAR Readiness and Supporting Standards to guide and plan instruction throughout the school year in addition to Lead4ward resources.
Supplemental resources CCRSs Lead4ward
Implement strategies proven to most impact SAT/ACT and standardized test scores: Encourage PSAT testing; Implement practice applications for ACT/SAT and Exit Level prep; ACT/SAT focus during the day, including those with the iPad and laptops; Conduct vocabulary enrichment in all areas/tutorials; and Encourage juniors/seniors not CCR to take TSI. Thoughtfully develop benchmark exams using quality STAAR questions and use data from benchmarks to drive future instructional strategies – professional development and coaching as needed Provide high quality professional development (PD): a) provide PD based on identified district and campus needs from developed teacher PD survey and individual teachers’ goals for improvement (including but not limited to, STAAR, RtI, and school improvement strategies); and b) provide opportunity for teachers to develop quality lessons that focus on writing, vocabulary, and differentiation. Continue dyslexia services to students, including the active monitoring and services to those identified. Continue the Flex calendar to include activities that support students academically and assist in course credit accrual. Provide professional development to teachers in all content areas on strategies to increase writing scores, specifically short answers and essay scores, and increase writing opportunities for students in all content areas through implementing common strategies, terminologies, etc. Utilize the campus-wide tutorial time to assist students in providing focused interventions, as well as a time for completing homework, testing preparations, ACT/SAT preparation, remediation, and the like during the school day, as well as offering evening tutorials to all students.
SAT/ACT/PSAT student scores Practice application scores
Quarterly
Administration Counselor Teachers
Local funds GT funds
Benchmark exams Teacher PD sign-in sheets
Quarterly
Administration
Local funds
PD sign in sheets Teacher Excellence worksheets Walkthroughs observations Lesson plans
On-going
Administration Teachers
Title I $9,500 TLI Grant –Coach $25,000 + TLI Data Coach $40,000 State Comp $6,000
Benchmark data Reading Horizons Attendance Records Credit Accrual Records PD sign-in sheets Student writing products Student writing scores
September, January, May May
Teachers Counselor Principal
Local
August, October, November, February,
Administration Teachers TLI staff
TLI Data $40,000 Local
Tutorial schedules Benchmarking data
August implementation, October, February, May
Administration Teachers
Local
Provide support services for migrant students, focusing on those that are failing or are in danger of failing, including tutorials, social club, communication, and small group settings in the classroom. Implement classroom strategies to meet the needs of the identified at-risk students, including small class sizes at the
Student scores
On-going throughout school year
Migrant Coordinator Teachers Administrator
Title 1, Part C $5,687
Student scores Assessment data
On-going throughout
Administration Teachers
SCE $153,612 + benefits
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State Comp $1,200 – supplies
Local
I-21
All teachersProfessional development School improvement strategies All students
I-22
All students
I -20
high school, teachers trained in serving the at-risk student, tutorial times, and small group settings in the classroom (differentiation); offer a content mastery type lab for all students for remediation and skill building. Provide opportunities for teachers to meet departmentally, as well as time to work with content area teachers across grade levels to work on vertical alignment of curriculum – utilize quarterly monitoring half days. Continue to provide after-school extended library times for students, where personnel can assist students with homework and enrichment. Accelerated instruction opportunity provided to identified students
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school year
Title I $23,257 + benefits
Teacher schedules Quarterly Monitoring
Quarterly
Administration Teachers
TLI and local funds for subs
Sign-in sheets
Ongoing throughout school year January 4th – 8th
Administration Teachers
SCE - $1,500 TLI - $11,000
Administration Teachers
Local
Classroom performance EOC performance
Campus Targets – 1. Continued support in personal and professional growth 2. Retain and recruit the highest quality staff 3. Increase attendance to 97% 4. Maintain the completion rate to 100% 5. Increase student engagement in the classroom – address student apathy
II-1
II-2
II-3
II-4
District Goal 2: Maintain a positive and safe learning environment for the students and staff In order to improve organizational competency and efficiency and maintain a highly motivated staff committed to the vision of NSCISD, resources will be utilized to improve attendance and completion rates, student engagement and provide professional development opportunities for all employees.
TARGET AREA
ACTION STRATEGY
FORMATIVE MEASURE
Professional development of HQ teachers Communication New teacher support School improvement Professional development of Highly Qualified and New teachers Communication Recruit and maintain Highly Qualified staff
Teachers and support staff will fulfill training/ professional development requirements of the District with TLI/WAVE staff, specifically focusing on PD related to the school improvement efforts, and identified areas of concern: vocabulary, engagement, differentiation and writing across all content areas, in an effort to retain quality staff. Provide professional development opportunities for new Nixon teachers and Nixon teachers new to their content area and assign them mentors; provide training to mentors as well. Work with District administration to continue to find ways to optimize current staff and their credentials and actively search for Highly Qualified staff members in an effort to continue to have 100% teachers and staff Highly Qualified; provide mentoring and high quality professional development for staff and administration to retain. Continue offering expanded vocational opportunities through agreements with other institutions and recruit increased student participation. Offer students career interest and investigation opportunities.
All students
Needs Addressed –
SMILEY CONSOLIDATED DISTRICT NIXON-SMILEY HIGH SCHOOL 2016-2017
18
1. Targeted professional development to obtain higher student achievement; 2. Increased teaching strategies and effectiveness – engagement and college ready students; 3. Ensuring 100% completion rate; and 4. Increasing student attendance.
