Arp Junior
High Improvement Plan 2003_04
The mission of Arp Jr. High School is to strive for a smooth transition between elementary and the upper grade levels. It is our desire to create a nurturing learning environment where students, faculty, and community work together to develop academic excellence, ethical behavior, and personal responsibility.
Executive Summary:
Arp Junior High School’s Site-base
committee, Principal and staff work closely with district counselors, and
Curriculum Director to interpret and communicate individual student assessment
related to TAKS scores, STAR (Standard Test for Assessment of Reading) YEA/EOC,
and district Benchmark scores. To facilitate sound instructional decision-making,
the data is analyzed by student characteristic (i.e. by program, ethnicity and
gender, and by evaluating the objectives on which the students scored the
lowest for each core subject). Arp Jr. High School uses this data to identify
struggling subgroups and to direct instructional resources to improve student
achievement via the district’s three level TIER Program. For example,
identified students who score below mastery on each core subject’s YEA are
referred to level one of the TIER, and parents are
notified of academic difficulties.
Students who are identified to level two of the TIER will receive
accelerated instruction utilizing computer software, individualized
instruction, and peer tutoring. Students
placed in TIER 3 will be required to attend after-school tutorials to target
specific objectives. FTE funding will be
applied to the after-school program.
Sixty percent of our students need improvement in the areas of
Each faculty member strives toward
excellence in education. As a result,
each teacher has the opportunity to receive an incentive of up to $1000 award
per year. Educators are encouraged by
the district to maintain the highest level of professionalism.
Arp Junior High’s Gifted and Talented Program consists of enrichment and
acceleration in each class. GT students
enjoy the opportunity for individualized learning through project based
curriculum.
The Junior High faculty continues working toward identifying and assisting dyslexic students in their pursuit of education. These students work closely with trained staff on campus to develop skills necessary to function in the regular classroom.
The Special Education Program at Arp Junior High allows students to be serviced in the Least Restrictive Environment (LRE). Arp Junior High utilizes inclusion with special services in the resource room.
·
ESL:
The Junior High faculty continues working toward assisting ESL students in their pursuit of education while gaining a command of the English language. These students work with trained staff on campus to develop skills necessary to function in the regular classroom.
This executive
summary is a dynamic document that enables the entire
Arp Junior High community to maintain its focus on providing the best education
possible for all children.
Arp Jr. High School
is composed of one campus containing 6th, 7th, and 8th
grade students. Class size is reduced in
an attempt to provide an environment conducive to learning. It is our goal that by 2005-2006 all teachers
in core subjects will be “highly qualified” as defined by the state of
An
assortment of rubrics are
used to evaluate student projects. As
we, the faculty, strive to better ourselves, we recognize the role that technology
plays in our everyday lives and in the futures of our students. Therefore we endeavor to assist students in
gaining technological skills, thus preparing them for future careers. Assistance is offered to any faculty or staff
member who desires to learn more about a particular technology. Surveys of teacher technology need are taken,
and in-service time is allotted for such instruction.
Arp Junior High
understands that parental involvement is important. Annually we invite the public to Open House
during the fall. Our teachers correspond
with parents/guardians via email and telephone.
Progress reports are sent during the 3rd week of each six
weeks. Students with an average of 75 or
less in a subject will receive a progress report for that subject. It is our desire to develop a newsletter to
keep parents informed of general information and upcoming events.
Various funds are
utilized on our campus. These programs
support student mastery of TAKS objectives.
They may be utilized as a specific class lesson, remediation for
specific areas, reinforcement of skills, or enrichment activities. Focus will be placed on students who did not
pass the 2002-2003 TAKS Test, although all students
can benefit from these services. Among
these funding sources are:
Philosophy of Learning:
The philosophy of
Arp Junior High faculty and staff is to provide an education which encourages
each student to strive to reach their full potential. It is our desire to see these students grow
not only intellectually, but also socially and morally.
The transition into
adulthood is strengthened as students gain problem-solving and higher-order
thinking skills. Students at all levels,
whether gifted, average, or remediated, are offered
opportunities to excel in education.
Educators seek to
blend student interests by integrating real-world scenarios into the curriculum
guiding students to realize the value of what they are learning. By modeling continued education via staff
development, workshops, and seminars, educators exhibit the importance of being
a life-long learner.
