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.
- Gifted and Talented:
Arp Junior High’s Gifted and
Talented Program currently takes place through a pull-out program. Students also receive enrichment and
acceleration in each class. GT students
enjoy the opportunity for individualized learning through project based curriculum
as well as educational field trips.
- Dyslexia:
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.
- Special Education:
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
- Desktop Publishing
- Word Processing
- Spreadsheets
- Databases
- Multimedia Presentations
- Internet strategies
- Telecommunications
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 2003-2004 TAKS Test, although all students
can benefit from these services. Among
these funding sources are:
- Title I
- Compensatory Funds
- FTE’s
- CLASS Server - Teacher Created Materials
& benchmarks
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
2004-2005
Goal 1: By 2005, 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 2005, 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 (TAKS
Prep Activity Class) |
Principal Teacher Student |
None |
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 (TAKS
Prep Activity Class) |
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 (TAKS
Prep Activity Class) EDP |
Principal Teacher Student |
EDP Title
I $5000 |
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 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. |
|
7. 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. |
|
8.
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 2005, 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 (TAKS
Prep Activity Class) |
Principal Teacher Student |
None |
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 (TAKS
Prep Activity Class) |
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 (TAKS
Prep Activity Class) EDP |
Principal Teacher Student |
FTE’s Title
I $5000 |
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 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. |
Campus Objective 1-3: By the year 2005, 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, 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 2005, 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 2005, 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 |
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 2005, 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.
Continue Character Counts program. |
Principal Curric. Dir. Teachers Staff Parents Students |
Character
Counts materials |