ASSESSMENT TIMELINE
RESPONSIBLE PERSON(S)
PD plan Walkthrough observations
Ongoing throughout the year
Administration Teachers
Sign-in sheets
September – May Mentor September August
New Teachers, Principal
Administration
Local funds Title 1 - $650 + $10,150, Title 1 $650 set aside
Each semester
Administration Voc. Teachers Counselor
Carl Perkins (SSA with RSCXIII) EMAT
Student achievements Walkthrough Teacher credentials
Class schedules Class rosters
COST/ RESOURCES
Title 1 $10,150 Title IIA – $500 Rural TLI Grant – $65,000 Local SCE - $6,000 Local funds
II-5
At-risk students Completion
Methodically track and follow up with students in need of assistance, both personally and academically.
II-6
Senior students Completion
II-7
All students ACT/SAT
II-8
Upper class Completion
II-9
Completion
Maintain the comprehensive scholarship and the culminating scholarship program to recognize awardees. Provide college and career counseling, including the importance of preparing for and taking the TSI and ACT/SAT exams. Provide intensive focus for Juniors and Seniors on specific colleges, universities, and vocational schools they plan to attend by internet research, mentoring opportunities, guest speakers, tutorials, etc. Follow up with graduates to ensure they remain in college.
II-10
At-risk students
Provide the necessary support services for identified homeless students.
II-11
All students Parent involvement
Continue to encourage parents to access their child’s grades and attendance online.
II-12
All students Student engagement
Continue to support efforts of the School Health Advisory Council (SHAC) in implementing designed activities and services for students and the community.
SHAC meeting minutes, sign-ins and agendas
II-13
All students SPED
II-14
Highly Qualified
Review SPED/DAEP reports, specifically considering the individual students, types of infraction(s), and handicapping condition(s) involved. Continue to seek high quality teachers by attending job fairs and offering stipends for positions in areas of math and science.
DAEP records SPED records/committee reports Payroll Job fair attendance
II-15
At-risk students Professional development All students
Sign in sheets Agendas Database of trainings
II-16
At-risk Policies
Conduct trainings and materials needed on bullying, teen dating violence, suicide prevention, cultural and sensitivity training to all teachers, as well as child abuse awareness using materials provided by Norma’s House. Focus on the Statutory Trainings required by State, federal, and local. Provide an alternative setting for students needing disciplinary guidance and place for learning outside of regular classroom (DAEP/JJAEP).
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Counselor Quarterly monitoring records Home visits Phone logs Application Award program TSI and ACT/SAT scores Percentage of students attending post-high school Percentage of students attending post-high school Family night attendance Career Cruising Percentage of students remaining in college Identification of students Review of services provided Wireless access points Family night attendance
Attendance records Tuition payments
Ongoing
Administration Counselor Teachers
No additional funds
Spring
Counselor
September, throughout school year September, throughout school year
Counselor
No additional funds Local funds
Counselor
No additional funds
January and August Ongoing throughout school year Ongoing throughout school year August
Counselor
No additional funds Local funds
Beginning of school year Spring semester Ongoing throughout school year Start of the school year
Ongoing throughout school year
Administration Teachers Homeless Coord. Technology
Local funds
Campus Committee Member PE/Athletic Departments SPED Dept Administration Teachers Administration
Local funds
Administration Counselors
Local funds
Administration Counselors
State Comp $53,000
No additional funds Local funds
Campus Targets – 1. 2.
3.
Establish a strong parental and community involvement through volunteers and mentors Continue to improve communication between District employees, parents and patrons at campus level Implement campus expectations and procedures to help establish and maintain a positive and safe learning environment TARGET AREA
III-1
Safe and Drug Free Schools Communication
III-2
Safe and Drug Free Schools Communication
III-3
Parent involvement
III-4
8th grade students and up
III-5
Parental involvement
III-6
Parent communication
NIXON-SMILEY CONSOLIDATED DISTRICT NIXON-SMILEY HIGH SCHOOL 2016-2017 District Goal 3: Create and maintain partnerships with parents and community
Needs Addressed – 1. Increased parental and community involvement; 2. Increased attendance rates; 3. Ensuring 100% completion rate; and 4. Safe environment.
The district will provide safe and secure schools that contribute to a positive learning environment, which increases collaboration between school, home and community; and fosters student and community pride, high morale, and satisfaction of all stakeholders. ACTION STRATEGY FORMATIVE ASSESSMENT MEASURE TIMELINE
Continue drug, alcohol, self-esteem, and health awareness (i.e. conflict resolution, suicide prevention, sexting and bullying prevention) activities and programs as part of the Red Ribbon Week and the school year. Additionally, support efforts for training and programs to support child abuse awareness. Hold multiple opportunities for parents to visit the campus: Open House; College/Financial Aid Assistance nights; Informational nights on STAAR and EOC testing; Content area focus nights; Student Art Showcases; Community nights - Trunk or Treat. Provide parent involvement training to staff and continue to encourage campus parents to participate in parent involvement committee meetings. Actively work with other parents to develop the campus parent involvement policy and student teacher parent compact, as well as find new ways to get more parents involved at the high school. Information sessions to inform parents about HB5 graduation requirements and Personal Graduation Plans (PGPs). Continue the summer registration process. All campus teachers will maintain updated and informative web pages to ensure student success in and out of the
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RESPONSIBLE PERSON(S)
COST/ RESOURCES
Counselor
August – as well as timely sessions based on need
Counselor
Local funds
Parent attendance Feedback from Stakeholders
September November February May
Counselor Teachers Administration Community and Parent Liaisons
Campus budget Title I Parent involvement set aside $2,333 District
Parent Involvement Survey results Compacts developed and distributed Policy developed and posted Sign in sheets Attendance logs
Ongoing
Counselor Principal
Local funds
Spring semester
Counselor
No additional funds
Registration records
July, August
Administration
No additional funds
Website Web pages
Ongoing, throughout
Teachers Tech support
Local budget
classroom, as well as information vital to parent involvement and an avenue for their feedback. Increase parent meetings, contacts (including positive), and home visits to build relationships and a shared responsibility in student success, referring to concerns and recommendations made in quarterly monitoring meetings.
school year
III-7
Student attendance Parent involvement Communication
III-8
Strong collaboration Parent involvement
III-9
Parent Inv Strong collaboration Campus expectations
III-10
Policies and procedures
III-11
Parent inv Strong collaboration Campus expectations School safety
Continue to monitor student-parent handbook with evaluation and feedback to make necessary revisions for distribution and availability in print and electronic formats, available in English and Spanish.