Faculty and staff
emphasize the importance of becoming productive citizens in a democratic
society. Respect for self, respect for
others and respect for our American Heritage are basic themes woven throughout
the curriculum.
As we create a
community of learners, we at Arp Junior High recognize that our educational
environment extends beyond the classroom.
Engaging the greater community as active participants in the educational
process provides diverse experiences from which our students may gain
knowledge.
Arp Junior High
Campus Improvement Plan
2003-2004
Goal 1: By 2004, of all students tested in each
population will meet minimum requirements of the objectives in writing,
reading, mathematics, and social studies tests.
Campus Objective 1-1: By May 2004, 70%
all students tested will exhibit one year’s growth indicated as an AYP (Average
Yearly Progress).
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1. Benchmark |
Students Teachers Parents |
$600 local/Title
1 |
3
per semester |
Formative
assessment Identify
the number of students to be placed in TIER 1 and TIER 2. |
|
2. YEA/EOC |
Principal Teacher Student |
None |
During
the first two weeks of school. |
Formative
evaluation leading to the placement of students in TIERS if necessary. In the TIERS, students receive accelerated
instruction. |
|
3. TIER 1 |
Principal Teacher Student |
Edutest $4750/Title
1 |
Aug-May |
Formative
evaluation during which students receive acceleration of instruction. The goal is for students to master the
objectives focused on in that TIER.
Mastery of the objective results in students being removed from the
TIER. |
|
4. TIER 2 |
Principal Teacher Student |
Tutorials Compensatory Funds |
Aug-May |
Formative
evaluation during which students receive acceleration of instruction. The goal is for students to master the
objectives focused on in that TIER.
Mastery of the objective results in students being removed from the
TIER. |
|
5. TIER 3 |
Principal Teacher Student |
Tutorials Title
I $3200 |
Aug-May |
Formative
evaluation during which students receive acceleration of instruction. The goal is for students to master the
objectives focused on in that TIER.
Mastery of the objective results in students being removed from the
TIER. |
|
6. Provide activities and instruction for math
TAKS objectives. Utilize
appropriate equipment for learning including software and online activities. |
Principal Teachers Students |
$400 LightSpan ($5225
KIDS Grant) TAKS
Weekly $56825
(Spe. Ed) Sharpen
Up for Math |
Aug-May Weekly
lesson plans Act.
Period |
Formative
assessment developing skills students will use to obtain higher scores on the
TAKS. |
|
6. Use different teaching strategies in math
including “visual math” to maintain and increase performance. |
Teachers |
Region
VII Instructional
workshops (local funds) |
Aug-May
Daily, weekly, monthly |
Formative
assessment of student’s ability to demonstrate math situations involving math
manipulatives. |
|
7.
Teach test taking strategies for curriculum and TAKS. |
Principal Teachers Parents |
Region
VII |
Aug-May |
Students’
test taking skills will improve and will result in higher test scores. |
Objective 1-2: By Spring 2004, at least 70% of all students tested
will exhibit one year’s growth indicated as an AYP (Average Yearly Progress).
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1. Benchmark |
Students Teachers Parents |
$600 local/Title
1 |
3
per semester |
Formative
assessment Identify
the number of students to be placed in TIER 1 and TIER 2. |
|
2. YEA/EOC |
Principal Teacher Student |
None |
During
the first two weeks of school. |
Formative
evaluation leading to the placement of students in TIERS if necessary. In the TIERS, students receive accelerated
instruction. |
|
3. TIER 1 |
Principal Teacher Student |
Edutest $4750/Title
1 |
Aug-May |
Formative
evaluation during which students receive acceleration of instruction. The goal is for students to master the
objectives focused on in that TIER.
Mastery of the objective results in students being removed from the
TIER. |
|
4. TIER 2 |
Principal Teacher Student |
Tutorials |
Aug-May |
Formative
evaluation during which students receive acceleration of instruction. The goal is for students to master the
objectives focused on in that TIER.
Mastery of the objective results in students being removed from the
TIER. |
|
5. TIER 3 |
Principal Teacher Student |
Tutorials FTE’s Title
I $3200 |
Aug-May |
Formative
evaluation during which students receive acceleration of instruction. The goal is for students to master the
objectives focused on in that TIER.