Discipline records Student-parent handbook
Continue to employ school safety measures: School Gate identification badges, posted evacuation routes, and an updated Crisis Management Plan.
III-13
School safety, Special Education
Provide programs/strategies for addressing PBIS Initiative, including additional training as needed.
III-14
Parent involvement
III-15
Parent and community inv.
III-12
III –16
Parent and community inv.
Phone logs Quarterly Monitoring notes Teacher Excellence reports CIC meeting agendas and sign-in sheets
Ongoing, throughout school year
Teachers Counselor
Teacher Excellence Stipend – local funds
Scheduled CIC meetings
Administration Subcommittee chairs
No additional funds
Survey results Established needs assessment Committee reports
January
Administration Committee chairs
No additional funds
Agendas
Ongoing throughout school year July – August
Administration
No additional funds
Administration
Local
School Gate Guardian records Crisis Management Plan Posted routes Discipline Records PBIS Student Data (total students earning Mustang Moola)
August
Administration
Local funds
November and on-going throughout the school year
Administration Special Education teachers
SPED Local budget
In collaboration with Victoria College, provide opportunities for parents to learn the English language, as well as obtain a GED. Implement a social club for migrant students and parents to provide social-emotional and academic support
Sign-in sheets
Throughout school year, once purchased Throughout school year
Administration Migrant Coor.
No funds locally
Migrant Coor. Parent Community Liaison
RISE - $91,048
Utilize all stakeholders, specifically parents, to build / revise campus/student/teacher compacts and the campus parent involvement policy in both English and Spanish
Campus Compacts Parent Involvement Policy
August
Federal Programs Coor.
Campus Improvement Committee and subcommittees, including teachers, parents and community stakeholders, to meet regularly to review and monitor progress towards academic targets and campus improvement action strategies, and make necessary recommendations. Participate in the EOY comprehensive needs assessment to include feedback from parents, students, and staff regarding curriculum, data, policies and procedures, and facilities for distribution and availability in print and electronic formats, available in English and Spanish. Principal to attend weekly administrator meetings to discuss policies and procedures.
21
Program logs
with SCE, Title 1 and local, Title 1, Part C $10,067 Local funds
III-17
Policies and Proc. Wellness
Implement the Campus Wellness Plan
Campus Targets – Encourage strong pedagogical practices that focus on sound curriculum and the integration of technology. 2. Ensure modern technologies and current software are available to students and teachers 1.
TARGET AREA
SHAC meetings Plan documentation
Ongoing throughout the school year
NIXON-SMILEY CONSOLIDATED DISTRICT NIXON-SMILEY HIGH SCHOOL 2016-2017 District Goal 4: Ensure quality technology implementation In order to best prepare students for 21st Century Learning, NSCISD must provide students with the necessary tools and opportunities to be successful.
ACTION STRATEGY
FORMATIVE MEASURE
Continue to focus on increasing technology integration efforts and optimize the high student to technology ratio (iPads, computers, multimedia / digital stations, etc). Continue the timely replacement and updating of technology tools: Computers, tablets, and other media resources based on years in use; Software - based on teacher input, usage, and effectiveness (See I-8); and Connectivity Work with the campus technology committee to continue to develop the technology plan for campus to be also included in as part of the District’s Long Range Plan for Technology.
Nurse Principal SHAC Comm
Local
Needs Addressed – 1. Increased student achievement and teacher effectiveness; 2. Increased attendance rates; 3. Access to technology and integration practices; and 4. College readiness.
ASSESSMENT TIMELINE
RESPONSIBLE PERSON(S)
COST/ RESOURCES
Lesson plans Walkthrough observations
Monitored August-May
Teachers
Tech allotment Local
Technology inventory
August
Technology Department
Local Tech allotment SCE - $22,180
Committee meetings Long Range Plan for Technology
At least each semester
Administration Technology Department
No additional funds
IV-1
All content areas Technology
IV-2
New teacher support Modern technologies
IV-3
Professional development Pedagogical practices Modern technologies
IV-4
Professional development
Continue to provide just-in-time and targeted professional development to teachers on technology integration strategies via campus and District technology personnel and contracted service providers.
PD sign-in sheets
Ongoing, through school year
Technology Coordinator and campus personnel
Local, TLI Title 1 consultant $10,150 Title IIA – mentor - $500 SCE - $12,000
IV-5
Professional development
Class meeting schedules
September
Pedagogical practices with
Technology assessment results
September, May
Instructional Facilitator Technology Dept. Campus Technology
Local funds
IV-6
Encourage proper digital citizenship for all students, parents and staff through class meetings/student and staff training sessions - highlight sexting, digital safety and responsibility, and legal ramifications. Explore alternative technology assessments to assess technology awareness, hardware, usage, and integration in
22
No additional funds
IV-7
technology Prof. Dev. Modern tools Student achievement
lieu of the STaR test.
Comm./Coor.
Explore the possibilities of technology projects during the flexible instructional days and help teachers embed technology projects into their curriculum throughout the school year.
Student products
May 2013
Instructional Facilitator Technology Dept.
No additional funds
APPENDIX 1: Campus Parent Improvement Policy Campus Student Teacher Parent Compact (English and Spanish) 23
THE LAW
The most recent law that affects Title 1 is the No Child Left Behind Act (Public Law 107-110(1118). The law requires Many educational opportunities are provided to help students achieve their maximum level of academic achievement:
APEX Accelerated Credits
APEX Credit Recovery
Career Presentations
College Prep
Computer Lab
Content Mastery
Counseling
Drug And Alcohol Prevention
Dual Credit/Advanced Placement
ESL Program
that school districts have a written policy regarding parental involvement;
that parents be involved in the design, operation, and evaluation of Title 1;
that parents be consulted about home/school activities and be trained to
Title 1 Parent Involvement Compact
help their children;
that whenever possible, activities should be presented in the language spoken by the majority of the Title 1 parents.
Purpose The Title I program is designed to meet the needs of all students attending NSHS. Title I programs are also designed to improve the educational opportunities of underachieving students and help them succeed in regular programs,
Student Showcases
Homeless Program
Honors Courses
Migrant Program
Music/Art/PE/Technology/CTE
attain grade level proficiency, and
Parent Conferences
Project Graduation
improve their achievement in the basic and more advanced skills.
Social Services Program
Special Education
SPIE Club
STAAR/TAKS Prep and Remediation
Texas Literacy Initiative Grant
Tutoring
UIL Academic Competitions
Positive Behavior Intervention Support (PBIS)
Student Showcases
Title I funds help support our school district to provide staff and educational services.
24
2016-17
EDUCATIONAL OPPORTUNITIES
Nixon-Smiley
High School Vision
NIXON-SMILEY HIGH SCHOOL 800 North Rancho Rd. Nixon, TX 78140 (830) 582-1536 Fax 830-582-2168
25
All students of Nixon-Smiley CISD will reach their optimum potential as academic, socially competent, motivated, and accountable citizens.
THE STAFF AT NSHS AGREE TO
hold high expectations for ourselves,
AS A PARENT OF NSHS,
students, and other staff members;
show respect for all students;
help to determine the educational needs of
know that I can learn and will learn,
share papers with my parents and return
provide a place and an opportunity for my extended class assignments;
seek your cooperation as parents to work
provide frequent assessment and
provide timely support for students in
signed papers to my teacher,
allow the teachers/staff to help me work through my problems,
be respectful of all staff and students of NSHS and of myself,
know how my child is doing in school by communicating with teachers;
be honest and respect the rights of others,
help my child accept consequences for
ask for help when I don’t understand,
read at home on a daily basis.
negative behavior; maintain up-to-date contact and medical information;
progressing academically;
schedule a conference with the teacher about concerns with schoolwork and/or
need;
safe, well disciplined, respectful, and
continuous feedback on how your child is
take an active interest in my child’s
child to read and to complete homework or
as partners in the school;
listen and follow directions,
establish a classroom environment that is
each student;
be the best,
changing and diverse world;
come to school ready to do my best and to
importance of education in an ever-
promotes learning to meet the needs of
to learn;
schoolwork and let him/her know the
adjust the instructional program to meet the academic needs of your child;
send my child to school every day, well
AS A STUDENT AT NSHS, I AGREE TO
rested, fed, neatly groomed, and prepared
your child;
I AGREE TO
behavior; establish and maintain communication between school and home.
check with my child daily for information sent home from school that will be useful;
make sure my child attends academic support opportunities;
establish and maintain communication between home and school.
26
NIXON-SMILEY HIGH SCHOOL Campus Principal: Dr. Wendy Fuller Director of Special Programs: Linda Parks Superintendent of School: Dr. Cathy Lauer
Oportunidades Educativas Se proporcionan muchas oportunidades educativas para ayudar a los niños a alcanzar su nivel máximo de logro académico:
LA LEY
La ley más reciente que afecta al Título 1 es el Acto Ningun Niño Dejado Atrás (Ley Pública 107-110 (1118). La ley requiere:
que los distritos escolares tengan una póliza escrita con respecto a la participación parental;
que los padres sean involucrados en el diseño,
Créditos Acelerados APEX Recuperamiento de Crédito a traves de APEX Presentaciones de Carreras Preparación Colegial Laboratorio de Computatoras Maestría de Contenido(Content Mastery) Asesoramiento Prevención del Uso de Alcohol y Drogas Crédito Doble/Colocación Avanzada Programa de Lenguaje ESL Programas para Poner a la Vista Logros Estudiantiles Programa para Desamparados Cursos de Honor Programa para Migrantes Música/Arte/Educación Física/Tecnología/ Educación de Carreras a traves de la Tecnología Conferencias de Padre/Visitas de Hogar Proyecto Graduación Programa de Servicios Sociales Educación Especial Club SPIE
Preparación y Remediación para STAAR/TAKS
Beca de la Iniciativa de Alfabetismo de Texas Programa de Tutoría Competiciones Académicas de UIL
tener éxito en programas regulares
lograr la habilidad del nivel de grado,
Iniciativa del Comportamiento Positivo
y mejorar su logro en las habilidades básicas y
(PBIS)
la operación, y la evaluación del Título 1;
que se consulte a los padres sobre actividades del hogar/de escuela y que los padres estén entrenados para ayudar a sus niños;
Título 1 Pacto de Participación de Padre
que siempre que sea posible, las actividades se deban presentar en la lengua hablada por la mayoría de los padres del Título 1.
Propósito
2016-2017
El programa del Título 1 es diseñado para cubrir las necesidades de todos los niños que asistan a la escuela secundaria de Nixon-Smiley. Los programas de Título 1 también están diseñados
Nixon-Smiley High School
para mejorar las oportunidades educativas de niños que aun no alcanzan las metas escolares y ayudarles a:
avanzadas.