Mastery of the objective results in students being removed from the
TIER. |
|
6. Provide activities and instruction for
reading TAKS objectives. Utilize
appropriate equipment for learning including software and online activities. |
Principal Teachers Students |
$400 LightSpan ($5225
KIDS Grant) TAKS
Weekly $56825
(Spe. Ed) Sharpen
Up for |
Aug-May Weekly
lesson plans Act.
Period |
Formative
assessment developing skills students will use to obtain higher scores on the
TAKS. |
|
7.
Teach test taking strategies for curriculum and TAKS. |
Principal Teachers Parents |
Region
VII |
Aug-May |
Students’
test taking skills will improve and will result in higher test scores. |
|
8.
Establish goals for a reward system that parents and students will work
together to obtain. |
Principal/Staff Teacher Parents |
Accelerated
Reader Program Library
time |
Aug-May One
per semester |
Students
have a concrete incentive for reading improvement. |
|
9.
Current technology used in the Title I program will be available for the
whole populace. |
Principal Staff Curriculum
Director Title
I Director |
Title
I Funds $500 Local
technology funds($1500) |
Aug-May |
Increased
student achievement and students and parents will become comfortable with
current technology. |
Campus Objective 1-3: By the year 2004, at least 70% exhibit one year’s growth indicated as an AYP (Average Yearly Progress).
|
|
|
|
||||
| ACTIVITY/STRATEGY |
PERSON RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
|
|
1.
Improve TAKS scores in the writing domain. |
Principal Teachers Students |
Current
resources available, such as textbooks, AR program, computers, LIghtSpan(($5,225 KIDS Grant) Sharpen
Up Writing |
Aug-May
weekly |
Formative
assessment to increase test scores |
|
|
|
2.
Practice prompt each six weeks objectives
1-4 . |
Language
Arts teachers |
None |
Aug-May
|
Improved
writing fluency |
|
|
|
3.
Campus wide (cross-curricular) writing initiative program. |
All
Teachers |
Internet Articles
in print |
Aug-May |
Formative
evaluation of student’s ability to write for a specific purpose. |
|
|
|
4.
Language Network (in class writing workshops). |
Teachers |
McDougal/ Littell |
One
monthly through February |
Formative
assessment to improve student writing skills. |
|
|
|
5.
Standardize writing terminology. |
Teachers |
Current
resources available |
August-Sept. |
All
teachers are using the same terminology in writing skills. |
|
|
Campus
Objective 1-4: By Spring 2004, 70% of seventh and eighth graders
will pass an End-Of-Course Exam in Science.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
End –of-Course Exam. |
Science
department |
Current
resources available |
May |
Increased
mastery of science objectives and preparedness for tenth grade TAKS Test. |
|
2. Peer tutoring/ Problem-solving activities. |
Teachers Students |
|
Aug-May
Weekly
lesson plans |
Improved
problem-solving skills |
|
3.
Stress scientific method in science investigations. |
Teachers |
|
Aug-May
Weekly
lesson plans |
Understanding
and application of the scientific method |
|
4. Science Fair projects. |
Teachers Students |
$200
Local Funds |
Aug-May |
Increased
student interest and enthusiasm. Evidence
of scientific method use. |
Campus Objective 1-5: By Spring 2004, at least 70% exhibit one year’s growth indicated as an AYP
(Average Yearly Progress).
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Improve TAKS scores in Social Studies domain. |
Teachers |
LightSpan ($5225 KIDS Grant) Edutest ($4750
Title 1) Glenco TAKS prep. CD (Correlates with concepts taught
from textbook) |
Aug-May |
Increased
mastery of social studies objectives |
|
2. Peer Tutoring. |
Teachers Students |
|
Aug-May |
Improved
problem-solving skills |
|
3. Cross-curricular integration of Social
Studies skills. |
All
Teachers |
Newspaper
articles Online
sources |
Aug-May |
Increase
student awareness of issues in society that affect every day life. |
Goal 2:
A well-balanced curriculum will be taught so that all students may realize
their learning potential and prepare for productive lives.