Los fondos del Título 1 ayudan a apoyar a nuestro distrito escolar para proveer personal y servicios educativos. NIXON-SMILEY
HIGH SCHOOL 800 N. Rancho Rd. Nixon, Tx 78140 Phone: 830-582-1536 Fax: 830-582-2168
27
Visión Todos los estudiantes de Nixon-Smiley CISD alcanzarán su potencial académico óptimo, y su potencial como ciudadanos sociales competentes, motivados, y responsables.
El Personal en NSHS conviene:
Como padre de NSHS, convengo:
llevar a cabo gran expectativas para nosotros mismos, los estudiantes, y otros
miembros de personal.
ayudar a determinar las necesidades
ajustar el programa educacional para cubrir las necesidades académicas de su
escuchar y seguir las directivas.
cuidadosamente y preparado para aprender.
saber que puedo aprender, y que voy a
establecer un ambiente en la sala de clase
aprender
tomar un interés activo en el trabajo escolar de
que sea seguro, disciplinado, respetuoso y
estudiantes de la Escuela Secundaria de
saber como va progresando mi niño en la
Nixon-Smiley y de mi mismo.
pedir ayuda cuando no comprendo algo.
comportamiento negativo.
leer en casa diariamente.
representar a nuestra escuela de una
animar a mi niño a leer en casa diariamente.
proporcionar evaluaciones frecuentes y la
programar una conferencia con el profesor sobre
manera cortés y respetuosa.
regeneración continua en cómo está
preocupaciones con el trabajo escolar y/o el
progresando se niño académicamente.
comportamiento
establecer y mantener comunicación entre
confirmar con niño diariamente si la escuela mandó información que sea útil en casa.
estudiantes en necisidad.
demás.
trabajar como socios en la escuela.
ser honesto y respetuoso a los derechos de
ayudar a mi niño a aceptar las consecuencias del
buscar su cooperación como padres para
proporcionar la ayuda oportuna para los
ser respetuoso con todo el personal y los
asignaciones de clase extendidas.
escuela comunicándome con sus profesores.
dejar que los maestros y personal me ayuden a solucionar mis problemas.
que promueva el aprendizaje para cubrir las necesidades de cada estudiante.
compartir notas con mis padres y regresar los papeles firmados por mis padres.
proporcionar un lugar y una oportunidad para que mi niño lea y termine la tarea o
niño.
esfuerzo y ser lo mejor posible.
educación en un mundo evolutivo y diverso.
venir a la escuela listo para poner mi mejor
descansado, alimentado, arreglado
mi niño y dejarlo/la saber la importancia de la
educativas de su niño.
envíar a mi hijo/a a la escuela diariamente, bien
demostrar respeto a todos los estudiantes.
Como estudiante en NSHS, convengo:
asegurarme que mi niño asista a oportunidades académicas de apoyo.
la escuela y el hogar.
establecer y mantener la comunicación entre el hogar y la escuela.
mantener al día la información de contacto y médica de mi niño.
28
NIXON-SMILEY HIGH SCHOOL Campus Principal: Dr. Wendy Fuller Director of Special Programs: Linda Parks Superintendent of School: Dr. Cathy Lauer
Dear Parent/Guardian: The attached Parent Involvement Compact and Policy provides information outlining the responsibilities of the staff, parents, and students in the educational process. Please read the compact and policy and sign the acknowledgement form below. If your child is not attending registration, we will have him/her and his/her teacher sign at the start of the school year. Thank you for supporting your child’s education.
Nixon-Smiley High School 2016-2017 Parent Involvement Compact and Policy Acknowledgement Form I have received the Parent Involvement Compact and Policy and have read the responsibilities outlined for the staff, parents, and students of NixonSmiley High School. I agree to do my part as a parent and encourage my child to do his/her part to help ensure educational success. Parent Signature: ______________________________________
Date: ___________________
I have read the responsibilities that I have as a student at Nixon-Smiley High School and agree to do my part in improving my educational experience. Student Signature: _____________________________________
Date: ___________________
I understand my responsibilities to the students of Nixon-Smiley High School as stated in the Parent Involvement Compact and Policy and agree to do my part in helping them reach their optimum potential. Staff Signature: _______________________________________
Date: ___________________
29
Estimado Padre / Guardian Legal: El Pacto de Participación de Padres adjunto proporciona información delineando las responsabilidades del personal, padres y alumnos en el proceso educativo. Por favor, lea el acuerdo, y firme el formulario de reconocimiento que sigue abajo, y haga que su hijo regrese la carta firmada a su maestro de primer período. Gracias por apoyar la educación de su hijo.
Nixon-Smiley High School 2016-2017 Participación de los Padres Formulario de reconocimiento
He recibido el Pacto de Participación de Padres y he leído las responsabilidades señaladas para el personal, padres de familia y estudiantes de NixonSmiley High School. Me comprometo a hacer mi parte como padre y a mi hijo a hacer su parte para ayudar a asegurar el éxito educativo. Firma del padre: ______________________________________
Fecha: ___________________
He leído las responsabilidades que tengo como estudiante de Nixon-Smiley High School y estoy de acuerdo por mi parte para mejorar mi experiencia educativa. Firma del Estudiante: _____________________________________
Fecha: ___________________
Entiendo mis responsabilidades a los alumnos de Nixon-Smiley High School como se afirma en el Pacto de Participación de los Padres y estoy de acuerdo en hacer mi parte para ayudarles a alcanzar su máximo potencial. Firma Personal: _______________________________________
Fecha: ___________________
30
Nixon-Smiley High School Parent Involvement Policy – 2016-2017 GENERAL EXPECTATIONS
Nixon-Smiley High School agrees to implement the following statutory requirements:
Nixon-Smiley High School will jointly develop with parents and distribute to parents of participating children a parental involvement policy that the school and parents of participating children agree on.