Campus Objective
2-1: By May 2004, a TEKS-based curriculum will be
implemented within each grade level so that 96% of students master grade level
TEKS.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Implement new Science EOC in grades seven and eight. |
Principal Science
Teachers |
Current
Resources available |
By
May 2003 |
Increased
student achievement in Science and increased preparedness for TAKS. |
|
2.
Continue Character Counts program. |
Principal Curric. Dir. Teachers Staff Parents Students |
Character
Counts materials |
Aug-May
|
Increased
student self-esteem, respect for others, and responsible behaviors that
result in fewer discipline referrals. |
|
3.
Strengthen curriculum through the following strategies: AR, incorporating
interdisciplinary strategies across the curriculum, use of manipulatives,
and provision of time for remediation and enrichment. |
Principal Teachers Students Parents |
Title
I funds $200
for 8 weeks |
February-
April |
Increased
student achievement in all curriculum areas |
|
4. Use STAR testing as a guide to evaluate
students’ academic position at the beginning of the first six weeks, at the
beginning of the second semester, and the middle of May. |
Principal Curriculum
Dir. Teachers Library
Aide |
$250 Library
Funds |
Aug. January May |
Identify
beginning academic position and observe improvement. |
|
5.
Incorporate more technology into the classroom and library |
Principal
Teachers Cur.
Dir. |
Technology
Funds |
Aug-May |
Increased
student achievement, familiarity with equipment, preparation for future work
force |
|
6.
The teachers will continue to be trained in the programs implemented at |
Principal Teachers Cur.
Dir. |
Region
VII District
Inservice $1200
(Local) |
Aug-May |
Be
familiar with and competent with curriculum programs |
|
7.
Teachers will document enrichment and special learner activities and TEKS
for each lesson in their lesson plans. |
Principal Teachers |
None |
Aug-May |
Provide
enrichment and modification activities to increase student achievement for
all students and to ensure that all TEKS are covered instructionally. |
Goal 3: Parents
and other community members will be partners in the improvement of the school.
Campus Objective 3-1: By May 2004, 30% of parents
will be partners in the improvement of schools.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Increase communication between teachers and parents regarding the academic
performance and development of students through the use of School Report
Card, AEIS report, teacher notes, progress reports, marquee, signs, Campus
Site-Based Committee meetings, TAKS results, parent and student surveys,
Open House, newspaper articles,
school website, class websites, and Student Handbook. |
Principal Superin. Teachers Parents Aides Counselor Curr. Dir. |
$1000
local funds |
Aug-May |
Parents
will be aware of student academic progress and programs. Positive communication between teacher,
staff, administration, and parents. |
|
2.
Develop mutually beneficial partnerships between schools and community
entities. |
Parents Teachers Administrators Students Curriculum
Dir. Counselor Businesses |
Arp
State Bank Leo’s
Burger Barn Terry’s
Various
available sources |
Aug-May |
Positive
communication and relationships between the school and community. |
|
3.
Provide human relations activities that will enable students to deal
positively and effectively with people of diverse backgrounds, through
programs such as Veterans’ Day Celebration, Black History Month, Self-Esteem
Program, and Red Ribbon Activities. |
Teachers Principal Librarian Counselor Curr. Dir. Administration |
Region
VII Drug Education Funds $3500
(ISD) |
Aug-May |
Students
will have increased appreciation of diverse cultures. |
|
4.
Students collect canned food items and collaborate with WE CARE,TOO for Thanksgiving and Christmas drive. “Pennies For Pasta” for muscular
dystrophy. PATH
(People Attempting To Help). |
Teachers Principal Students |
Donations |
Oct-Nov |
The
students will demonstrate awareness and an appreciation for helping others. |
|
5.
Provide information to parents concerning the S.O.S and 504 programs through
handouts, parent conferences, and Student Handbook. |
Administrators Teachers Counselor Curr. Dir. |
$200
local funds for handbooks |
Aug-May |
More
parental involvement and knowledge of school programs, curriculum, and
student achievement. |
Goal 4: By
Spring 2004, the student annual attendance rate will be at least 96%;
thereafter it will be maintained or improve annually.
Campus Objective
4-1:By May 2004, the student
annual attendance rate will be at least 96% for
|
ACTIVITY/STATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1. A Student Handbook which outlines school
policy on attendance will be provided to every student. |
Principal Office
Staff Teachers Students |
$500
local funds |
By
the end of the first week of school |
All
students and parents will be aware of the attendance policy when contact is
made by school personnel regarding absences. |
|
2. Each student’s permanent folder will
contain a School-Parent Contract signed by the student’s parents or
guardians and the student. |
Office
Staff Parents Students. |
Copy
cost |
By
the end of the first six weeks of school |
Parents
and students will be aware of and will acknowledge compliance with policies
of the district. |
|
3. Students with 3 or less absences are
eligible for semester exam exemption. |
Teachers
Students Parents |
None |
Continual
monitoring on a weekly basis from Aug-May |
Students
are motivated to attend class regularly to be exempt from semester exams. |
Goal 5: Students
will demonstrate growth toward proficiency in the English language by May 2004.
Campus Objective
5-1: By May 2004, all LEP students will demonstrate
communication skills in English with at least 55% of students having a command
of at least a 750 word English reading vocabulary.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Each academic department will develop class environments, materials, and
instructional methods to assist LEP students in rapidly learning oral
English. |
Principal Teachers |
ESL
funds $300 |
Aug-May
ongoing |
All
staff will incorporate basic ESL modifications during instruction of classes
with LEP students. LEP students
experience success in English language acquisition. |
|
2. The ESL personnel will be trained in
LPAC/QLPT. |
Principal ESL
teacher Region
VII |
$250 ESL funds |
By the end of January |
More
qualified staff |
|
3. Enable Limited English Proficient students
to become competent in the comprehension, speaking, reading, and composition
of the English language through development of literacy and academic skills
in the primary language and English. |
Principal ESL
personnel Teachers Curr. Director |
ESL
funds $150 |
Aug-May |
Enable
LEP students to participate equitably in school and be prepared for the
future work force. |
|
4.
Provide opportunities for growth in cultural awareness, stressing the
similarities among people while appreciating the differences. |
ESL
personnel Principal Teachers |
|
Aug-May |
Students
are prepared to become contributing members of |
|
6. Administer LAS, RPTE, ITBS and
disaggregate results. |
ESL
personnel Principal Faculty |
Cost
of tests $50 ESL Funds |
Test
dates as given by admin. |
Measurements
of English proficiency will allow tracking of progress and needs of LEP
students and school programs. |
|
7. LPAC committee meets, monitors ESL
program, addresses issues of LEP students and makes decisions. |
ESL
Personnel Principals Community
representatives Parents |
|
Fall,
Spring, and called as needed |
LEP
students and families benefit from monitoring of advocacy committee. |
Goal 6: Student and teacher use of technology will
increase.
Campus Objective
6-1: By May 2004, 96% of students and teachers will have
a working knowledge of available technology at
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Students and teachers will possess a basic understanding of technological
systems and their societal impact through use of technology in the
classrooms. |
Curr. Dir. Principal Teachers Students |
Technology
Funds |
Ongoing |
The
students will be better prepared for the future work force allowing them to
be successful. |
|
2.
The students and teachers will acquire information from a variety of
sources. |
Principal Teachers Staff Students Curr. Dir. |
Computers,
Internet, Intranet, Computer Lab time |
Aug-May |
Students
and teachers will use a variety of strategies to acquire information from
electronic resources. |
|
3 . Create, publish, and display work that is
evident of competency with technology. |
Teachers Students Principal Curr. Director |
Computers,
Hardware, Software already on hand |
Aug-May |
The
student will use the computer as a tool to solve problems and display works. |
|
4.
The student will utilize online and CD sources for research. |
Students Teachers Curr. Director Librarian |
Materials
already on hand |
Aug-May |
The
students will feel comfortable and successful when doing research through
electronic sources. |
Goal 7: Identify
and serve students with exceptional ability or the potential for exceptional
ability in order to stimulate, nurture, and strengthen them intellectually,
socially, emotionally, and creatively so that they can reach their maximum
potential for the good of self and society.
Campus Objective
7-1: Identify and reevaluate all students nominated for
the G/T program.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Assess students identified for the G/T program using the SOI test. |
G/T
teacher Counselor |
G/T
funds $150 |
Nov.-March
1 |
Identify
areas of giftedness in students to better serve the needs of all students. |
|
2.