Nixon-Smiley High School will notify parents about the parental involvement policy in an understandable and uniform format and, to the extent practicable, will distribute this policy to parents in a language the parents can understand.
Nixon-Smiley High School will make the parental involvement policy available to the local community.
Nixon-Smiley High School will periodically update the parental involvement policy to meet the changing needs of parents and the school.
Nixon-Smiley High School will adopt the school-parent compact as a component of its parental involvement policy.
Nixon-Smiley High School agrees to be governed by the following statutory definition of parental involvement and will carry out programs, activities, and procedures in accordance with this definition: Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including making sure that (A) parents play an integral role in assisting their child’s learning; (B) parents are encouraged to be actively involved in their child’s education at school; (C) that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; (D) the carrying out of other activities, such as those described in section 1118 of the ESEA.
31
Nixon-Smiley High School will implement required school parental involvement policy components as follows: 1. Nixon-Smiley High School will take the following actions to involve parents in the joint development and joint agreement of its parental involvement policy and its school wide plan, if applicable, in an organized, ongoing, and timely way under section 1118(b) of the ESEA: Gather and disseminate to parents for review the following materials: District wide parental involvement policy, the school’s parental involvement policy, the school-parent compact, and applicable notices included in the District Student Handbook. These materials will be disseminated to parents at regular Title I parent meetings, School Site Council meetings, parent/teacher conferences and home visits, and through information disseminated at the start of the school year and as new students enroll in the school district. Written and oral input from parents will be solicited through Title I parent meetings, School Site Council meetings, parent/teacher conferences, school web site, and other regular written communications with parents.
2. Nixon-Smiley High School will take the following actions to distribute to parents of participating children and the local community the parental involvement policy:
The parental involvement policy will be made available to parents at registration, in the front office, parent meetings such as parent conferences, meet the teacher, and home visits. The policy will be posted on the school web site. Parents of new participating students will receive the policy upon registration if eligible for Title I.
3. Nixon-Smiley High School will periodically update its parental involvement policy to meet the changing needs of parents and the school through
Parent Involvement Committee Meetings Input received from parents through conferences and surveys throughout the school year
4. Nixon-Smiley High School will convene an annual meeting to inform parents of the following:
general school meetings such as conferences, meet the teacher, registration, and visits; that Nixon-Smiley High School participates in Title I; the requirements of Title I; data regarding the district; of their rights to be involved as outlined in the student handbook, the school-parent compact, the district wide parental involvement policy, and the school’s parental involvement policy; Meetings will be held at various and convenient times to encourage parents to attend; and Parents will be notified about meetings through School Reach, the school marquee, the web page, and personal phone calls.
5. Nixon-Smiley High School will hold a flexible number of meetings at varying times and may provide transportation, child care, and/or home visits paid for with Title I funding as long as these services relate to parental involvement: 32
To encourage parents to attend these meetings, the school will offer training to parents to improve student success and achievement. In situations that prevent parents from coming to the school for meetings, school personnel may make home visits, arrange to meet the parents at a mutually convenient time off campus, or arrange participation using our technology resources.
Nixon-Smiley High School will provide information about Title I programs to parents of participating children in a timely manner through the Alert Now phone system, phone calls, personal invites in English and Spanish, the school marquee, and/or the web page. Nixon-Smiley High School will provide parents of participating children with a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet through (a)
If requested by parents, Nixon-Smiley High School will provide parents of participating children opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children and respond to any such suggestions as soon as practicably possible:
(b)
the annual Title I parent meeting, regular parent/teacher conferences, the District web page, Title I family meetings and family activities throughout the year.
through prearranged meetings with the Title I Coordinator, parental access to Grade Book and course syllabi, through meetings with the student’s teacher which may include the Title I Coordinator, the principal, and other staff as appropriate. Nixon-Smiley High School will submit to the district any parent comments if the school wide plan under section (1114)(b)(2) is not satisfactory to parents of participating children.
Parents may submit comments in writing regarding the school wide plan to their child’s teacher, the Title I Coordinator, the principal, or the appropriate department within Nixon-Smiley School District.
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RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT 1.
Nixon-Smiley High School will build the school’s and parent’s capacity for strong parental involvement in order to ensure effective involvement of parents and to support a partnership between the school, parents, and the community to improve student academic achievement through the following activities described below
2.
The school will incorporate the school-parent compact as a component of its School Parental Involvement Policy:
3.
adult education activities; teacher conferences; open house; parent night at athletic events graduation parent meetings; financial aid nights; career choice presentations Technology Showcase; home visits; parental access to school web sites, Grade Book, and course syllabi.
The school-parent compact will be a part of the School Parental Involvement Policy on the school’s web page. It will be distributed to all parents at school registration, the start of the school year and given to new students as they enroll on the campus. It will be discussed during regular parent/teacher/student conferences.
The school will, with the assistance of the district, provide assistance to parents of children served by the school in understanding topics such as the following:
the state’s academic content standards, the state’s student academic achievement standards, the state and local academic assessments including alternate assessments, the requirements of Title I, how to monitor their child’s progress, and how to work with educators.
Parents will receive training and necessary information on the topics above through home visits, parent / family nights, School-Parent Involvement Compact, highlights of the standards, and school sponsored community involvement activities.
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4.
As appropriate, the school will, with the assistance of the district, provide materials and training such as literacy training and use technology to help parents work with their children to improve their children’s academic achievement and to foster parental involvement by hosting family nights, open house, and encouraging parental participation in various school activities.
5.
The school will, with the assistance of the district and parents, educate its teachers, pupil services personnel, principals, and other staff in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools by encouraging staff to attend parental involvement workshops and conferences and conducting site staff development.
6.
The school will, to the extent feasible and appropriate, take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: Upon identification of parental need for information in another language or in another format, the school will take steps to ensure that the parent request is fulfilled.
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Nixon-Smiley High School Póliza de Participación Parental – 2016-2017 Expectativas Generales
Nixon-Smiley High School se compromete a implementar los siguientes requisitos legales:
Nixon-Smiley High School desarrollará junto con los padres y distribuirá a los padres de los niños participantes, una póliza de participación parental en la cual la escuela y los padres de los niños participantes estén de acuerdo.
Nixon-Smiley High School notificará a los padres acerca de la póliza de participación parental en un formato comprensible y uniforme y, en la medida de lo posible, distribuirá esta póliza a los padres en un idioma que los padres puedan entender.
Nixon-Smiley High School hará que la póliza de participación parental esté a la disposición de la comunidad local.
Nixon-Smiley High School actualizará periódicamente la póliza de participación parental para satisfacer las necesidades cambiantes de los padres y la escuela.
Nixon-Smiley High School adoptará el acuerdo entre la escuela y los padres como un componente de su póliza de participación parental.
Nixon-Smiley High School se compromete a regirse por la siguiente definición legal de participación parental, y llevará a cabo programas, actividades y procedimientos de acuerdo con esta definición: Participación parental significa la participación de los padres en comunicación regular, de dos vías y significativa involucrando el desarollo significante sobre el aprendizaje académico del estudiante y otras actividades escolares, incluyendo asegurar que: (A) los padres desarollen un papel integral en ayudar en el aprendizaje de sus hijos; (B) los padres sean animados a participar activamente en la educación de sus hijos en la escuela; (C) que los padres sean socios de pleno derecho en la educación de sus hijos y sean incluídos, apropiadamente, en la toma de decisiones y en los comités de evaluación para ayudar en la educación de sus hijos; (D se realicen otras actividades, tales como las descritas en la sección 1118 de la ESEA.
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Nixon-Smiley High School implementará los componentes requeridos de la póliza de participación parental de las siguientes maneras: 1. Nixon-Smiley High School tomará las siguientes acciones para involucrar a los padres en el desarrollo conjunto y de acuerdo común con su Póliza de Participación Parental y su plan de toda la escuela, si aplica, de una manera organizada, continua y oportuna según la sección 1118 (b) del ESEA: Reunir y difundir a los los padres para su revisión los siguientes materiales: la Póliza de Participación Parental del distrito, Póliza de Participación Parental de la escuela, el compacto de escuela y padres, y las comunicaciones pertinentes incluídas en el Manual del Estudiante del Distrito. Estos materiales se difundirán a los padres durante las reunions regulares del Título1 de padres, reuniones del Consejo Escolar, conferencias de padres / maestros y visitas de hogar, y a través de la información difundida en el inicio del año escolar y al matricularse un estudiante nuevo al distrito escolar. La aportación oral y escrita de los padres se solicitará a través del Título 1, las reuniones de padres, Reuniones del Consejo Escolar, conferencias de padres / maestros, boletines escolares, el sitio web de la escuela, y otras comunicaciones regulares con los padres por escrito.
2. Nixon-Smiley High School tomará las siguientes acciones para distribuir a los padres de los niños participantes y la comunidad local la Póliza de Participación Parental:
La póliza de participación parental se pondrán a disposición de los padres en la oficina, durante la inscripción, reuniones de padres, tales como las conferencias de padres, Conocer al Maestro, y visitas de hogar. La políza será publicada en el sitio web de la escuela. Los padres de los alumnos participantes nuevos recibirán la póliza durante la inscripción.
3. Nixon-Smiley High School revisará periódicamente su Póliza de Participación Parental para satisfacer las necesidades cambiantes de los padres y la escuela a través de:
Reuniones de Desarollo para los Padres Ingreso de información recibido por los padres durante las conferencias y encuestas a traves del año escolar
4. Nixon-Smiley High School convocará una reunión anual para informar a los padres de lo siguiente:
Reuniones generales de la escuela, tales como conferencias, Conocer a los Maestros, las inscripciones, y las visitas de hogar; Formas diversas de información sobre la escuela Que Nixon Smiley High School participa en el Título 1; Los requisitos del Título 1;
De sus derechos de participar como se indica en el manual del estudiante, el compacto entre padres y escuela, la póliza de participación parental del distrito y la póliza de participación parental de la escuela;
Las reuniones se llevarán a cabo en diferentes momentos convenientes para animar a los padres a asistir; y Los padres serán notificados de reuniones a través de notas de la escuela, la marquesina de la escuela, la página web y el sistema telefónico de School Reach, y llamadas telefónicas personales. 37
5. Nixon-Smiley High School tendrá un número flexible de reuniones en diferentes horarios, y podrá proporcionar transporte, cuidado de niños y / o visitas de hogar, pagado con fondos del Título 1, siempre y cuando estos servicios estén relacionados con la participación de padres: Para animar a los padres a asistir a estas reuniones, la escuela ofrecerá entrenamiento a los padres para mejorar el éxito y el logro del estudiante. En las situaciones que impiden que los padres vengan a la escuela para las reuniones, el personal escolar puede hacer visitas de hogar o hacer arreglos para reunirse con los padres en un momento conveniente para ambas partes fuera de la escuela, u organizarla participación a traves de los recursos tecnológicos.
6. Nixon-Smiley High School proporcionará información acerca de programas de Título 1 para los padres de los niños participantes en el momento oportuno a través del sistema telefónico School Reach, notas, la marquesina de la escuela, y la página web. 7. Nixon-Smiley High School proporcionará a los padres de los niños participantes una descripción y explicación del currículo en uso en la escuela, las formas de evaluación académicas usadas para medir el progreso del estudiante, y los niveles de competencia que se espera que alcancen los estudiantes a través de: (c)
A solicitud de los padres, Nixon-Smiley High School proporcionará a los padres de niños participantes oportunidades para reuniones regulares para formular sugerencias y para participar, según corresponda, en las decisiones relativas a la educación de sus hijos, y responder a cualquier sugerencia tan pronto como sea posible a traves de:
(a)
La junta anual de padres del Título 1, Conferencias regulares de padres/maestros, La página web del distrito Reuniones familiares y actividades familiares del Título 1 durante todo el año.