Assess students using local achievement test. |
Classroom
teacher Counselor |
Counselor
funds $100 budgeted |
Nov.-March |
Identify
students’ percentile scores. |
|
3.
Assess writing product of students referred for the G/T program. |
Teachers
trained in holistic scoring |
None |
Nov.-March |
Identify
students’ writing creativity |
|
4.
Assess students referred for G/T with teacher checklist |
Classroom
teacher |
Copy
cost $10 Local |
Nov.-March |
Identify
students’ classroom abilities |
|
5.
Assess students referred for G/T with a behavioral checklist |
Parent |
Copy
cost $10
Local |
Nov-March |
Identify
students’ life skills and adaptability |
Campus Objective
7-2: Provide staff development in the education of
gifted learners for professional personnel teaching these students.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Attain 30 hours of G/T training in core areas |
G/T
teacher |
G/T
funds $2000
for District |
Aug
2003 May
2004 |
G/T
Enrichment activities will be provided in each classroom. |
|
2.
Attain 6 hours of G/T training yearly. |
G/T
teacher |
G/T
funds $2000
for District |
Annually |
G/T
Enrichment activities will be provided in each classroom |
|
3.
All regular classroom teachers will attain 6 hrs. of
G/T training yearly. |
Principal Teachers Curr. Director |
G/T
funds $2000
for District |
Annually |
Enhanced
enrichment activities provided for all students in the regular classroom. |
Campus Objective
7-3: Promote total community interactive support for
gifted learners.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Make available publications providing information on assessment and programs
available for gifted learners. |
G/T
Coordinator |
G/T
funds $100 |
Annually |
The
community will be informed about the assessment process and programs
available. |
|
2.
Organize and maintain G/T support and volunteer program. |
G/T
Coordinator Parents Students |
None |
Annually
ongoing |
Parent
support and attendance of G/T activities, such as field trips, the |
|
4.
Mail to parents notification of nomination for entrance into the G/T
program. |
G/T
Coordinator |
$100
G/T funds |
Nov.
and March |
Assurance
of adequate communication with parents |
Goal 8: By May 2004, increased awareness of placement for students needing
modified curriculum and/ or instructions will be provided.
Campus Objective 8-1: By May 2004, special educational referrals
will be reduced by 27%.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Train staff in SOS (Save Our Students) and 504 pre-referral procedures. |
Curr. Director Special
Ed. Director Principal Teachers Counselor |
$200
local funds |
By
Oct. 1 |
Reduced
unnecessary special education referrals and increased student achievement. |
|
2. Implement the SOS program. |
Teachers Principal SOS
Coordinator Counselor |
$50
local funds |
Aug. |
Reduced
unnecessary special education referrals and increased student achievement. |
Goal 9: To
provide a drug-free learning environment.
Campus Objective
9-1: By May 2004, all students will be provided the
opportunity to be instructed on the benefits of a drug-free society.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1.
Celebrate Red Ribbon week. |
Counselor
Teachers Students Region
VII |
Drug-free
funds $3500
(ISD) |
October |
Increased
awareness of the consequences of illegal drug use. |
|
2.
Provide motivational film that promotes and encourages a drug-free
environment and self-esteem. |
Region
VII Principal Counselor |
$550
Region VII funds |
Annually |
Increased
awareness of the consequences of illegal drug use and increased student
self-esteem. |
|
3.
Provide motivational speaker to campaign against peer pressure and give
students options for dealing with issues that face youth. |
Principal Teachers Counselor |
Local
funds $400 |
Annually |
Improved
peer mediation and positive use of peer pressure. Increased
positive self-image. |
Goal 10: To provide a safe environment conducive to student achievement.
Campus
Objective: Students will be provided
the opportunity to learn in a safe environment.
|
ACTIVITY/STRATEGY |
PERSON
RESPONSIBLE |
RESOURCE
ALLOCATION |
TIMELINE |
EVALUATION |
|
1. Campus
security guard will be available on school property and at all school
functions. |
Campus
security guard Principal |
Grant City of |
Aug. - May |
Improved
sense of safety for students and community. |
|
2. Faculty duty before and after school. |
Teachers Principal |
|
Aug.-May |
Improved
safety for students. |