Reuniones preestablecidas con el Coordinador del Título 1, Acceso parental a Grade Book y los planes de estudio de los maestros Reuniones con el maestro del estudiante, que pueden incluir el Coordinador de Título 1, el director, y otros miembros del personal según el caso.
Nixon-Smiley High School presentará al distrito cualquier comentario de los padres si el plan del distrito o escuela bajo la sección (1114) (b) (2) no es satisfactorio para los padres de los niños participantes: Los padres pueden presentar observaciones por escrito sobre el plan escolar o del distrito con el maestro de su hijo, el Coordinador del Título 1, el director, o el departamento correspondiente dentro del Distrito Escolar de Nixon-Smiley. 38
RESPONSABILIDADES ESTUDIANTILES DE ALTO RENDIMIENTO ACADÉMICO 1.
Nixon-Smiley High School agrandará la capacidad de la escuela y de la participación de padres con el fin de garantizar la participación efectiva de los padres y para apoyar una asociación entre la escuela, los padres y la comunidad para mejorar el logro académico de los estudiantes a través de las siguientes actividades que se describen a continuación:
2.
La escuela incorporará el compacto entre padres y escuela como un componente de la Póliza de Participación Parental:
3.
Actividades de educación para adultos Conferencias con Padres y Maestros Noches familiares(Open House) Noches Atléticas de Padres Juntas de Pardes con Hijos Graduantes Noches de Ayuda financiera para la Universidad Presentaciones de Carreras Exhibiciones de Tecnología Visitas de hogar Acceso Parental a Gradebook y los Planes de Maestro
El compacto entre padres y escuela será parte de la Póliza de Participación Parental de la escuela y del la página web. Se distribuirá a todos los padres en la escuela durante la inscripción, el inicio del año escolar y a los estudiantes nuevos al inscribirse en la escuela, y será disponible en la oficina de la escuela. Se discutira durante reuniones regulares de padre / maestro / estudiante.
La escuela, con la asistencia del distrito, proporcionará ayuda a los padres de los niños atendidos por la escuela en comprender temas tales como los siguientes: • • • • • •
Las normas académicas satisfactorias del estado, Los estándares estatales de rendimiento académico, Las evaluaciones académicas estatales y locales incluyendo evaluaciones alternas, Los requisitos del Título 1, El saber monitorear el progreso de sus hijos, y El saber trabajar con los maestros con colaboración
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4.
Los padres recibirán entrenamiento e información necesaria sobre los
temas mencionados a través de:
visitas de hogar, noches de padres / familia, y actividades patrocinados por la escuela para reunir a la comunidad
5.
Según corresponda, la escuela, con la ayuda del distrito, proporcionará materiales y capacitación, tales como la alfabetización y el uso de tecnología para ayudar a los padres a trabajar con sus hijos para mejorar el logro académico de sus hijos y fomentar la participación de los padres, a través de: patrocinando Noches Familiares y alentando a los padres a participar en varias actividades escolares.
6.
La escuela, con la ayuda del distrito y los padres, educará a sus maestros, personal de servicios estudiantiles, directores y otro personal, en cómo llegar a, comunicarse con, y trabajar con los padres como socios iguales, en el valor y la utilidad de contribuciones de los padres, y en cómo implementar y coordinar programas para padres y construir lazos entre los padres y las escuelas, por medio de: alentar al personal a asistir a talleres y conferencias que hablen de la participación de los padres, ofrecer entrenamiento basado en la web, y el desarrollo de personal
7.
La escuela, en la medida de lo posible y apropiado, tomará las siguientes acciones para asegurar que la información relacionada a la escuela y de programas parentales, reuniones, y otras actividades, sean enviados a los padres de los niños participantes en un formato comprensible y uniforme, incluyendo formatos alternativos a petición, y, en la medida de lo posible, en un idioma que los padres puedan entender. Tras la identificación de la necesidad de los padres tener información en otro idioma o en otro formato, la escuela tomará las medidas necesarias para garantizar que la solicitud de los padres se ha cumplido.
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APPENDIX 2: Migrant Priority for Services Action Plan
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Migrant Program Priority for Services Action Plan The Migrant Coordinator for each district campus will, at a minimum, conduct the following activities: • Ensure campus principals have a list of all their PFS students. • Check progress report and end-of-grading-period grades for failures. • Hold a meeting with the student at least once each three weeks. • Hold a meeting with the core (and electives, when necessary) teachers at least once each three weeks for feedback on progress, action steps, and help needed. • Contact parents (via phone or home visit) at least once grading period regarding student progress, needs, homework help, and action steps • Assure students are provided tutorials during the school day. • Encourage students when necessary to attend after school and Saturday school opportunities for middle and high school students. • Provide needed school supplies to support migrant students. • Provide summer enrichment and remediation (10 days at end of school year) to any migrant student that did not pass a state assessment. • Provide a social club for students and their families Additionally, the campus will provide the following additional support: High School • Ensure an Action Plan is created and monitored for each PFS student. • Create a targeted tutorial plan that would include further support during allowed electives. • Check credit status each 9 weeks and offer credit accrual opportunities, as needed. • Utilize software programs available in addition to credit accrual for remediation and acceleration: Achieve 3000, and Study Island, etc. • Conduct an evaluation of services at a minimum of 30 days into the school year. • Enlist students and their families in the District’s migrant social club
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